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Cooperative education and principles associated with learning ecosystems appear throughout the literature. However, the application of cooperative education and learning ecosystems to work-integrated learning has not been fully examined. Furthermore, the applicability of learning ecosystems within work-integrated learning to specific professional practice domains has similarly not previously been examined. The development of domainspecific work-integrated learning ecosystems and an explanation of how they might apply to cooperative education in higher education, the purpose of this paper, are explored from three sequentially related conceptual levels: Level 1), a proto-theoretical model of cooperative education > Level 2), a functional model of a workintegrated learning ecosystem > Level 3), an example of an applied model of a work-integrated learning ecosystem. Specifically, the paper explores how policing, presented here as a working example of a socially important practice domain, has been developed into a work-integrated learning ecosystem within the Australian higher education context. [ABSTRACT FROM AUTHOR]

As the world reacts to the impact of COVID-19, work-integrated learning (WIL) programs globally are similarly affected. Across Canada and Australia, thousands of WIL students either shifted to working remotely or dismissed from their WIL experience. This disruption impacted student learning, program delivery, risk management, staff capability, and industry engagement, and posed significant challenges for institutions. This paper presents the responses to COVID-19 by the University of Waterloo, Canada, and RMIT University, Australia, each guided by quality WIL principles and different WIL organizational structures. This paper outlines how each institution: mobilized staff, introduced program changes while maintaining quality, engaged industry partners and presented WIL program-based solutions to COVID-19 challenges. The paper concludes with discussion on challenges and opportunities that events such as COVID-19 has upon WIL programs, implications for other institutions and student outcomes. Consideration is given to post-COVID scenarios, and how WIL might need to be re-imagined. [ABSTRACT FROM AUTHOR]

The lived experiences of 19 African American mothers raising sons were explored via individual semistructured interviews that focused on these mothers' perceptions of their sons' schools and communities. Based on the extant research on this topic, grounded theory was used for this exploration. As such, five themes emerged from the data: a) diversity, b) "fit" for school, c) visibility and image, d) cultural identity development, and e) lack of community support. The findings from this qualitative study informs the necessity for fostering school-family-community partnerships to support African American students and their families. Magnification is given to the unique role of school counselors in serving as a bridge to connecting these necessary partnerships. [ABSTRACT FROM AUTHOR]

BACKGROUND: Cardiac failure is one of the most common chronic diseases with high rate of morbidity and mortality. Fatigue and decreased ability to perform daily activities are of the most common complications of this disease. The purpose of this study was to determine the effect of an educational plan based on Roy adaptation model on fatigue and daily activities in patients with heart failure. METHODS: This experimental study was performed on 60 heart failure patients admitted in two educational hospitals supervised by the Kerman University of Medical Sciences in 2019. Sample was randomly assigned into two intervention and control groups. The intervention group received the care plan through a face-toface and group training program in 6 sessions at one month. Interval followed by a follow-up period for 4 weeks later. Fatigue level was calculated based on piper fatigue scale, and daily activities were calculated by Barthes scale. RESULTS: The finding indicated that there was a significant difference between the two groups (control and intervention) after the intervention. The result showed that the intervention group had significantly lower mean scores in fatigue and higher mean scores in daily activities compared to the control group after intervention P = .05. There was a significant relationship between fatigue and daily activities of life with frequency of hospitalization and duration of disease in both groups, P = .05. CONCLUSION: Implementation of Roy model-based education program as a low-cost, effective, and non-aggressive nursing intervention can reduce fatigue, and improve daily activities in patients with heart failure. [ABSTRACT FROM AUTHOR]

Copyright of Psicoespacios is the property of Institucion Universitaria de Envigado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Propósitos y Representaciones is the property of Universidad San Ignacio de Loyola and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dirasat: Educational Sciences is the property of University of Jordan and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In order to create more useful theories we must attempt to choose better concepts (variables). Although we may strive to identify "independent" variables, that effort is problematic because we live in a world where everything is connected; also, attempting to obtain even nominally independent variables may require sophisticated analytical methodologies available only to well‐funded researchers and practitioners. To help resolve those problems, and so provide an improved path for developing more useful theories, we explore the notion of orthogonality as a tool for rethinking concepts in a theory, from a structural perspective, in a way that clarifies research opportunities (from a data perspective) and clarifies situational/theoretical perspectives (from a relevance perspective). [ABSTRACT FROM AUTHOR]

