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Background: In Belgium, and elsewhere, the use of portfolios as a reflective practice for pre-service primary and secondary teachers has long been established in higher education. Reflective thinking is recognised as an effective process for examining daily practices, awakening students to the key elements of their profession, and fostering lifelong learning. With the emergence of the competency-based approach to employability, the link between portfolio-based reflective practice and the development of students' employability competences remains to be explored. Purpose: The aim of this study was to examine how portfolios, as a reflective practice, can promote pre-service physical education (PE) teachers' reflective thinking and their employability competences, and to consider the support that might need to be offered to help pre-service teachers better reflect on their employability competences. Method: Qualitative research was conducted through semi-structured interviews with 16 pre-service PE teachers in one Belgian university. Thematic analysis, based on a dual deductive and inductive coding approach, was undertaken to discover patterns in the data. To investigate the role of portfolio-based reflective practice for reflection and employability, co-occurrences between the identified codes were examined. Findings: Analysis of the interview data showed that students used the portfolio as a reflective practice. The portfolio experience appeared to foster employability competences, particularly expertise, lifelong learning, social competences and efficacy beliefs. In addition, the portfolio enabled students to explore their beliefs and knowledge and to validate their assumptions and beliefs. The support of peers and tutors was crucial during this experience. Conclusion: Course designers may wish to improve portfolio use by thoughtfully incorporating all phases of reflective practice, encouraging students not only to reflect on their competence development but also to take meaningful action. Organising portfolios in a way that prompts students to draw on prior knowledge, beliefs, and experiences, while facilitating with key stakeholders, such as peers and teachers, could further support their professional development. [ABSTRACT FROM AUTHOR]

Background The National Cancer Institute (NCI) issued a 2021 memorandum adopting the American Society of Clinical Oncology (ASCO) and Friends of Cancer Research (Friends) task force recommendations to broaden clinical study eligibility criteria. They recommended that washout periods be eliminated for most prior cancer therapy and when required to utilize evidence- and/or rationale-based criteria. The Therapeutic Advances in Childhood Leukemia and Lymphoma (TACL) consortium responded to this guidance. Methods A TACL task force reviewed the consortium's research portfolio, the relevant literature and guidance documents from ASCO-Friends, NCI, and US Food and Drug Administration to make expert consensus and evidence-based recommendations for modernizing, broadening, and codifying TACL-study washout periods while ensuring consistency with pediatric ethics, and federal regulations. TACL's screening log was reviewed to estimate the impact that updated washout periods would have on patient inclusivity and recruitment. Results Over a 19-year period, 42 (14.6% of all screened ineligible patients [n = 287]) patients were identified as excluded from TACL early phase studies exclusively because of not meeting washout criteria. An additional 6 (2.1%) did not meet washout and at least 1 other exclusion criterion. A new TACL washout guidance document was developed and then adopted for use. Where washout criteria were not eliminated, rationale- and/or evidenced-based criteria were established with citation. Conclusion In an effort to reduce unnecessary exclusion from clinical trials, TACL created rationale- and/or evidenced-based washout period standards largely following guidance from the NCI and ASCO-Friends recommendations. These new, expanded eligibility criteria are expected to increase access to TACL clinical trials while maintaining safety and scientific excellence. [ABSTRACT FROM AUTHOR]

Mobile technologies are expected to provide many benefits for teacher reflection during teaching practice. However, empirical studies on these outcomes are still scarce. In an experimental field trial, we tested the effects of different variants of a mobile portfolio app on the development of pre-service teachers’ self-reported reflective ability, their orientations to learning to teach (e.g. developing ideas through discussion), and the interaction between their use of the mobile portfolio and orientation with regard to the development of reflective ability. Although there were only small direct effects of using the mobile app to foster reflective ability, the use of the app seemed to enhance the willingness to develop ideas for teaching practice through discussion and communication with mentors. These orientations were positively correlated with reflective ability; however, they showed no moderating effect on reflective ability when using the app. [ABSTRACT FROM AUTHOR]

Background: Exposure to surgery during medical school is limited. We ran a mentorship scheme pairing students at a medical school with local surgeons to improve undergraduate insight. We evaluated the effectiveness of mentorship in increasing surgical exposure and drivers for students seeking surgical mentorship. Methods: 35 surgeons across 7 specialties were recruited and matched with 37 students in years 2–4 for 7 months. Quantitative and qualitative evaluation was done with pre-, mid- and post-scheme questionnaires. Students rated confidence across pursuing a career in surgery, surgical exposure, career insight, understanding the application process, contacts, portfolio development, research knowledge and pursuing extra-curricular activities related to surgery using a 5-point Likert scale. Paired t-tests were performed to measure students' confidence before and after the scheme. Results: Of students that completed all 3 questionnaires (n = 21), conducting research/audit was most frequently selected as a main goal (81.0%), followed by theatre experience (66.7%) and career progression support (28.6%). The number of students that had assisted in theatre increased by 50.0%. Confidence ratings across all domains increased with 7/8 (87.5%) exhibiting a statistically significant improvement (p < 0.05). The greatest improvement was seen in having adequate contacts in surgery from 2.05 to 3.33 (p = 0.00). 95.2% would recommend the scheme. Conclusions: Students gained significantly more surgical experience and were better equipped with the knowledge required to pursue a surgical career. Mentorship schemes are invaluable in supplementing the undergraduate curriculum and empowering students. Trial registration: Ethical clearance granted by King's College London Research Ethics Committee, Reference Number MRSU-22/23-34530.. [ABSTRACT FROM AUTHOR]

