Training and Education Requirements for Authorized Users of Therapeutic Radiopharmaceuticals: Changes Under Consideration for 10CFR35.390 and Their Potential Impact

2019 ◽  
Vol 16 (11) ◽  
pp. 1572-1576 ◽  
Author(s):  
Paul E. Wallner ◽  
Ralph P. Lieto ◽  
Gary L. Dillehay ◽  
Munhir V. Ghesani ◽  
Seth A. Rosenthal ◽  
...  
Keyword(s):  
Training And Education ◽  
Potential Impact ◽  
Education Requirements

scholarly journals BUKU AJAR HUKUM PIDANA BERBASIS KARAKTER

2020 ◽  
Vol 7 (2) ◽  
pp. 120-125
Author(s):  
Camellia Camellia ◽  
Kurnisar Kurnisar ◽  
Puspa Dianti
Keyword(s):  
Field Tests ◽  
Study Program ◽  
Training And Education ◽  
Civics Education ◽  
Study Product ◽  
Education Study ◽  
Penal Law ◽  
Preliminary Study ◽  
Potential Impact ◽  
One To One

AbstrakPenelitian ini mengembangkan buku ajar berbasis karakter pada mata kuliah hukum pidana di Program Studi Pendidikan Kewarganegaraan FKIP Unsri. Tujuannya untuk mengetahui dampak potensial penggunaan buku ajar berbasis karakter terhadap pengembangan karakter mahasiswa. Subjek penelitian ini adalah mahasiswa program studi pendidikan Pancasila dan Kewarganegaraan semester lima. Penelitian dilakukan melalui studi pendahuluan, pengembangan produk kemudian di validasi oleh beberapa ahli dan uji coba produk dengan tahapan one to one, small group dan field test. Hasil penelitian dari beberapa tahapan yang telah dilalui dalam pengembangan buku ajar hukum pidana berbasis karakter ini terlihat bahwa buku ajar yang telah dikembangkan bersifat valid dan praktis untuk digunakan, materi yang diajarkan di kelas akan  lebih menarik bila disertai dengan contoh / kasus nyata di sekitarnya serta memiliki potensi mengembangkan karakter mahasiswa.Kata Kunci: Buku Ajar Hukum Pidana, Berbasis KarakterAbstractThis study develops character-based textbooks on penal law courses in the Civics Education Study Program on Faculty of Teacher Training and Education of Sriwijaya University. The aim is to determine the potential impact of using character-based textbooks on student character development. The subjects of this study were the fifth semester students of the Pancasila and Civics education study program. The research was carried out through a preliminary study, product development then validated by several experts and product trials with one to one stages, small groups and field tests. The results of the research from several stages that have been passed in the development of character-based penal law textbooks show that the textbooks that have been developed are valid and practical to use, the material taught in class will be more interesting if accompanied by real examples / cases around them and have potential to develop student character.Keywords: Penal Law Textbook, Character Based

A Holistic View of Cybersecurity Education Requirements

2019 ◽  
pp. 1-18
Author(s):  
Steven M. Furnell ◽  
Ismini Vasileiou
Keyword(s):  
Holistic Approach ◽  
End Users ◽  
Awareness Training ◽  
Training And Education ◽  
Holistic View ◽  
Skills Shortage ◽  
Form Part ◽  
Education Requirements

This chapter sets the scene for the book as a whole, establishing the need for cybersecurity awareness, training, and education in order to enable us to understand and meet our security obligations. It begins by illustrating key elements that ought to form part of cybersecurity literacy and the questions to be asked when addressing the issue. It then examines the problems that have traditionally existed in terms of achieving awareness and education, both at the user level (in terms of lack of support) and the practitioner level (in terms of a skills shortage). The discussion highlights the importance of a holistic approach, covering both personal and workplace use, and addressing the spectrum from end-users through to cybersecurity specialists.

A Holistic View of Cybersecurity Education Requirements

2022 ◽  
pp. 289-307
Author(s):  
Steven M. Furnell ◽  
Ismini Vasileiou
Keyword(s):  
Holistic Approach ◽  
End Users ◽  
Awareness Training ◽  
Training And Education ◽  
Holistic View ◽  
Skills Shortage ◽  
Form Part ◽  
Education Requirements

This chapter sets the scene for the book as a whole, establishing the need for cybersecurity awareness, training, and education in order to enable us to understand and meet our security obligations. It begins by illustrating key elements that ought to form part of cybersecurity literacy and the questions to be asked when addressing the issue. It then examines the problems that have traditionally existed in terms of achieving awareness and education, both at the user level (in terms of lack of support) and the practitioner level (in terms of a skills shortage). The discussion highlights the importance of a holistic approach, covering both personal and workplace use, and addressing the spectrum from end-users through to cybersecurity specialists.

Midwives perspectives of their training and education requirements in maternal obesity: A qualitative study

Midwifery ◽  
2013 ◽  
Vol 29 (7) ◽  
pp. 736-744 ◽  
Author(s):  
Nicola Heslehurst ◽  
Sarah Russell ◽  
Sandra McCormack ◽  
Gill Sedgewick ◽  
Ruth Bell ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Maternal Obesity ◽  
Training And Education ◽  
Education Requirements

Effects of Gender, Parental Role, and Time on Infant- and Adult-Directed Read and Spontaneous Speech

2019 ◽  
Vol 62 (11) ◽  
pp. 4001-4014
Author(s):  
Melanie Weirich ◽  
Adrian Simpson
Keyword(s):  
Parental Involvement ◽  
Gender Identity ◽  
Spontaneous Speech ◽  
First Year ◽  
Space Size ◽  
Vowel Space ