The Research on the Use Efficiency of Educational Resource Center with the Ecological System Structure

2014 ◽  
Author(s):  
Jun Xiao ◽  
Xiaoxiao Zhu ◽  
Bingqian Jiang
Keyword(s):  
Ecological System ◽  
System Structure ◽  
Educational Resource ◽  
Resource Center ◽  
Use Efficiency

scholarly journals The most prominent educational problems faced by teachers of Arabic language in the schools of education for middle-aged government in Riyadh: أبرز المشكلات التدريسية التي تواجه معلمي اللغة العربية في مدارس تعليم الكبار المتوسطة الحكومية بمدينة الرياض

2017 ◽  
Vol 1 (4) ◽  
Author(s):  
Abdul Aziz bin Othman Al Humeida
Keyword(s):  
Writing Skills ◽  
Arabic Language ◽  
Literacy Skills ◽  
Male Students ◽  
Educational Resource ◽  
Schools Of Education ◽  
Resource Center ◽  
The Family ◽  
Descriptive Method ◽  
Selection Of

The study aimed to identify the most prominent problems faced by teachers of Arabic language, and ways to address them. The researcher used the descriptive descriptive method. The study tool consisted of a questionnaire distributed to a sample of (55) all male students in the middle school for boys in Riyadh in the second semester of 1433-1434H. The teaching of the students is: The weakness of the student in the literacy skills, the obligations of the family learner do not help him to study. The most important problems related to the curricula are: the lack of curricula dedicated to the large student, the lack of participation in the selection of curricula, the lack of development and change constantly, not appropriate time to complete. The most important problems related to the environment are: There is no suitable library for adults, there is no suitable educational means, no furniture suitable for the age of the students, no educational resource center and a building of its own. There were no statistically significant differences at (α0.05) between the responses of the study members according to the following variables: qualification, experience. In the light of the results, the researcher made a number of recommendations: To promote the learner's knowledge of reading and writing skills, to take care of homework assignments, to develop special curricula for the great student and to involve the teacher in her selection; to create an appropriate library for adults;

The Federally Funded Telehealth Resource Centers

2015 ◽  
Vol 5 (1) ◽  
pp. 14-23 ◽  
Author(s):  
Mei Wa Kwong ◽  
Christine Calouro ◽  
Laura Nasseri ◽  
Mario Gutierrez
Keyword(s):  
Federal Government ◽  
Affordable Care Act ◽  
Technical Assistance ◽  
Health Resources ◽  
Federally Funded ◽  
Care Experience ◽  
Resource Center ◽  
Use Efficiency ◽  
Per Capita ◽  
And Training

Telehealth is progressively being considered as a possible approach for delivering more efficient healthcare and addressing access issues. Since the establishment of the Affordable Care Act (ACA), new reform-based programs and initiatives often focus around the three goals of the “Triple Aim”: (a) improving population health, (b) enhancing the patient care experience, and (c) reducing per capita costs. As telehealth adoption and utilization within health systems is expected to increase, the Health Resources and Services Administration (HRSA) has shown initiative by investing in programs that help facilitate the growth of telehealth by providing non-partisan, unbiased information and technical assistance. One such program is the telehealth resource centers (TRCs). TRCs are funded to increase the use, efficiency, and raise awareness about telehealth through education and training. This article provides an overview of the services offered by twelve regional TRCs, as well as the National Telehealth Technology Assessment Center (TTAC) and the National Telehealth Policy Resource Center (NTRC-P). It also provides suggestions about what more can be done by the federal government to maximize telehealth's potential to address the needs of a strapped health system.

scholarly journals The Implementation of Special Needs School Programs as Resource Center for Inclusive Education in Indonesia

2021 ◽  
Vol 8 (12) ◽  
pp. 540
Author(s):  
Bahrudin Bahrudin ◽  
Indra Jaya ◽  
Cecep Kustandi
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Qualitative Approach ◽  
Educational Resource ◽  
Resource Center ◽  
School Programs ◽  
Inclusive Schools ◽  
Education Personnel ◽  
Education Resource

This research is on the Implementation of special needs schools as Resources Center for Inclusive Education in Jakarta, Indonesia. This study aims to determine the implementation of special needs schools as organizers of inclusive educational resource centers. This research was conducted in a special needs school designated as an inclusive education resource center numbering 18 schools in Jakarta. This research uses a qualitative approach. Implementing the special needs schools' program as a resource center for inclusive education illustrates that the condition of inclusive education has not been maximized because there is still a lack of means to support the activities of inclusive educational resource centers. In addition, the need for training on inclusive education for teachers and education personnel becomes important for inclusive schools to do.

Interaction, Imagination and Community Building at the Math Forum

2010 ◽  
pp. 269-282
Author(s):  
Wesley Shumar
Keyword(s):  
Identity Formation ◽  
Learning Community ◽  
Online Community ◽  
Community Building ◽  
Educational Resource ◽  
Mathematical Identity ◽  
Resource Center ◽  
Collaborative Community ◽  
Teacher Professional ◽  
Support Teacher

This chapter draws upon contemporary social theory to make an argument about the ways that teachers create personalized communities of practice at The Math Forum, an online educational resource center. The discussion of social networks and personalized community is brought into dialogue with sociologically oriented strands of math education research to suggest that the collaborative community building work that Math Forum teachers do online allows them to not only form a learning community but allows them to overcoming tensions around mathematical identity formation which are important for advancing one’s thinking as a math teacher. The chapter discusses some of the interview data conducted with math forum teachers and the importance of that information for the future of teacher professional development and the way an online community can support teacher learning.

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