This action research investigated the effectiveness of reflective portfolio approach in biology instruction among Science and Technology, Engineering, and Mathematics (STEM) learners in the hope of contributing to the corpus of knowledge already available on successful teaching strategies. This study made use of action research approach using both quantitative and qualitative methods of research involving forty (40) Grade 12 STEM (Science, Technology, Engineering, and Mathematics) Senior High School learners. A validated 40-item multiple-choice questionnaire served as the pre-test and post-test for the participants to gauge their understanding of biology topics (Cell Theory, Cell structure, and function) before and after intervention as quantitative data for the study. For qualitative data, a journal was utilized to gather qualitative data from the FGD and interview. The quantitative results revealed that before the instruction using the reflective portfolio, the pre-test scores of the participants were average, while after the implementation of the intervention, the post-test scores of the participants showed a high result. Furthermore, their pre-test and post-test scores in their level of understanding of Biology topics showed a significant difference in the level of understanding of Biology topics. Qualitative data from interviews and focus group discussions also revealed that reflective portfolios improve learners' performance in Biology topics by encouraging critical thinking, promoting deeper understanding, encouraging problem-solving skills, and increasing learners' engagement. The study concludes that reflective portfolios serve as an effective pedagogical tool in biology instruction, fostering a deeper understanding of the subject matter and promoting continuous improvement in the learning practices. [ABSTRACT FROM AUTHOR]

This study describes the 4‐year experience of a dental school in implementing web‐based e‐portfolios for competency assessment and professional development. We discuss our adaptable strategies and the lessons learned, hoping to contribute to the literature and offer guidance to other institutions considering the implementation of e‐portfolios. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to investigate the difference in satisfaction and learning benefits between e-portfolios compared to paper portfolios during clinical practice in medical schools. Methods: Utilization of and satisfaction with e-portfolios among 40 third-year medical students in the medicine department of Ajou University School of Medicine was collected using an online survey in December 2020. The collected data were analyzed using descriptive statistics and an analysis of variance. Results: Students perceived that e-portfolios were highly beneficial for consistently documenting activities during clinical practice, when compared to paper-based portfolios (mean±standard deviation [SD]=2.60±1.22). However, the least rated aspect was that e-portfolios require less time than paper-based portfolios (mean±SD=1.80±1.14). Additionally, among the various clinical practice courses using e-portfolios, the highest satisfaction was observed with the fewest content items in the e-portfolio. Conclusion: To maximize the potential benefits of e-portfolios, improvements in implementation and usability are essential. Additionally, for effective utilization of e-portfolios in clinical practice, it is necessary to clearly define students’ required competencies and ultimate goals, and structure content accordingly [ABSTRACT FROM AUTHOR]

The article explores how QTLS accreditation can enhance evidence-informed practice in further education (FE) settings. QTLS, awarded by the Society for Education and Training (SET), validates teachers' expertise in FE and encourages the integration of research evidence with practitioner knowledge. Teachers seeking QTLS accreditation must demonstrate their competence in delivering high-quality teaching and learning through a portfolio that showcases their ability to engage with evidence-informed practice. The article emphasizes the role of QTLS in promoting evidence-informed leadership and driving positive outcomes in FE, while acknowledging the challenges and opportunities associated with the accreditation process. It discusses the challenges faced by teachers pursuing QTLS accreditation, such as the need for mentorship programs, access to resources and workshops, and financial barriers. The article suggests addressing these challenges on an institutional level to ensure equitable access to professional development opportunities and promote evidence-informed practices within FE institutions. [Extracted from the article]

Bitcoin is regarded as a remarkable achievement of the Fourth Industrial Revolution and ranks among the most intricate technological and financial creations. It has long been the focus of attention of investors who are looking for a safe-haven asset. The purpose of this study is to check whether Bitcoin plays the role of a safe-haven asset (hedge). To achieve this, the impact of economic and political uncertainty (EPU) on the return and variation of Bitcoin is investigated. It is being analyzed whether, in comparison with the development of EPU, the returns and variations of Bitcoin show characteristics typical of safe-haven assets or those of ordinary speculative assets. As EPU levels elevate, it is anticipated that safe-haven assets like gold will see a rise in both their returns and variation, whereas typical speculative assets will experience heightened variation and diminished returns. The study uses ordinary linear regression and quantile regression models that cover data for the period between February 2013 and July 2023. These models play a crucial role in ascertaining if Bitcoin functions as a safe-haven asset during turbulent times and if it holds the capacity to serve as a hedge against economic uncertainty. The results of the study are of paramount importance for investors, as they help them decide whether to include Bitcoin in their portfolios for diversification and protection of their capital during unstable economic conditions. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University 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 Journal of Research in Education Sciences is the property of National Taiwan Normal University 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 Journal of Research in Education Sciences is the property of National Taiwan Normal University 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 Journal of Research in Education Sciences is the property of National Taiwan Normal University 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.)

