EFFECTIVENESS OF TYPOLOGY AND LEARNING ENVIRONMENT IN DEVELOPING ENTREPRENEURIAL COMPETENCIES: A COMPARATIVE STUDY

The introduction of entrepreneurship course as a core module in higher education institutions (HEIs) under the Malaysia Education Blueprint (MEB) 2015–2025 has not increased entrepreneurship initiatives. This is partly attributed to ineffective implementation of entrepreneurship skills in the HEI curriculum. Although attempts were made to delineate the central phenomena of entrepreneurship learning to develop entrepreneurial competencies and intention, there was no consistent outcome. This comparative study used empirical data to investigate the contribution of multidisciplinary learning environment and the use of “Through” methodology as an entrepreneurial education pedagogy to develop entrepreneurial competencies and intention among students. A two-phase stratified single-stage cluster sampling approach was adopted that involved stratifying the entire population of 260 second-year degree students into learning environment strata and partitioning the strata into mutually exclusive entrepreneurial education pedagogy clusters. Data was collected from every single subject within the clusters. Descriptive analytical statistics was used in gauging the effectiveness of the research learning environment and typology pedagogy. The findings revealed that even though entrepreneurial intention remains a challenge, multidisciplinary learning environment that involves students from different disciplinary programs doing entrepreneurial ventures such as experiential learning and taking calculated business risks are most effective in inculcating entrepreneurial competencies. This study has shown that having the appropriate learning environment and typology pedagogy, including consideration of the psychological appeal of students are essential in nurturing entrepreneurial competencies among students. The outcome of this study provides a better understanding for both, HEI academicians and the Ministry of Higher Education (MOHE) in making entrepreneurship learning more relevant to produce students with entrepreneurial competencies.

Understanding the Why of Behavior Through Regulation

This chapter will review the many foundational theories that outline an historical understanding of behavior. Occupational therapy (OT) and psychology have provided a consistent framework for addressing and defining behavior. Behavior communicates self-awareness and self-management which are key competencies upon which social and emotional learning occur. Perception affects the definition and assumption of behavior, and this is affected by knowledge. Various considerations such as sensory processing, executive functioning, nervous system functions, and environmental factors affect the feedback loop that governs a child's ability to regulate. How we assess this process will determine our expectations and responses. When disciplinary programs do not address the whole child, behavior seldom improves. Embracing the big picture of behavior allows it to be viewed through a different lens to establish a supportive relationship with a student and empower them to achieve self-actualization and skills they will use for a lifetime.

Interdisciplinary Human Factors Curricula for Individualized, Independent Study

Education and career development of new generations of human factors professionals has rightly been a central concern the Human Factors and Ergonomics Society for many decades. There have been periodic surveys to track the changing employer expectations for new professionals, and there have been several panel discussion at the HFES Annual Meetings to address various issues in education of future professionals. There have been significant changes in academia, where many traditional disciplinary programs are declining and new interdisciplinary programs are emerging. These trends may present novel opportunities for education of the future human factors workforce. In this project we surveyed all courses in a university course catalog to identify courses that offer training, to varying degrees, in the Core Competencies as defined by the Board of Certification in Professional Ergonomics. These courses could form a basis for interdisciplinary programs in human factors without being confined in any particular department or existing program.

A Mixed-Studies Review of the School-to-Prison Pipeline and a Call to Action for School Nurses

Zero-tolerance school disciplinary policies have contributed to the proliferation of exclusionary practices, which increase the risk that minoritized students will be harmed by the school-to-prison pipeline (STPP). The purpose of this review was to explore factors that influence the STPP and highlight the role school nurses can play in protecting students from this public health crisis. We used a systematic mixed-studies review method, and 14 studies were included. Exclusionary discipline disproportionately affects minoritized students, but decreased student–teacher ratios, wellness-focused environments, and lower levels of school punishment can improve student achievement and health. The National Association of School Nurses position statement provides a framework to guide school nurses in the dismantlement of the STPP. School nurses should advocate for their position on the interdisciplinary team, funding for alternative disciplinary programs, abolition of school policing, restorative justice approaches, support for at-risk students, and anti-racism education programs for all school staff.

Training Students to Improve Coastal Resilience

Addressing risks posed by changing climate conditions in coastal areas demands innovative strategies that intersect multiple disciplines including engineering, ecology, communication, climate science, and community planning. To be usable, it also requires engaging coastal stakeholders in the development of research questions, the assessment of implications of research for planning and policy, and the communication of research results. Yet traditional, disciplinary programs are poorly configured to train the workforce needed to assess coastal climate risk and to develop and deploy integrated strategies for increasing coastal climate resilience. This chapter discuss the successes and challenges to implementing the Coastal Climate Risk and Resilience (C2R2) Initiative, a transdisciplinary program, at a large university as well as the benefits for the student and faculty participants from evaluation and student learning outcome data.

