Lower secondary principals’ formal training before taking up their role as principal, 2018

2019 ◽  
Keyword(s):  
Secondary Principals ◽  
Formal Training

DYNAMIC AND COMPETENCE ASPECTS OF THE MEDIA EDUCATIONAL CONCEPT OF DEVELOPING A PERSON’S READINESS FOR LIFELONG SELF-EDUCATION

2019 ◽  
pp. 23-33
Author(s):  
S. V. Akmanova ◽  
L. V. Kurzaeva ◽  
N. A. Kopylova
Keyword(s):  
Informal Education ◽  
Great Influence ◽  
Formal Training ◽  
Life Stages ◽  
Media Technologies ◽  
Educational Concept ◽  
The Media ◽  
The Individual ◽  
Competence Models ◽  
Scientific Achievements

The harmonious existence of the individual in the modern informational era, which is overly saturated with rapidly developing media technologies, is almost impossible without the developed readiness of the individual for lifelong continuous self-education. The formation and development of this readiness can begin during the formal training at the stage of higher education of the person and continue during informal education throughout his future life. Stages of socialization and professionalization of the person have a great influence on the level nature of this readiness. Based on scientific achievements in the field of self-education of university students, national and world media education, we developed dynamic and competence models of media educational concept of developing a person’s readiness for lifelong self-education. The concept demonstrates interconnection of these two models, as well as consistency with the previously developed normative model of developing this readiness.

Two Centuries of Excavating Merovingian-Era Cemeteries In France

2020 ◽  
pp. 76-95
Author(s):  
Bonnie Effros
Keyword(s):  
Twentieth Century ◽  
Ethnic Identity ◽  
Central Place ◽  
State Funding ◽  
Formal Training ◽  
Negative Consequences ◽  
Private Funding ◽  
Research Questions ◽  
The Creation

The excavation of Merovingian-period cemeteries in France began in earnest in the 1830s spurred by industrialization, the creation of many new antiquarian societies across the country, and French nationalism. However, the professionalization of the discipline of archaeology occurred slowly due to the lack of formal training in France, weak legal protections for antiquities, and insufficient state funding for archaeological endeavors. This chapter identifies the implications of the central place occupied by cemeterial excavations up until the mid-twentieth century and its impact on broader discussions in France of national origins and ethnic identity. In more recent years, with the creation of archaeological agencies such as Afan and Inrap, the central place once occupied by grave remains has been diminished. Rescue excavations and private funding for new structures have brought about a shift to other priorities and research questions, with both positive and negative consequences, though cemeteries remain an important source of evidence for our understanding of Merovingian society.

scholarly journals Acute Care Surgery Billing, Coding and Documentation Series Part 3: Coding of Additional Select Procedures; Modifiers; Telemedicine Coding; Robotic Surgery

2020 ◽  
Vol 5 (1) ◽  
pp. e000587
Author(s):  
Thomas Esposito ◽  
Robert Reed ◽  
Raeanna C Adams ◽  
Samir Fakhry ◽  
Dolores Carey ◽  
...  
Keyword(s):  
Complex System ◽  
Robotic Surgery ◽  
Acute Care ◽  
Acute Care Surgery ◽  
Formal Training ◽  
Experienced Surgeon ◽  
Care Surgery

This series of reviews has been produced to assist both the experienced surgeon and coder, as well as those just starting practice that may have little formal training in this area. Understanding this complex system will allow the provider to work “smarter, not harder” and garner the maximum compensation for their work. We hope we have been successful in achieving and that goal that this series will provide useful information and be worth the time invested in reading it by bringing tangible benefits to the efficiency of practice and its reimbursement. This third section deals with coding of additional select procedures, modifiers, telemedicine coding, and robotic surgery.

scholarly journals P026: Need for training in medical education: staff emergency physician perspectives

CJEM ◽  
2017 ◽  
Vol 19 (S1) ◽  
pp. S86
Author(s):  
J. Bryan ◽  
F. Al Rawi ◽  
T. Bhandari ◽  
J. Chu ◽  
S. Hansen ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Medical Education ◽  
Adult Education ◽  
Family Medicine ◽  
Graduate Training ◽  
Formal Training ◽  
Emergency Physicians ◽  
Allied Health Professionals ◽  
Evaluation Time ◽  
Post Graduate Training