Critical librarianship, or critlib, has made its way into the mainstream of library and information science through conferences, scholarly publications, social media, and other outlets. Over the past 10 years critical library instruction specifically has continued to be a much presented and published topic. Classes and other groups that come through our libraries are opportunities for us to teach, learn, and empower. The care and critical perspectives we bring into the classroom are necessary, but are we also fostering this type of environment in the workplace? Are we doing enough to turn the critical lens on ourselves? As a woman of color in a predominantly white profession, it is difficult to not feel as though critical librarianship is performative. There is a time and place to refer to theory and another to engage in practice. Throughout this article I will illustrate that while critical pedagogy in librarianship has changed the way we teach information literacy and think of the teacher/student relationship, it's been slower to change power relations between library colleagues. We ask our students to critically examine a resource and to see what is being left out of the conversation. It's time to not only ask the same of us and the profession but also for us to take action. [ABSTRACT FROM AUTHOR]

Secondary employment (SE) is an important for many workers and several motives impact engagement. This research analyzes a novel short‐lived crisis when California public schools switched between nine‐month and year‐round calendars in response to state policy inhibiting school construction. The crisis shifted primary employment vacation schedules of full‐time teachers for 4–6 years, potentially altering compositions of SE opportunities. Policy analysis is conducted, and the empirical analysis suggests teachers increase SE engagement by 13.8% during years their schools are on year‐round calendars. The increase is attributable to increases in school‐based SE engagement in schools using multi‐track year‐round calendars, and no changes in non‐school‐based SE engagement are observed. An event study suggests the impact on SE engagement only occurs when teachers are required to be on year‐round calendars. Males and mid‐career teachers' SE engagement appear most responsive. The relative importance of workers' SE motives and policy impact are discussed. [ABSTRACT FROM AUTHOR]

The aim of this study was to determine the knowledge of fifth-grade students about the sun, earth, and moon and to examine the fact that this information can be reflected with different measurement tools. A mixed method was used in the research. Quantitative data were collected using a 3-point Likert-type questionnaire and a true-false test; and qualitative data were collected through a fully structured interview and a three-dimensional thinking skills form. It was determined that students knew about the sun, earth, moon, and their properties. However, the students could not provide any data about the distances between the sun, earth, and moon. When the pictures of the students were examined; while very high data were presented for the size and distance related to the sun, earth, and moon, very low data were found for the rotation relationship. The information obtained from the fully structured interview form was determined to reflect the information obtained from the three-dimensional thinking form at a medium level. In addition, according to survey data, the students have a very good level of knowledge and they reflected this information to a good level in the true-false test. To measure the students' level of knowledge, a survey or true-false tests could be used. As a matter of fact, they both offer the same results. [ABSTRACT FROM AUTHOR]

Education is recognized a human right for all. Though, Indigenous communities do not yet enjoy their full rights to education and are put at risk of losing their Indigenous culture and identity. A new research initiative, holding dialogues discussing the perceived outcomes of quality education in the eyes of several stakeholders, shows that access and retention in equitable and inclusive quality education as described in SDG 4 are highly valued. The research was jointly developed and carried out by researchers and Indigenous communities in 29 countries. Twenty-first century knowledge and skills are crucial for future Indigenous generations to create their livelihood and successfully engage in both Indigenous community life as well as mainstream society. Learning within formal school systems to understand their Indigenous heritage and keep the connection to their environment despite aspiring modern lifestyles, creates relevance which enhances both learning and retention. Beyond twenty-first century competencies, vital elements of education quality seen as relevant for Indigenous youth are aligned with education for sustainable development and applicable for all learners. [ABSTRACT FROM AUTHOR]