Higher education professional recognition programs, which lead to the awarding of such accolades as teaching and learning fellowships, offer participants opportunities to reflect carefully on their practice. However, few resources exist to help participants engage in reflection after the award-receiving stage. This reflection is important in helping participants not rest on their laurels and, instead, build on the practices for which they received recognition. Through a process of collaborative reflection, a group of fellowship-recipients, from different disciplines and higher education institutions, addressed this gap as stakeholder-participant-researchers by developing a transdisciplinary approach to undertaking post-award reflective practice. From this collaboration, a novel two-stage tool was developed using an iterative design methodology. The tool presented in this paper as the result of this research can be understood as a means of supporting self-paced, continued post-award reflective practice; the tool's first stage guides users through retrospective reflection, looking back on previous achievements, while the second stage leads users through anticipatory planning, looking towards the future, to achieve fresh goals. The tool thus deepens the reflective practice of recognition program awardees and supports their ongoing professional development. This paper reports on the development of this bespoke tool, which may be enacted in varied settings. [ABSTRACT FROM AUTHOR]

Objective: To develop and validate e-portfolios for undergraduate medical students in the subject of Pediatrics. Methods: A descriptive study was conducted among the second year medical undergraduate students. A core committee validated the e-portfolio created on the Google platform. The students were sensitized, trained on the platform, and encouraged to innovate by designing the e-portfolios themselves, and record their clinical experiences under the mentorship of faculty. The feedback was collected using a validated student and faculty questionnaire with closed and open ended questions. Satisfaction index was calculated based on the responses to closed ended questions using Likert scale. Open ended questions were analyzed using thematic approach. Results: The study enrolled 34 students and 12 faculty members. Students recorded a high satisfaction index on their experience to be interesting (97%), well structured (85%), user-friendly (82%), and on being able to archive their clinical experiences (100%). Faculty members recorded a high satisfaction index (100%) in students' ability to record their clinical knowledge and reflect on their learning and innovation; all were motivated to use e-portfolios in their specialty. The thematic analysis highlighted student satisfaction with accessibility and organized record-keeping, while faculty praised e-portfolios for nurturing creativity and aiding memory retention. Concerns included resource intensiveness, design prioritization, and privacy issues. Conclusion: E-portfolios are rated as promising tools to record comprehensive clinical experience in pediatric by undergraduate students and faculty. Addressing identified challenges will further optimize their adoption in medical curricula, facilitating informed integration decisions. [ABSTRACT FROM AUTHOR]

This study investigates the impact of telecollaborative practices grounded in internationalisation at home (IaH) on foreign or additional language learning and intercultural understanding. Two higher education institutions (HEIs) from Taiwan and Aotearoa New Zealand (NZ) collaboratively re-innovate a virtual learning space to facilitate equitable access to intercultural communication experiences for first-year university language learners. Using a qualitative approach, data were collected through student e-portfolios, social networking sites, and reflections to evaluate the effectiveness of the telecollaborative learning design in achieving its goals. Findings demonstrated that the telecollaborative practices not only afforded students opportunities to practice with peers from native-language countries but also prompted them to strengthen their sense of belonging and identity as their intercultural knowledge broadened and deepened. Future research is suggested to explore the potential impact of IaH initiatives on a broader range of tertiary students. [ABSTRACT FROM AUTHOR]

Background and aimsMethodsResultsConclusionsIn the Northwest of England, a national allocation of funding to minimise the effects of differential attainment has been used to support experienced GP educators to act as Differential Attainment Champions (DAC) since October 2021. An evaluation of the role’s impact was undertaken.The evaluation was designed to gather the views and experiences of DACs and their trainees via online semi-structured interviews during the first 12 months following establishment of the intervention programme.Thematic framework analysis identified three main themes: DACs’ adaptive approach to support trainees; barriers to fulfilling the DAC role; and the positive impact of the DAC role on training. The following aspects of the DAC role worked well: the freedom to tailor support to the individual needs of the trainees; the targeted and proactive support early on in GP core training; the support of trainees in a wide range of areas including e-portfolio advice, examination preparation, and personal help. Trainees valued one-to-one support when needed. Reported improvements included: improved examination outcomes; portfolio engagement recognised in some cases by Annual Review of Competence Progression (ARCP) panels.The individualised and adaptive approach works well but it does mean it is difficult to quantify how many trainees can be supported by one DAC and their workload needs to be monitored. [ABSTRACT FROM AUTHOR]

