Development Training of Android-Based Interactive Learning Application as Supporting Media in Online Learning

<span class="ShortAbstract"><em><span>In supporting the success of online learning, it is necessary to increase the creativity of educators in developing and using learning media applications. The purpose of this research is to provide training and assistance to lecturers, teachers and prospective teacher students in making Windows and Android-based learning applications. The structured training program is carried out in collaboration between lecturers from the Teacher Training and Education Faculty and partner teams from the Permata Bunda Educational Institution through the Kedaireka Matching Fund program. The training was carried out in a hybrid manner with details of 10 participants participating offline and 60 participants participating online. The training was carried out for one day by dividing into 3 types of activities, namely the introduction of learning applications, direct practice of making learning applications and as a closing activity a questionnaire was given as an evaluation of the success of the activity. Based on the evaluation results obtained information that 14.26% of participants have been able to develop learning applications up to the publication stage, 71.43% of participants have been able to develop learning application content and 10% of participants are able to complete the learning media framework design stage, while 4 ,26% are still at the stage of program installation. In addition, at the end of the activity, participants also filled out a satisfaction questionnaire with the ongoing training activities. Based on the response analysis of participants' satisfaction above 85% which is included in the very good category. This shows that participants are very satisfied with the training they have received</span></em></span>

Adapting Montessori Programming for Aging and Dementia With Implementation Strategies

There is a need to translate research findings to support the wider adoption of person-centered care into typical long-term care environments across the world. Montessori for Aging and Dementia is one mechanism to support person-centeredness, dignity and autonomy of older adults living in long-term care environments. In this presentation, strategies used to support the implementation of Montessori for Aging and Dementia in a long-term care community of 20 people living with severe dementia will be highlighted. Implementation support was provided through capturing and sharing local knowledge, ongoing training and consultation, and tailoring communication supports. Through the use of these iterative strategies, the program was successfully adapted to include people living with severe dementia. While key findings of the project included improvements on a variety of observational and staff administered measures, the focus of this presentation will be on the relationships between the Montessori program’s fidelity, local needs and implementation strategies.

The Massive Implementation of ICT in Universities and Its Implications for Ensuring SDG 4: Challenges and Difficulties for Professors

Education has undergone the greatest revolution since the 19th century. The pandemic has massively launched teaching towards the use of ICTs and online education. The main objective of this research is to study the relationship between the adaptation of university faculty to the massive use of ICTs and educational digitization, and the promotion of SDG 4, which establishes Target 4.3, ensuring access to quality university education. To achieve this, a descriptive study methodology is used, in which the results of a validated survey, on a sample of 245 teachers from 32 public and private Spanish universities, were analyzed. The main results consist of the different emotional reactions among professors, finding that, on the one hand, ICTs allow for the development of new skills, the introduction of new methodological proposals, and the development of a positive attitude towards the use of digital tools in order to reach all of their students. However, on the other hand, the results also show that the use of ICTs caused an increase in anxiety, workloads, and the need for ongoing training. There is a need to continue improving the digital competencies of faculty professors in order to favor access to ICTs by university students and, thus, promote quality education worldwide.

Do Health-Care Students Know About Chemical Biological Radioactive Nuclear Weapons?

Objective: The aim of this study was to determine the level of knowledge of students receiving different levels of health-care education (doctors, nurses, paramedics) on chemical, biological, radioactive, and nuclear weapons (CBRNW). Methods: This study was designed as a qualitative, descriptive, and cross-sectional research. The study reached 87.68% of the population. A survey form was created by the researcher in line with the literature. Ethical permission and verbal consents were obtained. The data were collected by face-to-face interviews. Results: It was observed that there was no difference between the enrolled departments, that the participants had very low levels of knowledge on the subject despite considering it a likely threat for Turkey, and that they thought the public and the health-care professionals in this field had insufficient knowledge. Sex, age, and field education were the variables that created a difference. Conclusion: Training regarding CBRNW should be further questioned and individuals should receive ongoing training to increase and update their knowledge and skills.

Teachers’ Perceptions of Their Work with Teacher Assistants: A Systematic Literature Review

With the number of teacher assistants (TAs) employed in schools steadily increasing, most teachers are likely to work with a TA at various times throughout their career. International research indicates there is scope for teachers to enhance their work with TAs. This systematic review examines teachers’ perceptions of their work with TAs. Twenty-six studies were reviewed to gain insight into teachers’ thoughts, beliefs and/or impressions of their work with TAs. Ten perceptions of teachers relating to the manner in which they work with TAs were identified and further categorised into four key themes of roles and responsibilities, planning and pedagogy, leadership, and interpersonal relationships. Implications from the review highlight a need for schools and universities to reconsider teacher preparation and ongoing training with respect to teachers’ work with TAs.

Indonesian Teachers’ Perceived Technology Literacy for Enabling Technology-Enhanced English Instruction

Today, technology plays a pivotal role in language teaching and many teachers are expected to integrate technology into their instruction. Although studies have shown positive results from the incorporation of technology into language learning, many studies have also raised concerns about lack of teacher preparedness to teach with technology. Grounded in the TPACK Framework developed by Koehler and Mishra (2006), the present study examines teachers’ technology literacy for supporting technology-enhanced English as a Foreign Language (EFL) instruction in Maluku, Eastern Indonesia. The participants (n=43) were EFL teachers at public high schools and vocational high schools in Maluku. The data were collected using an online TPACK questionnaire (Schmidt et al. 2009) and semi-structured interviews with EFL teachers. The findings showed teachers’ awareness of the significance of technology use in their EFL instruction. Teachers acknowledged a handful of tools already deployed to improve English skills inside and beyond classrooms, but noted needs for effective CALL enactment, such as continued training and accessible technologies. Based on the findings, recommendations include the provision of training modules for ongoing training of in-service teachers and improved school facilities.

