Journal articles on the topic 'Tiered assignments'

Teachers should adjust their curriculum and instructional practice to meet the needs of individual learners, because one size does not fit all (Kaplan, Rogers, &Webster, 2008; Tomlinson, 2003). This study focuses on the implementation of differentiated instruction in products, “tiered assignments,” in a Children’s English class in a teacher education program in Taiwan. The study concludes that 52 college students held a positive attitude toward these tiered assignments and that they learned theories and instructional strategies not only from lectures and tasks in the university classes but also from completing different choices. Another important finding is that participants’ choice of completing these assignments is based on the level of easy of the assignments. Two suggestions are made to effectively implement differentiated instruction in products in teacher education programs in terms of explicitly modeling and explaining differentiated instruction in products and designing tiered assignments based on the levels of challenge as well as learners’ readiness, interests and profiles.

Numerous studies have been conducted to investigate the effects of applying tiered assignments in the mixed-ability English as a foreign language classroom. Most of the studies were focused on students’ academic performance. There are still limited studies on the effects of tiered tasks on students’ learning achievement across the students’ levels of readiness since the implementation of tiered assignments in differentiated learning at Kurikulum Merdeka. So, this study was aimed at investigating the effects of using tiered tasks on students’ learning achievement across the students’ readiness levels in the Advanced English class pace F at SMAN 2 Lintau Buo. For the Advanced English class pace F, the tiered instructions were created to correspond with high, intermediate, and low levels of students’ prior knowledge. It involved one class as an experimental group and the other as a controlled group. The experimental class was given tiered tasks, and the other class used universal learning designs. The result of the study showed that there was a significant difference in scores between the students who received tiered tasks and those who did not receive tiered assignments. The high readiness students got has higher mean after they were taught by using tiered task. However, the same case cannot be said to the intermediate and low readiness students. Through this research, it became clear how important it is to have a strong understanding of the subject matter and to be aware of a variety of learning activities that can be adapted to the readiness levels of the students’ prior knowledge.

Tiered education and training are a program of education and training activities carried out in stages. The target of this training activity is PAUD teachers who have not participated in tiered training activities. This study aims to improve teachers' teaching ability through training activities, namely tiered training. This training activity is carried out in stages. Participants are declared to have passed at each stage if they have carried out all training activities and submitted independent assignments to the education and training organizers. This study uses a qualitative descriptive method. The primary data source for this study was 60 PAUD teachers in Kepulauan Bangka Belitung Province. The secondary data sources of this research are the results of the independent assignments of each participant, policies related to the implementation of tiered training activities, and research journal articles. The results of this study indicate that the following tiered training can run effectively with excellent results and can improve teachers' teaching abilities.

Many academic library instruction programs seek to integrate information literacy skills into the curriculum of academic departments. Previous literature on this topic generally recommends a “tiered” approach to curriculum-integrated instruction (CII); these tiered approaches suggest teaching basic skills to first- and second-year students and advanced skills to third- and fourth-year students. Many authors identify skills to teach at each level; however, their recommendations appear to be based on anecdote and common sense. While both anecdote and common sense are useful as starting points, librarians who plan CII programs should use evidence to make instructional decisions. To provide evidence for CII planning, this syllabus study investigated the research skills required of first-year students in their first semester at college. The results demonstrate that most first-semester students are required to find articles and Web sites to support their assignments, and many students are required to find books. Some must also find reference books as well as data and statistical sources to complete their course assignments. These results suggest that previous recommendations regarding tiered instructional approaches should be investigated further and revised.

Abstract <em>Tiered education and training are a program of education and training activities carried out in stages. The target of this training activity is PAUD teachers who have not participated in tiered training activities. This study aims to improve teachers&#39; teaching ability through training activities, namely tiered training. This training activity is carried out in stages. Participants are declared to have passed at each stage if they have carried out all training activities and submitted independent assignments to the education and training organizers. This study uses a qualitative descriptive method. The primary data source for this study was 60 PAUD teachers in Kepulauan Bangka Belitung Province. The secondary data sources of this research are the results of the independent assignments of each participant, policies related to the implementation of tiered training activities, and research journal articles. The results of this study indicate that the following tiered training can run effectively with excellent results and can improve teachers&#39; teaching abilities.</em> &nbsp; Abstrak <em>Pelatihan diklat berjenjang merupakan program kegiatan pelatihan yang dilaksanakan secara bertahap. Sasaran kegiatan diklat ini adalah para guru PAUD yang belum mengikuti diklat berjenjang. Penelitian ini bertujuan untuk meningkatkan kemampuan guru dalam mengajar melalui kegiatan pelatihan, yaitu diklat berjenjang. Kegiatan pelatihan ini dilaksanakan secara bertahap. Peserta dinyatakan lulus pada setiap tahapannya apabila telah melaksanakan seluruh kegiatan diklat dan mengumpulkan tugas mandiri kepada pihak penyelenggara diklat. Penelitian ini menggunakan metode penelitian kualitatif deskriptif. Sumber data primer penelitian ini adalah 60 orang guru PAUD di Provinsi Kepulauan Bangka Belitung. Sumber data sekunder penelitian ini adalah hasil tugas mandiri masing-masing peserta, kebijakan tentang pelaksanaan diklat berjenjang, dan artikel jurnal penelitian. Hasil penelitian ini menunjukkan bahwa pelatihan diklat berjenjang yang diikuti dapat berjalan dengan efektif dengan hasil sangat baik serta mampu meningkatkan kemampuan guru dalam mengajar.</em>

To ensure that the global sustainable development goal on education is achieved, the implementation of differentiated instruction (DI) is beginning to gain attention in the Ghanaian education system. But is Ghana embracing and implementing DI effectively in the mathematics classroom? This paper investigated two junior high school (JHS) mathematics teachers’ views and use of DI in their mathematics classrooms. Qualitative data obtained through observations and semi-structured interviews in an embedded mixed methods study that employed the Solomon four group quasi-experiment design were analyzed and in this report. The results show that teachers used flexible grouping, tiered assignment, end of unit assignments, worksheets and ICT tools (though extremely challenging) as the convenient DI strategies. The interview data after the experiment disclosed that, DI impacted students’ performance positively. However, the data showed that DI is time consuming, extremely challenging, expensive and required resources not readily available in public schools. Recommendations are made for the embracing of convenient strategies of DI in Ghanaian classrooms.

Abstract Introduction As an acuity adaptable unit is is sometimes difficult to get nurses through an orientation in a manner that doesn't scare them off but still covers all their educational needs. The number of fluid resuscitations seen is approximately 30 per year which means that when one occurs new nursing staff needs to have exposure. However, it is a difficult experience to work through a large ICU admission as a new nurse even with preceptor support. Due to these issues the unit adopted a tiered orientation process. This process set forth task blocks as a focus during orientation versus entire patient care. For example, the new nurse and preceptor assignment could be the new fluid resuscitation in week one of orientation. However, the new nurse would only work on documentation of patient care. The preceptor would be responsible for procedures, dressing changes, fluid, and pharmacologic management that goes into caring for the acute burn. the new nurse could also be a part of these processes but that is not their focus during Tier 1. In Tier 2 the new nurse would start providing more patient care in addition to their documentation, the preceptor would still perform ICU level care items. In the final tier the orientee would do all direct care of the patient including documenation. This tiered approach allowed nurses to experience all levels of patient care without overwhelming them. Methods The process was brought to the shift coordinators to give them all a sense of how staffing assignments would be made during orientation. Education was presented to preceptors at unit council meetings and then in 1 on 1 meetings as needed. Additional, touch base meetings occurred every other week during the start of this process starting in May of 2022. During this time 7 new nurses were on-boarded. 7 unique preceptors were utilized. New hires were met with weekly on an informal basis from weeks 1-5 by either the clinical educator or the nurse manager. Each new nurse and their preceptor had formal meetings with the nurse manager, clinical educator or both at 6, 10 and 12 weeks. A short survey was sent to all preceptors following the initial 5 months of this new process. Results 50% of all preceptors found this new model to be an improvement over the previous model. 33% did not agree or disagree on if the process was an improvement. 2 out of the 7 preceptors had not precepted before which might account for the 33%. 40% of the preceptors felt satisfied with the overall process for orientation. 83% of the preceptors felt that they had adequate resources to orient new nurses to the unit. Conclusions It appears that the adoption of a tiered process worked well during the initial evaluation phase. However, the n was small and additional evaluation would be beneficial to further address how impactful a tiered orientation process is for on-boarding new nursing staff. Applicability of Research to Practice It important for nursing leaders to evaluate and update how to best meet the needs of staff to create competency and safety.

