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Nyiramajyambere, Jacqueline, and Opiyo Andala Hesbon. "GIRLS' EDUCATION POLICY IMPLEMENTATION AND FEMALE STUDENTS' ACADEMIC ACHIEVEMENTS IN TWELVE YEARS BASIC EDUCATION IN RWANDA." International Journal of Recent Research in Social Sciences and Humanities 9, no. 4 (2022): 54–65. https://doi.org/10.5281/zenodo.7224735.
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<strong>Abstract</strong><strong>:</strong> This study entitled: “Girls' education policy implementation and female students’ academic achievement in twelve years basic education in Rwanda”. Has conducted due to that the girls’ policy implementation in twelve years basic education schools was critical in leading female students to the desired achievements where all students study at a day and return home in the evening. This study aimed at assessing the effects of girls’ education policy implementation on female academic achievement in Gasabo District Rwanda. The study adopted descriptive and correlational research designs to get the required data. The population of the study was 220 teachers and head teachers of 10 selected schools in Gasabo District and the sample size was 142 computed using Slovin’s formula. Primary data were collected using questionnaires and interviews on girl’s achievements. The findings showed that the implementation of girls’ education policies in Twelve Year Basic Education in Gasabo district was practiced at medium level because the results showed that there was still some gap to fill so that every female student at schools is integrated for academic achievement. The findings showed that the females’ students practice many actions where some of them were appointed to assist their colleagues who have particular problems related to social life and education such as guidance and counseling, establishing saving groups and mobilizing their colleagues on the entrepreneurial education and how to fight against early pregnancies among teenagers. The researcher has recommended that stakeholders in education should provide enough and adequate sanitary equipment to the female learners to allow them learns in conducive environment. <strong>Keywords:</strong> Girls Education Policy, Academic achievement, Twelve Years Basic Education. <strong>Title:</strong> GIRLS' EDUCATION POLICY IMPLEMENTATION AND FEMALE STUDENTS’ ACADEMIC ACHIEVEMENTS IN TWELVE YEARS BASIC EDUCATION IN RWANDA <strong>Author:</strong> Nyiramajyambere Jacqueline, Hesbon Opiyo Andala <strong>International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)</strong> <strong>ISSN 2349-7831</strong> <strong>Vol. 9, Issue 4, October 2022 - December 2022</strong> <strong>Page No: 54-65</strong> <strong>Paper Publications</strong> <strong>Website: www.paperpublications.org</strong> <strong>Published Date: 19-October-2022</strong> <strong>DOI: https://doi.org/10.5281/zenodo.7224735</strong> <strong>Paper Download Link (Source)</strong> <strong>https://www.paperpublications.org/upload/book/GIRLS'%20EDUCATION%20POLICY%20IMPLEMENTATION-19102022-1.pdf</strong>
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KANYAMANZA, Corneille. "Assessment of Challenges Affecting the Implementations of Twelve Year Basic Education Policy A Case Study of Muhanga District, Rwanda." International Journal of Innovative Science and Research Technology 7, no. 11 (2022): 1385–89. https://doi.org/10.5281/zenodo.7456115.
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This research aims at assessment of challenges affecting the implementation of twelve years education policy in MUHANGA District, Rwanda specific objectives was : To evaluate challenges faced by education partners in implementing twelve years basic education policy in MUHANGA District, To elaborate the level of implementation of policy in twelve years basic education in MUHANGA District ,To examine the relationship between challenges and the implementation of Twelve years basic education in MUHANGA District. The study was conducted in 12Year Basic Education schools in Muhanga District where the whole population was 150 including teachers, head teacher, students, and parents The research used qualitative and quantitative methods. Secondary data were obtained through documentation, library and internet research. Data were collected using a questionnaire, interview guide and documentary analysis. Data were presented in tabulation formats and interpreted using Statistical Package for Social Sciences. Hence the following were taken major recommendations: to mobilize sufficient budget according to the needs of each school where this will help in building sustainable infrastructure and increasing other school facilities and improving the working conditions of teachers by providing adequate incentives.
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Celestin, Maguru, and Mugiraneza Faustin. "SCHOOL DROPOUT AND STUDENTS ACADEMIC PERFORMANCE IN PUBLIC TWELVE YEARS BASIC EDUCATION SCHOOLS OF RWANDA." International Journal of Advanced Research 12, no. 07 (2024): 601–11. http://dx.doi.org/10.21474/ijar01/19093.
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The school dropout rate reduces significantly the school productivity including the students academic performance mostly in twelve years basic education in Rwanda. The purpose of this study therefore sought to establish the relationship between school dropout and students academic performance in public twelve years basic education schools of Burera District in Rwanda.Correlation research design was employed. The target population was 3575 people and Yamane (1967) formula was used to get the sample size of 360 respondents. Questionnaire and interview guide were used during data collection. IMB SPSS software version 20 was used in management of quantitative data. The findings revealed that 79.2% strongly agreed that Poor attendance can lead to school dropout. It was also noted that 79.4% strongly agreed that getting low Scores in examination can be considered as poor learning perspective. The findings also revealed that there is a statistical relationship between school dropout and students academic performance in public twelve years basic education schools. It was recommended that personal and social consequences of dropping out, accountability systems must emphasize dropout prevention measures.
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Celestin, Maguru, and Mugiraneza Faustin. "SCHOOL DROPOUT AND STUDENTS ACADEMIC PERFORMANCE IN PUBLIC TWELVE YEARS BASIC EDUCATION SCHOOLS OF RWANDA." International Journal of Advanced Research 12, no. 07 (2024): 1116–26. http://dx.doi.org/10.21474/ijar01/19154.
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The school dropout rate reduces significantly the school productivity including the students academic performance mostly in twelve years basic education in Rwanda. The purpose of this study therefore sought to establish the relationship between school dropout and students academic performance in public twelve years basic education schools of Burera District in Rwanda.Correlation research design was employed. The target population was 3575 people and Yamane (1967) formula was used to get the sample size of 360 respondents. Questionnaire and interview guide were used during data collection. IMB SPSS software version 20 was used in management of quantitative data. The findings revealed that 79.2% strongly agreed that Poor attendance can lead to school dropout. It was also noted that 79.4% strongly agreed that getting low Scores in examination can be considered as poor learning perspective. The findings also revealed that there is a statistical relationship between school dropout and students academic performance in public twelve years basic education schools. It was recommended that personal and social consequences of dropping out, accountability systems must emphasize dropout prevention measures.
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Sabrine, Masengesho, and Olivier Mukurira Dr. "Inclusive Co-Curricular Activities and Students Social Learning Development in Twelve Years Basic Education Schools in Rwanda: A Case of Nyanza District." International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH) 10, no. 2 (2023): 132–39. https://doi.org/10.5281/zenodo.8074733.
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<strong>Abstract</strong><strong>:</strong> This study entitled Inclusive co-curricular activities and students social learning development in Twelve Years Basic Education with reference to Nyanza District. The results of this research will help school leaders, education policy makers, students, teachers and different persons involved in education activities in Rwanda. Research design was descriptive survey and correlation design. The target population was 492 respondents including 12 head teachers, 120 teaching staff members and 360 learners, 221 persons were sampled and the research instruments were questionnaires and interview guided. Stratified random sampling technique was used for different strata, to determine to whom the questionnaire were given; respondents were selected randomly within each stratum. Quantitative data were performed using descriptive statistics and the SPSS version 22. .The findings showed that the majority of the respondents agreed that the co-curricular activities develop students’ social learning development. More than 80% respondents were agreed that the co-curricular activities in twelve years basic education schools improved students’ social learning development where through interaction and sharing discussions students build their capacity in casualization. Also the researcher has identified the factors of extra activities in twelve years basic education schools for students’ social learning development, where the respondents and more that 77.1% agreed that the factors were leadership skills, teamwork, unity and reconciliation and contributed to the social learning development of the learners. As recommendations; the Ministry of Education recommended to encourage the schools to value the co-curricular activities as the catalysts of the other courses and the District of Nyanza was encouraged to motivate all students participation in the co-curricular activities so as to learn effectively while the school leaders and teachers should always encourage learners participation in given activities actively in order to allow them following their lessons and learning in groups. <strong>Keywords:</strong> Inclusive Co-curricular activities, social development and twelve year basic education schools. <strong>Title:</strong> Inclusive Co-Curricular Activities and Students Social Learning Development in Twelve Years Basic Education Schools in Rwanda: A Case of Nyanza District <strong>Author:</strong> Sabrine Masengesho, Dr. Olivier Mukurira <strong>International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)</strong> <strong>ISSN 2349-7831</strong> <strong>Vol. 10, Issue 2, April 2023 - June 2023</strong> <strong>Page No: 132-139</strong> <strong>Paper Publications</strong> <strong>Website: www.paperpublications.org</strong> <strong>Published Date: 23-June-2023</strong> <strong>DOI: https://doi.org/10.5281/zenodo.8074733</strong> <strong>Paper Download Link (Source)</strong> <strong>https://www.paperpublications.org/upload/book/Inclusive%20Co-Curricular%20Activities-23062023-3.pdf</strong>
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Rugaba, Albert, and Mugiraneza Faustin. "Effects of Motivational Factors on Teachers’ Performance in Twelve years Basic Education in Rwanda." TECHNO REVIEW Journal of Technology and Management 4, no. 3 (2024): 23–31. http://dx.doi.org/10.31305/trjtm2024.v04.n03.003.
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Background: Effective educational development is essential for national economic growth, as productivity is closely linked to education. Access to basic education increases enrolment rates, while tertiary education enhances teacher motivation, crucial for achieving institutional goals. In Rwanda, the 2008 Education Sector Policy aims to improve teacher training and working conditions, highlighting the importance of motivated educators for effective learning environments. This study examined the impact of motivational factors on job performance in the twelve years of basic education in Ngororero District, Rwanda. Methods: Descriptive survey and correlation research designs were employed. Stratified and purposive sampling techniques were used; targeting a population of 212 respondents, with a sample size of 146 calculated using the Yamane formula. Data were collected through questionnaires and interviews, and analysed using descriptive statistics and thematic approaches with the help of SPSS 24. Results: The findings indicated that provision of meals at school was the highest extrinsic motivational factor (mean = 3.18, SD = 1.08), while extra teaching allowances scored lower (mean = 2.02, SD = 0.95). Teacher awareness of task fulfilment emerged as the highest intrinsic motivational factor (mean = 3.94, SD = 1.09). An average of 87.58% of teachers agreed on their performance, with effective course management scoring high (mean = 4.1, SD = 0.80). A significant positive correlation was found between intrinsic (r = .805) and extrinsic motivation (r = .764) with teachers’ performance. Conclusion: The study recommends that MINEDUC provide sufficient technical teaching materials in Twelve Years’ Basic Education in Ngororero District, as teachers’ performance may vary with changes in their working experience.
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Luc, Ruberandinda, and Mugiraneza Faustin. "SOCIO-ECONOMIC FACTORS AND STUDENTS LEARNING OUTCOMES IN TWELVE YEARS BASIC EDUCATION IN RWANDA." International Journal of Advanced Research 12, no. 06 (2024): 960–67. http://dx.doi.org/10.21474/ijar01/18960.