Second language learning is closely linked to the attitude of the learners. Positive attitudes contribute exponentially to effective learning. Likewise, negative attitudes can hinder learning. The aims of this study are, firstly, to check whether negative attitudes towards second language learning exist and, secondly, to analyse the effect that the use of an educational portfolio can have on these attitudes. Research shows that e-portfolios are useful tools in language learning, however there is scarce scientific evidence that relate the use of e-portfolios with attitude. This paper aims to fill this gap in relation to the effect e-portfolios may have on students' attitudes. The Mahara e-portfolio was used along with a sample of 207 students pursuing the degree in early childhood education. They were administered a questionnaire to measure a range of attitudinal factors before and after the use of the e-portfolio. A descriptive analysis and comparison analysis of the independent samples was carried out using the non-parametric Mann-Whitney U test. The results show that there are indeed negative attitudes related to language learning and that the use of an e-portfolio contributes to mitigating them. It is also an effective tool for the promotion of positive attitudes and, therefore, using an e-portfolio in language classrooms can be very beneficial for both students and teachers since it will help generating a better classroom atmosphere which will eventually lead to a better learning. These findings are expected to bring light to stakeholders to consider e-portfolio to encourage students' motivation and pleasantness. [ABSTRACT FROM AUTHOR]

Social work external accrediting bodies are moving towards competency-based models that require educational providers to demonstrate that students meet specific competencies at graduation. It is expected that all social work students at accredited social work programs in Australia will have acquired specific graduate attributes and demonstrated the associated learning outcomes by the completion of their degree. The purpose of this study was to investigate the experiences and benefits of using an ePortfolio with Master of Social Work students (n = 43) to critically reflect on their own learning and demonstrate how they met the Australian Association of Social Work graduate attributes necessary for accreditation. The findings revealed that students' perceived level of readiness for practice and identity as a professional social worker increased with the successful completion of the ePortfolio. The study also identified barriers and enablers in implementing the ePortfolio as an assessment piece to document overall program learning outcomes. The conclusion discusses how ePortfolios are a viable assessment tool in the online and blended learning space that has benefit for both the student and the program in demonstrating learning outcomes and compliance with accreditation graduate standards. Academic ePortfolios are an effective tool for student reflection and communication of competence of required graduate outcomes. Student self-assessment of graduate attributes can strengthen professional identity and preparedness for professional practice. The ePortfolios benefit students and social work educators by sharing the accreditation-obligated responsibility of ensuring that AASW graduate competencies are met. [ABSTRACT FROM AUTHOR]

Background: An Utstein style meeting of key stakeholders from the existing collaboration surrounding post‐graduate training was arranged to set a direction for continuing professional development (CPD) of anesthesiologists in Denmark. A 2‐day meeting was planned to guide discussions about competencies in anesthesiology, facilitate the development of a blueprint for a portfolio‐based CPD program and provide examples of how a portfolio can be used in practice. Methods: The meeting agenda was based on an adaptation of Kern's six‐step approach to curriculum development. Twenty‐four participants from the university hospitals in Denmark were invited. Prior to the meeting participants were informed of the objectives and the Utstein style process. Results: Participants acknowledged a need for a more structured approach to CPD, preferably within the current organizational set up at the departmental level, and with a portfolio‐based, individualized curriculum. It was recognized that CPD should contain an array of possibilities to accommodate needs and wants of both the individual and the department. It was emphasized that, while anesthesiologists are used to give feedback to trainees, many are less familiar in providing the same to peers, and psychological safety was identified as a prerequisite to support a culture where specialists can reflect openly on each other's performance. Conclusion: The results provide an insight into the attitudes, opportunities, and challenges of anesthesiologists in relation to continuing professional development in Denmark. Generally, participant suggestions are in line with the shift in medical education toward workplace‐based learning, feedback and lifelong learning. [ABSTRACT FROM AUTHOR]

There is currently a lack of diversity in the discipline of statistics. In order to provide opportunities within the discipline of statistics to diverse groups, the present study presents a detailed description and evaluation of a one-credit workshop and mentoring program for undergraduate women interested in exploring opportunities within statistics. The key features of this program include career education, mentoring, and student–faculty interaction. A description of the program, along with key artifacts, is provided as a model for researchers and educators interested in creating similar experiences. The main components of this program were weekly class meetings; weekly reading assignments and written reflection; weekly near-peer mentoring meetings; and a final career portfolio. Initial evaluation of the program is conducted based on student and mentor feedback and results indicate that the program was generally well received. Areas for future work, including additional recruitment efforts and extending the program to additional populations, are explored. [ABSTRACT FROM AUTHOR]

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica 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 research, carried out between 2020 and 2021, involves an online questionnaire and individual interviews with undergraduate music students at universities and conservatoires in the UK, to examine student experiences of receiving and delivering instrumental and singing tuition. There is no regulation of instrumental teaching in the UK, and individuals are able to teach without formal training or qualification. Existing literature suggests that musicians often begin teaching while still in education, though there is limited research concerning the experience of this process. This research confirms that students are involved in delivering instrumental and singing lessons before and during their undergraduate studies, often beginning with peer learning initiatives in school or 'helping' family and friends. The study identifies positive perceptions of the role of teaching in portfolio careers in music and highlights the influence of both instrumental teachers and classroom music teachers in shaping understandings and providing guidance and opportunities for students. [ABSTRACT FROM AUTHOR]