In 2007, the Modern Language Association (MLA) called for significant changes to world language programs due to a curricular bifurcation between basic language courses and upper-division content courses. Although significant inroads have been made in the last 14 years, the two-tiered curriculum structure still exists in many programs, and the urgency for curricular coherence has been heightened by a dwindling number of language majors coupled with institutional disinvestment in language departments. In practice, when language programs have not undergone a significant redesign, the general remedy for this divide is to include more authentic content in the target language in lower-level courses and to provide opportunities to continue to develop the full range of linguistic skills in upper-level content courses. In this proposal, I enter the conversation surrounding the curriculum divide in language programs and recommend a supplementary approach to previous solutions. I explore the advantages and disadvantages of expressive writing in advanced language courses and propose that including expressive writing assignments in world language content courses will help bridge the divide between lower-level and upper-level curricula. More specifically, I argue that expressive writing encourages students to continue to develop their voice from lower-level courses, to activate their background knowledge and facilitate reflection on course content, and to develop their linguistic skills in lower-stakes writing assignments. I also offer suggestions for adaptable, expressive assignment types for advanced language content courses.

This article addresses the challenges and effective strategies for teaching speaking skills in multilevel language classrooms, where students exhibit varying proficiency levels. The article highlights key obstacles, including the diversity in student abilities, motivation issues and difficulties in assessment. To overcome these challenges, the article explores several pedagogical approaches, such as differentiated instruction, collaborative learning, task-based teaching, and technology integration. Methods like tiered assignments, peer teaching and role-playing are presented as ways to engage students and promote language development. Additionally, scaffolding techniques and continuous assessment, including peer and self-reflection are emphasized to ensure consistent progress. The article concludes that fostering an inclusive and engaging environment through diverse teaching strategies can significantly enhance speaking skills in multilevel classrooms, helping all students succeed in their language learning journey.

The study's primary objective is to learn how well differentiated techniques perform in inclusive classroom settings. Formative evaluation was used in this study. This entails checking in on students' progress during the unit of study to make any necessary adjustments to their education. The research demonstrates that kids have varied learning styles, interests, and demands, and it aims to build a learning environment that caters to the requirements of all students. Differentiating education in inclusive classrooms can be accomplished in a number of ways, such as through the use of flexible grouping, tiered assignments, modifications to the learning environment, and the application of multiple pedagogical approaches.

The purpose of this study is to analyze the differentiated learning in developing English reading skills among high school students. Differentiated learning provides the diverse learning needs of students by providing adjusted learning experiences. This qualitative research was conducted in a high school in Lebak Regency, involving in-depth interviews. Participants included 10 English teachers who were selected through purposive sampling. Data were collected through semi-structured interviews to explore perceptions and experiences. The results revealed that differentiated learning positively provided by teachers on 5 aspects, they are teaching materials, various teaching method, flexibility assignment, students grouping, and different assessment. Ten Teachers really understand how to treat various students in the classroom using varied learning strategies, such as tiered assignments and flexible grouping, helped meet individual student needs and improved engagement. The discussion highlights the effectiveness of differentiated learning in creating a supportive learning environment that addresses diverse learning styles and needs. It emphasizes the importance of teacher training and resource availability for successful implementation. The study concludes that differentiated learning is a valuable method for enhancing reading skills in high school students, promoting better educational outcomes and fostering inclusivity

&lt;p&gt;&lt;span&gt;Differentiated instruction (DI) is a teaching approach involves several strategies in which teachers adapt, modify, adjust and change instruction to respond to students’ diverse individual needs in heterogeneous classrooms. The study aimed at exploring the effectiveness of DI on secondary stage students’ proficiency level. The study followed the quantitative quasi-experimental design in which data were collected from the pre/post achievement tests administered at the initiation and the completion of the intervention. A total of 80 grade 11 students from both genders participated in the study. A number of (N=40) males and (N=40) females from four public schools in Jordan were distributed into (N=40) for the experimental group and another (N=40) from both genders for the control groups. The experimental group received education using DI strategies of homogeneous groups, tiered assignments and tiered instruction in the areas of content, process, product and learning environment. Conversely, the control groups received education through the one-size-fits-all method. Analysis of covariance (ANCOVA) results showed that DI affected reading comprehension scores positively, and the respondents of the experimental groups outperformed their counterparts of the control group. Moreover, the above-average respondents statistically outperformed the other proficiency levels. However, the findings indicated no statistically significant difference related to gender.&lt;/span&gt;&lt;/p&gt;

This research compares a student-centered, proficiency-based assessment and reassessment of learning outcomes (PARLO) system to traditional assessment in a college-level introductory statistics class. The PARLO class was assessed on learning outcomes using a three-tiered proficiency scale and given the opportunity to resubmit assignments to increase their rating. Students’ attitudes towards statistics improved more in the PARLO group, but no differences between groups were found on the CAOS test or on a common final exam. Within the PARLO group, students with a higher resubmission rate scored better on the final exam and those who resubmitted and achieved proficiency performed similarly to those achieving proficiency with the first submission. Assessing proficiency on specific learning outcomes allowed both students and the instructor to better evaluate learning. First published May 2011 at Statistics Education Research Journal: Archives

This study explores differentiated learning in English classes at MAN Surabaya within the Independent Curriculum framework. Differentiated learning adapts teaching strategies, content, and assessments to meet students' varying needs, readiness levels, interests, and learning profiles. The research identifies strategies used by the teacher, student preferences, and implementation challenges. Using qualitative methods such as observations, interviews, and document analysis, the study finds that the teacher employs flexible grouping, tiered assignments, and individualized instruction to cater to diverse student needs. Students favor activities aligned with their interests and readiness, finding them more engaging and effective. However, challenges include limited resources, time constraints, and the need for ongoing professional development. The study concludes that differentiated learning can improve student engagement and achievement but requires significant support for the teacher, including resources, time for planning, and continuous professional development. These findings highlight the importance of educational policymakers and school administrators providing necessary support and resources to enable effective differentiated learning implementation in classrooms.

An approach to teaching English as a second language (ESL) that takes into account the wide range of student backgrounds, talents, and requirements is known as differentiated instruction. This approach modifies lesson plans, course materials, and evaluation tools to accommodate students' unique learning styles. The goal is to make school a welcoming place where all students can thrive and develop to their maximum potential. This study delves into the theory and practice of ELT differentiated instruction, looking at how it might boost student engagement, motivation, and performance. We review some differentiation tactics, like tiered assignments, personalized feedback, and flexible grouping, and show you how to use them in an English language teaching setting. We also discuss potential problems that educators may have and how to fix them so that differentiated teaching can be more widely used. This paper reviews recent research and case studies to show how varied instruction can help ELT become more learner-centered. Differentiated education promotes academic success and an inclusive classroom culture by catering to each student's unique requirements.

The world of education in the era of disruption no longer makes teachers and students the only source of knowledge. The era of digitalization will have an impact on students' wrong steps if they are not accompanied by teachers and parents. In the era of disruption, everything can happen very quickly with work leaps that are no longer linear. The purpose of this work is to describe how to position students to build character in entering the era of disruption in absorbing knowledge. The focus of the discussion includes the conditions and tendencies of students in the era of disruption, character education with levels through social networks, learning media for character education in the era of disruption, and synergies in controlling student work patterns. The condition of students in this era of disruption is creative in finding information, as well as the tendency to like news, whether it's true or not, and going viral. Student assistance in the era of disruption is carried out by utilizing social networks. Social networks provide opportunities, space, and movement in facilitating student work on independent and group assignments. The results of the assignment are manifested in the form of reports, presentations, and others as a form of controlled character strengthening development. Character education learning is carried out in a tiered focus so that changes in student behavior will appear in their daily lives. Cooperation in completing tasks is a strength. This situation is able to increase innovation and can synergize. Control of changes in student behavior can be done after carrying out certain tasks / jobs. Thus the form of assistance above is used as an instrument of evaluation and control.

Epithelial ovarian cancers (EOC) consist of several sub-types based on histology, clinical, molecular and epidemiological features that are termed “histo-types”, which can be categorized into less aggressive Type I and more aggressive Type II malignancies. This investigation evaluated the disease-specific survival (DSS) of women with Type I and II EOC using histo-type, grade, and stage. A total of 47,789 EOC cases were identified in the National Cancer Institute’s Surveillance, Epidemiology, and End Results (SEER) data. Survival analysis and log rank test were performed to identify a 2-tiered classification (grade 1 vs. grade 2 &amp; 3) for serous EOC. DSS of early stage serous EOC for grade 2 was significantly different from grade 3 indicating that a 2-tier classification for serous EOC applied only to late stage. DSS of Type I EOC was much better than Type II. However, DSS was 33–52% lower with late stage Type I than with early stage Type I indicating that Type I ovarian cancers should not be considered indolent. Early stage Type II EOC had much better DSS than late stage Type II stressing that stage has a large role in survival of both Type I and II EOC.