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This studys objective was to examine the socio-economic factors affecting student learning outcomes in Twelve Years Basic education in Rwanda. The research question was: What are the socio-economic factors that affect students learning outcomes in Twelve Years Basic Education, in Rwanda? The researcher used descriptive survey research design. 182 respondents constituted the studys population. The researcher used census and purposive sampling techniques to find the sample of respondents. Questionnaires and documentation research techniques were used as tools for data gathering. Based on the responses from the respondents, the analysis of the findings using SPSS Version 21 showed a significant correlation with a p-value of 0.000, which is less than the usual significance level of 0.05 and indicates a very strong positive association between the students learning outcomes and the socio-economic factors of family income, parental level of education, school resources, and food security. The Karl Pearson correlation coefficient (r), of 0.870, provided additional evidence of this strong positive relationship.
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楊智穎, 楊智穎. "十二年國教原住民族語文課程綱要形塑之研究". 臺灣教育社會學研究 24, № 1 (2024): 045–82. http://dx.doi.org/10.53106/168020042024062401002.
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Mutia. "CHARACTERISTICS OF CHILDREN AGE OF BASIC EDUCATION." FITRAH: International Islamic Education Journal 3, no. 1 (2021): 114–31. http://dx.doi.org/10.22373/fitrah.v3i1.1330.
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Education aims to gain knowledge and all activities that affect a person's strength, change, character and morals. The period of childhood education to a young age goes through various and changing stages. The childhood phase begins with the beginning of the first three years, the fourth year to the sixth year, the sixth year to the eighth year, the eighth year to the twelve year. Characteristics of children of basic education age are happy to play, move, work in groups and like to demonstrate things directly. In childhood, developmental and educational disorders often occur, namely learning disorders, dyslexia, dyscalculia, and dysgraphia. Thus understanding the characteristics of children is a must for teachers and parents to be able to educate and guide children in a better direction.
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Ndungutse, Theoneste, and Gitahi Njenga. "Effect of Parental Conflicts on Students' School Dropout in Twelve Years Basic Education Schools in Rwanda, A Case of Bugesera District." International Journal of Social Science and Humanities Research 12, no. 4 (2024): 88–99. https://doi.org/10.5281/zenodo.13993248.
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<strong>Abstract:</strong> The study aimed to assess the effect of parental conflicts on school dropout rates in Bugesera District's twelve-year basic education schools in Rwanda. It was based on system theory and ecological systems theory. A descriptive research design was used, involving 600 participants: 30 headteachers, 90 teachers, 390 parents / guardians, and 90 students from 30 schools across 15 sectors of Bugesera. The sample size was calculated using the Yamane formula, yielding 240 respondents. Key findings include: A strong positive correlation (0.909) between parental conflicts and student dropout rates, A strong positive relationship (0.890) between poor parental communication and dropout rates, A strong positive correlation (0.889) between parental alcohol abuse and student dropout, highlighting the detrimental effects of substance abuse on children's academic engagement. The study concluded that the lack of parental engagement, particularly during disputes, significantly contributes to dropout rates. It recommended that Bugesera schools and communities provide counseling and conflict resolution services, while the Ministry of Education should collaborate with community organizations to offer support for students affected by parental conflicts. Parents should also be made aware of the negative impact their conflicts have on their children's education. <strong>Keywords:</strong> Parental Conflicts, Students’ Dropout, 12 Basic Education Schools, School Dropout, Conflict. <strong>Title:</strong> Effect of Parental Conflicts on Students’ School Dropout in Twelve Years Basic Education Schools in Rwanda, A Case of Bugesera District <strong>Author:</strong> Ndungutse Theoneste, Njenga Gitahi <strong>International Journal of Social Science and Humanities Research </strong> <strong>ISSN 2348-3156 (Print), ISSN 2348-3164 (online)</strong> <strong>Vol. 12, Issue 4, October 2024 - December 2024</strong> <strong>Page No: 88-99</strong> <strong>Research Publish Journals</strong> <strong>Website: www.researchpublish.com</strong> <strong>Published Date: 25-</strong><strong>October-2024</strong> <strong>DOI: https://doi.org/10.5281/zenodo.13993248</strong> <strong>Paper Download Link (Source)</strong> <strong>https://www.researchpublish.com/papers/effect-of-parental-conflicts-on-students-school-dropout-in-twelve-years-basic-education-schools-in-rwanda-a-case-of-bugesera-district</strong>
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Jia, Zhao, Borhannudin Bin Abdullah, Roxana Dev Omar Dev, and Shamsulariffin Bin Samsudin. "Influence of Football basic technical training on youth soccer players in Shanxi province, China." Cypriot Journal of Educational Sciences 16, no. 2 (2021): 777–88. http://dx.doi.org/10.18844/cjes.v16i2.5658.
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The aim of the study is to investigate the effect of fifteen-week basic soccer training and education by coaching youth soccer players who are under eight (U8) and under ten (U10) years old. This study has included 24 children (U8 and U10) who have participated in the physical fitness sessions of football at school. Twelve participants in the experimental group (EG) undertook intervention training in games. Twelve young players served as a control group (CG) undertook traditional training methods used in Dali Football Club. Experimental groups indicated greater improvements than control groups (P<0.05) at four tests of basic technical education of football. The results indicated that soccer education and training four times a week can improve the basic skills of football of U8 and U10 children. Study concluded that the training in games methods considered in this study might be suitable to design an effective coaching methods and training sessions aimed at the development of the fundamental skills in youth soccer players.
 
 Keywords: Soccer training; coaching, Games; effective coaching methods, Sports Education, Physical Education
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NSHIMIYIMANA, Gaston. "Effect of Teachers' Motivation on their Working Performance. Comparing Boarding School and Twelve Years' Basic Education in Rwanda." International Journal of Innovative Science and Research Technology 8, no. 3 (2023): 893–900. https://doi.org/10.5281/zenodo.7770981.
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: The study aims at assessing “the effects of teachers’ motivation to their working performance”. Then this study has been conducted in Burera district, with study questions like Investigate the effects of hygienic factors, effects of motivating factors , and effects of teachers competences on teachers’ working performance in boarding and Twelve years’ basic education schools in Burera district/ Rwanda Compare the effect of teachers’ motivation on working performance among boarding and Twelve years’ schools in Burera district/Rwanda where data have been collected by using questionnaires, interviews, class observations and document review to find related answers . the total population estimated to be 83 composed by 70 and 13 administrators from GS Butete and E.S Kagogo as schools in Burera district /Rwanda. The results found out in the boarding school indicated that 65.9% of the variation in dependent variables (teachers working performance) can be explained by motivator factors, hygienic factors and teachers’ competences have positive significance effect of teachers’ performance. The results found out in 12YBES indicated that 98.6 % of the variation in dependent variables (teachers working performance) can be explained by hygienic motivator factors and teachers’ competences have positive significance effect on teachers’ performance. The results found out in the table indicated that 96.5% of the variation in dependent variables (teachers working performance) can be explained by teachers’ competences, means that there is positive significance effect on teachers’ performance. Based on the findings about inequality of teaching and learning condition I request to the government of Rwanda to ensure equal caring teachers either from boarding or 12YBES and providing enough school requirement that will increase the chance of increasing teachers working performance
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TWAHIRWA, Alexis, and Faustin MUGIRANEZA. "Use of School Data Management System (SDMS) For Performance of Students in Twelve Years Basic Education in Rwanda." International Journal of Social Science and Human Research 07, no. 10 (2024): 7804–10. https://doi.org/10.5281/zenodo.13951075.
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This paper assessed the use of school data management system in performance of students in twelve years basic education in Musanze District. The Research project aimed to achieve the following objectives: to evaluate the DSMS types of financial services in use for the performance of students of 12YBE; to assess the role of SMS academic evaluation in the performance of students of 12YBE; to show how SDMS helps in school infrastructure management for the performance of students of 12YBE; and to ascertain the effects of SDMS personal identification in the performance of students of 12YBE. The research project employed a descriptive survey design, incorporating both quantitative and qualitative methodologies. The target population was 1,130 respondents projecting in education sector Musanze District. In this Research project 339 respondents were sampled from 1,130 teaching staff. This sample was scientifically determined using an appropriate research project formula. The sample size was determined using Slovin’s formula. Stratified random sampling was implemented, wherein strata were established according to the schools. The primary data were collected using questionnaires elaborated for 339 respondents. For validity, the questionnaire was shared with seasoned research project for their inputs which were taken into consideration before piloting the questionnaire and conducting comprehensive data collection. The data analysis encompassed both quantitative and qualitative methods. Quantitative research project involved precise measurement techniques to yield accurate mathematical outcomes. Data were presented in tables and graphs, and quantitative data were analyzed and interpreted using the Statistical Package for Social Sciences (SPSS) software. The findings were done for only 330 respondents as 9 questionnaires were not returned. So, the findings from 330 respondents showed that the use of School Data Management Systems (SDMS) in Rwanda’s 12-Year Basic Education system has demonstrated significant potential to enhance educational practices and improve student outcomes. The comprehensive analysis conducted in this Research project reveals strong correlations between SDMS implementation and various facets of student performance, academic evaluation, infrastructure management, and personal identification. Recommendations have been provided to both SDMS users in schools and MINEDUC to optimize SDMS utilization, ensure sustainable implementation, and foster data-driven decision-making.
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-, Musli. "EDUCATIONAL ACCOUNTABILITY OF THE AS SHIDDIIQI INTEGRATED ISLAMIC ELEMENTARY SCHOOL IN IMPLEMENTING TWELVE YEARS OF COMPULSORY EDUCATION POLICY IN JAMBI CITY." INNOVATIO: Journal for Religious Innovations Studies 23, no. 1 (2023): 1–15. http://dx.doi.org/10.30631/innovatio.v23i1.177.
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Basic education is the human right of every Indonesian human being as mandated by the 1945 Constitution, the research method is carried out by qualitative research, the educational accountability of the As Shidiiqi Integrated Islamic elementary school participates in the alleviation of the twelve year compulsory education policy, The educational accountability of the As Shidiiqi Islamic private elementary school in the implementation of the twelve-year compulsory education policy in the city of Jambi is carried out, among others, by completing and improving facilities and infrastructure, teaching and learning processes and evaluations that follow standards set by the government and JSIT, attitude and role of stakeholders in implementing accountability for completing twelve years of compulsory education, and several policies carried out by the school that support the implementation of accountability for completing the twelve year of compulsory education and accountability.
 Pendidikan dasar merupakan hak asasi setiap manusia Indonesia sebagaimana yang diamanatkan oleh UUD 1945, metode penelitian yang dilakukan dengan penelitian kualitatif, akuntabilitas pendidikan sekolah dasar Islam Terpadu As Shidiiqi turut serta dalam pengentasan kebijakan wajib belajar dua belas tahun, Akuntabilitas pendidikan sekolah dasar swasta Islam Terpadu As Shidiiqi dalam pelaksanaan kebijakan wajib belajar dua belas tahun di kota Jambi dilakukan diantaranya dengan pelengkapan dan peningkatan sarana dan prasarana, proses belajar mangajar dan evaluasi yang mengikuti standar yang telah ditetapkan oleh pemerintah dan JSIT, sikap dan peran serta stakeholder dalam pelaksanaan akuntabilitas manuntaskan wajib belajar dua belas tahun, dan beberapa kebijakan yang dilakukan pihak sekolah yang menunjang pelaksanaan akuntabilitas manuntaskan wajib belajar dua belas tahun dan akuntabilitas
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Wolffenbüttel, Cristina Rolim, Romeu Riffatti, and Guilherme Da Silva Ramos. "The State of the Art in Music Education Research in Brazil." International Journal of Social Science Studies 8, no. 1 (2019): 18. http://dx.doi.org/10.11114/ijsss.v8i1.4626.