This article explores the role of artist Keith Pollard in the Black arts movement and his contributions to Marvel Comics during the Silver Age of Comics. Pollard, a Black creator, worked at Marvel while also drawing gag cartoons for Black World magazine, which focused on the Black arts movement. His cartoons used humor to critique race, class, and social relationships, and he aimed to create universal messages that anyone could appreciate. Despite facing challenges and stereotypes, Pollard became a highly regarded artist at Marvel and worked on popular titles such as The Amazing Spider-Man and The Fantastic Four. His work, along with other Black artists, helped pave the way for more diverse voices in the comic book industry. [Extracted from the article]

Purpose: This research aims to understand employers' views and preferences on the assessment of holistic competencies (HCs) in graduates, a topic with existing gaps in literature. With the disparities between higher education practices and employer expectations concerning HC assessment, the study focuses on what employers wish to see in graduates' resumes. As resumes play a pivotal role in recruitment, influencing who gets shortlisted, this research seeks to discern how graduates can optimally make a good first impression. In essence, the study endeavours to enhance knowledge on employers' inferences about a candidate's HCs and employability skills based on resume content. Design/methodology/approach: A comprehensive 12-item survey was devised to collect employers' perceptions and expectations of holistic competencies (HCs) assessment. The survey was informed by a synthesis of discussions with employers, teachers and a critical review paper. It aimed to understand employers' HC assessment expectations and bridge the teachers' understanding gap of students' HC achievements. Questions included demographic data, and specifics about employers' perceptions of graduates' resumes. The survey was hosted on Qualtrics and disseminated via the authors' networks, social media and university departments in Hong Kong, with responses gathered from April to June 2021. Findings: This study reveals that employers value holistic competencies (HCs), especially those developed through work placements and extracurricular activities, as indicators of job readiness in graduates. It is imperative for students to highlight these competencies in their resumes, potentially also demonstrating them through digital portfolios. The research underscores the need for higher education institutions to systematically document and report students' HC attainments. They can support students by informing them about employer expectations, offering writing workshops and resume samples. Integrating experience-based opportunities into the curriculum can also enhance HC development, preparing students for job market competitiveness and readiness. Research limitations/implications: The research limitations include the lack of a widely accepted, standardized method to document and evidence students' holistic competencies (HCs). The implications, however, stress the necessity for students to effectively communicate their HCs to employers, requiring awareness of expectations and adaptability to evolving technologies. Educators and higher education institutions must provide resources and opportunities to students to develop, demonstrate and document these HCs. In the absence of a standardised method for HC reporting, alternative solutions like e-portfolios and platforms like YOCLE can help students gather feedback and present evidence of competencies to prospective employers. Practical implications: The study's practical implications revolve around enhancing job readiness in graduates. Universities need to bolster their support, helping students understand employer expectations, offering writing workshops, resume templates and resources. Incorporation of platforms like YOCLE can help gather and retain evaluations, while promoting internships and extracurricular activities enhances HC development. Graduates must include work experiences, HC achievements and extracurricular activities in their resumes, even exploring digital portfolios for broader evidence presentation. They should also prepare for digital interactions like Zoom calls or video resumes, adapting to the technological advancements propelled by recent global disruptions. Originality/value: This research provides original insights into employer preferences regarding job candidates' holistic competencies (HCs) in resumes, an area not deeply explored in past literature. Focusing on how resumes can best demonstrate HC attainments, it offers practical guidance for higher education institutions preparing students for the job market. Although the study's scope is limited by geographical and industry-specific sampling, it provides a foundational understanding of employers' recruitment expectations influenced by resumes. Its value lies in its potential to spur further research into varying contexts and industries, leading to broader implications for graduate employability and resume building practices worldwide. [ABSTRACT FROM AUTHOR]

This document provides a summary of significant political events in Victoria, Australia from July to December 2023. It covers a range of topics, including the cancellation of the 2026 Commonwealth Games due to cost concerns and public support for this decision. The article also addresses concerns about integrity and transparency in Victorian politics, including cases of misconduct and allegations of politicization. It mentions the Warrandyte byelection, where the Liberal Party's candidate won with a majority of the primary vote. Additionally, it discusses the appointment of a new Governor of Victoria, the resignation of Premier Daniel Andrews, and the establishment of an Aboriginal and Torres Strait Islander Voice through a referendum. [Extracted from the article]