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Yang, Q.; Su, M.; Wu, Y., and Wang, X., 2019. Economic efficiency evaluation of coastal tourism cities based on fractal theory. In: Guido-Aldana, P.A. and Mulahasan, S. (eds.), Advances in Water Resources and Exploration. Journal of Coastal Research, Special Issue No. 93, pp. 836–842. Coconut Creek (Florida), ISSN 0749-0208. To improve the economic development efficiency of coastal tourism city, the comprehensive evaluation model of economic efficiency of coastal tourism city based on fractal theory is proposed, and the comprehensive evaluation of economic efficiency of coastal tourism city is carried out. The information flow model of the economic efficiency characteristics of the coastal tourism city is constructed, and the characteristic space of the economic development index series of the coastal tourism city is reconstructed according to the economic development index level of the coastal tourism city. The correlation dimension characteristic quantity of economic information of coastal tourism city is extracted, and the mutual information characteristic quantity of income growth and development efficiency of coastal tourism city is analyzed. The fuzzy decision-making method is used to evaluate the economic efficiency of the coastal tourism city. The statistical analysis and robustness test of the economic development level of the coastal tourism city are carried out by using the fractal theory method. The simulation results show that this method is more accurate and reliable in evaluating the economic efficiency of coastal tourism cities and improves the economic growth efficiency of coastal tourism cities. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Journal of Education is the property of Mehmet Tekerek and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims at creating an effective leadership model for madrasah (Private Islamic High Schools) principals in Indonesia and in doing so getting an overview of the characteristics that nurture visionary leadership which encompass noble character, intelligence, communication skills, entrepreneurial spirit, leaders that uphold deliberation and establish a madrasah culture that is conducive; all of which help in the implementation of dynamic leadership at Madrasah in Indonesia. The effective leadership model of the madrasah principal is independently developed by research through the methodology which is adapted from Borg's research and development procedures. The findings of this study; (1) identified character traits synonymous with noble character, intelligence, effective communication, strategies in maintaining open climates, strategies in having an entrepreneurial spirit, and strategies in shaping madrasah culture; (2) provided an overview of the effectiveness of the effective implementation of the madrasah principal leadership at Madrasah Aliyah that is related to traits that are common to (a) visionary leadership in an effective manner; (b) effective attitudes; (c) effective intelligence; (d) effective ability to communicate; (e) ability to maintain open climates; (f) ability to encourage entrepreneurial spirits; and (g) ability to shape madrasah culture. This madrasah leadership model can be used in madrasah in South Sulawesi, Indonesia. [ABSTRACT FROM AUTHOR]

Globalization impacts the order of society, nationhood, and statehood in Indonesia. One change brought about is the emergence of public behavior that does not reflect the values of nationalism. This calls for the revitalization of character education as part of an effort to maintain the values of nationalism in the community. This article aims to provide an overview of the importance and urgency to revitalize character education for nationalism through a qualitative approach. Previously, the Government revitalized the nationalism concept education policy implemented during the New Order era. Based on recent findings, there are a number of factors supporting and hindering the policy implementation of nationalism education at present. The role of character education is found to be notably significant; therefore, the option to revive character education to maintain nationalism values in Indonesia is empirical and logical.

Objectives. To investigate in patients with chronic back pain of a short duration, the utility of adding structural MRI lesions of the SI joints to the imaging criterion of the Assessment of SpondyloArthritis International Society (ASAS) axial SpA (axSpA) criteria and the utility of replacement of radiographic sacroiliitis by structural MRI lesions. Methods. MRI STIR (inflammation, MRI-SI), MRI T1-weighted images (structural lesions, MRI-SI-s) and radiographs of the SI joints of patients in the SPondyloArthritis Caught Early-cohort (chronic back pain: ≽3 months, ≼2 years; onset <45 years) were scored by two well-calibrated readers. Previously proposed cut-offs for a positive MRI-SI-s were used (based on <5% prevalence in no-SpA patients): erosions ≽3, fatty lesions ≽3, fatty lesions and/or erosions (erosions/fatty lesions) ≽5. Using the definitions of MRI-SI- s, patients were classified according to the ASAS axSpA criteria. Results. Twenty-nine of 294 patients were modified New York (mNY) positive and 32 were MRI-SI-s positive (erosions/fatty lesions ≽5). Agreement between mNY and MRI-SI-s (erosions/fatty lesions ≽5) was moderate (K: 0.58). Using the erosions/fatty lesions ≽5 cut-off, 3/294 additional patients were classified as axSpA (adding MRI). Using this cut-off instead of mNY (replacing mNY), classification did not change in 286 patients (97.3%), but 5 patients (1.7%) would not be classified as axSpA and 3 previously unclassified patients (1.0%) would be classified as axSpA. Similar results were seen for the other cut-offs (erosions ≽3 and fatty lesions ≽3). Conclusion. Assessment of structural lesions (fatty lesions and erosions) on MRI-SI instead of or in addition to conventional radiographs does not lead to a different ASAS axSpA classification in most of the patients with early disease onset. This suggests that structural lesions (fatty lesions and erosions) can be reliably used in the ASAS axSpA classification of patients, as both addition and replacement of radiographs of the SI joints. [ABSTRACT FROM AUTHOR]