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This article presents the results of research that aimed to map the scientific production in Music Education in the last twelve years. The reason for this dating lies on the fact that in 2006 a process was started for the insertion of music in schools, through Bill No. 330, culminating in Law No. 11.769/2008, which provides for the obligation of music teaching in basic education. Subsequently, Resolution No. 2 consolidated this obligation. From then on, there was an increase in scientific production in Music Education in Brazil. Thus, this research came from the questions: What subjects have been investigated in Music Education in Brazil in the last twelve years? What methodologies were used in these surveys? What are the theoretical references that underlie these investigations? What is the impact of these research studies on the Brazilian scientific scenario? Based on these questions, this research aimed to investigate the state of the art of musical education in Brazil in the last twelve years. The methodological design of the research was developed from data collection via the Internet, and data analysis was based on the use of content analysis. Among the results, it was observed that the themes of research in Music Education have been diversified, presenting a strong relationship with the political and educational issues involved and which underlie the pedagogical-musical work.
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Ngugi, Margaret N. "Sustainable Development Goal for Education: The Case of Kenya’s Efforts towards Universal Basic Education." International Journal of Research and Innovation in Social Science VIII, IIIS (2024): 3185–96. http://dx.doi.org/10.47772/ijriss.2024.803227s.
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The agenda for education globally is currently being driven by Sustainable Development Goals (SDGs). Among the seventeen goals, education’s SGD4 is a stand-alone goal whose priority Target One, articulates that by year 2030, all girls and boys should complete free, equitable and quality primary and secondary education. Kenya has strived towards this target of promoting access to education at these two levels through various approaches. This is arrived at through waiver of tuition fees, subsidies and putting in place other policies among them one hundred percent Transition policy so as to increase access to basic education at these two levels. However, even with tremendous growth in enrolments at primary school levels, not all of them complete primary school cycle. In addition, the transition to secondary school level is still a challenge, since out of those who complete primary school level, not everyone proceeds with education. On the other hand, transition rates to secondary school for boys and girls indicates that inequality still abound. This paper documents the extent to which Kenya has promoted twelve years of Universal Basic Education, the trends for Primary to Secondary Transition Rates (PSTR) from year 2011 to 2022, and establish the differences in transition rates between boys and girls. Lastly the obstacles that impede transition of pupils from primary to secondary school level, hence impacting on achievement of universal Basic education.
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ISOHANNI, I., P. B. JONES, M. R. JÄRVELIN, et al. "Educational consequences of mental disorders treated in hospital. A 31-year follow-up of the Northern Finland 1966 Birth Cohort." Psychological Medicine 31, no. 2 (2001): 339–49. http://dx.doi.org/10.1017/s003329170100304x.
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Background. Mental disorders often begin during the formative years of education. They may disrupt education and lead to social underachievement.Methods. We examined the impact of mental disorders treated in hospital (ages 16–29) on educational attainment up to 31 years in the Northern Finland 1966 Birth Cohort (N = 10581). People discharged due to mental illness were grouped by DSM-III-R diagnoses (of schizophrenia, other psychoses and non-psychotic disorders) and were compared with those having no such hospital treatment. Associations between diagnoses and educational outcome (completion of basic level, upper secondary or tertiary education) were analysed stratified by age at onset (early onset < 22 years v. later), and adjusted for confounding by perinatal risk, early motor development, maternal education, family structure, parental social class, and school achievement using prospective data from earlier assessments and logistic regression analysis.Results. Twelve per cent of the comparison group completed basic level education, 62% upper secondary, and 26% tertiary education. People with early onset disorder tended to stagnate in the basic level. Early onset schizophrenia and all non-psychotic cases had 3- to 6-fold adjusted odds for this outcome. Many with early onset schizophrenia completed secondary education, but none completed the tertiary level. Hospitalization for non-psychotic disorder increased the risk of underachievement in tertiary education for those with early onset.Conclusions. Mental disorder treated in hospital truncates education. Failure to complete higher education may contribute to the ‘social exclusion’ of the mentally ill through reduced opportunities in later occupational life and failure to accumulate social capital.
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Ndayishimye, Innocent, and Jean De Dieu Dushimimana. "Role of Stakeholders’ Collaboration in the Implementation of School Feeding Programme: A Case of Twelve Years Basic Education Schools in Nyabihu District, Rwanda (2020-2022)." African Journal of Empirical Research 5, no. 2 (2024): 426–37. http://dx.doi.org/10.51867/ajernet.5.2.36.
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This study was carried out to assess the role of stakeholders’ collaboration in the implementation of school feeding programme of twelve years basic education schools in Nyabihu District, Rwanda. The study utilized a convergent research strategy to collect both quantitative and qualitative data simultaneously. Questionnaires, interviews, documentations and observation were the techniques employed to obtain the primary data and secondary data. The population of the study comprised of 75 stakeholders. Census sampling was used and samples of 75 stakeholders were drawn. For collecting data, researcher organized well-structured questionnaire; data were edited and sorted for the next stage. The data were presented in statistical tables, with frequencies and percentages for classifications of responses by statistical package of social sciences (SPSS) for easier analysis and interpretation. Data from interview sessions was obtained from 4 chairpersons of school general assembly committees. Data from documentation was obtained from school records whereas data from observation were obtained before and during lunch periods. The results indicated that there is positive and significant effect on the role of parents’ engagement on the implementation of school feeding program in twelve years basic education schools (R=.979, p<0.05). To make implementation of school feeding program very successful, parents should make timely payments for their school food donations. To administer the school feeding program, parents should collaborate closely with school administration. Parents must participate in the school meal program rather than believing that it should only be funded by the government.
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Franco, Janaina Trindade, Edson Pereira Barbosa, and Carmen Wobeto. "Thematic Approach to Awareness of the Importance of Stingless Bees in the Early Years of Elementary School." Revista de Ensino de Ciências e Matemática 13, no. 6 (2022): 1–20. http://dx.doi.org/10.26843/rencima.v13n6a33.
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The thematic approach (TA) of stingless bees (SB) was investigated in this study for environmental awareness in the initial grades of elementary school. The construction of TA insertion was discussed in a 40-hour continuing education course offered to teachers from five Municipal Schools of Basic Education in Sinop city, Mato Grosso state, Brazil. An itinerant meliponary was set up in each School for contributing to TA insertion, and SB observation actions were organized. Subsequently, the teachers participating in these actions were interviewed. Twenty-three teachers participated in the training course, and of these, twelve developed activities involving TA. We observed that the stakeholders faced different types of current academic education, such as curriculum rigidity, limited financial support, and the training course outside teaching hours. We verified that there was TA insertion in the political pedagogical project of the schools, and there were signs of sensitization of the ecological and economic importance of the SBs.
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Hartanti, Monica Dwi, Novaria Sari Dewi Panjaitan, Sunarno Sunarno, et al. "Seroprevalence of Bordetella pertussis infection in children 1–14 years old: Indonesia basic health research (Riskesdas) 2013 and 2018 data." PLOS ONE 19, no. 9 (2024): e0311362. http://dx.doi.org/10.1371/journal.pone.0311362.
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Bordetella pertussis infection is a highly contagious respiratory disease that can cause complications such as pneumonia and death. A total of 62,646 cases of pertussis worldwide were reported by WHO in 2022. This study aimed to obtain the pertussis seroprevalence and sociodemographic data in children aged 1–14 years and its association factors in the community based on Riskesdas 2013 and 2018. Bivariate and multivariate analysis was carried out on data from 12,753 children aged 1–14 years collected from Riskesdas 2013 and 2018 in Indonesia. Pertussis serology data was obtained based on the results of the ELISA examination which was categorized as seropositive if anti-pertussis toxin IgG ≥ 100 IU/mL or anti-pertussis IgG > 11 NTU. Pertussis seropositive indicated recent pertussis infection if no pertussis vaccine was received within the last twelve months. Pertussis seroprevalence was found at 9.8% and 33.4% in Riskesdas 2013 and 2018 respectively. While 10.1% of children aged 5–14 years were found pertussis seropositive by excluding the possible effect of vaccination in the last twelve months in Riskesdas 2013. The most important associated factor in seropositive pertussis at ages 1–4 years and 5–14 years was a history of pneumonia in the last month (OR = 2.709, 95%CI: 2.592–2.831 in Riskesdas 2013 and OR = 2.421, 95%CI: 2.299–2.550 in Riskesdas 2018). In the adjusted analysis for respondents’ characteristics, low maternal education was the predictive factor that most influenced pertussis seropositivity, especially in the 2013 Riskesdas (APOR = 2.983, 95%CI: 2.670–3.333). In conclusion, the results of this study showed that the seroprevalence of pertussis was high, especially in children aged 5–14 years, so that pertussis vaccine booster administration could be considered. Because the most influencing factor towards pertussis seropositive was low maternal education, the groups of children with low-educated mothers should be targets for strengthening complete vaccination coverage and disease control.
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Kim, Hyunjin, and Nakyung Kwak. "Analysis of Educational Needs for Teaching Competencies among Cyber University Faculty." Institute of Educational Research Chonnam National University 46, no. 3 (2024): 133–59. https://doi.org/10.35510/jer.2024.46.3.133.
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This study aims to investigate the importance and performance of teaching competencies among professors at a cyber university, analyze educational needs by overall faculty and teaching experience, and explore ways to enhance teaching competencies at cyber universities. In February 2023, 60 professors at A cyber university were asked to rate the importance and performance of five teaching competencies. Based on the importance and performance data, paired sample tᐨtests, Borich's need formula, and the focus for locus model were applied to derive educational needs for the entire faculty and by years of teaching experience. The results showed that, first, the performance of all teaching competencies was significantly lower than their importance. Secondly, the competencies identified as needing priority improvement were ‘Basic Skills’, ‘Understanding of Cyber Education’, and ‘Course Design’. Thirdly, for professors with less than three years of experience, ‘Understanding of Cyber Education’ and ‘Course Design’ were identified as the priority areas for improvement. For those with three to twelve years of experience, ‘Course Design’ and ‘Understanding of Cyber Education’ were prioritized. For those with thirteen to sixteen years, ‘Basic Skills’ was prioritized. For those with over seventeen years, ‘Understanding of Cyber Education’ showed a high need for educational improvement. The findings of this study are expected to serve as foundational data for developing strategies to enhance teaching competencies in cyber universities.
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Olivier, Niyongabire, and Amos Akim Malgit. "Effect of Project Quality Management on Performance of School Feeding Programmes in Rwanda: A Case Study of Kanombe Sector Twelve Years Basic Education." International Journal of Management and Development Studies 13, no. 9 (2024): 20–32. http://dx.doi.org/10.53983/ijmds.v13n9.002.
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The purpose of this study was to investigate the effect of project quality on performance of school feeding program in Rwanda. The study adopted descriptive research design. The correlation between a dependent variable and project quality management variables are displayed through regression analysis. "Project quality planning" has a negative and not statistically significant impact (Beta = -108, p = 0.291) on the dependent variable, suggesting that project quality planning has a moderate effect on the dependent variable. "Project accountability" also demonstrates a negative unstandardized coefficient of -0.094. Some other factor has to be considered for the coming research on this subject, because the literature supports the notion that accountability in project management is essential for achieving project success "Project ethics" has an unstandardized negative coefficient of -0.106. On the other hand, the dependent variable is positively impacted by project ethics, as indicated by the standardized coefficient (Beta) of -0.187. Project ethics has a positive overall impact on school feeding program performance, "Project quality control" shows a positive unstandardized coefficient of 0.041 with a high standard error of 0.057. The standardized coefficient (Beta) of -0.187 (Beta) of 0.069 indicates a moderate relationship with the dependent variable, but this result is not statistically significant (t = 0.731, p = 0.467), likely due to the high standard error affecting its reliability. Quality control is a crucial aspect of project management, and its impact on project success may vary based on context and implementation. In conclusion, the study shows that traditional Project Quality Management practices, such as planning, accountability, ethics, and quality control, may not significantly influence the performance of school feeding programs. While project ethics demonstrated some impact, it was negative, suggesting that balancing ethical compliance with operational efficiency is crucial.