Year 12 students in Big Picture Learning schools across Australia now use portfolios and interviews to apply for and gain entry to their first choice of university degree. They receive admission on the strength of portfolio evidence mapped to a new non-ATAR qualification, known as the International Big Picture Learning Credential (IBPLC). Since 2020, 270 graduates have received offers to university using the Credential, growing from 3 in 2017. Like other Big Picture graduates who went before them, they are continuing a trajectory of passion-based learning that began in Year 9 or 10 at one of 45 Australian Big Picture Learning schools. All IBPLC graduates begin tertiary study equipped with experiences in the real world, support systems with a range of community mentors and teachers, specialist knowledge in their chosen field, and a set of independent learning skills intended to give them the opportunity to thrive in the university setting. In this article we share the preliminary findings of a study of graduates of Big Picture Learning Australia secondary schools who have matriculated using the IBPLC. Findings from our surveys and interviews show promise that the learning design of Big Picture, which starts with an internship in a passion area, is the key factor in enabling the success of graduates both from high school and into their university studies. [ABSTRACT FROM AUTHOR]

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet 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.)

Portfolios have often been promoted as a tool to enhance learning performance. Thus, creating a portfolio is a way for teachers to help increase students' learning performance. This study aims to determine the effect of portfolio assessment on the learning performance of Ninth Grade Learners in the Filipino subject, especially in the fourth quarter, with the topic "Noli Me Tangere". Specifically, it aims to (1) determine the level of academic performance of students in Filipino subjects using portfolio assessment, (2) identify significant differences in the level of academic performance of students, (3) identify the effect of portfolio assessment on the learning performance of the student, and (4) to assess the attitude and feelings of students towards portfolio assessment. This mixed method, sequential explanatory research design was utilized with fifty (50) competency-based questions to determine the outcome of using portfolio assessment for student learning performance. The quantitative method was used to determine students' learning performance level and mean, frequency count and percentage distribution were used. T-test was used to determine the significant difference between pre-test and post-test scores. Cohen's D was used to determine the effect size of portfolio assessment on students' learning performance. The qualitative method is used to explain and interpret free presentations and focus group discussions made to determine the feelings and attitudes of the students while using portfolio assessment. In light of the results of this study there was an increase and significant difference and above effect size in the level of learning performance of students who used portfolio assessment. It also helped and guided their learning performance, increased their grade, and felt motivated by their best output. Thus, it is recommended that teachers participate in seminars or workshops to expand their teaching skills, such as using students' portfolios; parents can monitor and support their children in carrying out tasks such as portfolios by helping them in their tasks and providing their student's materials that they need, those in the LGU can support school programs to promote the good and orderly learning of students and other researchers can further conduct studies about the development of the academic performance of the students. [ABSTRACT FROM AUTHOR]

The response to the diverse needs along the cassava value chain, the urge to increase genetic gain, and the need for rapid varietal turnover will necessitate not only technological innovations but also transformation of public breeding programs in sub-Saharan Africa (SSA). We developed guiding, flexible and adaptative tools for portfolio management of cassava breeding. The cassava breeding and product development pipeline process was mapped to illustrate activities of each stage, as well as to clarify key decision points. Stakeholders involved at all stages of breeding were identified. This allowed for identification of gaps and new crucial functions. To clarify accountability and reduce complexity in the decision-making at key decision points, the roles were mapped against decision-rights at each stage-gate. Cassava crop calendars for the different regions in SSA were developed to facilitate better planning. A product advancement template was developed to guide product advancement. The tools that have been developed and stage-gate mapping, will support regional efforts to establish more structured, transparent, participatory, efficient, inclusive, and demand-driven cassava breeding in the region. These approaches could be customized to other commodities. [ABSTRACT FROM AUTHOR]

Portfolios are often implemented to target multiple purposes, e.g. assessment, accountability and/or self-regulated learning. However, in educational practice, it appears to be difficult to combine different purposes in one portfolio, as interdependencies between the purposes can cause tensions. This paper explored directions to manage tensions that are inextricably linked to multipurpose portfolio use. We used a systems thinking methodology, that was based on the polarity thinkingTM framework. This framework provides a step-by-step approach to chart a polarity map® that can help to balance the tensions present in specific settings. We followed the steps of the framework to chart a polarity map for multipurpose portfolio use. Based on literature and our prior research, we selected one overarching polarity: accountability and learner agency. This polarity seems responsible for multiple tensions related to multipurpose portfolio use. We formulated values (potential benefits) and fears (tensions that can arise) of the two poles of this polarity. Then, we organised a session with stakeholders who work with the portfolio of the Dutch General Practice speciality programme. Together we formulated action steps and early warnings that can help to balance accountability and learner agency during multipurpose portfolio use. In addition to previous recommendations concerning portfolio use, we advocate that it is important to create a shared frame of reference between all involved with the multipurpose portfolio. During this process, the acknowledgement and discussion of tensions related to multipurpose portfolio use are vital. [ABSTRACT FROM AUTHOR]