The idea of a well-rounded education is widely recognized, and as IB programs and the concept of an IB education are gradually yet steadily infiltrating the Japanese education system, Japan can no longer ignore the existence of a Zenjin («whole person») education, which was first practiced in 1921 by a Japanese philosopher of education named Kuniyoshi Obara. This paper compares the philosophical and theoretical foundations of Obara's Zenjin education and a so-called «well-rounded» education, revealing the similarities between them and using these as a rationale for educational reform in Japan. In the literature review, the recent debate between well-rounded and angular education proponents is addressed, and it is concluded that a well-rounded education still has a role to play, even though there are a certain number of competitive and prestigious universities/colleges that question its merits and give priority to high school graduates who have specialized solely in one area, such as sports, arts, or a standard-deviation-value-oriented, angular education. Regardless of the fact that attaining good scores on academic tests is often thought to be a reasonable way for children to meet their aspirations and expectations and receive benefits from a meritocracy and an academic hierarchy, especially in Japan, this paper insists that a true form of education should be concerned with each individual's whole personality, and therefore a Zenjin, or well-rounded, education must play a core role in the education system. Indeed, the current Japanese education system is collapsing and deteriorating, exposing children to serious problems such as bullying, school-related suicides, etc. so preventative measures urgently need to be put in place, and it is time to think carefully about what a Zenjin education has to teach us. [ABSTRACT FROM AUTHOR]

BACKGROUND: Type 2 Diabetes remains one of the deadliest non-communicable diseases in the world. Systematically articulating the health issues with emerging policies is very important in preventing chronic diseases like diabetes. This article aims to integrate Ottawa Charter frameworks in prevention of Type 2 diabetes and the way the charter's application should bring amicable changes if applied as planned. METHOD: We used the aim of the study as a method derivative. Then, we applied the five actions of Ottawa Charter frameworks. We also described and stated the existing scientific literature (knowledge) about the prevention of diabetes. After thoroughly reviewing, possible intervention strategies were included with a brief discussion by comparing different literatures. In our case, diabetes prevention is facilitated by those actions and conditions. EVIDENCE: Setting appropriate goals, lifestyle modifications, appropriate self-monitoring of blood glucose, medications, regular monitoring for complications, and laboratory assessment are important factors to be endorsed within Ottawa Charter five actions. Lifestyle interventions and physical activities are the most important factors recommended in different reviews and interventions. However, none of the studies had integrated disease prevention with existing policy. CONCLUSION: Type 2 Diabetes directed health promotion interventions implemented in various countries were not integrated into Ottawa charter frameworks. As field experts, we believe that applying all the basic principles of health promotion and the idea of Ottawa Charter articulation is very important in disease prevention and behavioral change. Therefore, field specialists should figure out the problem of policy integration through policy evaluation researches. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Childhood & Philosophy is the property of International Council for Philosophical Inquiry with Children and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Relevance of education as key factor of creation of steadier society and the education role as the most important instrument of effective management and development of democracy necessary for achievement of a sustainable development is highlighted locates in article. In this article scientific-theoretical aspects and the leading tendencies of the concept of education for a sustainable development (OUR) are opened, the terminological concept "Education in Interests of a Sustainable Development" is given, the purposes and the fundamental principles of the education meeting the requirements of a sustainable development of society are allocated. In the publication it is said that education and a sustainable development - two processes directed to the future and urged to provide qualitative life to present and future generations. The education purpose for a sustainable development - the continuous professional and personal development of the person helping it to understand the potential opportunities, to create abilities to resolve life and professional situations, the providing improvement of quality of his life, harmonies, necessary for achievement, between the results of society, state which are trained and requirements of a sustainable development. Opportunities and restrictions of education in interests of a sustainable development from a position of its preservation and development are defined.