In order to assist community college students in completing their program of study at a more rapid pace, this quantitative, correlational study examined the effectiveness of acceleration as a method to help community college students complete the developmental reading sequence quickly and more successfully. Acceleration is a curricular redesign that includes challenging readings and assignments and reduces the number of required classes in the developmental sequence. Past research does not adequately measure student success in the current community college trend of securing the most efficient pathway possible for attaining an associates degree or career certificate. Students who scored 80 or higher on the post-course, COMPASS reading placement test skipped a developmental class and were eligible to take college-level gateway courses sooner, for the purpose of saving them time and money. Retention and grade-point-average of developmental reading students who pursued an accelerated path was compared to developmental reading students who followed the traditional, two-tiered course sequence to determine first year success. In the college of the study, findings indicated developmental reading intervention, regardless of model, was effective for the students who persisted, as measured by their literacy skill gains.

This study aims to explore the development of leadership capacity and empowerment of staff and to know the factors of leverage in the management of position mutations. This research was conducted in 2014. Analysis of the data used in this study was comparative analysis and SWOT analysis. The results of the research are (1) providing broad opportunities to participate in both relevant and accredited education to support the management of position mutations (2) Encouraging employees to take part in Leadership Training especially for structural office holders (3) Encouraging Civil Servants to participate in tiered Functional Training for functional office holders, (4) Encouraging Civil Servants to participate in Technical Training for staff and officeholders in order to strengthen the implementation of tasks, (5) Encouraging Civil Servants to attend short courses, (6) developing in-house training in the context of mastering assignments for staff. The policy strategy that can be carried out is to improve the quality of the apparatus resources through formal education of SI, S2, S3 and leadership training and tennis training, improve solid policy matching in the field of apparatus development and improve the facilities and infrastructure of personnel management information systems. Keywords: Development, Capacity, Leadership, Performance

This study addresses the challenge of student performance in Mathematics by evaluating the effectiveness of differentiated instructional practices. Conducted in the Division of El Salvador City during the 2022-2023 school year, the research involved 156 teachers. It aimed to explore the respondents' profiles, the effectiveness of varied instructional methods, and their relationship to student performance in Mathematics during the First and Second Quarters. Data was collected through a descriptive questionnaire and analyzed using statistical tools like mean, frequency, standard deviation, and Pearson correlation. The findings indicate a significant positive relationship between differentiated instructional practices and students' academic performance in Mathematics. Differentiated instruction, which caters to diverse learning needs, enhances students’ understanding by fostering engagement, motivation, and comprehension. The study concludes that Mathematics teachers possess a moderate level of proficiency in using differentiated instructional practices. It highlights the importance of supportive learning environments, continuous professional development, and access to necessary resources for promoting academic success. Recommendations include ongoing professional development in Mathematics instruction and differentiation strategies, as well as targeted intervention programs for struggling students. Aligning tiered assignments with curriculum goals is also emphasized to ensure personalized instruction and the effectiveness of classroom tasks.

The objective of this study was to understand how differentiated assessment strategies are an effective method for diverse learners in inclusive classrooms (implementation and academic adaptability, benefits to diverse learners, challenges, and solutions). Studies published between 2010 to 2024 were searched through databases such as Google Scholar, Wiley, Taylor, and Francis. Differentiated assessment strategies gather information and provide better opportunities for learners to express their learning and track their learning progress. Differentiated assessment strategies are also efficaciously helpful for teachers to determine the learner’s readiness, strength, interest, and abilities. Furthermore, differentiated assessment allows teachers to modify the curriculum and adapt and accommodate the instructional plan according to the learners’ interests, learning styles, and needs. Differentiated assessment embrace diverse assessment formats, flexible timing, adaptive technology, tiered assignments, and constructive feedback. Therefore, differentiated assessment methods ensure that evaluation methods are fair, meaningful, and supportive for all diverse learners and promote inclusivity and equity. However, the study revealed some challenges, such as inadequate resources and infrastructure, inadequate teachers' training, time consumption, complexity in planning and execution, and resistance to adopting a new approach. This study recommended some solutions to overcome these challenges, such as providing teachers training, adequate resources and infrastructure, and collaboration between stakeholders like educators and administrators.

The complexity of contemporary classrooms in Ghana necessitates innovative strategies to address diverse learning needs effectively. Hence, addressing the latter in English language classrooms (ELCs) is critical. This study explored the understanding of English language teachers regarding differentiated instruction and how they addressed the varied needs and abilities of learners in primary schools in Ho Municipality. The study is grounded in the Differentiated Instruction (DI) Theory and utilized a sample of 12 teachers from four primary schools selected through convenience sampling. Data collection involved semi-structured interviews and classroom observations, which were meticulously coded and analyzed thematically to uncover patterns and themes. The study revealed that teachers view differentiated instruction as essential for accommodating diverse learning styles/approaches/dispositions, adapting teaching techniques to individual needs, and promoting inclusive practices. Again, it revealed that primary school English language teachers employed flexible grouping, diverse assessments, action-oriented teaching, technology integration, individualized explanations, and student-centered and peer learning activities. However, the consistent use of tiered assignments to address varying academic levels was notably absent, indicating a gap in the full implementation of DI. The study concludes that employing various innovative teaching strategies in ELCs is crucial for enhancing primary school educational quality and student achievement.

Purpose: To examine variations in Chinese nurses’ Actual Scope of Practice (ASCOP) by educational qualifications and professional titles, and to identify regulatory gaps in competency-based role assignments within China’s evolving healthcare system. Method: A nationwide cross-sectional study using the validated Chinese Nurses’ ASCOP Questionnaire is used. Data from 1,540 nurses were analyzed through descriptive statistics, independent t-tests, one-way ANOVA, and Bonferroni correction. ASCOP scores (1–5 scale) were compared across education levels (diploma, bachelor’s, postgraduate) and titles (junior/senior). Results: The overall ASCOP score was 3.95, with significant disparities in high-complexity tasks: postgraduate nurses (4.25) and senior nurses outperformed diploma holders (3.71) and juniors (p &lt; 0.01). Low-complexity tasks showed no educational differences (p &gt; 0.05), though bachelor’s or postgraduate nurses reported higher frequencies (4.12 vs. 3.89). Alarmingly, 37.6% of junior nurses routinely performed high-risk procedures beyond their competency. Conclusion: A systemic mismatch exists between nurses’ qualifications and assigned responsibilities, reflecting inadequate regulatory oversight. To address this, this study recommends: (1) competency-based tiered authorization systems, (2) legal framework updates aligning with China’s healthcare reforms, and (3) dynamic monitoring mechanisms. These measures could standardize practice boundaries, mitigate occupational risks, and optimize nursing workforce utilization, particularly in resource-constrained settings.

Quality of the school system is an important consideration for parents when homeschooling children. The research aims to measure and assess the success of the strategy to improve the quality of basic education institutions at the SD/MI level. The focus of the research is the analysis of indicators for measuring and assessing success as well as the level of strategy in the organization as an effort to improve the quality of basic education institutions. This research uses a qualitative approach with the method of literature study. The data sources and materials for analysis of the study use scientific literature in the form of books, articles, seminar proceedings (national or international), and final assignments (thesis, thesis, dissertation). Furthermore, the validity of the data was tested by cross-checking the study analysis materials. The results of this study concluded that the measurement and assessment of the level of success is based on learning components, including learning methods, learning facilities, and achieving goals. Furthermore, measurement and assessment efforts must be carried out with a periodic assessment system through indicators contained in the implementation operational standards (SOP). Finally, it is said that the quality of basic education institutions can be improved after using a tiered measurement and assessment strategy, starting from the assessment of the leadership level, the level of allied subject teachers (Subject Teacher Consultations), and for each subject teacher (subject).

Tujuan penelitian ini adalah untuk mengidentifikasi: 1. Untuk mengidentifikasi strategi guru fikih dalam meningkatkan Self efficacy siswa pada pembelajaran fikih di MTs Adolina Perbaungan. 2. Untuk mengidentifikasi dampak penerapan strategi guru Fikih terhadap self-efficacy siswa pada pembelajaran Fikih di MTs Adolina Perbaungan. 3. Untuk mengidentifikasi faktor pendukung dan kendala penerapan strategi guru Fikih terhadap self-efficacy siswa pada pembelajaran Fikih di MTs Adolina.. Jenis penelitian ini adalah kulitatif. Data penelitian diperoleh dari observasi, wawancara dan dokumentasi. Hasil Penelitian menunjukkan bahwa: 1. Strategi guru fikih dalam meningkatkan Self efficacy siswa pada pembelajaran fikih di MTs Adolina Perbaungan adalah menggunakan metode pembelajaran yang interaktif dan berjenjang, pemberian penguatan positif, serta pendekatan personal bagi siswa yang mengalami kesulitan. Guru juga berperan dalam menciptakan lingkungan belajar yang mendukung dengan memberikan motivasi, kesempatan untuk bertanya, dan memberikan contoh nyata yang relevan dengan kehidupan sehari-hari. Semua ini membantu siswa merasa lebih percaya diri dalam mengerjakan tugas dan memahami materi Fikih. 2. Dampak penerapan strategi guru Fikih terhadap self-efficacy siswa pada pembelajaran Fikih di MTs Adolina Perbaungan sangat positif. Hal ini terlihat dari siswa merasa lebih percaya diri dalam mengerjakan tugas, berani untuk mencoba menyelesaikan soal-soal yang lebih sulit, serta tidak ragu untuk bertanya atau berdiskusi di kelas. 3. Faktor pendukung penerapan strategi guru Fikih terhadap self-efficacy siswa pada pembelajaran Fikih di MTs Adolina adalah adanya dukungan penuh dari sekolah, suasana kelas yang kondusif, keterlibatan siswa yang tinggi, dan dukungan teman sebaya. Guru yang memberikan motivasi, tugas yang bertahap, serta metode pengajaran yang variatif juga sangat membantu meningkatkan kepercayaan diri siswa dalam memahami materi. Sedangkan kendala yang menghambat proses ini, seperti perbedaan latar belakang akademik dan motivasi siswa, keterbatasan waktu belajar di kelas, serta akses yang tidak merata terhadap teknologi dan bahan belajar di rumah The purpose of this study is to identify: 1. To identify the fiqh teacher strategy in improving students' self-efficacy in fiqh learning at MTs Adolina Perbaungan. 2. To identify the impact of implementing the fiqh teacher strategy on students' self-efficacy in fiqh learning at MTs Adolina Perbaungan. 3. To identify supporting factors and obstacles to implementing the fiqh teacher strategy on students' self-efficacy in fiqh learning at MTs Adolina. This type of research is qualitative. Research data were obtained from observation, interviews and documentation. The results of the study show that: 1. The strategy of the fiqh teacher in improving students' self-efficacy in fiqh learning at MTs Adolina Perbaungan is to use interactive and tiered learning methods, provide positive reinforcement, and a personal approach for students who experience difficulties. The teacher also plays a role in creating a supportive learning environment by providing motivation, opportunities to ask questions, and providing real examples that are relevant to everyday life. All of this helps students feel more confident in doing assignments and understanding fiqh material. 2. The impact of implementing the fiqh teacher's strategy on students' self-efficacy in fiqh learning at MTs Adolina Perbaungan is very positive. This can be seen from students feeling more confident in doing assignments, daring to try to solve more difficult questions, and not hesitating to ask or discuss in class. 3. Supporting factors for implementing the fiqh teacher's strategy on students' self-efficacy in fiqh learning at MTs Adolina are full support from the school, a conducive classroom atmosphere, high student involvement, and peer support. Teachers who provide motivation, gradual assignments, and varied teaching methods also greatly help increase students' self-confidence in understanding the material. Meanwhile, obstacles that hinder this process, such as differences in academic background and student motivation, limited learning time in class, and unequal access to technology and learning materials at home

BACKGROUND Early transfer to specialized centers improves trauma and burn outcomes; however, overtriage can result in unnecessary burdens to patients, providers, and health systems. Our institution developed novel burn triage pathways in 2016 to improve resource allocation. We evaluated the implementation of these pathways, analyzing trends in adoption, resource optimization, and pathway reliability after implementation. METHODS Triage pathways consist of transfer nurses (RNs) triaging calls based on review of burn images and clinical history: green pathway for direct outpatient referral, blue pathway for discussion with the on-call provider, red pathway for confirmation of transfer as requested by referring provider, and black pathway for the rapid transfer of severe burns. We used the RE-AIM (Reach, Effectiveness, Adoption, Implementation, Maintenance) framework to evaluate implementation. These pathways affected all acute burn referrals to our center from January 2017 to December 2019 (reach). Outcomes of interest were pathway assignment over time (adoption), changes to burn provider call volume (effectiveness), and the concordance of pathway assignment with final disposition (implementation reliability). RESULTS Transfer RNs triaged 5,272 burn referrals between 2017 and 2019. By January 2018, &gt;98% of referrals were assigned a pathway. In 2018–2019, green pathway calls triaged by RNs reduced calls to burn providers by a mean of 40 (SD, 11) per month. Patients in green/blue pathways were less likely to be transferred, with &gt;85% receiving only outpatient follow-up (p &lt; 0.001). Use of the lower acuity pathways increased over time, with a concordant decrease in use of the higher acuity pathways. Younger adults, patients referred from Level III to Level V trauma centers and nontrauma hospitals, and patients referred by APPs were less likely to be triaged to higher acuity pathways. CONCLUSION Implementation of highly adopted, reliable triage pathways can optimize existing clinical resources by task-shifting triage of lower acuity burns to nursing teams. LEVEL OF EVIDENCE Prognostic and Epidemiological; Level III.

This study aims to describe the strategies used by PPKn teachers of grade VII at MTs Negeri Samarinda in fostering students' disciplined character during learning. This study uses a qualitative research type with research subjects consisting of 1 PPKn teacher of grade VII and 6 students of grade VII through the stages of observation, interviews, and documentation. The results of the study indicate that the development of disciplined character carried out by PPKn teachers went well where the teachers implemented various strategies, namely: Development of discipline in dressing is carried out through role models, conditioning at the beginning of learning, and giving sanctions. Development of time discipline is carried out through role models, giving tiered sanctions, and arranging activities and duration of activities in the classroom according to estimates. Development of task discipline is carried out by giving assignment deadlines, clear assignment guidelines, and feedback on student assignment results. Meanwhile, development of behavioral discipline is carried out through role models, setting behavioral rules during learning, and giving tiered sanctions. During the implementation of the above strategies, it was seen that students had shown their discipline well.

Background To curb the growing impact of drug shortages, Health Canada developed the Tiered Notification and Communication Framework which assigns potential shortages a corresponding tiered status. Tier-3 is assigned to shortages with the greatest potential impact on the healthcare system. This study aims to describe drug purchasing trends in response to Tier-3 shortages using three case-examples. Methods We conducted a time-series analysis of monthly purchasing data for three out of 17 Tier-3 drug shortages (hydralazine, sarilumab, and medroxyprogesterone acetate) with publicly available reports in July 2021 and available IQVIA MIDAS data from January 2016 to December 2021. We assessed percent changes in purchasing at 1-, 3-, and 6-months after the onset of each Tier-3 drug shortage and interventional ARIMA modelling was used to assess the statistical significance. Results Medroxyprogesterone acetate experienced a significant shift (p = 0.0370) in purchasing following its shortage, and the 1-, 3-, and 6-month percent changes were +14.9%, +6.8% and -3.1%, respectively. Hydralazine and sarilumab did not show a significant shift. The 1-, 3-, and 6-month percent changes for hydralazine were +15.5%, +10.2%, and +9.6% respectively and +25.2%, +45.1% and +39.2 for sarilumab. Conclusions These results indicate that drugs assigned a Tier-3 status may not show declines in purchasing in the months following status assignment, which may be due to policy responses following the assignment. However, more insight is needed into the mechanisms through which these policy measures impact shortages and whether they are functioning as intended.

&lt;div&gt;&lt;p&gt;&lt;em&gt;Tiered task is a task that is given through strategic course with other courses that support continuously at each semester. This study aims to evaluate the students’ procedural knowledge ability through the process of identifying, analyzing and classifying the physics textbook and the students’ achievement and perceptions where the tiered task -1 are given. This study uses the same subjects design(treatment by subject). The subjects in this study are the third semester students of physics education UNIMA of 68 students. All groups are treated and data derived from the study are the work result in groups containing identification-analysis-classification format of the sub-topic of the structure and characteristics of the book. Data analysis technique use quantitative descriptive in percentage according to variables and use the average score of the group to see the achievement. The results show that, at task I, the students are still not fully able to identify-analyze-classify the high school physics textbook. Similarly, students have not understood the procedural knowledge correctly. But at task II and III, there is increase of the students' ability to develop the textbook related to map concepts, theories, law and principle concepts and also relates to the ability to develop mathematical description, exercises, and summarizing. Barriers in doing the assignment are mainly experienced by the students who are not serious in group discussion and less discuss with tutors. The process of assigning the tiered task -1 helps students to improve basic physics and be a provision in continuing the tiered task tiered at The Study of Physics II course.&lt;/em&gt;&lt;em&gt;&lt;/em&gt;&lt;/p&gt;&lt;/div&gt;

A legacy seismic data set from 2001 and 2011 was used for time-lapse interpretation over a Brazilian carbonate reservoir in Field-X of Campos Basin. The acquired 4D seismic data set was noisy and initially deemed to be uninterpretable. Pressure data were limited, and the initial simulation model was poorly calibrated. All of these challenges warranted the need to establish an interdisciplinary interpretation workflow. In this paper, we introduce a tiered integrated approach to optimize data value from multiple sources. The results of interwell connectivity from production data analysis were used as a basis for assignment of 4D signal confidence flags, which were later combined with simulation-to-seismic modeling of history-matched realizations, enabling interpretation efforts of the noisy 4D seismic data set. This integrated approach led to identification of the injected water front and a potential sweet spot for an infill well.

The Russian system of federalism is in the midst of a difficult transition from a highly centralized to a more decentralized regime. It is a reasonable proposition that the final solution will somehow be a kind of assignment system, but it is unclear what path will have to be followed to reach that stated goal. The present system of revenue sharing is based on shared taxes and subventions. It is a two-tiered system, with the federal government laying down the rules for central–oblast sharing, and each oblast making the rules for the local governments within its jurisdiction. This paper updates a World Bank analysis of the revenue-sharing system in the Russian Federation, using actual data for 1992 and the most current tax-sharing rules and adds some empirical evidence to what is known about the intra-oblast dimension of revenue sharing.

A Review of:&#x0D; Burke, L. “Models of Reference Services in Australian Academic Libraries.” Journal of Librarianship and Information Science 40.4 (2008): 269-86.&#x0D; &#x0D; Objective – To investigate the current organizational models for reference work in Australian academic libraries, and how these reference services are staffed.&#x0D; &#x0D; Design – Mixed methods.&#x0D; &#x0D; Setting – Academic universities in Australia.&#x0D; &#x0D; Subjects – Forty Council of Australian University Librarians (CAUL) member libraries.&#x0D; &#x0D; Methods – A literature study was undertaken to (1) find a definition of reference services and (2) explore the development of reference service models over time. Statistics from the CAUL member libraries were studied for trends in student population and number of academic and library staff. A web-based survey, with questions based on the findings in the literature study, was then distributed to the 40 Australian university libraries in 2006. &#x0D; &#x0D; Respondents were asked when the library commenced different reference services in five areas: formats in which the library received and responded to reference queries, information literacy, subject specialization, liaison activities, and collection development. Respondents also answered questions about the organization of the reference department, including: whether they had a separate or integrated model; the size of the reference collections; if they had a librarian dedicated to supporting students studying in remote or distant mode; if the interlibrary loans department was part of the suite of reference services; and if they had a mission or statement of purpose for their reference services department.&#x0D; &#x0D; Main Results – Based on the literature study, the working definition of reference services (1) for the project was “all activities which assist in providing relevant and appropriate information services to patrons” (270), including:&#x0D; • All interactions with patrons to assist them in their searches for information in all media types.&#x0D; • All training by librarians of patrons to be able to access information for themselves.&#x0D; • Activities to help the library stay informed of relevant developments, such as establishing and maintaining relationships with patrons.&#x0D; &#x0D; The literature study also revealed (2) a shift from the traditional reference service model, focused on the reference desk and the services delivered from that location, to new models involving “consolidation of reference service points, establishment of tiered reference, reference by appointment, reorganization of reference departments, and limiting services to primary users” (271). &#x0D; &#x0D; The core aspects of reference services have changed little over time, including face-to-face reference work, print collection development, bibliographic instruction, and attending meetings. In some aspects, however, there has been a shift in emphasis, e.g., in bibliographic instruction from the teaching of tools to the teaching of information literacy. In addition, reference work has come to include “going out to users,” or academic liaison work, as well as research consultation as a general way to assist undergraduate student in getting started on assignments and projects. &#x0D; &#x0D; The Web-based survey (n=40, response rate 87.5%) showed that 32.4% of libraries have an integrated inquiry point which incorporates information queries and other queries that are not necessarily related to traditional library reference services (272, Table 1). This survey result supports the findings of the literature study in showing a trend of library services moving away from the traditional reference desk.&#x0D; &#x0D; A majority of the responding libraries still retained a separate reference department, but a significant number of libraries have developed departments incorporating reference services with other library services. Those that retained the separate department varied in how they described services to patrons, the most common name being Information Services, a more user-friendly and descriptive name.&#x0D; &#x0D; In staffing the reference service, the respondents were asked to indicate the classification level of their staff using the Higher Education Worker (HEW) scale (an Australian salary scale, based on competencies, minimum 1 / maximum 10). Staff spans a variety of levels (4-10), the most common level being HEW6, a level where all libraries had staff. This indicates that a large part of reference staff in Australian academic libraries are highly qualified.&#x0D; &#x0D; The shift in higher education, resulting in greater numbers of students and fewer staff (including librarians), has in many libraries resulted in a more flexible organization of reference services, and the utilization of staff from other sections of the library for manning the reference service point. There is also evidence of how the changing student population leads to changing demands for library facilities and services, e.g. a decrease in the traditional complex reference questions, as well as in over the counter loan transactions, and an increase in more general queries. &#x0D; &#x0D; Conclusion – Reference services in Australian academic libraries are becoming more flexible and integrated (although the definition for integrated is still unclear), in part as the result of client demand, and in part due to decreased funding. The author sees an emerging role for reference librarians in helping patrons to navigate the increasingly complex information environment, and to assist in developing the skills to critically evaluate the information they access for authoritativeness and appropriateness.

The recent advancements in storage technologies have popularized the use of tiered storage systems in data-intensive compute clusters. The Hadoop Distributed File System (HDFS), for example, now supports storing data in memory, SSDs, and HDDs, while OctopusFS and hatS offer fine-grained storage tiering solutions. However, the task schedulers of big data platforms (such as Hadoop and Spark) will assign tasks to available resources only based on data locality information, and completely ignore the fact that local data is now stored on a variety of storage media with different performance characteristics. This paper presents Trident, a principled task scheduling approach that is designed to make optimal task assignment decisions based on both locality and storage tier information. Trident formulates task scheduling as a minimum cost maximum matching problem in a bipartite graph and uses a standard solver for finding the optimal solution. In addition, Trident utilizes two novel pruning algorithms for bounding the size of the graph, while still guaranteeing optimality. Trident is implemented in both Spark and Hadoop, and evaluated extensively using a realistic workload derived from Facebook traces as well as an industry-validated benchmark, demonstrating significant benefits in terms of application performance and cluster efficiency.

With the advent of ubiquitous deployment of smart devices and the Internet of Things, data sources for machine learning inference have increasingly moved to the edge of the network. Existing machine learning inference platforms typically assume a homogeneous infrastructure and do not take into account the more complex and tiered computing infrastructure that includes edge devices, local hubs, edge datacenters, and cloud datacenters. On the other hand, recent AutoML efforts have provided viable solutions for model compression, pruning and quantization for heterogeneous environments; for a machine learning model, now we may easily find or even generate a series of model variants with different tradeoffs between accuracy and efficiency. We design and implement JellyBean, a system for serving and optimizing machine learning inference workflows on heterogeneous infrastructures. Given service-level objectives (e.g., throughput, accuracy), JellyBean picks the most cost-efficient models that meet the accuracy target and decides how to deploy them across different tiers of infrastructures. Evaluations show that JellyBean reduces the total serving cost of visual question answering by up to 58% and vehicle tracking from the NVIDIA AI City Challenge by up to 36%, compared with state-of-the-art model selection and worker assignment solutions. JellyBean also outperforms prior ML serving systems (e.g., Spark on the cloud) up to 5x in serving costs.

Disinfection during tertiary municipal wastewater treatment is a necessary step to control the spread of pathogens; unfortunately, it also gives rise to numerous disinfection byproducts (DBPs), only a few of which are regulated because of the analytical challenges associated with the vast number of potential DBPs. This study utilized polydimethylsiloxane (PDMS) passive samplers, comprehensive two-dimensional gas chromatography (GC×GC) coupled with time-of-flight mass spectrometry (TOFMS), and non-negative matrix factorization (NMF) spectral deconvolution for suspect screening of DBPs in treated wastewater. PDMS samplers were deployed upstream and downstream of the chlorination unit in a municipal wastewater treatment plant located in Abu Dhabi, and their extracts were analyzed using GC×GC-TOFMS. A workflow incorporating a multi-tiered, eight-filter screening process was developed, which successfully enabled the reliable isolation of 22 candidate DBPs from thousands of peaks. The NMF spectral deconvolution improved the match factor score of unknown mass spectra to the reference mass spectra available in the NIST library by 17% and facilitated the identification of seven additional DBPs. The close match of the first-dimension retention index data and the GC×GC elution patterns of DBPs, both predicted using the Abraham solvation model, with their respective experimental counterparts—with the measured data available in the NIST WebBook and the GC×GC elution patterns being those observed for the candidate peaks—significantly enhanced the accuracy of peak assignment. Isotopic pattern analysis revealed a close correspondence for 11 DBPs with clearly visible isotopologues in reference spectra, thereby further strengthening the confidence in the peak assignment of these DBPs. Brominated analogues were prevalent among the detected DBPs, possibly due to seawater intrusion. The fate, behavior, persistence, and toxicity of tentatively identified DBPs were assessed using EPI Suite™ and the CompTox Chemicals Dashboard. This revealed their significant toxicity to aquatic organisms, including developmental, mutagenic, and endocrine-disrupting effects in certain DBPs. Some DBPs also showed activity in various CompTox bioassays, implicating them in adverse molecular pathways. Additionally, 11 DBPs demonstrated high environmental persistence and resistance to biodegradation. This combined approach offers a powerful tool for future research and environmental monitoring, enabling accurate identification and assessment of DBPs and their potential risks.

