Administrative Support of the Program

2020 ◽  
pp. 361-372
Author(s):  
Angelina Korsun
Keyword(s):  
Administrative Support

The History and Organization of the European Federation of Psychologists’ Associations (EFPA)

2011 ◽  
Vol 16 (2) ◽  
pp. 90-99 ◽  
Author(s):  
Richard P. J. Freeman ◽  
Sabine Steyaert
Keyword(s):  
Administrative Support ◽  
European Federation ◽  
Executive Council ◽  
Task Forces ◽  
Working Groups ◽  
Professional Psychologists

In 1981, the European Federation of Professional Psychologists’ Associations (EFPPA) was formed with 13 member associations (one per country) and no centralized administrative support. Thirty years later, EFPPA has become EFPA with 35 member associations representing about 300,000 psychologists across Europe. EFPA is now based in offices in the center of Brussels, the administrative heart of Europe, with a Director and staff who support the work of the EFPA Executive Council and the various Standing Committees, Task Forces, and Working Groups. In this article, the development of EFPA and the challenges faced, and mostly overcome, are outlined.

Longevity, Resources, Administrative Support for Practicum Training

2011 ◽  
Author(s):  
Robert L. Hatcher
Keyword(s):  
Administrative Support

MARS — Its Tenth Anniversary of Operation and its Future

1980 ◽  
Vol 19 (03) ◽  
pp. 125-132
Author(s):  
G. S. Lodwick ◽  
C. R. Wickizer ◽  
E. Dickhaus
Keyword(s):  
Conceptual Development ◽  
Administrative Support ◽  
Final Section ◽  
Economic Benefits ◽  
Hospital Environment ◽  
Computer Scientist ◽  
University Of Missouri ◽  
Complete Bibliography ◽  
The University ◽  
Economic Considerations

The Missouri Automated Radiology System recently passed its tenth year of clinical operation at the University of Missouri. This article presents the views of a radiologist who has been instrumental in the conceptual development and administrative support of MARS for most of this period, an economist who evaluated MARS from 1972 to 1974 as part of her doctoral dissertation, and a computer scientist who has worked for two years in the development of a Standard MUMPS version of MARS. The first section provides a historical perspective. The second deals with economic considerations of the present MARS system, and suggests those improvements which offer the greatest economic benefits. The final section discusses the new approaches employed in the latest version of MARS, as well as areas for further application in the overall radiology and hospital environment. A complete bibliography on MARS is provided for further reading.

Nutrition in Primary Health Care: Using a Delphi Process To Design New Interdisciplinary Services

2006 ◽  
Vol 67 (S1) ◽  
pp. S14-S29 ◽  
Author(s):  
Paula Brauer ◽  
Linda Dietrich ◽  
Bridget Davidson ◽  
Keyword(s):  
Primary Care ◽  
Health Care ◽  
Health Care Providers ◽  
Administrative Support ◽  
Care Service ◽  
Delphi Process ◽  
Care Providers ◽  
Modified Delphi ◽  
Nutrition Services ◽  
Key Features

Purpose: A modified Delphi process was used to identify key features of interdisciplinary nutrition services, including provider roles and responsibilities for Ontario Family Health Networks (FHNs), a family physician-based type of primary care. Methods: Twenty-three representatives from interested professional organizations, including three FHN demonstration sites, completed a modified Delphi process. Participants reviewed evidence from a systematic literature review, a patient survey, a costing analysis, and key informant interview results before undertaking the Delphi process. Statements describing various options for services were developed at an in-person meeting, which was followed by two rounds of e-mail questionnaires. Teleconference discussions were held between rounds. Results: An interdisciplinary model with differing and complementary roles for health care providers emerged from the process. Additional key features addressing screening for nutrition problems, health promotion and disease prevention, team collaboration, planning and evaluation, administrative support, access to care, and medical directives/delegated acts were identified. Under the proposed model, the registered dietitian is the team member responsible for managing all aspects of nutrition services, from needs assessment to program delivery, as well as for supporting all providers’ nutrition services. Conclusions: The proposed interdisciplinary nutrition services model merits evaluation of cost, effectiveness, applicability, and sustainability in team-based primary care service settings.