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Ntabwoba, Léandre, and Cyprien Sikubwabo. "Influence of Family Background on English Language Proficiency among Learners in Nine and Twelve Years Basic Education Schools: A Case of Musanze District, Rwanda." African Journal of Empirical Research 5, no. 2 (2024): 119–34. http://dx.doi.org/10.51867/ajernet.5.2.12.
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This study sought to investigate the influence of family background on English language proficiency among learners in Nine and Twelve Years Basic Education (YBE) from selected schools in Musanze district, Rwanda. The study adopted the convergent parallel design, utilizing a mixed approach. The study was carried out in 10 selected schools in different sectors within Musanze district. The population of the study counted 9321 subjects, from which a sample of 384 individuals was selected, comprising 225 students, 100 parents, and 59 teachers. The sample size was determined using Yamane’s formula. Random and purposive sampling techniques were used in selecting the involved participants. The data were collected using a structured questionnaire (with 5-point Likert scales), an interview guide, and a document review guide. The data were analyzed using percentages, frequencies, means, standard deviation, and regression analysis. The findings revealed that parents’ and siblings’ educational levels have a positive and significant influence on English language proficiency among learners in 9 and 12 YBE schools in the Musanze district of Rwanda (standard beta coefficient =.972; p-value =.000<0.05). It was found that family location has a positive and significant influence on English language proficiency among learners in 9 and 12 YBE schools in the Musanze district of Rwanda (standard beta coefficient =.981; p-value =.001< 0.05). It was found that family economic status has a positive and significant influence on English language proficiency among learners in 9 and 12 YBE schools in the Musanze district of Rwanda (standard beta coefficient =.983; p-value =.002< 0.05). It was also found that family language of communication has a positive and significant influence on English language proficiency among learners in 9 and 12 YBE schools in the Musanze district of Rwanda (standard beta coefficient =.985; p-value =.000<0.05). The study recommended that the Ministry of Education should implement comprehensive language programs, provide regular professional development for teachers, foster a language-rich environment, and utilize technology for language learning as a means to create an environment that promotes English language proficiency and support students in developing their English proficiency.
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Erdem, S. Sibel, Türkan Yiğitbaşı, Pakize Yigit, and Nesrin Emekli. "Compliance of medical biochemistry education in medical schools with national core education program 2014." Turkish Journal of Biochemistry 44, no. 5 (2019): 578–84. http://dx.doi.org/10.1515/tjb-2018-0282.
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Abstract Background Medical school curriculums are not standardized in Turkey and around the world, which results in great diversity in education. National Core Education Program (NCEP) has been prepared as a frame program and the aim of the program is to train medical doctors with basic abilities. Objective The objective of this work is to compare biochemistry curriculum based on NCEP among medical schools in Turkey. Materials and methods Twelve-question long survey was prepared. Sixty-nine out 84 medical schools were participated the study using 2017–2018 curriculum data. Biochemistry curriculums of medical schools are compared based on NCEP 2014. Results Number of biochemistry hours and content of the lectures varies among medical schools. While biochemistry was intensely studied in the first and second years of the education program, biochemistry hours and number of universities offering biochemistry have dramatically decreased after the second year. Clinical biochemistry questions had lower positive response. Accredited medical schools include NCEP subjects in their curriculum in higher ratio than the unaccredited ones. Conclusion Biochemistry curriculum shows variation among medical schools. Addition of clinical biochemistry beyond second year would improve NCEP adaptation. Multidisciplinary approach and vertical integration should be employed to improve quality of medical education.
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Mukanziza, Jacqueline, and Edouard Singirankabo. "Link between Socio-Economic Status and Students’ Performance in Nine and Twelve Years Basic Education in Rwanda: Groupe Scholaire Saint Leon Nyarusange and Groupe Scholaire Nsinda." OALib 11, no. 07 (2024): 1–13. http://dx.doi.org/10.4236/oalib.1111610.
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Sari, Monica Prima, Andromeda Andromeda, and Aristo Hardinata. "Studi Kesulitan Belajar Mahasiswa Jurusan Pendidikan IPA dalam Mempelajari Sifat Periodik Unsur." JURNAL EKSAKTA PENDIDIKAN (JEP) 4, no. 1 (2020): 18. http://dx.doi.org/10.24036/jep/vol4-iss1/379.
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Periodical properties of elements are not a new topic for students in science education department for they have studied this topic previously in senior high school and in General Chemistry course. However, teaching experiences for the past two years in Basic Inorganic Chemistry course revealed that many students still failed to master the expected learning outcomes for this topic. Therefore, this explorative study was conducted to figure out what kind of difficulty that students perceived in learning this topic. One hundred and twelve students in science education department of Universitas Negeri Padang enrolled in Basic Inorganic Chemistry course in the academic year of 2017/2018 were involved as subjects in this study, and data of students’ perceived learning difficulties were collected with a questionnaire. Data were analyzed with descriptive statistics technique to map out our findings which will become the fundamental consideration in discussing attempts to overcome students’ perceived learning difficulties. Our findings revealed that the sources of students’ perceived difficulty came from several factors, namely: the characteristic of content, personal learning style, condition of classroom learning, availability of relevant learning resources and previous learning experiences. Based on these findings, attempts for better learning of periodical properties of elements were suggested.
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Ntagwabira, Vedaste, Moses Mitari, Albert Nshimiyimana, Emmanuel Majyambere, Joseph Hakizimana, and Clement Mahoro. "The Impact of English Printed Books on Improving Students’ English Reading Skills in Twelve Years of Basic Education in Remote Areas: A Case Study of Muhanga District, Rwanda." African Journal of Empirical Research 5, no. 2 (2024): 620–30. http://dx.doi.org/10.51867/ajernet.5.2.55.
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Few studies have examined the effect of English-language printed books on students' English language competency, despite the fact that several studies on textbooks are available in many different languages across the globe. In fact, the objectives of this study are to investigate the role of printed books in the teaching and learning of reading skills in the English language, as well as to evaluate effective strategies to enhance reading skills among students enrolled in a 12-year basic education program from remote areas. Due to the nature of the research question set, this study employs a descriptive research design with a mixed approach. The survey was conducted among the students and teachers from the remote areas of Muhanga district in two schools from the sectors of Kibangu and Rongi. This study was undertaken with students from two schools. While collecting the data, the sampling technique used was stratified sampling under the probability sampling method, where every member of the 305 population had the chance to be taken from 1280. So as to collect data, questionnaires and interviews were used as the main tools of data collection. Interpretation was done within the lens of cognitive reading theory, assessing the impacts of printed books on students’ reading skills in the English language. The main findings have shown that a lack of English-printed books has an impact on the students’ reading skills and their performance in terms of English language proficiency. The results indicated that the availability of printed English books is problematic in schools located in rural areas, even if they play an integral part in academic success and positively impact students’ reading skills. Education stakeholders are postulated to reinforce textbooks in remote areas and control their maintenance. The current study also tends to recommend key educational planners and stakeholders take this issue of printed books into consideration. Finally, class teachers are recommended to apply the suggested reading strategies while teaching reading sessions in order to improve students’ reading skills and their performance as well.
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Bikorimana, Gerald, Pierre Celestin Bimenyimana, Umuhoza Karemera Noella Josiane, Theogene Dusabirema, Francoise Mukunde, and Kambanda Safari. "Impact of school feeding program on students' performance in Nyamasheke District of Rwanda." African Journal of Social Issues 7, no. 1 (2024): 815–26. https://doi.org/10.4314/ajosi.v7i1.60.
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The study investigated the impact of the school feeding program on students' performance in twelve years of basic education in the Nyamasheke District of Rwanda. It specifically examined the influence of the school feeding program on the student's performance, explored the level of effectiveness of the program, examined the contribution of the policy to learners' social cohesion and determined the level of students' academic performance. To reach the above objectives, a descriptive study was designed. The quantitative approach was adopted and structured questionnaires were administered to 100 respondents selected using purposive and network sampling techniques. The study found that the program is generally appreciable. It also found that the program contributes to students' cohesion, cooperation, and communication, thus helping them improve their performance. However, the study suggests several challenges to the program, including a lack of proper implementation. The study recommends that some issues must be tackled, including reviewing the investment in the program, hence proper implementation.
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Jehaut, Rikardus. "Panggilan Untuk Mengajar: Harapan Terhadap Pendidik Katolik Dalam Berbagai Dokumen Magisterium Gereja." Jurnal Alternatif Wacana Ilmiah Interkultural 1, no. 1 (2021): 23–36. http://dx.doi.org/10.60130/ja.v1i1.31.
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The Church has consistently recognized that catholic teachers have an essential role in Catholic education and must serve as witnesses to the faith, in both word and deed. The constant appreciation for the role of catholic teachers is presented in the Church’s magisterial teachings. A review of these teachings provides understanding of the importance of the Catholic teacher and the teacher ’s role in fulfilling the mission of the Church by preparing students to live virtuous lives in service to society and the Church. The Second Vatican Council’s Declaration on Christian Education, Gravissimum Educationis, outlines the basic principles of Christian education, acknowledging the Church’s reliance on Catholic educators and the importance of preparation in secular and religious knowledge. Twelve years later, the impact of cultural and social pluralism on Catholic education was addressed by the Vatican’s Sacred Congregation for Education in The Catholic School. Supported by these and other magisterial documents, this article explicates the teachings of the Catholic Church summarizing the role of lay Catholic teachers and their qualifications; relationship to the Church; and Gospel witness, the spiritual and professional qualifications required of teachers to effectively impart an authentic Catholic education, expectations associated with apostolic witness and conduct of an authentic Christian role model. The purpose of the article is to provide an account of the expectations and qualities deemed important by the Church for teachers to maintain strong Catholic identity in schools and thereby fulfill the mission of the Church in this apostolate.
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Haron, Muhammed. "Globalization." American Journal of Islam and Society 27, no. 1 (2010): 156–58. http://dx.doi.org/10.35632/ajis.v27i1.1358.
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More than thirty years ago, the first World Conference on Muslim Educationembarked upon the “Islamization of Knowledge,” a process articulated andexpounded upon by the late Ismail Raji al-Faruqi (Temple University) andNaguib al-Attas, retired (ISTAC, Malaysia). The organizers of this conference,the seventh in this series, hoped to continue in this spirit by aiming “tobe as dynamic and as influential as its predecessors” and to develop themesdiscussed in earlier conferences by locating them within “the current globalizedatmosphere.” Moreover, it “expected to usher in a new era of Muslimeducation which will counteract the negative effects of globalization…”The organizers listed three special themes: “Curriculum for MuslimEducation,” “Making Basic Teachings of Islam Relevant,” and “Religionand Youth” and twelve subthemes, among them “Integration of Knowledge,”“Madrasah Education,” “Quality of Muslim Education,” “Non-Muslim Perspectives on Muslim Education,” and “Principles of Critical andCreative Thinking in Muslim Education.” They also invited particular individualsto present papers, such as Wahbah Zuhayli (dean, Faculty of IslamicLaw, University of Damascus [Syria]), Anis Ahmad (Riphah InternationalUniversity [Pakistan]; editor, The Quarterly Journal of the West & Islam),and Alparslan Acikgenc (Fatih University [Turkey]). Since the conferencecovered a variety of keynote speeches, presentations by well-known Malaysianscholars such as Osman Bakar (International Institute of AdvancedIslamic Studies, Malaysia) and Kamal Hassan (International Islamic UniversityMalaysia) and parallel sessions, I will comment briefly on the sessionsand more extensively on some of the keynote speeches that set the tonefor the discussions at the conference ...