Copyright of Encounters in Theory & History of Education / Rencontres en Theorie et Histoire de l'Educacion is the property of Queen's University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Cognitive reserve (CR) explains interindividual differences in the ability to maintain cognitive function in the presence of neuropathology. We developed a neuroimaging approach including a measure of brain atrophy and cognition to capture this construct. In a group of 511 Alzheimer's disease (AD) biomarker-positive subjects in different stages across the disease spectrum, we performed 3T magnetic resonance imaging and predicted gray matter (GM) volume in each voxel based on cognitive performance (i.e. a global cognitive composite score), adjusted for age, sex, disease stage, premorbid brain size (i.e. intracranial volume) and scanner type. We used standardized individual differences between predicted and observed GM volume (i.e. W-scores) as an operational measure of CR. To validate this method, we showed that education correlated with mean W-scores in whole-brain ( r = −0.090, P < 0.05) and temporoparietal ( r = −0.122, P < 0.01) masks, indicating that higher education was associated with more CR (i.e. greater atrophy than predicted from cognitive performance). In a voxel-wise analysis, this effect was most prominent in the right inferior and middle temporal and right superior lateral occipital cortex ( P < 0.05, corrected for multiple comparisons). Furthermore, survival analyses among subjects in the pre-dementia stage revealed that the W-scores predicted conversion to more advanced disease stages (whole-brain: hazard ratio [HR] = 0.464, P < 0.05; temporoparietal: HR = 0.397, P < 0.001). Our neuroimaging approach captures CR with high anatomical detail and at an individual level. This standardized method is applicable to various brain diseases or CR proxies and can flexibly incorporate different neuroimaging modalities and cognitive parameters, making it a promising tool for scientific and clinical purposes. Hum Brain Mapp 38:4703-4715, 2017. © 2017 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]

The article is the express of a genuine concern about what it is happening nowadays in education worldwide. In spite of a more and more declared interest for this essential area, the reality rather shows a superficial approach of education both on strategic and tactical levels. Curriculum reforms happen everywhere in the world. On some meridians an educational reform has a starting point and an end. On others they seem to have only a perpetual beginning. Any reform needs a frame of reference with core theoretical bases, but the fundamental aspects of education, including the convergence of the specialty language are still in the middle of the crises. Education itself is considered as a field of anybody's expertise. The simple access to the power of decision appears that gives the full level of expertise for no matter who has this opportunity of decision power. The paper is an approach of several core issues derived from the expressed concern: (1) The ambiguity and plurisemantics of using basic concepts in the educational field; (2) What is understood by pedagogy and curriculum;(3) The role of professionals of education. (4) A last part with ten core milestone of curriculum reform in the world considered to be of interest is eventually presented. This analyze with its conclusions is based on reflecting upon the specialty literature, and has as fundamentals an experience of more than 42 years as professional of education, from practitioner status until professor, and passing through all of the educational levels, from kindergarten to adult's education, acting both in main stream and in special needs sectors. About 30 years of these 42 offered the opportunity of a bird eye scrutinize, based on acting as manager in different educational areas. Thus, some of the expressed opinions could be of interest. [ABSTRACT FROM AUTHOR]

Sustainability is internationally often emphasized as an essential aim of higher education, but more as a principle than on the practical level. This is also obvious in the academic education of primary teachers in Finland. Therefore, it is a great challenge for Finnish teachers to include sustainability in their teaching and everyday life in schools. The aim of this article is to critically analyze why the implementation of sustainability in teacher education is so intricate and to discuss possible solutions with Finland--a country highly valued for its education--as an example. The article reports outcomes from educational policy documents and research on educational, philosophical, scientific and social aspects of sustainability, including evaluation of how sustainability has been implemented in schools and at universities, especially among teacher educators. In addition, the article builds on analyses of comprehensive university strategies and primary school teacher education programs. We found these reasons for the ignoring of sustainability in the Finnish teacher education: sustainability is in conflict with overall trends in society and politics, teacher education takes place at universities and is based on separate academic disciplines. Sustainability is also intricate because it is strongly connected to ecological literacy and it is value dependent. Universities need to overcome these obstacles and become forerunners in the sustainability process. [ABSTRACT FROM AUTHOR]