LA EDUCACIÓN SUPERIOR EN EL SIGLO XXI: MAS PEDAGOGÍA1 O MAS ADMINISTRACIÓN2 EN LAS INSTITUCIONES ? UNAS APROXIMACIONES ACASO ATREVIDAS, PERO INEVITABLES / UNIVERSITY AND COLLEGE EDUCATION IN THE 21ST CENTURY : MORE PEDAGOGY 1 OR MORE ADMINISTRATION 2 IN T

LOGOS ◽  
2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Mg. Gilmer Cacho Cuba
Keyword(s):  
Latin America ◽  
Teaching And Learning ◽  
Administrative Support ◽  
Local Development ◽  
College Education ◽  
Public University ◽  
Redes Sociales ◽  
University System ◽  
The World ◽  
Global University

RESUMEN Cuando se leen las mediciones que se hacen en el mundo sobre las performances universitarias admira, cuestiona y/o desagrada que solo una universidad nacional merodee el puesto 900 a nivel mundial y el puesto 30 a nivel latinoamericano, las siguientes no figuran ni en el puesto 1500 a nivel mundial ni en el 75 a nivel latinoamericano. Algo le está pasando al sistema universitario peruano que no resiste ninguna comparación con sus similares de la región y menos del mundo.Ante la realidad que nos presentan repetidamente los rankings, no será inmoderado aceptar que ahora se exige a la universidad mundial variables y afanes rigurosos: • Contenidos de alta calidad que impactan en la vida diaria.• Flexibilidad para seleccionar y profundizar el conocimiento.• Acceso fácil e ilimitado de la información.• Mucha simulación e interactividad con el entorno real.• Profesores de reconocimiento y amplio prestigio.• Promoción de emprendimiento y visualización creativa.• Amplias redes sociales en todo el mundo.• Significativo apoyo de la tecnología de información y comunicación.• Esforzada dedicación y tutoría al alumno.• Investigación ligada al desarrollo nacional y local.• Mecanismos de vinculación permanente con los egresados.• Existencia de un órgano consultivo del mundo productivo.• Respaldo administrativo consistente.• Acreditación de la calidad de sus resultados. En ese escenario, el sistema universitario nacional tiene que cambiar y en la nueva forma de actuación que se le demanda, de asumir algunos cambios y guardar una real armonía entre la pedagogía y la administración, surgirá el éxito que le corresponde, pues ambas tendrán que empezar a nutrirse y soportarse en favor de la enseñanza-aprendizaje. Palabra clave: Pedagogía, Administración, Éxito universitarioABSTRACT When reading the measurements made in the world of college performances, it is remarkable, questionable and unpleasant that only a Public University ranks 900 in the world and 30th in Latin America, the others are listed neither the post 1500 globally nor 75 in Latin America. Something is happening to the Peruvian university system that does not stand any comparison with its counterparts in the region or the world. Facing the reality that rankings show repeatedly, it will not be intemperate to accept that   global university requires rigorous  effort and variables: • High quality contents that impact daily life.• Flexibility to select and deepen knowledge.• Easy and unlimited access to information.• Many simulation and interactivity with the real environment.• Well recognized and prestigious teachers.• Entrepreneurship promotion and creative view.• Widespread social networks worldwide.• Significant support of information technology and communication.• Endeavour and tutoring to student.• Research linked to national and local development.• Permanent linking mechanisms with graduated students.• Existence of an advisory body of the productive world.•  Consistent administrative support.• Quality of  the results accreditation. In that scenario, the Public University System must change and, in the new form of performance that is demanded, assuming some changes and having a real harmony between pedagogy and administration, will emerge the success it deserves, as both have to start nurturing and supporting for the teaching and learning process . Keyword: Pedagogy, Management,  College Success