This paper investigates sectoral diversification within Borsa Istanbul, aiming to elucidate its impact on portfolio risk and return dynamics. Spanning the timeframe from 2020 to 2022, the study meticulously analyzes stocks from pivotal sectors, including banking, energy, and iron and steel. Employing a robust methodology, the research harnesses Monte Carlo simulations to generate many hypothetical portfolios, subsequently evaluating them on the Efficient Frontier to identify optimal risk-return tradeoffs. Key performance metrics, such as the Sharpe Ratio, Sortino Ratio, and Maximum Drawdown, further enrich the analysis, providing a granular view of portfolio behaviors. The significance of this study lies in its bridging of theoretical constructs of diversification with the tangible realities of an emerging market like Borsa Istanbul. Our main findings underscore the potential benefits of sectoral diversification while highlighting the complexities inherent in portfolio construction. The insights gleaned offer valuable guidance for investors, emphasizing the delicate balance between risk mitigation and return optimization in a diversified portfolio. [ABSTRACT FROM AUTHOR]

This article examines the process of transitioning for newly qualified paramedics (NQPs) entering primary care. Despite the traditional expectation of 3-5 years of experience, there has been an increase in NQPs seeking employment in this field. The article explores the education, experience, and motivations of NQPs, as well as theoretical models of transition. It provides practical recommendations for supporting NQPs, emphasizing the importance of tailored support, clear role expectations, and funding. The article is authored by Joe Copson, Georgette Eaton, and Kamal R Mahtani, and is supported by the National Institute for Health Research (NIHR). [Extracted from the article]

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Adapting engineering education to a sustainable ESP (English for Special Purposes) training and competence-based education requires dedicated effort. Although active learning methodologies are commonly utilised in Higher Education institutions, there remains a need for enhanced curricular coordination and coherence. To address this, we are investigating the latest syllabus updates by introducing and verifying a valuable and student-friendly tool – an electronic portfolio in English. We view the ePortfolio as a comprehensive platform to facilitate students' academic and professional growth, as well as their development of competences. This quasi-experimental study utilised a pre-/post-training trial design and nonrandomised control group to investigate the implementation of ePortfolios. During the diagnostic assessment, the first questionnaire allowed students to express their ideas regarding their competences, portfolio understanding, ESP and professional growth. The second was used to determine the undergraduates' learning outcomes and perceptions after three months of training. There was a significant increase in learners' support of several types of transversal competences, whereas some other competences appeared to be declining. This indicates that the ePortfolio tool stimulated a fresh process of self-reflection among the students. Our research focuses on examining the creation of the ePortfolio in the context of an ESP course to integrate technical students' reflections on capacity building and advanced professional development in English. [ABSTRACT FROM AUTHOR]

While high-stakes testing has influenced music teacher evaluation, evidence of music teacher agency influencing the policy process has been scarce. One notable exception is the Tennessee Fine Arts Portfolio Model (TNFAPM), designed by music teachers in Tennessee as an alternative to music teacher evaluations that have been based, at least in part, on reading and math test scores. In place for nine years, the model is one of the few peer-reviewed teacher evaluation initiatives that has been in continuous use in public schools, enabling researchers to examine music teacher perceptions of evaluation in Tennessee, including perceptions of the portfolio. The purpose of this study was to examine two music teachers' perceptions regarding the different means of teacher evaluation (student reading/math test scores and the TNFAPM) used within the state of Tennessee. After analyzing data collected during the study, I sought to answer the following question: How have teacher evaluation practices and policies impacted music teachers' self-perceptions, classroom policies, and curriculum implementation in Tennessee? Findings suggest that administrative support, feedback delivery/reception, and value for music making shaped the participants' perceptions, policies, and classroom practices. Additionally, scores did not generate positive perceptions. [ABSTRACT FROM AUTHOR]

The talent and artistic characteristics of these entrepreneurs can create ecosystems of cultural innovation, as there is an effervescent creativity that can and should be used in favor of the territory. This connection can mitigate psychological and social problems, activating community belonging and offering visibility to culture makers. This study aims to investigate the contributions of microenterprises in the field of culture to regional development in the metropolitan region of Rio de Janeiro. These developments contribute to the economic and social balance of the territory; leveraging existing cultural resources, offering belonging and income to the local community. A systematic review was carried out divided into two stages, first in the formation of the bibliographic portfolio and in the results extracted from the procedure, then the connection between regional development and culture was analyzed. Three indexed databases were used, the Web of Science, SciELO and Scopus, with the search period between 2001 and 2021, which underwent 102 articles after the eligibility process. It was noticed that the link between the keywords “cultural entrepreneurship” and “regional development” was little interned in magazines that were more protective of the debate in the world; however, there was an important scientific gap for the academic debate, such as the transversality that culture is capable of generate from your products and services. [ABSTRACT FROM AUTHOR]