A Process to Identify and Address Barriers to Providing Financial Capability Programming to Survivors of Intimate Partner Violence

Financial dependence on an abusive partner is a threat to long-term safety for survivors of interpersonal violence. This study piloted a process to identify and address barriers to implementation of financial capability and asset building (FCAB) programming for survivors in one domestic and sexual violence agency. A tiered implementation approach included (a) a participatory diagnostic evaluation with clients ( n = 10), staff ( n = 10), and stakeholders ( n = 3); (b) an expert panel to prioritize the barriers and propose implementation strategies; and (c) the development of a tailored action plan. The formative evaluation identified limited staff financial knowledge, self-efficacy, and incentives as barriers. The tailored action plan included research-tested implementation strategies: (a) conduct ongoing training for staff, (b) identify “champions,” and (c) change the record system. Monitoring and evaluation of the action plan is ongoing; the process provides a replicable method for social service agencies to improve FCAB programming and to ultimately improve economic conditions for clients.

Frequency, territorial distribution and antimicrobial resistance of Salmonella spp. on bovine cattle feces from the Altos Sur region of Jalisco State, Mexico

Multidrug resistance is a global public health problem. In 2017, in Mexico, Salmonella caused 192,771 foodborne zoonosis cases. Sonora, Hidalgo, Mexico State and Jalisco have reports of multi-resistant Salmonella strains in chicken and beef carcasses in slaughterhouses; however, the prevalence in livestock herds is unknown. From January 2012 to October 2013, 144 diarrheal stool samples were collected from bovine hatchlings from the Altos Sur region of the Jalisco State. As a result, the presence and serotype of Salmonella was determined, as well as the antibiotic resistance profile, and the genetic relationship, using PFGE. The Salmonella prevalence was 4.16 % (6/144) in feces, identifying the serotypes Anatum, Pullorum, Poona, Typhi, Gallinarum and Salmonella enterica subsp. arizonae. All the strains showed resistance to ampicillin, cephalothin, trimethoprim-sulfamethoxazole, and some of them, additionally, to amikacin, cefotaxime and/or ceftriaxone. In addition, the persistence and potential spread of two Salmonella Anatum strains was discovered in one herd. This is the first study conducted in neonate bovine in the Jalisco State, Mexico, to detect multidrug resistant Salmonella. Continuous monitoring of multi-drug resistance in animal biota for human food and ongoing training of veterinary doctors are key elements for efficient prophylaxis and antimicrobial pharmacotherapy.

Lessons learnt from the rapid implementation of reusable personal protective equipment for COVID-19 in Malawi

The SARS-CoV-2 pandemic has challenged health systems and healthcare workers worldwide. Access to personal protective equipment (PPE) is essential to mitigate the risk of excess mortality in healthcare providers. In Malawi, the cost of PPE represents an additional drain on available resources. In the event of repeated waves of disease over several years, the development of sustainable systems of PPE is essential. We describe the development, early implementation and rapid scale up of a reusable gown service at a tertiary-level hospital in Blantyre, Malawi. Challenges included healthcare worker perceptions around the potential of reduced efficacy of cotton gowns, the need to plan for surge capacity and the need for ongoing training of laundry staff in safety and hygiene procedures. Benefits of the system included increased coverage, decreased cost and reduced waste disposal. The implementation of a reusable cotton gown service is feasible, acceptable and cost-effective in tertiary centres providing specialist COVID-19 care at the height of the pandemic. This innovation could be expanded beyond low-income settings.

Supporting minority groups in schools – reflections on training education mental health practitioners

Purpose This study aims to reflect upon the first wave of training of Education Mental Health Practitioners (EMHPs), a new National Health Service role to provide support for Children and Young People (CYP) with low and moderate mental health needs in education settings in England. The study specifically focusses on the training for EMHPs in relation to their support for CYP who identify themselves as Black, Asian or Minority Ethnic (BAME), refugees or from the traveller community. Design/methodology/approach A brief review of the policy and literature on the role and remit of EMHPs was undertaken, including an exploration of the current status of BAME, refugee and traveller community CYP in schools in England. The review was then related to the specific experience of the author within the context of teaching EMHP trainees in a higher educational setting and evaluated as developing outcomes in low-intensity school-based practice. Findings There are benefits for trainee EMHPs to have an understanding of the minority groups of CYP attending schools in the area their Mental Health Support Team (MHST) covers. There are benefits for the MHST to form relationships with minority groups at an early stage in the MHST formation. Adapting the EMHP curriculum at a local level to include specific training on the needs of minority groups supports the development of relationships between schools and the communities they engage with locally. Ongoing training should be provided by services focussing on the specific needs of minority groups in their MHST area. Originality/value Involving minority groups in education in the formation of MHST and the training of EMHPs may improve outcomes in developing therapeutic relationships with CYP. Developing engagement practices in MHSTs with higher education providers, begins the process early in the experience of EMHP trainees, providing a safe environment in which to develop engagement skills.