Stress and Burnout: Solutions to a Global Problem

2016 ◽  
Vol 2 (2) ◽  
Author(s):  
Ajay Bhushan Prasad
Keyword(s):  
Administrative Support ◽  
Global Solutions ◽  
Holistic Approach ◽  
Workplace Stress ◽  
Personal Accomplishment ◽  
Specific Response ◽  
Professional Career ◽  
Global Problem ◽  
Disciplinary Problems ◽  
Health Zone

21<sup>st</sup> Century is an era of stress and burnout. For the past few decades it has been a burning and hot topic of discussion for researchers, to evolve stress and burnout- from a global problem to global solutions, as it affects the life of individuals in an unprecedented manner and touches them at workplace across the globe. Everybody knows what stress is all about. It has become a part of life and perhaps, to some extent, necessary at work and outside work. Some people are more productive and creative when they work under stress. But if stress is intense and continuous, then it becomes a negative phenomenon leading to physical illness and psychological disorders. Stress and burnout in today's environment has become a well documented problem. Various researches have evaluated stress and burnout in workplaces. Stress is a non-specific response of body to any demand made on it. Many researchers have identified that stress and burnout has become an integral part of our daily life due to the negative aspects of job, such as, multiple responsibilities, disciplinary problems, employee's apathy, involuntary transfers, inadequate pay and perks, less chances of career advancement and lack of administrative support etc. As a result of these, individuals are likely to suffer from stress and may experience a sense of tiredness and frustration. When prolonged stress continues and it is not effectively managed, it can even lead to symptoms of burnout, a state of emotional exhaustion, depersonalization and diminished personal accomplishment in the workplace. Stress management can be done through six zones which we have discussed in detail, with a holistic approach. It includes health zone, intimate zone, family zone, work zone, social zone and spiritual zone. In this paper, an effort is made to discuss the solutions of stress and burnout in different and innovative ways through different zones which have been experienced by the author in his 20 years of professional career. Thus, stress and burnout are not a trivial problem but a major dysfunction of the 21<sup>st</sup> century, which has far reaching impact on quality and quantity of productivity. The present paper explores the concept of stress and burnout, the major differences between them, factors leading to genesis of the problem, various symptoms and how it is a serious quality concern for all professionals. Appropriate interventions for prevention and management of stress and burnout are also suggested.

scholarly journals Barriers and facilitators to e-learning in palliative care

2020 ◽  
Vol 26 (8) ◽  
pp. 394-402
Author(s):  
Joanne Callinan
Keyword(s):  
Palliative Care ◽  
Administrative Support ◽  
Healthcare Professionals ◽  
Computer Training ◽  
Barriers And Facilitators ◽  
Cross Sectional ◽  
Face To Face ◽  
Course Work ◽  
E Learning ◽  
Prior Experiences

Background: E-learning provides opportunities for flexible learning to those who cannot access palliative education in the traditional classroom setting, but it also presents learners with challenges. The study aims to identify the barriers and facilitators to accessing e-learning courses in palliative care. Methods: Cross-sectional surveys were developed, piloted and disseminated to healthcare professionals (HCPs) working in palliative care on the island of Ireland (Republic of Ireland and Northern Ireland). Results: Important factors that motivated HCPs to participate in e-learning are: dedicated time; quick technical and administrative support; computer training before completing an e-learning course; and regular contact with the tutor in online course work. Some 50% indicated face-to-face assistance and hands-on training sessions as the type of support that they would like to receive. Conclusions: Healthcare professionals' prior experiences and attitudes towards e-learning will guide educators developing programmes. This study indicates the prerequisite for organisational supports and practical considerations to facilitate the uptake of e-learning.