This study was based on the experiences and attitudes of the preschool teachers in the application of digital technologies when teaching environmental contents. 180 preschool teachers from preschool institutions in the Republic of Serbia, with different work experience and different digital skills, participated in the research. The obtained results demonstrated that the preschool teachers’competencies decrease with the increase in the number of years of work experience, indicating that competencies for the application of digital tools were more developed in the preschool teachers with modest work experience. They also exhibited a greater level of experience in using digital technologies regarding environmental education. The results also showed that there was a significant connection between the application of digital technologies in different domains of the preschool teacher’s work (such as: ideas search, research on the grounds and topics that initiate the project, project development, a portfolio design and evidence of one’s own practice, publication of activities in digital format - in scientific publications, at congresses, on a personal blog and/or preschool institution’s website). Thus in the mentioned domains of work, preschool teachers with significant work experience, applied digital technologies less often when compared to the colleagues with shorter employment history. [ABSTRACT FROM AUTHOR]

Background: Introducing students to the "planetary health lenses" perspective is crucial. Comprehensive strategies for teaching this perspective are lacking, especially in the domains of "interconnection within nature (IWN)" and "systems thinking/complexity." There is also a scarcity of studies assessing medical students' opinions on planetary health and evaluating teaching strategies. Objective: To understand Brazilian medical students' perceptions and knowledge of planetary health (PH) and evaluate the application of the educational material "Patient and Clinic through the Lens of Planetary Health," which addresses "IWN" and "complexity" through the sociological lens of Actor-Network Theory, in an integrative course at a medical school in Brazil. Methods: A mixed-methods, quasi-experimental design involving two medical student classes during 2022/2023. Participants completed a questionnaire on sociodemographic data; pre- and post-intervention closed-ended questions about perceptions related to PH, and an open-ended questionnaire on experience and learning. Each student group presented a portfolio under the planetary health lenses regarding a real patient, developing a network diagram that described the social network involving both human and non-human actors with which this person is interconnected. The cohorts participated in "IWN" activities: a contemplative trail or reflection on belonging to the planet. Results: Ninety-six students and 9 professors participated. The majority of students (66.7%) reported significant or extremely significant learning from the sessions. There was an increase in perception of the need for physicians to incorporate PH into their clinical practice (p = 0.002; r = 0.46) and an intensification of the sense of interconnection with the environment (p = 0.003; r = 0.46). There was a gain in knowledge about how many diseases were related to PH (p < 0.02 for all 13 listed diseases). The majority (83%) found the sessions relevant or highly relevant and commented on their impact, both professionally and personally. Conclusions: Teaching PH in a medical school allowed students to learn from the patient's perspective, considering psychosocial and environmental determinants, about the intrinsic interdependence between population's health and PH. This strategy made a significant contribution by proposing pioneering didactics and offering valuable insights into the challenges and nuances of teaching PH. [ABSTRACT FROM AUTHOR]

The book "Innovation in Learning-Oriented Language Assessment" edited by Sin Wang Chong and Hayo Reinders provides a collection of studies on learning-oriented language assessment principles. The book emphasizes the use of technology in language assessment and explores topics such as personalized language learning, feedback strategies, and learner autonomy. It includes contributions from authors in diverse contexts and offers practical recommendations for language teachers. While the book has strengths, such as its inclusion of practical tips and experiences, it could further explore topics such as students' assessment literacy and collaborative learning. Overall, it is a valuable resource for language teachers and practitioners. [Extracted from the article]

The COVID-19 pandemic emphasized the need for improving teachers' online teaching skills. One skill was using electronic portfolio assessment. Electronic portfolio assessment as an alternative assessment does not only focus on cognitive aspects but also is in line with the regulations of the Ministry of Education regarding the assessment of learning outcomes that focus not only on cognitive aspects but also on aspects of skills and attitudes. This study aimed to develop a framework for electronic portfolio assessment to improve students' habits of mind and mastery of chemical studies concepts. We conducted a literature review to identify, categorize, synthesize and develop a framwork. This offers chemistry teachers a model for systematically designing and implementing an electronic portfolio of assessments and provides them with the instruments to conduct further research on assessment techniques. This framework guides chemistry teachers through important technical decisions, such as setting goals, identifying clear goals and establishing meaningful criteria for electronic portfolio assessment. Other issues discussed include defining the content of the electronic portfolio, managing the electronic portfolio, and monitoring and evaluating processes. [ABSTRACT FROM AUTHOR]

Clinical pharmacists practicing in academia have access to resources and pathways for professional development that clinical pharmacists practicing outside of academia may lack. With timely concerns of premature attrition and burnout in the clinical pharmacy profession, it is critical that employers and professional organizations help meet the professional development needs of clinical pharmacists practicing in outside of academia. Implementation of career ladders, creation of hybrid leadership‐practice positions, achievement of operational excellence, cultivation of a positive culture, and development of optimal metrics may all help employers meet these needs. Professional organizations are called on to provide clinical pharmacists with a clear path for advancement within the organization to contribute to their ongoing professional development; this centers on the development of mentorship programs and opportunities to expand the professional portfolio of the clinical pharmacist practicing outside of academia. It is imperative that employers and professional organizations address the lack of existing career advancement and professional development opportunities to combat the premature attrition of clinical pharmacists from practice, improve the "life span" of the clinical pharmacist, and ultimately maintain the clinical pharmacy profession as a whole. [ABSTRACT FROM AUTHOR]