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Muhammad Rafiq та Dr. Hafiz Muhammad Sarwar. "ابن دريد وأعماله الأدبية". Al-Qamar 4, № 03 (2021): 39–50. https://doi.org/10.53762/j0v92g63.
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Ibn Durid was born in Basra in 223 Hijri. He got grammatical education and basic knowledge from Ibn-e-Akhi-Al-Isbae, Al-Sijstani and Al-Riyashi. He was one of the best scholars of literature, genealogy and lexicography. He was also the great poet of his time. He wrote many books and most of his books are mentioned in Al-Fahrist which is written by Ibn-e-Nadeem. His famous books are Al-Maqsurah, Al-Jamhrat-ul-Lugha, Kitab-ul-Ishtaqaq, Siffa-Tul-Sarj Wal-Lajam, Kitab-ul-Melahen and Kitab-ul-Mujtaba. He went to Oman from Basra and stayed there twelve years. During this period he gained knowledge of Arabic language and poetry. Then he went to Iran. There he met to the sons of Shah Mikal who were the governors of Persia. After this he wrote his book Jamahrat-ul-llugah and Al-Maqsurah in praised of shah Mekal’s sons. Ibn-e-Durid had a stroke at his last age, so he died in 321 Hijri.
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JEGEDE and OJAJUNI. "A Study of the Effects of Psychodrama in Teaching and Learning Process in Upper Basic Education in Ogun State, Nigeria." GVU Journal of Research and Innovation 1, no. 1 (2024): 160–76. https://doi.org/10.5281/zenodo.13328816.
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Psychodrama as a teaching technique remained for many years uncovered in the process of knowledge production and distribution especially, teaching and learning of art and science. Many researchers seem not appreciate it pride of place in knowledge distribution in schools. There is, therefore, a need to uncover the strength of psychodrama for the benefit of educational scholars, biologists, physicists, psychologists, teachers, curriculum developers among others. Psychodramatics is an effective tool in pedagogy. This paper, therefore, explored the relationship between psychodrama and teaching and learning, and identified various teaching and learning challenges, the factors responsible for them in teaching and learning process and how psychodramatics affected teaching and learning process on the long run. Four private schools were selected in Ijoko, Ifo Local Government Area in Ogun State with learners from JSS1-JSS3. The teachers (especially the subject teachers) and the students were well briefed and monitored for a whole term (twelve weeks). The study employed observation method for the period. Psychodrama technique was deployed to monitor progress and challenges arising from the use of this technique. Findings revealed that learners were more active in class than they used to be before the technique was employed. It was also discovered that there was more enthusiasm and willingness to participate in various class activities and group tasks. Extroverts among learners in JSS1 especially were quickly integrated because the system proved to be all encompassing and inclusive. However, close observation revealed some challenges such as anxieties, fear, antisocial personality and bully. Although these challenges were found to be temporary and not permanent, corrections and re-direction through interpersonal relationship of warmth, trust and gift, reassurance and support, learners’ confidence were restored and there was willingness to learn. It was, therefore, suggested that psychodrama as a technique should be introduced in the Upper Basic education as a teaching method. Again, teachers of Upper Basic education should be adequately trained on the effective use of psychodrama as a technique in the process of teaching and learning in schools. <strong>Keywords: Challenges, Learning, Inclusive, Psychodrama, Teaching</strong> <strong> </strong> <strong> </strong>
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Strachan, Neville. "There's Vegemite on my Assignment." Australian and International Journal of Rural Education 9, no. 1 (1999): 33–51. http://dx.doi.org/10.47381/aijre.v9i1.434.
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The Wimmera Adult Literacy aud Basic Education Group (WALBEG) has provided adult education courses to large areas of the state over the past twelve years, reaching out into the more isolated parts of the Wimmera, Mallee aud Western District of Victoria, as well as servicing the local Horsham area. Given that WALBEG has been providing courses since 1985, evaluation of the impact of these courses seemed timely. The type of evaluation perceived as appropriate by the WALBEG administrative committee was, not so much in terms of course criteria, but rather focussing on identifYing the way in which WALBEG courses undertaken had affected individuals aud their communities. Rogers (1992, P.69) refers to this form of evaluation as 'Impact Assessment' where evaluation goes beyond achievement of targets to an assessment of the impact of the program, not just on individuals, but on the community in general. The purpose of the study then was to identifY aud describe the outcomes of WALBEG programs, and the following aims related to the purpose were identified: 1. To identify the reasons people undertook the course/so2. To assess the impact o fWALBEG programs on the individual.3. To assess the impact on the neighborhoodlcommunity as a whole.4. To investigate possible use of New Learning Tecimologies in future delivery of adult programs.
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Paraskevaidis, Petros, and Emmanuel Fokides. "Using 360˚ Videos for Teaching Volleyball Skills to Primary School Students." Open Journal for Information Technology 3, no. 1 (2020): 21–38. http://dx.doi.org/10.32591/coas.ojit.0301.03021p.
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The study presents the results from a pilot project in which 360˚ videos were utilized for teaching students basic volleyball skills. The target group was thirty-six, eleven-to-twelve years-old primary school students, divided into two groups: the first was taught conventionally and the second using apps in which 360˚ videos were embedded. The project lasted for six two-teaching-hour sessions (three for each method), and data were collected using observation sheets and a questionnaire for recording students’ views regarding their experience. The data analysis confirmed that, compared with conventional teaching, 360˚ videos allowed students to perform better the skills that were examined. The participating students also thought that by viewing 360˚ videos they were more motivated to learn and that their experience was an enjoyable one. On the other hand, students did not consider the 360˚ videos as being useful in their learning. Given the lack of research in this field, the findings provide an initial indication of 360˚ videos’ potential in Physical Education. Then again, the results also point to the need of finding more innovative methods for integrating 360˚ videos in everyday teaching.
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AL-Nasri, Salima Eied Ismail, and Khalifa Ali Moosa AL-Mufararji. "The Level of Readiness of the Sultanate of Oman Schools to Employ New Technologies in Teaching Social Studies from the Teachers' Point of View." International Journal of Educational & Psychological Studies 11, no. 6 (2022): 1253–71. http://dx.doi.org/10.31559/lcjs2022.11.6.6.
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This study aimed to identify the level of readiness of the Sultanate of Oman schools to employ new technologies in teaching social studies from the teachers' point of view. To achieve the study's goal, the descriptive approach was used in which the researcher prepared the study tool. It is a questionnaire that consisted of (49) statements divided into five areas. After verifying the validity and reliability of the tool, the researcher applied it to the study sample, which was (583) social studies' teachers in Muscat and Al Batinah South governorates. The study results showed that the level of readiness of the Sultanate of Oman schools to employ new technologies in teaching social studies from the teachers' point of view for the second cycle of basic education and for grades eleven and twelve for post-basic education came at a high level (M =3.57). In addition, the results showed that the two axes; the readiness of the educational platform and the competencies of teachers in the use of global network and electronic applications also reached a high level (M= 4.15) and (M= 3.63) respectively. Also, it came at a medium level in the two axes: the competencies of teachers' recruitment for electronic assessment processes (M=3.31), and the readiness of the school environment (M= 3.07). The study shows statistically significant differences at (α≤ 0.05) for the overall level of readiness of the Sultanate of Oman schools to employ new technologies in teaching social studies according to the variable of gender in favour of females, the variable of academic qualification in favour of bachelor’s holders, the variable of educational stage in favour of the second cycle schools, the variable of the governorate in favour of the Governorate of Muscat, and the variable of experience in favour of those with experience (1-8) years.
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Lacificar, Julie Joy R. "Educational journey from nursing to medical school: a medical practitioner’s vantage point." South Florida Journal of Development 6, no. 4 (2025): e5124. https://doi.org/10.46932/sfjdv6n4-009.
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The transitions along the nursing-medical education continuum have stimulated the interest of many nurses and nursing students nowadays, notwithstanding the challenges. This study aimed to explore the medical practitioners' educational experiences as they journey from nursing to medical school and highlight the salient features of nursing education as for pursuing a degree in medicine. The data was collected using a phenomenological approach, utilizing semi-structured in-depth interviews. The study included twelve medical practitioners aging from 29 to 36 years old. All participants were licensed nurses and doctors, with six having worked before attending medical school and six did not. Through thematic analysis, four primary themes emerged in this study: The distinction between nursing and medical school journey; the hallmark of nursing as pre-medical course; compassionate agent of healing; and the practical lessons learned. The study findings revealed that nursing and medicine are two divergent paths, with medical school being more challenging. Nursing education helped medical practitioners succeed in medical school due to the firsthand and extensive clinical experience, the existence of fundamental science subjects offered as an academic head start, the therapeutic patient interaction, and the professional virtues learned. Nursing education influenced medical practitioners to become compassionate agents of healing as they blend care and cure in their medical practice and build better interpersonal dynamics with nurses and other healthcare team members. The practical lesson participants learned and wanted to convey to those who desire to advance in their career from nursing to medicine is to strengthen the suggested basic science courses, build on the recommended values and behaviors and take nursing as a pre-medical course seriously. The researcher developed a nursing-medical education continuum model that will guide nursing students in their journey when they choose to become the compassionate agent of healing-medical practitioners.
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Zakharova, O. V. "THE CONJUNCTURE OF THE EDUCATIONAL SERVICES MARKET IN UKRAINE IN THE FIELD OF BACHELORS MANAGEMENT MANAGEMENT." Proceedings of Scientific Works of Cherkasy State Technological University Series Economic Sciences, no. 63 (December 21, 2021): 23–32. http://dx.doi.org/10.24025/2306-4420.63.2021.248456.
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The socio-economic development of the region and the country depends on many components, one of which is the provision of all levels of management with highly professional and competent personnel capable of making timely, informed and high-quality decisions. The training of such personnel is a strategically important function of higher education, its verification of its competence and competitiveness. That is why the work is devoted to the study of trends in supply and demand for training bachelors of management in Ukraine. The information base of the study was formed on the basis of official information on the results of the admission campaigns of higher education institutions of Ukraine, conducted for the period 2010-2015, 2021. based on the data presented in the information system Competition. The research area is formed by data on the full-time form of education at the bachelor's level in the specialty 073 "Management" within the basic state institutions of higher education. In the course of the study, a tendency was established for a reduction in the total licensed volume in the country for training bachelors of management, while maintaining a fairly stable demand of applicants for a specialty for all twelve years, which indicates its relevance in the labor market. It has been proven that the upward trend in the number of universities that prepare bachelors of management in the context of a reduction in the total licensing volume leads to an excessive fragmentation of the supply and a reduction in opportunities for ensuring the quality of educational services. A decrease in the basic level of preparedness of applicants is envisaged due to a significant drop in the volume of state orders in the country for training bachelors of management. Institutions of higher education were identified, which in different years of the study period had the highest and lowest number of applications for training bachelors in management; the largest volume of government orders; the highest and lowest number of enrolled applicants for training; the highest and lowest number of applications submitted per enrolled applicant; the highest and lowest levels of actual use of the licensed volume. It has been established that Kiev National University of Trade and Economics and Lviv Polytechnic National University are the leaders among the universities of Ukraine providing services for the bachelor's educational level in the specialty of Management. The effectiveness of the strategies used by universities in determining the cost of training under a contract is analyzed.