Systemic mastocytosis (SM) is a rare clonal hematologic neoplasm, driven, in almost all cases, by the activating KIT D816V mutation that leads to the growth and accumulation of neoplastic mast cells. While patients with advanced forms of SM have a poor prognosis, the introduction of KIT inhibitors (e.g., midostaurin, and avapritinib) has changed their outlook. Because of the heterogenous nature of advanced SM (advSM), successive iterations of response criteria have tried to capture different dimensions of the disease, including measures of mast cell burden (percentage of bone marrow mast cells and serum tryptase level), and mast cell-related organ damage (referred to as C findings). Historically, response criteria have been anchored to reversion of one or more organ damage finding(s) as a minimal criterion for response. This is a central principle of the Valent criteria, Mayo criteria, and International Working Group-Myeloproliferative Neoplasms Research and Treatment and European Competence Network on Mastocytosis (IWG-MRT-ECNM) consensus criteria. Irrespective of the response criteria, an ever-present challenge is how to apply response criteria in patients with SM and an associated hematologic neoplasm, where the presence of both diseases complicates assignment of organ damage and adjudication of response. In the context of trials with the selective KIT D816V inhibitor avapritinib, pure pathologic response (PPR) criteria, which rely solely on measures of mast cell burden and exclude consideration of organ damage findings, are being explored as more robust surrogate of overall survival. In addition, the finding that avapritinib can elicit complete molecular responses of KIT D816V allele burden, establishes a new benchmark for advSM and motivates the inclusion of definitions for molecular response in future criteria. Herein, we also outline how the concept of PPR can inform a proposal for new response criteria which use a tiered evaluation of pathologic, molecular, and clinical responses.

Learning outcomes The learning outcomes of this study are as follows: 1. the benefits of differential pricing over uniform pricing; 2. the differences between second- and third-degree price discrimination; 3. the rationale for charging different prices for segments having different willingness to pay; and 4. how different prices for the same product can lead to perceptions of unfairness and how companies might manage such an issue. Case overview/synopsis This case outlines the decisions that Adar Poonawalla, the CEO of Serum Institute of India (Serum), had to make in late April 2021 concerning its pricing for the COVID-19 (Covid) vaccine. Serum was the world’s largest manufacturer of vaccines, and its Covishield vaccine had received regulatory approval, but faced an unusual challenge and opportunity. In most countries, governments had procured Covid vaccines from manufacturers and then delivered the vaccines to consumers free of cost. But in India, there was a three-tier pricing system. While the Government of India had committed to free vaccines in government-run public hospitals, it also allowed vaccine makers to directly sell vaccines to state governments, as well as private hospitals, who were at liberty to charge consumers for the vaccines. This created an interesting pricing dilemma for Serum: as different customers had different willingness to pay, should Serum use differential pricing? Would such a tiered pricing system be considered fair? How many different price points should Serum maintain? By exploring these and related decisions that Poonawalla had to make, the case is intended to teach price discrimination. Complexity academic level The case is intended for graduate-level courses in marketing, pricing and economics. This case illustrates the principles of differential pricing/price discrimination. More specifically, it highlights pricing strategies motivated by second- and third-degree price discrimination in an emerging market’s health-care context. From the information in the case, the student can learn to apply the concepts of second- and third-degree price discrimination in marketing. After working through the case and assignment questions, instructors will be able to help students understand the following concepts: Teaching objective 1: the benefits of differential pricing over uniform pricing. Teaching objective 2: the differences between second- and third-degree price discrimination. Teaching objective 3: the rationale for charging different prices for segments having different willingness to pay. Teaching objective 4: how different prices for the same product can lead to perceptions of unfairness and how companies might manage such an issue. Supplementary material Teaching notes are available for educators only. Subject code CSS 8: Marketing

Many teachers enter the profession with a deficit-perspective of their students and their communities, particularly those working with students from low-socioeconomic backgrounds and/or students who are emergent bilinguals. Yet the majority of the students in our schools today come from backgrounds that often have different sets of values and different ways of viewing the world. The result is that, too often, educators adopt a deficit perspective. The goal of this study was to disrupt deficit thinking by introducing preservice teachers to the notion that students arrive in our classrooms with existing funds of knowledge (Moll, Amanti, Neff, &amp; Gonzalez, 1992). Through class activities and assignments, preservice teachers were introduced to the concept of funds of knowledge. This study examines the impact of introducing an asset-based perspective early in candidates’ preparation and asks what shifts occur in preservice teachers’ perspectives of their students and the resources those students bring when engaged in purposeful examination of their own and their prospective students’ cultural funds of knowledge. Muchos maestros ingresan a la profesión con una visión deficitaria acerca de sus estudiantes y de sus comunidades, particularmente aquellos que trabajan con estudiantes de entornos socioeconómicos bajos y/o estudiantes que son bilingües emergentes. Aún así, la mayoría de los estudiantes de nuestras escuelas hoy en día provienen de entornos que a menudo tienen formas de ver el mundo y valores diferentes. El resultado es que, con demasiada frecuencia, los educadores adoptan una visión deficitaria. El objetivo de este estudio fue terminar con la visión deficitaria introduciendo a los maestros en formación la noción de que los estudiantes llegan a nuestras aulas con conocimiento previos (Moll, Amanti, Neff y González, 1992). A través de actividades y asignaciones de clase, los futuros maestros fueron introducidos en el concepto de conocimientos profundos. Este estudio examina el impacto de introducir una perspectiva basada en activos al comienzo de la formación de los candidatos y pregunta qué cambios ocurren en las visiones de los futuros maestros sobre sus estudiantes y los recursos que esos estudiantes aportan cuando se involucran en un análisis intencionado de su propia cultura y la de sus futuros estudiantes.

La incorporación de actividades de trabajo en equipo en los programas de formación universitaria es esencial, ya que es una de las habilidades más valoradas para los profesionales en el campo de la ingeniería. La selección de los grupos de trabajo por parte del profesor es una estrategia que puede conducir a un mejor desempeño en las tareas colaborativas. Este estudio presenta los resultados de una investigación sobre los criterios conscientes para la selección de grupos de trabajo basados en los roles de los estudiantes. La investigación tuvo como objetivo analizar las dinámicas de trabajo en equipo entre estudiantes de diversas disciplinas dentro de los cursos de ingeniería. Se examinaron las opiniones de más de 600 estudiantes matriculados en 10 programas de grado y posgrado. Los resultados indican que los estudiantes de cursos avanzados se sienten más cómodos asumiendo el papel de líder, mientras que los estudiantes de primer año no tienen un perfil claramente definido. La evaluación de los estudiantes con esta metodología también muestra ciertas variaciones dependiendo del año y el tipo de actividad. En general, en los grupos con mejor rendimiento, la mayoría de los miembros reciben evaluaciones similares de sus compañeros.AbstractThe incorporation of teamwork activities in university training programs is essential, as it is one of the most valued skills for professionals in the field of engineering. The selection of working groups by the teacher is a strategy that can lead to better performance in collaborative tasks. This study presents the results of research on the conscious selection criteria for group work based on students’ roles. The research aimed to analyze teamwork dynamics among students from various disciplines within engineering courses. The opinions of over 600 students enrolled in 10 undergraduate and postgraduate programs were examined. The results indicate that students in advanced courses feel more comfortable taking on the role of leader, while first-year students do not have a well-defined profile. The evaluation of students using this methodology also shows certain variations depending on the year and type of activity. Overall, in the highest-performing groups, most members receive similar evaluations from their peers.

Heterogeneous networking of femtocells over the existing macro cell network is believed to augment the data rate requirement in forthcoming years. Closed access operation of Femtocell Access Points and shared spectrum assignment in the two-tier macro-femtocell network leads to unacceptable deterioration in achieved data rate of femtocell users. In this work, application of computationally efficient neural network to perform adaptive transmit power control of femtocell access point is proposed to improve the Quality of Service perceived by femtocell users. A Neuro-controller is designed to regulate the femtocell access point transmission power based on the Channel Quality Indicator measurement report sent by user equipment. Since the proposed power control strategy employs the channel side information already available in the existing network, there would not be any signaling overhead to mitigate the co-tier interference. Simulation results validate the effectiveness of the proposed power control strategy which provides significant improvement in achieved data rate of femtocell users and prevents them from outage.