Alternative environment activities on both sides of the Atlantic: A Canada-Ireland consideration and comparison

2021 ◽  
pp. 1356336X2098588
Author(s):  
Daniel B Robinson ◽  
Nathan Hall ◽  
José da Costa ◽  
Brent Bradford
Keyword(s):  
Nova Scotia ◽  
Administrative Support ◽  
Vigorous Physical Activity ◽  
Comparative Investigation ◽  
Data Sets ◽  
Online Questionnaire ◽  
Traditional Sports ◽  
Development Participation ◽  
Ice Water ◽  
Nova Scotian

Due to the overemphasis of traditional sports at the expense of other movement domains in physical education (PE) programmes, there is a need to consider what factors might enable or limit PE teachers’ incorporation of some of these other domains that can support student learning. The focus of this article is on one such marginalized domain – alternative environment activities (AEAs). AEAs can afford students a breadth of opportunities for moderate-to-vigorous physical activity in different environments (i.e. land, snow and ice, water, air) and improve environmental awareness and stewardship. This article reports on a comparative investigation of Nova Scotian (Canadian) and Irish PE teachers’ incorporation of AEAs in their PE programmes. To understand what similarities or differences might exist with respect to these PE teachers’ incorporation of AEAs, along with existing enablers and barriers, a self-selected sample of current PE teachers (Nova Scotia = 53; Ireland = 64) completed a 22-item online questionnaire. Descriptive and inferential statistical analyses were employed to conduct comparisons among the two data sets. PE teachers’ understandings of curricular requirements for AEAs were found to be an issue in both Nova Scotia and Ireland. Reported significant differences include: AEA-related professional development participation; most important factors for deciding not to include AEAs; and feelings of school administrative support towards AEA incorporation. Findings also suggest that various issues may be hindering incorporation of AEAs in PE programmes, and that some of these issues do differ based on where the PE programme is situated.

scholarly journals SAT0316 ANTI-PM/SCL ANTIBODIES IN SYSTEMIC SCLEROSIS: CLINICAL ASSOCIATIONS IN THE RESCLE COHORT

2020 ◽  
Vol 79 (Suppl 1) ◽  
pp. 1103.1-1104
Author(s):  
N. Iniesta-Arandia ◽  
G. Espinosa ◽  
A. Guillen del Castillo ◽  
C. Tolosa ◽  
G. M. Lledó ◽  
...  
Keyword(s):  
Systemic Sclerosis ◽  
Survival Data ◽  
Death Rate ◽  
Administrative Support ◽  
Medical Science ◽  
Survival Rates ◽  
Clinical Manifestations ◽  
Study Group ◽  
Allergy Immunol ◽  
Science Service