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Duraiswamy, Meena, and Lubna Ali Mohammed. "The Effects of Gamification Teaching Method in Enhancing Numeracy Learning Among Primary School Students in Tamil Nadu." International Journal of Emerging Issues in Social Science, Arts, and Humanities 02, no. 02 (2024): 22–34. http://dx.doi.org/10.60072/ijeissah.2024.v2i02.003.
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Background: A ttaining universal basic numeracy in primary schools by 2025 is emphasized in the Indian National Education Policy (NEP) 2020. By setting a deadline, all students in the primary school systemhave demonstrated a commitment to acquiring a fundamental level of numeracy skills. Aim: This study aims to determine the impact of gamification on enhancing numeracy learning in primary school students. Method: A quasi-experimental design was used to achieve the aim of the study. The experimental group was taught by the gamified teaching method and the control group by the traditional method. Pretest and posttestwere executed to collect data. A total of twelve weeks of time was taken to collect the data. Sample: A total of 30 children aged 6-7 years old from a private school in Tamil Nadu participated in this study, with fifteen students as the experimental group and fifteen students as the control group. Results:The results of the pretest and posttest values through theindependent sample T-test show significant effects of gamification in enhancing numeracy learning and increasing motivation and engagement among primary school students in Tamil Nadu. Conclusion: The study shows that gamification has significant impacts on numeracy learning and increases motivation and engagement in students.
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Keshwar, Shashi, Deependra Prasad Sarraf, Ashish Shrestha, and Basant Kumar Karn. "Assessment of awareness of oral cancer among nursing students at BPKIHS, Nepal." Journal of Chitwan Medical College 10, no. 3 (2020): 20–24. http://dx.doi.org/10.3126/jcmc.v10i3.32015.
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Background: Early recognition of oral cancer is essential for higher cure rate and better prognosis. Nurses can play a significant role in the early diagnosis of cancers. The study aimed to assess the awareness of oral cancer among nursing students. 
 Methods: A cross-sectional survey was conducted among Bachelor of Nursing Students at College of Nursing, B.P. Koirala Institute of Health Sciences. A semi-structured questionnaire was used to collect the sociodemographic data and awareness of cancer. Descriptive statistics were calculated using Statistical Package for Social Sciences version 22.0. 
 Results: Out of 116, 89 (76.7%) students were of age 21-25 years. One hundred and twelve students (96.6%) were aware that various form of tobacco increases risk of oral cancer; however, only 55 (47.4%) students knew alcohol drinking as a risk factor. Only 29 (25.0%) students were aware of loose-fitting denture as a risk factor for oral cancer. Ninety-six (82.8%) students knew white or red patch as possible signs of oral cancer; however, only six (5.2%) students were aware of the most common site of oral cancer. Only 16 (13.8%) students considered that they are adequately trained to screen oral cancer. One hundred and fifteen (99.1%) students demanded more education on oral cancer. 
 Conclusions: This study revealed that nursing students’ awareness of risk factors and the importance of screening of oral cancer is suboptimal. It highlights a need for basic education on oral cancer to make them more aware and further competent toward oral cancer screening and referral.
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Fraga-Sastrías, Juan Manuel, Enrique Asensio-Lafuente, Ricardo Martínez, et al. "Out-of-Hospital Cardiac Arrest: First Documented Experience in a Mexican Urban Setting." Prehospital and Disaster Medicine 24, no. 2 (2009): 121–25. http://dx.doi.org/10.1017/s1049023x0000666x.
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AbstractObjective:Out-of-hospital cardiac arrest is one of the leading causes of death in Mexico, but many survival and prognostic factors are unknown. The aim of this study was to assess out-of-hospital cardiac arrest in a Mexican city.Methods:This was a prospective, cohort study that evaluated the records of the major ambulance services in the city of Queretaro, Mexico. Means, standard deviation, and percentages for the categorical variables were obtained. Logistic regression was performed to determine the effects between interventions, times, and return of spontaneous circulation (ROSC).Results:For an 11-month period, 148 out-of-hospital cardiac arrest cases were recorded. The mean age of the victims was 54 ±22.6 years and 90 (65.3%) were males. Forty-nine cases were related to cardiac disease, 46 to other disease, 27 to trauma, 18 to terminal illnesses, and three to drowning. Twelve (8.6%) patients had a pulse upon hospital arrival, but none survived to discharge. No victims were defibrillated prior to ambulance arrival. The collapse-assessment interval was 22.5 ±19:1 minutes, the mean value for the ambulance response times was 13:6 ±10:4 minutes. Basic emergency medical technicians applied chest compressions to 40 victims (27.2%), controlled the airway in 32 (21.8%), and defibrillated seven (4.8%). Chest compressions and airway control showed an OR of 8 and 12 respectively for ROSC.Conclusions:The poor survival rate in this study emphasizes the need to improve efforts in provider training and public education. Authorities must promote actions to enhance prehospital emergency services capabilities, shorten response times, and provide community education to increase the chances of survival for out-of-hospital cardiac arrest victims in Mexico.
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Acevedo Alemán, Jesús, and Karla Cecilia Cuellar Fermín. "El lado oculto del bullying : los espectadores. Retos del trabajo social." Comunitania. Revista Internacional de Trabajo Social y Ciencias Sociales, no. 19 (February 4, 2020): 9. http://dx.doi.org/10.5944/comunitania.19.1.
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En los últimos años, se han realizado múltiples estudios sobre el fenómeno de la intimidación o bullying dentro de los contextos educativos, de igual manera se ha escrito sobre los perfiles de los agresores, así como sus características y conductas (Acevedo 2010), sin embargo poco se ha estudiado sobre el denominado “agresor pasivo”, los espectadores de las agresiones, quienes representan un tipo de agresor sutil, invisible en la mayoría de las ocasiones, pero de presencia fundamental; objetivo central del presente artículo el cual muestra los resultados de un estudio encaminado a identificar a los tipos de espectadores que predominan en doce Instituciones de Educación Básica de la Ciudad de Saltillo, Coahuila, México, de las cuales seis son de nivel primaria y seis de nivel secundaria; tomando a consideración a 75 estudiantes de dichos niveles en edades que oscilan entre los 6 y 15 años de edad. Material y Métodos. Se diseño la Cedula de Intimidación en contextos escolares, mediante la cual se identificaron cuatro tipos de espectadores del bullying: pasivos, antisociales, reforzador y asertivo. Conclusiones. El estudio reveló, que predomina en las doce instituciones abordadas, el espectador asertivo; mostrando con ello, una creciente participación de los estudiantes en materia de prevención de la violencia escolar que se vive actualmente en la entidad.Introduction. In recent years, multiple studies have been conducted on the phenomenon of bullying within educational contexts, in the same way it has been written about the profiles of the aggressors, as well as their characteristics and behaviors (Acevedo 2010), however Little has been studied about the so-called “passive aggressor”, the spectators of the aggressions, who represent a type of subtle aggressor, invisible in most cases, but of fundamental presence; The main objective of this article is to show the results of a study aimed at identifying the types of spectators that predominate in twelve Basic Education Institutions of the City of Saltillo, Coahuila, Mexico, of which six are of primary level and six of secondary level; taking into consideration 75 students of these levels in ages ranging from 6 to 15 years old. Material and methods. The Bullying Card was designed in school contexts, through which four types of bullying spectators were identified: passive, antisocial, reinforcing and assertive. Conclusions. The study revealed that the assertive spectator predominates in the twelve institutions addressed; showing with it, a growing participation of the students in the matter of prevention of school violence that is currently lived in the entity.
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Muganwa, Kellen, Oliva Bazirete, Marie Chantal Uwimana, et al. "Adolescent awareness and experience of the pubertal changes: A qualitative study from Rwanda." PLOS One 20, no. 6 (2025): e0325502. https://doi.org/10.1371/journal.pone.0325502.
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Introduction The transition from puberty to adolescence involves significant body changes that manifest differently across young children. It is essential that adolescents become aware of these changes so that they can easily navigate puberty’s physical, emotional, and interpersonal changes safely in terms of sexual and reproductive health. In Rwanda, there remains a gap in literature on adolescents’ awareness and experiences of pubertal changes among school going adolescents; particularly among those enrolled as day students. This research was undertaken to explore the awareness and understanding of puberty-related changes among school-aged adolescents, as well as their personal experiences of these changes. The findings aim to enhance the sexual education curriculum in Rwanda, with a particular emphasis on day students in rural regions who may be vulnerable to peer and societal pressures that can potentially expose them risky sexual behaviours. Methods A qualitative study was conducted with 120 school-going adolescent girls and boys. Participants were selected using a purposive sampling approach. Twelve focused group discussions were formed in six secondary schools from rural and urban 12-years basic education in the Eastern province of Rwanda. Deductive thematic analysis was used to analyse data using Dedoose software. Results The analysis yielded two main themes: i) what adolescents know about the changes occurring during puberty, encompassing physical, emotional, and behavioral transformations, as well as the social interactions linked to these changes and their perceptions regarding the factors that influence these changes, and ii) personal experiences pertaining to the changes associated with puberty. Most of the participants were aware of body changes that happen during puberty. While puberty marked an achievement of maturity for most of the participants, the onset of menarche for female adolescents was unique due to the embarrassment it caused them. Conclusion The study found that some young girls experience menarche unprepared and get inadequate support to initially navigate that change. Therefore, caregivers should proactively get educated on pubertal changes so that they provide appropriate support to children to navigate puberty safely.
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Alvarez-Rodriguez, Dolores. "La innovación en audiovisuales mediante programas educativos multimodales para la educación primaria." eari. educación artística. revista de investigación, no. 10 (December 20, 2019): 210. http://dx.doi.org/10.7203/eari.10.13933.
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Resumen: La formación en el manejo de los lenguajes audiovisuales como parte de la alfabetización del individuo debería de ser básica en la educación general en las sociedades contemporáneas debido a la preeminencia de estos en el mundo actual. De hecho, la competencia en los sistemas simbólicos culturales propios es central en la educación de los individuos y comunidades. Así, desde la implementación de la última legislación educativa en España, es contenido explícito en la educación primaria, dónde se aparece como parte de la programación de educación artística. A pesar de esta inclusión como contenido, no se imparte de manera efectiva en los centros escolares básicamente por carecer de horas lectivas para ello. Debido a esta circunstancia, el aprendizaje se produce espontánea y autónomamente de manera informal. Los audiovisuales integran varios lenguajes artísticos que presentan gramáticas específicas que se conciben como un todo. Desde esta perspectiva son productos culturales unitarios cuyo estudio debe enfocarse como tal. Para ello es interesante recurrir al análisis multimodal que ha surgido como forma de conocimiento y análisis en contextos de narrativas múltiples simultáneas. En este artículo se reflexiona sobre esta situación y se presentan algunas experiencias innovadoras de formación en audiovisuales para en el periodo de los seis a los doce años, momento en que se produce la alfabetización en los lenguajes propios de la sociedad contemporánea.