Introduction: Emergency medicine physicians in our urban/suburban area have a range of training in medical education; some have no formal training in medical education, whereas others have completed Master’s level training in adult education. Not all staff have a university appointment; of those who are affiliated with our university, 87 have appointments through the Department of Medicine, 21 through the Department of Pediatrics, and 117 through the Department of Family Medicine. Emergency physicians in our area are a diverse group of physicians in terms of both formal training in adult education and in the variety of settings in which we work. The purpose of this study was to gauge interest in formal training in adult education among emergency medicine physicians. Methods: With research ethics board approval, we created and sent a 10-item electronic questionnaire to emergency medicine staff in our area. The questionnaire included items on demographics, experience in emergency medicine, additional post-graduate training, current teaching activities and interest in short (30-60 minute) adult education sessions. Results: Of a potential 360 active emergency physicians in our area, 120 responded to the questionnaire (33.3%), representing 12 area hospitals. Nearly half of respondents had been in practice over 10 years (48.44%). Respondents were mainly FRCP (50%) or CCFP-EM (47.50%) trained. 33.3% of respondents had masters degrees, of which 15% were MEd. Most physicians were involved in teaching medical students (98.33%), FRCP residents (80%) and family medicine residents (88.3%), though many were also teaching off-service residents, and allied health professionals. More than half of respondents (60%) were interested in attending short sessions to improve their skills as adult educators. The topics of most interest were feedback and evaluation, time-efficient teaching, the learner in difficulty, case-based teaching and bedside teaching. Conclusion: Emergency physicians in our area have a wide variety of experience and training in medical education. They are involved in teaching learners from a range of training levels and backgrounds. Physicians who responded to our survey expressed an interest in additional formal teaching on adult education topics geared toward emergency medicine.

The Scope of Practice of Diabetes Educators in a Metropolitan Area

1992 ◽  
Vol 18 (2) ◽  
pp. 111-114 ◽  
Author(s):  
Mariorie Cypress ◽  
Judith Wylie-Rosett ◽  
Samuel S. Engel ◽  
Terry B. Stager
Keyword(s):  
Patient Education ◽  
Diabetes Care ◽  
Formal Training ◽  
Behavioral Strategies ◽  
Chronic Complications ◽  
Roles And Responsibilities ◽  
Standard Patient ◽  
Behavioral Techniques ◽  
Oral Hypoglycemic Medications ◽  
Diabetes Educators

A survey of 108 members of a local metropolitan AADE chapter was conducted to assess (1) current roles and responsibilities of diabetes educators with respect to medical management and patient education, and (2) the use of behavioral strategy techniques among diabetes educators. Nurses and dietitians specializing in diabetes care performed a range of responsibilities. Approximately 75% of the nurses performed standard patient education roles and 20% performed the majority of roles traditionally considered to be in the medical domain, including insulin adjustment. More than half of the respondents had not received formal training in the use of behavioral strategies. Formal training was positively associated with greater use of behavioral techniques. Training for diabetes educators should include behavioral intervention strategies. Nurses specializing in diabetes care may also need training regarding physical assessment for chronic complications, and knowledge regarding adjustment of insulin and oral hypoglycemic medications.

Does formal training in translation/interpreting affect translation strategy? Evidence from idiom translation

2016 ◽  
Vol 20 (3) ◽  
pp. 632-641 ◽  
Author(s):  
YEH-ZU TZOU ◽  
JYOTSNA VAID ◽  
HSIN-CHIN CHEN
Keyword(s):  
Judgment Task ◽  
Formal Training ◽  
Source Language ◽  
Translation Strategy ◽  
Translation Type ◽  
Language Text ◽  
Vertical Translation

This study examined whether training in translation/interpretation leads to a reliance on a ‘vertical’ translation strategy in which the source language text is comprehended before the message is reformulated. Students of translation/interpreting and untrained bilinguals were given an idiom translation judgment task with literal (form and meaning) or figurative equivalents (meaning only). Dependent measures included the time taken to comprehend the first presented sentence and the accuracy and speed of judging if the second presented sentence was a translation of the first sentence. The groups did not differ in their speed of reading the first presented sentence but translation verification times differed by group and translation type: untrained bilinguals were significantly faster at verifying literal than figurative translations while trained bilinguals were equally fast for the two types. The pattern of findings is consistent with the view that training in translation fosters a processing-for-meaning-before reformulating, or vertical, translation strategy.

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