Implementation of Guidelines And Counseling Services in Managing Student Discipline in SDN 2 Jogomertan

<em>This article aims to describe, 1) Discipline program planning through guidance and counseling services at SDN 2 Jogomertan, 2) Implementation of disciplinary programs through guidance and counseling services at SDN 2 Jogomertan, 3) Evaluation of discipline programs through guidance and counseling services at SDN 2 Jogomertan . This research is a descriptive study with the object of 1 school principal, 10 teachers and employees, and 10 students in grades 4, 5, and 6. The data analysis technique uses a qualitative descriptive approach. The results of the study, 1) Program planning is poured in a plenary meeting with all student guardians, parents' group meetings of each class, and school routine meetings, 2) Planting student discipline including coming to school on time, literacy before starting learning, discipline in doing homework, discipline to maintain environmental cleanliness, and regular prayer in congregation. 3) Evaluation of disciplinary programs is carried out at every report on program implementation (in the form of program reports, evaluation reports and follow-up to program implementation)</em>

Pengaruh Kedisiplinan Dan Komunikasi Kerja Terhadap Kinerja Karyawan

Every company should try to develop the quality of human resources as the basic foundation for running the company's processes. In fact, only companies that pay attention to the quality of human resources can continue to survive business competition. The quality of human resources in the company is monitored through its behavior and job performance. One way to control employee behavior is through disciplinary programs. Besides that, it is also necessary to create a conducive working environment through good working communication among members of the organization. This study aims to analyze and discuss the effects of discipline and communication on job performance. The sampling technique uses non-probability sampling method with total sampling technique. The population in this study is the community, with a total sample of 93 respondents. The analysis tool used is multiple linear regression with the help of SPSS 24.0 for Windows software. The results of the study show that discipline and communication have a significant positive effect on job performance.

Tarefa escolar: o que dizem os cadernos dos alunos?

Investiga os tipos de atividades realizadas em classe e extraclasse que professores de várias disciplinas do ensino básico solicitam comumente aos alunos, buscando conhecer, igualmente, os conteúdos abordados durante o ano em cada disciplina. A amostra constituiu-se de cadernos de alunos da 4ª a 8ª série, com registros de aulas de responsabilidade de 13 professores de duas escolas públicas. Os tipos de atividades foram analisados segundo os critérios do grau de criatividade e grau de dependência de pistas na realização da atividade. A análise dos registros levou em conta o solicitado pelo professor e o efetivamente realizado pelo aluno. Os dados mostram que os programas das disciplinas, em geral, não foram totalmente cumpridos, que, com raras exceções, os registros não parecem sofrer correções e que há grande apoio no livro didático. História e Geografia mostram as maiores incidências de cópia pelo aluno e as maiores divergências entre o solicitado pelo professor e o realizado pelo aluno. A discussão levanta algumas interpretações sobre as possíveis causas da alta incidência de cópia e da incoerência entre o que pede o professor e o que faz o aluno. Palavras-chave: trabalhos escolares; exercícios escritos; ensino de primeiro grau. Abstract The paper deals with the investigation of the types of classroom and homework activities that teachers of several subjects of the basic teaching commonly require from their pupils, trying to know the contents studied during the academic year as well. The sample consisted of notebooks of 4th to 8th grade students (under the responsibility of 13 teachers from two public schools). The types of activity were analysed according to the criteria of creativity and cue-dependence degree used to achieve the tasks. The record analysis considered both the teacher's demands as well as the student's effective realizations. The data show that the disciplinary programs were, in general, not completely accomplished; the records, with rare exceptions, did not seem to be corrected, and there was a great recourse to the text book. History and Geography show the highest incidences of student's copying and the highest divergences between the teacher's demands and the student's achievements. The discussion raises some interpretations about the possible causes of the high incidence of copying and of the incoherence between what the teacher demands and what the student does. Keywords: school task; writing exercises; elementary school.

Transformation in Teaching-Learning: Emerging Possibilities with Interprofessional Education

As the global community continues to face increasing mobility, rising healthcare costs, and decreasing or inaccessible healthcare resources, healthcare providers must be able to work together effectively in addressing the needs of progressively older and diverse persons and populations. In this column, the notion of interprofessional education (IPE) is explored and a model proposed for implementation in an institution offering graduate programs in nursing and occupational therapy. While the proposed model was developed for two disciplinary programs in a specific institution, the recommendations offered may easily be adapted for use in academic institutions offering varied and unique healthcare professional programs.