 
 Palabras clave: educación audiovisual, educación primaria, programas innovadores, educación artística, análisis multimodal.
 
 Abstract: Training in the management of audiovisual languages should be basic as part of the individual's literacy in general education in contemporary societies due to the pre-eminence of these in today's world. In fact, to get competency in using symbolic systems of one's own cultural is central to the education of individuals and communities. Thus, since the implementation of the last educational legislation in Spain, audiovisual language is content in primary education, where it appears as part of the artistic education program. In spite of this inclusion as content, it is not taught effectively in the schools basically because there are no teaching hours for it. Due to this circumstance, learning occurs spontaneously and autonomously informally. Audiovisuals integrate several artistic languages with specific grammars conceived as a whole. From this perspective are unitary cultural products, whose study should be focused as such. For this, it is interesting to resort to the multimodal analysis that has emerged as a form of knowledge and analysis in contexts of multiple simultaneous narratives. This article reflects on this situation and presents some innovative audiovisual training experiences for the period from six to twelve years. In this period the acquisition of literacy in the languages of contemporary society takes place.
 
 Keywords: Audiovisual education, primary education, innovative programs, art education, multimodal analysis.
 
 DOI: http://dx.doi.org/10.7203/eari.10.13933
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Seaford, M., and M. D. Allinson. "Exploring pre-registration tutors’ views on professionalism and leadership skills shown by pre-registration tutees." International Journal of Pharmacy Practice 30, Supplement_1 (2022): i32. http://dx.doi.org/10.1093/ijpp/riac019.044.
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Abstract Introduction The GPhC introduced new standards on the initial education and training of pharmacists which requires leadership and professionalism to be demonstrated (1). It was reported previously that pre-registration tutees did not possess the professional and leadership skills expected of them when starting the pre-registration year (2). It is important to see if current tutees are meeting the new standards. If they are not, this would suggest that more should be done in undergraduate training to address this gap. Aim This study aimed to explore the views of pre-registration tutors on the professionalism and leadership skills of current pre-registration tutees and to identify what more could be done to develop these skills during the undergraduate and pre-registration years. Methods A semi-structured interview schedule was developed based on the aim of the study and relevant literature. It addressed attitudes and behaviours thought to demonstrate leadership and professionalism, tutors’ views on tutee’s skills, and the roles of tutors, tutees and undergraduate education in developing these skills. Regional Managers working for Well Pharmacy were informed of the study. Those interested in participating provided contact details of the pre-registration tutors within their area. In October 2020, individual tutors were invited by email to participate, with a participant information sheet and consent form attached. Potential participants were followed-up by telephone and a convenient time for interview arranged. Telephone interviews were digitally recorded, transcribed verbatim and thematically analysed using the Framework Approach. Interviews were continued until no new broad themes emerged. Results Twelve tutors based across England and Wales were interviewed, seven were male, and experience ranged from newly qualified to 20 years in practice. Five main themes emerged: role of undergraduate education; role of the tutor and tutee; professional behaviours of tutees; leadership skills of tutees; challenges and barriers. The role of undergraduate education was perceived to be that of instilling basic knowledge and providing work experience through placements. Interviewees suggested that more undergraduate multi-sector placements could be offered, with a greater focus on leadership skills. The tutors’ role was reportedly to coach, support learning and be a role model whilst tutees needed to understand their limitations and learn from their tutor and pharmacy team. Communication skills, confidence and teamwork were cited as the most desired skills with tutees not always excelling in these. Limited knowledge, individual characteristics and lack of experience were reported as barriers for tutees, with time constraints, paperwork, and staffing issues for tutors. Interviews were conducted across a wide geographical area with tutees likely to have attended various universities. However, the study focused on community pharmacy only, and interviews were conducted three months into the pre-registration year, whilst leadership skills develop over time. Conclusion This study highlights the need for increased placement hours in undergraduate education; the advent of HEE funding to support further placement activity is welcome. A greater focus on communication, teamwork and leadership in the MPharm may benefit future tutees. In addition, pharmacy organisations could introduce more protected tutor/tutee time for tutors to support tutees in developing their skills. References (1) General Pharmaceutical Council, 2020. Initial education and training for pharmacists. Available at: &lt;https://www.pharmacyregulation.org/initial-training&gt; [Accessed 14 October 2021]. (2) Christou, M. and Wright, D., Engendering and appraising professionalism within the UK pharmacy pre-registration year: Identifying the current barriers. Pharm Educ, 2011:11(1):107-14. Available at: https://pharmacyeducation.fip.org/pharmacyeducation/article/view/338/307 [Accessed 14 October 2021].
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Grandi, Bruno. "130 YEARS OF FIG: LETTER FROM FIG PRESIDENT PROF. BRUNO GRANDI." Science of Gymnastics Journal 3, no. 3 (2011): 3–4. https://doi.org/10.52165/sgj.3.3.3-4.
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Dear Friends of Gymnastics, On the 23rd of July, 2011, the international gymnastics community has celebrated the 130th anniversary of the FIG creation. It all started in 1881, in Liege, Belgium. The founder was a humanist, a visionary man, whose ideal was to bring people together around solidarity, tolerance and well-being, around the gymnastics principles.This man, Nicolas Cupérus, dreamed of gymnastics for all, men or women, from all backgrounds or generations; he knew being active was the only way to long term well-being, and that without well-being no culture or personal development would be possible. Indeed dear friends, health experts will confirm that while your car wears out with mileage, your body wears out and ages prematurely with inactivity. Today, 130 years later, Cupérus’ vision is more than ever appropriate. Physical activity and gymnastics are the cure and answer to many 21st century illnesses: idleness, obesity, unhappiness. All societies and age groups are affected and the effects extend not only to the individuals’ performances but also to the health care system reaching huge deficit level. The FIG global Gymnaestrada which was hold in July in the Olympic Capital Lausanne, is a real solution to this malaise. Our 20.000 gymnasts gave us a brilliant answer with their enthusiasm, they delighted us with the quality of their routines, and they cheered us up with the beautiful lesson of life they displayed in Lausanne. I paid tribute to them all. My dear friends, gymnastics and the FIG have come a long way together. Established in 1881, part of the Olympic movement since day one, our Federation is one of the oldest world sporting associations. In the early days of the FIG, Pierre de Coubertin and our founder Nicolas Cupérus could have crossed path. The former had the distinguished career we know and led the revival of the Olympic Games. The latter shared the same sporting ideal for the purpose of education and health. There was a difference though! An important one. Coubertin spoke of competitions. Cupérus didn’t value individual performance! He valued a sport for all abilities, for all levels, for everyone. The father of the gymnastics community wanted to create a universal movement, gathered around a vision of well-being, physical activity, body language, for all people and all ages. The Spirit of the World Gymnaestrada, gymnastics for all, was born in 1881 from the FIG founder’s original quest. Cupérus had to abandon his project and bow down to those in favour of a competitive gymnastics. He did win posthumously when in 1953 Johannes Heinrich François Sommer, one of his loyal successors, organised the first World Gymnaestrada in Rotterdam. Today, Gymnastics is one of the most important sports of the Olympic programme. Thanks to the artistic disciplines, we have a tremendous TV coverage the world over. But this success is not for ever. We must pay attention to the future of our sport. I recently invited all the technicians to attend a Symposium dedicated to the Code of Points of all of our 6 competitive disciplines, in order to evaluate the positioning and the potential development of our sport. The more seasoned among us remember back to the first Code. A twelve-page opus crafted by Gander, Lapalu and Hentges, it gave structure to Men’s Artistic Gymnastics and mapped out judging in three distinct categories: difficulty, combination and execution. That was back in 1949. Today, the Code reaches out to cover all FIG disciplines; it governs everything, infiltrating gymnastics like a metastasis that spreads and traps the sport in its deadly net. Originally created to serve the development of our sport, the Code has mutated into a time bomb that we are wholly unable to contain. Worse, it is a pitfall to judges and gymnasts alike, and creates situations that are often impossible to navigate. Remember Athens! The time has come for us, the technicians, judges and leaders in sport, to gather round a single table and revisit the Code; to re-equip our discipline with the structure and spirit originally inherent to it. This is the endgame of the FIG Symposiums for Rhythmic Gymnastics in Zurich (SUI) at the end of April, for Artistic and Trampoline in mid-June and for Aerobic and Acrobatic in September. Simplify the Codes; we all agree on this point. Keep in mind the essence of Roman law, the first legal system in the history of Man and which is still active today. According to our predecessors, excessive detail is what dilutes and suffocates justice. Too many laws annihilate law itself! Starting in 2005, we took successful steps toward standardising our Codes; a commendable action, to be sure, but a far cry from being enough. What we need is complete and unequivocal reform if we hope to have a Code that serves to further develop our sport. We must simplify, not complicate. What is the essential reason for the Code? What is it made to do? What is the meaning of its existence? The answer is found in history, whose most basic message is that in order to move forward into the future, one often needs to take a brief look into the past. At the 1948 Olympic Games in London, judging in gymnastics was scandalous! Judges were using criteria to evaluate exercises specific only to their own countries. It was a free for all. Such chaos! A Code was then created to clarify and classify criteria to maintain a standardised approach to judging. Unity was finally re-established. A mere twelve pages in 1949 compared to hundreds today, not counting the thousands of symbols that go with them! How can a judge effectively react, evaluate and decide in mere seconds and under the pressure that goes hand in hand with, say, an Olympic Final? Impossible; it is beyond human capacity. We need a Code, a point of reference, which will bring structure to the evaluations brought by our judges and allow us to employ the Fairbrother system. Only by doing this will we be able to avoid situations such as were experienced in Athens and London. We have the tools, IRCOS for one, which can aid in attributing an accurate technical score if used properly. But we must accept the fact that the Artistic score is largely a product of a more subjective, and certainly human, evaluation. That is the variable in our equation; fallible but not unjust. And if we are to lose ourselves in the nimbus of objectivity, we have reference judges in the wings to set our course straight. Thank you all for your attention.
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Arbanas, G., A. Botica, H. Goršić, M. Baković, M. Bagarić, and I. Barun. "Online T group experiences during COVID-19 pandemic." European Psychiatry 67, S1 (2024): S500—S501. http://dx.doi.org/10.1192/j.eurpsy.2024.1038.
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IntroductionOnline group therapy has become more popular in the past few years. But as a result of the COVID-19-caused pandemic, it developed suddenly. Due to the conventional face-to-face format no longer being possible and the need for psychotherapists to conduct psychotherapy online, the pandemic has had significant effects on group psychotherapy and the interactions between group therapy members. While therapists are becoming accustomed to the modern form of psychotherapy, its efficacy is being questioned due to technical issues, the problem of the therapeutic alliance, the environment, the ability to read nonverbal signals, breaking group norms, etc. Since the pandemic did not abate, as a part of specialist education training groups were also held online.ObjectivesThe pandemic changed the basic settings of our Group-Analytic Training Group, forcing us to switch to online sessions. This study aimed to find personal experiences that varied throughout online and face-to-face meetings.MethodsSeven out of the twelve participants accepted to take part in the group therapy/training after it was recommended by the group leader that they write a paper. After 30 sessions, the group turned from face-to-face to online group therapy, and the members were asked how they felt about the difference between the two types of therapy. A questionnaire was produced by the group’s leader and a number of other participants, who then forwarded it through email to every group member.ResultsEveryone who participated thought that because one can more quickly pick up on non-verbal signs in a face-to-face scenario, it was simpler to notice feedback from the other group members. Most participant comments focused on the leader’s role. The majority of members claimed that taking part in the experiential group had benefited both their personal and professional lives.However they thought the in-person setting was better since it was more interesting and complex.ConclusionsSince there were no other options during the epidemic, group therapy has moved to virtual environments, although there are still a lot of problems to this method. The formation of group cohesion becomes difficult by the absence of group members’ physical presence and by the inability to completely understand nonverbal communication.Disclosure of InterestNone Declared
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Paraskevas, A., and D. Psillos. "The implementation of a Web-based Learning Environment concerning teachers' collaboration in the area of Fluids." Proceedings of the International Conference on Networked Learning 6 (May 5, 2008): 301–7. http://dx.doi.org/10.54337/nlc.v6.9327.