Background:Anti-PM/Scl antibodies are associated to systemic sclerosis (SSc) but are not specific to SSc. The true prevalence of anti-PM/Scl antibodies in SSc is unknown, ranging from 2.5% to 12.5%. An association between anti-PM/Scl antibodies with muscular involvement, pulmonary fibrosis, calcinosis, and a relatively benign prognosis have been described.Objectives:To compare the clinical manifestations and prognosis of SSc patients according the presence of anti-PM/Scl antibodies in the cohort of RESCLE (Spanish Scleroderma Registry).Methods:From the Spanish Scleroderma Study Group database, we selected patients in whom anti-PM/Scl antibodies had been tested. We compared demographic features, clinical manifestations, laboratory characteristics, and survival data between patients according the anti-PM/Scl antibodies status.Results:72 out of 947 (7%) patients tested positive for anti-PM/Scl antibodies. As presenting SSc manifestations, patients with anti-PM/Scl antibodies had higher prevalence of puffy fingers (11% versus 2%; p=0.002) and arthralgias (11% versus 4%; p=0.03), and lower prevalence of Raynaud’s phenomenon (65% versus 82%, p=0.002). Regarding cumulative manifestations, myositis (51% versus 15%; p<0.001), arthritis (43% versus 22%; p=0.001), and interstitial lung disease (ILD) (60% versus 45%, p=0.014) were more prevalent in patients with anti-PM/Scl antibodies. In fact, those patients with anti-Pm/Scl antibodies presented with FVC (77.4% ± 23.1% versus 85.8% ± 23,1%; p=0.006) and more severe ILD defined as FVC <70% (41% versus 24%; p=0.004). Death rate was similar in patients with and without PM/Scl antibodies (18% versus 17%; p=0.871).We did not find differences in terms of death rate nor in the causes of death (SSc and non-SSc related) according to the anti-PM/Scl antibodies profile.The 5- and 10-years survival rates of patients with anti-PM/Scl antibodies were 91% and 82% respectively, without differences with those without these antibodies (93% and 85%, respectively).Conclusion:In Spanish SSc patients, the presence of anti-PM/Scl antibodies confer a distinctive clinical profile. However, anti-PM/Scl antibodies do not play a role in the prognosis of these patients.References:[1]Stochmal A, Czuwara J, Trojanowska M, Rudnicka L. Antinuclear antibodies in systemic sclerosis: an update. Clin Rev Allergy Immunol 2020;58(1):40-51. doi: 10.1007/s12016-018-8718-8.Acknowledgments:We gratefully acknowledge all investigators who are part of the RESCLE Registry. We also thank the RESCLE Registry Coordinating Centre, S&H Medical Science Service, for their quality control data, logistic and administrative support and Prof. Salvador Ortiz, Universidad Autónoma de Madrid and Statistical Advisor S&H Medical Science Service for the statistical analysis of the data presented in this paper.Disclosure of InterestsNerea Iniesta-Arandia: None declared, Gerard Espinosa Speakers bureau: Glaxo-Smith-Kline, Janssen, Boehringer, Rovi, Alfredo Guillen del Castillo: None declared, Carles Tolosa Consultant of: Actelion pharmaceuticals, GSK, MSD., Gema Maria Lledó: None declared, Dolores Colunga Argüelles Consultant of: Actelion pharmaceuticals, GSK, MSD., Cristina González-Echávarri: None declared, Luis Sáez-Comet: None declared, Norberto Ortego: None declared, Jose Antonio Vargas-Hitos: None declared, Manuel Rubio-Rivas: None declared, Mayka Freire: None declared, Juan José Rios: None declared, Monica Rodriguez-Carballeira: None declared, Luis Trapiella Martínez: None declared, Vicent Fonollosa Pla Speakers bureau: Actelion, Carmen Pilar Simeón-Aznar Consultant of: Actelion pharmaceuticals, GSK, MSD., on behalf of RESCLE Investigators, Autoimmune Diseases Study Group (GEAS): None declared

scholarly journals The Construction and Sustainability of Teachers’ Positive Emotions toward STEM Educational Work

2021 ◽  
Vol 13 (11) ◽  
pp. 5769
Author(s):  
Yi Lian ◽  
Kwok-Kuen Tsang ◽  
Ying Zhang
Keyword(s):  
Stem Education ◽  
Positive Emotions ◽  
Administrative Support ◽  
Single Case ◽  
Social Constructionist ◽  
Educational Work ◽  
The Social ◽  
Whole Person ◽  
Important Approach ◽  
Whole Person Education

STEM education is an important approach for preparing students for a competitive workforce with essential skills in the 21st century. However, successfully implementing STEM education in primary and secondary schools presents a variety of challenges. The study suggests that a neglected challenge in the literature is how to sustain teachers’ positive emotions toward STEM educational work, which may cause teachers to be more engaged in, motived by, and committed to STEM education. Therefore, the study aims to contribute to the literature by investigating the mechanism of the construction and suitability of teachers’ emotions toward STEM educational work based on a single case study conducted in Hong Kong from the social constructionist perspective. The major findings of the study indicate that (1) positive emotions toward STEM educational work may be constructed by the teacher’s positive interpretation of the work, i.e., STEM educational work as the facilitator of students’ overall development and that (2) positive emotions toward STEM educational work may be sustained by enabling school institutions to have the elements of shared power, administrative support, and the value of a whole-person education.

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