El propósito del artículo fue analizar los retos y desafíos que demanda para el docente el Sistema Institucional de Evaluación de los Estudiantes (SIEE) en el contexto del municipio de Tierralta, Departamento de Córdoba, Colombia. Se asume el enfoque cualitativo y el diseño es documental. Los hallazgos dejan en evidencia el predominio e influencia que tienen los educadores por paradigmas tradicionales que impiden y retrasan la transformación que se desea con el SIEE; persiste la función de evaluación limitada a los resultados para la asignación de una calificación, en desconocimiento de que el sentido y los propósitos de la evaluación deben enfocarse en la obtención de información para propiciar y promover aprendizajes significativos orientados al desarrollo de la crítica reflexiva y la autonomía de los estudiantes y del resto de los actores escolares. Por lo que se puede concluir, de acuerdo con los resultados, que la evaluación está lejos de ser asumida como un proceso continuo, flexible, participativo e integrador.&#x0D; &#x0D; ABSTRACT &#x0D; The purpose of the article is to analyze the challenges that the Institutional Student Assessment System (SIEE) demands for teachers. The qualitative approach is assumed and the design is documentary. The findings show the predominance and influence that educators have by traditional paradigms that prevent and delay the transformation that is desired with the SIEE; The evaluation function limited to the results for the assignment of a qualification persists, in ignorance that the meaning and purposes of the evaluation should focus on obtaining information to propitiate and promote significant learning oriented to the development of reflective criticism and autonomy of the students and the rest of the school actors. Therefore, it can be concluded, according to the results, that the evaluation is far from being assumed as a continuous, flexible, participatory and inclusive process.&#x0D; Key words: evaluation, Institutional Student Evaluation System, teacher.&#x0D; &#x0D; RESUMÉ&#x0D; Le but de cet article est d'analyser les défis que le système institutionnel d'évaluation des élèves (SIEE) demande aux enseignants. L'approche qualitative est assumée et la conception est documentaire. Les résultats montrent la prédominance et l'influence qu'ont les éducateurs par les paradigmes traditionnels qui empêchent et retardent la transformation souhaitée avec le SIEE; La fonction d'évaluation limitée aux résultats pour l'attribution d'une qualification persiste, dans l'ignorance que le sens et les objectifs de l'évaluation doivent se concentrer sur l'obtention d'informations pour favoriser et promouvoir un apprentissage significatif orienté vers le développement de la critique réflexive et l'autonomie des étudiants et des reste des acteurs de l'école. Par conséquent, on peut conclure, d'après les résultats, que l'évaluation est loin d'être considérée comme un processus continu, flexible, participatif et inclusif.&#x0D; Mots clés: évaluation, système d'évaluation des étudiants institutionnels, docent

Resumen La habilitación y rehabilitación son procesos a través de los cuales las personas con discapacidad tienen la oportunidad de contar y mantener óptimos niveles en los planos físico, sensorial, intelectual, psicológico y social; a pesar de la existencia de diferentes campos de habilitación y rehabilitación en la fisioterapia con todo un abanico de técnicas y procedimientos (Bobath, TFNP, Perfetti, rehabilitación basada en tareas y otras) para la intervención de estos pacientes, la hipoterapia (terapia con caballos) se perfila como una opción prometedora en el restablecimiento de las deficiencias de pacientes con afecciones neurológicas centrales y periféricas, donde el caballo juega un papel fundamental. El caballo es un animal por característica muy perceptivo, lo cual le permite graduar su comportamiento y conducta según la persona que lo monta, que en primera instancia lo muestra como una vía para su utilización con personas. Montar a caballo proporciona un trabajo físico, resistencia muscular, controles posturales y enderezamientos corporales para mantener equilibrio, balance, mantenimiento de posiciones y coordinación, también favorece la adquisición de habilidades cognitivas que permiten la interacción del jinete/amazona con su medio y por darse en espacios ambientales al aire libre facilitan el desarrollo de la persona en torno a todas sus esferas (personal, familiar y social). Es la hipoterapia una modalidad asistida con animales, que utiliza al caballo como medio facilitador en la rehabilitación o habilitación de deficiencias a nivel motor, senso-perceptivo, cognitivo, comunicativo y social, se aprovecha el paso, el carácter, la voluntad, la anatomía del animal y la planeación de ejercicios terapéuticos sobre este para que el fisioterapeuta los convierta en elementos fundamentales para el proceso de restablecimiento de la funcionalidad y funcionamiento del paciente (jinete/amazona).Abstract The habilitation and rehabilitation are processes through which people with disabilities go through to maintain optimal results at physical, sensory, intellectual, psychological and social levels. Despite the existence of different fields of habilitation and rehabilitation in physical therapy, with a wide range of techniques and procedures (Bobath, TFNP, Perfetti, rehabilitation based on assignments and others) for the intervention of these patients, the hippotherapy (therapy with horses) is emerging as a promising option in the restoration of the deficiencies of patients suffering from central and peripheral neurological disorders, where the horse plays a fundamental role. Horses are very perceptive animals which allow them to graduate their behavior and conduct according to the person who rides them, which first shows them as a means to use with people. Horse riding provides physical work, muscle endurance, postural control and straightening body to maintain balance, positions and coordination. It also favors the acquisition of cognitive skills that allow the interaction of the rider/Amazon with its environment as well as the development of the person around all his or her areas (personal, family and social) as it is practiced outdoors. Hippotherapy is a modality assisted with animals, which uses horses as a means of facilitating the rehabilitation or habilitation of people’s deficiencies in their motor, senso- perceptual, cognitive, communicative and social levels by using step, character, the will, the anatomy of the animal and the planning of therapeutic exercises while riding, so that the physical therapist makes them become fundamental elements for the process of restoring the functionality and operation of the patient (rider/Amazon).