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In our work we developed and implemented a specially developed web-based distance learning course, addressed to in service primary teachers in Greece in the area of fluids. The course aims at enhancing participants' understanding of fluids and as well as their collaboration towards producing teaching learning materials for their pupils. Fluids is taught in primary schools, in several countries including Greece, in which pupils and teachers have alternative views and difficulties, in understanding basic ideas concerning pressure and buoyancy. We implemented a specific strategy, in order to promote asynchronous collaboration among participants and evaluated results by using Murphy`s quantitative content analysis model. During recent years, in the area of higher education, a great number of applications have used Web-based learning environments, in order to support distance learning courses and computer supported collaborative approaches, in learning and problem solving, in several areas. Computer-mediated communication can facilitate collaborative learning strategies and approaches, thus providing opportunities for virtual communities of learners to collaborate in ways that lead to shared understanding. Evaluating on-line collaborative learning interactions is a complex task due to the variety of elements and factors that take place and intervene, in the way a group of participants comes together to collaborate, in order to achieve a learning goal. In this context, we developed a web based teaching strategy aiming at enhancing participants' understanding of fluids and as well as their collaboration towards producing teaching learning materials for their pupils. In the present study, we report on the strategy and the collaborative activities of participating teachers. The sample of our study consisted of twenty four, (24), experienced primary teachers, who attended a two years in service program at the Department of Primary Education, University of Thessaloniki. In developing the course, first software for the Web based learning environment implementation was chosen and the open source software B.S.C.W. (Basic Support for Collaborative Work), has been chosen, because it is free for academic use,(http://bscw.gmd.de/ ). Second specially developed materials in the area of fluids were digitized and uploaded to the environment. Third based on data from two pilot studies, we designed a special mixed strategy in order to enhance teacher’s collaboration. In order to identify collaboration possibilities, among teachers, we carried out quantitative content analysis of their written dialogues, using the widely applied model of Murphy.It is characteristic that one hundred fifty seven messages (157), found in the phases "co-construct shared perspectives" and "building shared goals", constitute the two thirds of the total messages. This number seems to point out that participants, despite the high complexity of the scientific topic, successfully managed to co-construct shared perspectives and building shared goals, taking under consideration content knowledge. It is possible that enhancement of their understandings of pressure and buoyancy supplied before the collaborative phase of the strategy facilitated participants to reach the higher levels in Murphy’s' model. As a matter of fact achieving such levels in web based collaborative activities may not be taken for granted, (Murphy, 2004). In other words we consider that if content knowledge was insufficient, we might found postings only from the first two phases of Murphy`s model, (social interaction & articulating individual perspectives), perhaps as monologues.The production of twelve shared artefacts from all participants, considered as identification and completion of collaboration. That is also a key element therefore all participants reached that phase, without any withdraws. We consider that participants were helped to achieve such goal by being specifically guided on how to collaborate instead of being left to proceed without instruction in a learning situation for which they had little prior experience.
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Ataíde, Raquel Do Amaral, Rinalda Araújo Guerra de Oliveira, Ednaldo Cavalcante de Araújo, and Eliane Maria Ribeiro de Vasconcelos. "USE OF REMEDIES PRODUCED BY WOMEN OF THE FAMILY HEALTH PROGRAM." Revista de Enfermagem UFPE on line 1, no. 2 (2007): 126. http://dx.doi.org/10.5205/reuol.372-8792-1-le.0102200702.
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RESUMOEstudo exploratório e descritivo, de abordagem quantitativa, com o objetivo de avaliar o grau de utilização das doze formulações básicas das oficinas de remédios caseiros junto a Mulheres do Programa Saúde da Família/Saúde da Mulher da Comunidade, bairro dos Ipês, em João Pessoa - PB. A amostra não probabilística, do tipo intencional, de 104 mulheres respondeu um questionário elaborado com nove questões, contemplando as seguintes variáveis: idade, estado civil, escolaridade e uso de plantas. Os dados foram agrupados e interpretados mediante análise estatística descritiva cujos resultados mostraram que as idades das entrevistadas variaram de 18 a 60 anos, predominando a faixa etária entre os 40 aos 50 anos, 12,5%; quanto ao estado civil, predominou a união consensual, 67,30%; quanto à escolaridade, predominou o ensino fundamental completo; quanto às formulações básicas das oficinas, estas foram aceitas por 72,11% da amostra; quanto à formulação do remédio caseiro, a mais conhecida foi o xarope de Plectranthus amboinicus Lour, utilizado como broncodilatador e mucolítico 53,33% e 84,62% opinaram querer saber mais sobre plantas medicinais e as doenças tratadas por elas. Diante desses resultados ressalta-se que a participação popular em oficinas de remédios caseiros é uma atividade de grande valia, uma vez que expressa o vínculo de co-responsabilidade na identificação e busca de soluções para as necessidades em saúde a partir da vivência loco regional.Descritores: Formulações básicas; Mulheres; Programa saúde da família.ABSTRACTExploratory descriptive study, for quantitative boarding, aiming at evaluating the use degree of twelve basic formularizations of remedies caretakers workshops with women from the Family Health Program/Woman Health, Ipês Community, at João Pessoa - PB. Population was constituted by women and the sample not probabilistic intentional for 104 women that answered a questionnaire elaborated with nine questions, contemplating the following variables: age, civil state, school degree and use of plants. Data had been grouped and interpreted by means of analysis descriptive statistics whose resulted they had shown that the interviewed ages had varied from 18 to 60 years, having predominated the age band between 40 and 50 years, 12,5%; as for the civil state, the union predominated consensual, 67,30%; as for school degree basic, complete education predominated; as for the basic workshops formularizations, these had been accepted for 72,11% of the sample; as for the remedy caretaker formularization, the most known was the boiled must of Plectranthus amboinicus Lour, used as bronchodilator and mucolitic 53,33% and 84,62% had thought to want to know more on medicinal plants and the illnesses treated for them. Therefore standed out that the popular participation in remedies caretakers workshops is a great value activity, since that express the bond of co-responsibility in the identification and brainstorming for the necessities in health from the experience local regional. Descriptors: Basic formularizations; Women; Family program health. RESUMENEstudio descriptivo y exploratorio, de enfoque cuantitativo, teniendo como objetivo evaluar el grado del uso de doce formulas básicas de los remedios con las mujeres del Programa de Salud de la Familia/Salud de la Mujer, en la comunidad de Ipês, en la ciudad de João Pessoa - PB. A muestra intencional de 104 mujeres contestó a un cuestionario elaboró con nueve preguntas, con las variables siguientes: edad, estado civile, grado de la escuela y uso del las hierbas. Los datos habían sido agrupados e interpretado por medio de la estadística descriptiva que habían demostrado que las edades entrevistadas habían variado a partir 18 a 60 años, predominando la edad entre 40 y 50 años, 12,5%; en cuanto al estado civil, la unión predominó consensual, 67,30%; para el grado de la escuela básico, la educación completa predominó; en cuanto a los formulas básicas de los oficinas, éstos habían sido aceptados para 72,11% de la muestra; en cuanto al formularization del remedio, sabido era la necesidad hervida del Plectranthus amboinicus Lour, utilizado como el broncodilatador y mucolitic (53,33%) y 84,62% tenía pensamiento a desear saber más en las plantas medicinales y las enfermedades tratadas para ellas. Por lo tanto hacia fuera que la participación popular en oficinas de los remedios es una gran actividad del valor, desde entonces ese expreso el enlace de la corresponsabilidad en la identificación y reunión de reflexión para las necesidades en salud del regional local de la experiencia. Descriptores: Formulaciones básicas; Mujeres; Programa salud de la familia.
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Glenn, Norval D. "Family Textbooks Twelve Years Later." Academic Questions 22, no. 1 (2009): 79–90. http://dx.doi.org/10.1007/s12129-008-9089-z.
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Ben Jemaa, S., Y. Mejdoub, H. Fourati, J. Damak, and S. Baklouti. "POS1115 DESCRIPTIVE STUDY OF THE PERCEPTIONS AND PREVENTIVE PRACTICES OF POSTMENOPAUSAL TUNISIAN WOMEN REGARDING OSTEOPOROSIS." Annals of the Rheumatic Diseases 80, Suppl 1 (2021): 837.2–837. http://dx.doi.org/10.1136/annrheumdis-2021-eular.3571.
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Background:Due to their serious consequences affecting quality of life, prevention of osteoporosis is considered a priority. Thus, identifying the level of knowledge is useful in developing effective interventions and in guiding public health programs to prevent osteoporosis.Objectives:The aim of this study is to describe beliefs and practices of menopaused Tunisian women related to health and osteoporosis in order to develop effective and targeted interventions for the prevention of this disease.Methods:A descriptive cross-sectional study was conducted among menopaused Tunisian women who consult the basic health center in the area of Sfax region in Tunisia. Data collection include socio-demographic characteristics, the “osteoporosis health belief scale” developed by Kim and his colleagues and the daily calcium intake which was calculated by a questionnaire developed by Patrice Fardellone.Results:We have included 170 women. The mean age was 58.92 ± 9.07 years. Seventy-seven percent of women were housewives, 14.7% were active and 8.3% were retired. Seventy-five percent were married. Forty-two women (24.7%) were illiterate, sixty-three (37.1%) were at primary level and 33.5% were at secondary level. One hundred twelve women (65.3%) live in an urban environment, against 34.7% who belong to a rural environment.The level of perception of osteoporosis was very altered in 22.9%, altered in 32.4% and moderately altered in 31.8% of women. Women’s perceptions of the benefits of physical exercise and calcium intake were moderately altered in 42.4% and 51.2%, respectively. For obstacles to the practice of physical exercise, the level of perception was altered in 43.5% of women. Regarding the obstacles to calcium intake, the perceptions of our population were altered in 32.9% of cases.The daily intakes of calcium vary from 215 to 1444 mg per day with an average of 620.20 ± 204.523 mg / day. Only eight women (4.7%) had sufficient daily intake.Conclusion:Our study showed that all subscale of the “osteoporosis health belief scale” were altered. Promotion programs should aim at creating a supportive physical and social environment for the adoption of safer behaviors and especially education must be targeted.References:[1]Belgacem, A. Nouira, et S. Soussi, « Les perceptions des femmes tunisiennes selon le modèle des croyances liées à la santé et leurs pratiques relativement à l’ostéoporose », Pan Afr Med J, vol. 23, 2016.[2]H. Ahmadieh, A. Basho, A. Chehade, A. Al Mallah, et A. Dakour, « Perception of peri-menopausal and postmenopausal Lebanese women on osteoporosis: A cross-sectional study », Journal of Clinical & Translational Endocrinology, vol. 14, p. 19-24, déc. 2018.Disclosure of Interests:None declared.