Automatic Program Improvement: Variable Usage Transformations

1983 ◽  
Vol 5 (2) ◽  
pp. 236-264 ◽  
Author(s):  
B. Maher ◽  
D. H. Sleeman
Keyword(s):  
Program Improvement ◽  
Automatic Program

Sustaining the Effects of Gatekeeper Suicide Prevention Training

Crisis ◽  
2015 ◽  
Vol 36 (2) ◽  
pp. 102-109 ◽  
Author(s):  
Annette Shtivelband ◽  
Patricia A. Aloise-Young ◽  
Peter Y. Chen
Keyword(s):  
Suicide Prevention ◽  
Community Outreach ◽  
Program Improvement ◽  
Further Education ◽  
Research Approach ◽  
Long Term Effects ◽  
Gatekeeper Training ◽  
Prevention Training ◽  
Continued Learning ◽  
Suicide Prevention Training

Background: Gatekeeper training is a promising suicide prevention strategy that is growing in popularity. Although gatekeeper training programs have been found to improve trainee knowledge, self-efficacy, and perceived skills, researchers have found that the benefit of gatekeeper training may not last over time. Aims: The purpose of this study was to identify strategies for strengthening the long-term effects of suicide prevention gatekeeper training. Method: In-depth interviews and focus groups were conducted with gatekeepers (N = 44) and data were analyzed using a qualitative research approach. Results: The results of this study suggest that posttraining interventions may be more effective if they include the following seven themes: (a) social network – connecting with other gatekeepers; (b) continued learning – further education; (c) community outreach – building awareness; (d) accessibility – convenience; (e) reminders – ongoing communication; (f) program improvement –- enhancing previous training; and (g) certification – accreditation. Conclusion: Posttraining interventions that incorporate the themes from this study offer a promising direction in which to sustain the effects of gatekeeper suicide prevention training.

Students’ Speaking Skill in English Immersion School

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Mohammad Fadil ◽  
Sumardi Sumardi ◽  
Ngadiso Ngadiso
Keyword(s):  
English Teachers ◽  
Program Improvement ◽  
Average Score ◽  
Factors Affecting ◽  
English Immersion ◽  
Speaking Skill ◽  
English Speaking ◽  
Comparative Results ◽  
Academic Year ◽  
Speaking Skills

This research aims to describe: (1) students' English speaking skill in English immersion school; (2) students’ strengths and weaknesses in speaking skill in English immersion school; (3) factors affecting students' speaking skill in English immersion school. The research was designed as a case study, conducted at a school applying English immersion in Bondowoso, East Java, Indonesia in Academic Year 2017-2018. The research used purposive sampling. Data were collecated by interview, questionnairre, observation, and document analysis. The informants were grade 2 students, English teachers, and the school founder. The analysis found that: (1) on the scale of 1-5 (1=very bad, 2=bad, 3=fair, 4=good, 5=very good), students’ English speaking skills were at levels of very good (2.22%), good (6.67%), fair (37.78%), bad (44.44%), and very bad (8.89%); (2) students’ strengths in English speaking skills were related to vocabulary with average score of 2.7, and the weaknesses dealt with fluency with average score of 2.25; (3) factors that were assumed to affect students’ English speaking skills were environment, local accent, vocabulary mastery, English use, preference, and habits. It is recommended that all parties involved in the English immersion program evaluate the running of the program and the content of the program to provide learning outputs through English immersion. Commitment to using English should be strengthened, especially in English Week program. Improvement on English teachers’ is needed by involving them in trainings. Finally, similar research at non-English immersion school is necessary to ensure the comparative results gained from both types of school.

Using Accountability to Improve Student Learning in Higher Education Music Programs

2019 ◽  
pp. 745-765
Author(s):  
Jeffrey Ward
Keyword(s):  
Higher Education ◽  
United States ◽  
Student Learning ◽  
The United States ◽  
Program Improvement ◽  
Influential Factor ◽  
Assessment Process ◽  
Curricular Development ◽  
Accreditation Standards ◽  
Improve Student Learning

Educational accountability has become an increasingly influential factor in higher education. This chapter examines various government oversight and accreditation standards in Central and South America, Europe, and the United States and how student learning in higher education in music can be improved through meeting these standards. The author specifically describes music accreditation procedures of the National Association of Schools of Music and the American Music Therapy Association in the United States. Using accreditation standards as a guideline for program improvement, the author offers a variety of assessment best practices to engage higher education faculty in the assessment process, to improve instruction, to guide curricular development, and to ultimately improve student learning.

scholarly journals Case report: fast reversal of malignant obesity hypoventilation syndrome after noninvasive ventilation and pulmonary rehabilitation

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Shengyu Hao ◽  
Lingling Pang ◽  
Liang Xie ◽  
Xu Wu ◽  
Zilong Liu ◽  
...  
Keyword(s):  
Noninvasive Ventilation ◽  
Pulmonary Rehabilitation ◽  
Good Condition ◽  
Program Improvement ◽  
Apnea Hypopnea Index ◽  
High Morbidity ◽  
Obesity Hypoventilation Syndrome ◽  
Extreme Obesity ◽  
Hypoventilation Syndrome ◽  
Obesity Hypoventilation

Abstract Background Malignant obesity hypoventilation syndrome (MOHS) is described as a subtype condition of OHS, characterized by extreme obesity, obese-related hypoventilation, and multiorgan dysfunction. Because of low awareness and inadequate treatment, MOHS leads to high morbidity and mortality. Case presentation A 53-year-old man was diagnosed with MOHS evidenced by extreme obesity and multiorgan abnormalities. After taken noninvasive ventilation (NIV) treatment, he was rescued. And at the end of the six-month pulmonary rehabilitation (PR) program, improvement in terms of respiratory parameters, BMI, apnea-hypopnea index (AHI), and pulmonary hypertension were observed in the patient. Two years later, the patient was still in good condition. Conclusions This case highlights the awareness and proper use of NIV to rescue MOHS patients. Furthermore, the benefits of PR were explored in this case, which has not been considered within the therapeutic options for MOHS patients.

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