<strong>Abstract</strong> Personnel motivation is a collection of incentives that influence an employee&#39;s work activity. In fact, this is a collection of activities taken by the management with the goal of increasing the working capacity of employees, as well as strategies for attracting and retaining competent and skilled experts. Self-initiated expatriates are included in this category of potential staff. This article discusses the factors that influence self-initiated expatriates&rsquo; motivation for work. The discussion is based on materials and fieldwork experiences collected in Estonia during my master&#39;s thesis. In-depth interviews were used to collect data. Narrative analysis methods were used to build the analytical framework. The fieldwork experience demonstrated how important it is to consider both financial and non-financial factors while working in foreign companies. <strong><em>Keywords:&nbsp;</em></strong>Personnel Motivation, Self-initiated Expatriate, Estonia, Narrative Analysis, Bangladesh <strong>Cite this item</strong> <strong>Rita</strong>, A. S. (2021). Exploring the factors influencing the self-initiated expatriates&rsquo; motivation for work. Scholars Journal of Research in Social Science (SJRSS), 01(01), 05-09. doi:10.5281/zenodo.5238087 &nbsp; <strong>1. INTRODUCTION</strong> Employee motivation is critical to a business&#39;s success; and it is the foundation upon which the development of the business is based (Jain, Gupta, &amp; Bindal, 2019). The term personnel motivation refers to an employee&#39;s attitude toward their work. Individuals are engaged and committed to their jobs because of their enthusiasm and energy (Khan, 2010). This is what propels, pushes, and inspires people to accomplish their objectives and simply show up for work each day. Employees that are motivated are more dedicated, work harder, and therefore create more. It goes without saying that no organization, big or small, can succeed in the long term without motivated workers who believe in the goal and understand how to accomplish it. Without motivated workers, a firm risks substantial losses since an unhappy employee is unable to perform efficiently, will not aspire to do better, and will not work hard to achieve either the company&#39;s or his or her own goals (Khan, 2010). On the contrary, motivated employees contribute to the organization performance (Lee &amp; Raschke, 2016). Additionally, motivated workers contribute to the overall success of the company. There are many reasons why workers and team members may lack the motivation required to do the given task. They may feel unappreciated, dissatisfied with their duties, or dissatisfied with the advantages and flexibility given to them (Lee &amp; Raschke, 2016). Employers may use all the sophisticated management tools and processes they want when it comes to expanding their company, but if their workers aren&#39;t driven to perform excellent job, employers will struggle. This is true for both internal and overseas workers (Inkson, Arthur, Pringle, &amp; Barry, 1997). This paper focuses on self-initiated expatriates, a subcategory of migrants who obtain work and move independently to locations other than their home countries. This is critical to understand since considerable emphasis has been given to local workers but less to self-initiated expats (Cerdin &amp; Selmer, 2014). <strong>2. METHOD</strong> I did fieldwork in Tartu and Tallinn from March to April 2021 for my master&#39;s thesis, collecting narratives from Bangladeshi self-initiated expatriates working in Estonian companies. I restricted my discussion in this article to the factors affecting these self-initiated expatriates from an organizational viewpoint, as shown by my collected data. There were a total of eight participants, three of whom were chefs, two of whom were administrative officers, and three of whom were IT experts. Throughout the interviews, I inquired about their work-life experiences, and each session lasted more than one hour. All of these expatriates came or relocated to Estonia during the last three years. <strong>3. THEORETICAL BACKGROUND</strong> <em>3.1</em><em> Personnel Motivation</em> Personnel motivation is a method used to persuade workers to act in order to achieve the organization&#39;s goals&nbsp;(Jain, Gupta, &amp; Bindal, 2019). It acts as a key and pushes them ahead. This kind of motivation is described as the force that influences many aspects of work life and is responsible for the execution of certain organizational tasks. Employees are developed in such a way that they need motivation at all times on the job, even while interacting with coworkers. Employees want to understand why they do what they do and how much earnings they will make as a consequence. Employees seem to be rewarded for their efforts and dedication. Employers, on the other hand, how can they encourage employees to accomplish more and do it better? It follows a simple logic, demonstrating and explaining that workers will get a reward for their efforts and accomplishments. To a certain degree, and for certain types of individuals, this logic helps business owners. Employers may use it to encourage employees to perform better on their assigned duties, but each management expects his employees to perform at a high level of quality. Despite this, business owners and managers are increasingly faced with the issue of employee motivation&nbsp;(Kuranchie-Mensah &amp; Amponsah-Tawiah, 2016). <em>3.2 Classical Theory of Motivation</em> Maslow highlighted in his theory that individuals are motivated by need and categorized the requirements into a five-tiered pyramid based on their significance and priority (Lee &amp; Raschke, 2016). He said that once a need is met, it no longer serves as a driving force. This is followed by the subsequent set of requirements in a hierarchical sequence. He classified requirements into five categories: physiological well-being, physical security, social belonging, self-esteem, and self-realization. Physiological requirements include those for food, drink, warmth, and sleep. These are human security requirements that include comfort, security, and stability. Upward progress is followed by social demands, such as a need for love or belonging. This covers friendships and interpersonal interactions. Self-esteem requirements include those for a favorable self-image, prestige, and position. Finally, at the apex of the pyramid are people&#39;s self-realization demands. It satisfies human wants and satisfies a person&#39;s yearning for what he or she is capable of becoming. This sensation is attained via development, promotion, and innovation. However, how can human resource professionals use this to recruit and retain talented employees? How can this idea of motivation be used to management? Employers provide regular pay, safe working conditions, lunch breaks, and coffee machines for employees with physiological requirements (Taormina &amp; Gao, 2013). Employers provide retirement plans, sick leave, health and wellness programs, insurance plans, and job security in order to meet safety standards, while employers guarantee collaboration, group projects, and social events to foster communication between workers (Taormina &amp; Gao, 2013). Employers, too, utilize feedback and assessment systems to ensure that employees&#39; self-esteem requirements are recognized and valued by coworkers. Employers also meet self-actualization requirements by offering demanding employment, promotions, career development training programs, and ongoing education. While Maslow&#39;s theory was developed in the context of American culture, it may be applied to any society. The questions I posed to self-initiated expatriates during my interviews were drawn from this theory&#39;s perspectives. The next part discusses a condensed version of my analysis. <strong>4. DISCUSSION </strong> 4.1 <em>Factors contribute to the development of a motivated workforce</em> In certain aspects, employee motivation affects employee engagement. Employees that are engaged have a strong emotional attachment to their company. This condition has a propensity to influence his perception of the organization. And this mindset has an effect on workers&#39; attitudes about work. Motivation is the outcome of an interaction between conscious and unconscious factors. Employee motivation is influenced by a variety of factors. Reward, trust, recognition, and satisfaction are just a few. Self-initiated expatriates, on the other hand, may be driven by substantial rewards upon completion of their job. That reward must also contain a component that assesses well-being. As a result, these individuals are motivated to work more deliberately and efficiently in order to achieve better results in both their host and home countries. The importance of senior colleagues and leaders, on the other hand, cannot be underestimated. Leaders that value and respect freshly hired foreign workers on an equal level with older employees earn their followers&#39; devotion. Satisfaction is probably likely the most effective motivation, as shown by the research. This also holds true for self-initiated expats, for whom motivation is ultimately fueled by a desire to make a living doing something that brings them tremendous happiness and pride. Consider (see Table 1) the factors that motivate self-initiated expatriates from Bangladesh to work better in Estonia. To begin, there is the issue of remuneration. Several of my respondents are particular kinds of people who have left their home country in pursuit of higher-paying jobs than those available in their home country. These employees choose unique pay arrangements; money is much more important to them than recognition, gratitude, or inclusion on the honor roll by the host country. With this in mind, one might argue that it is better for employees motivated by this kind of job to have a clear scale and reward system that is also focused on characteristics specific to this person. According to fieldwork research, these employees are motivated by the financial rewards associated with their employment. The second component is acknowledgment of professionalism. This is a major source of workplace motivation. These foreign employees are very motivated to succeed if professional growth opportunities exist. Almost all of my respondents expressed a desire to continue their professional development in order to eventually become experts in their areas. Professionals are critical assets to any company and, as such, need a customized strategy. These people need much more attention than other low-skilled workers, but their expectations are also higher. As a result, people choose companies that provide opportunities for professional development in exchange for their services. Thirdly, company loyalty must be maintained. Each organization has patriots who live and die by the success of the group&#39;s commo n mission. They are very committed to the company and see themselves as essential to it. According to my respondents, it is important for them to be an integral and needed component of the overall system referred to as &ldquo;our company&rdquo;. Table 1: Factors affecting the self-initiated expatriates&rsquo; motivation for work <strong>5. CONCLUSION</strong> Fundamentally, motivation is constrained by an individual&#39;s intuition. It&#39;s more intimate than it is influential. It is a fact that no one can inspire anybody unless and until they themselves want to be motivated; inspiration must come from inside. However, obligation drives workers to work in a business. The degree to which an individual is motivated is decided in this case by influencing circumstances rather than by duty. From an organizational perspective, the various issues may serve as focal points for employees in order to motivate them to complete the task, such as providing clear leadership, which entails being passionate about the job that the leader and its team perform, as well as clearly communicating what the leader expects of others and what the leader wishes to accomplish. Similarly, interacting with and giving feedback to employees about their work and growth on a regular basis improves employee productivity. Additionally, enabling coworkers to profit from their mistakes motivates employees. Employee motivation is also affected by empowerment of workers via delegation and trust. When employees have many opportunities to demonstrate their skills, their intrinsic actualization rises. Employees&#39; motivation, on the other hand, is affected by their level of job discontent. There are many factors that lead to dissatisfaction, including a hostile work atmosphere, a lack of communication within the team, and so on. In general, managerial settings allow for the employment of a broad variety of motivational techniques. To inspire self-initiated expatriates successfully, the employer, in my view, must have a comprehensive knowledge of the many types of expectations and their relationships. Additionally, it is critical to recognize the individual variations in requirements. Unfortunately, regardless of how much companies want it, there are no universally effective techniques for motivating employees in all situations. In each of these instances, an experienced manager should use a technique that the company has deemed appropriate. On the other hand, managers&#39; methods must be consistent with the organization&#39;s human resource management strategy. <strong>REFERENCES</strong> Cerdin, L., &amp; Selmer, J. (2014). Who is a self-initiated expatriate? Towards conceptuaclarity of a common notion. <em>The International Journal of Human Resource Management, 25</em>(9), 1281&ndash;1301. Inkson, K., Arthur, M., Pringle, J., &amp; Barry, S. (1997). Expatriate assignment versus overseas experience: Contrasting models of international human resource development. <em>Journal of World Business</em>, 351&ndash;368. Jain, A., Gupta, B., &amp; Bindal, M. (2019). A Study of Employee Motivation in Organization. <em>International Journal of Engineering and Management Research, 9</em>(6), 65-68. Khan, K. U. (2010). The Relationship between Rewards and Employee Motivation in. <em>Research Journal of International Studies, 14</em>, 37-52. Kuranchie-Mensah, E. B., &amp; Amponsah-Tawiah, K. (2016). Employee motivation and work performance: A comparative study of mining companies in Ghana. <em>Journal of Industrial Engineering and Management (JIEM), 9</em>(2), 255-309. Lee, M. T., &amp; Raschke, R. L. (2016). Understanding employee motivation and organizational performance: Arguments for a set-theoretic approach. <em>Journal of Innovation &amp; Knowledge, 1</em>(3), 162-169. Taormina, R. J., &amp; Gao, J. H. (2013). Maslow and the Motivation Hierarchy: Measuring Satisfaction of the Needs. <em>The American Journal of Psychology, 126</em>(2), 155-77. &nbsp; <strong>Publishers Note</strong> This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/4.0/) with the journal retaining first publication rights. Publisher stays neutral with regard to jurisdictional claims in published maps and institutional affiliation.

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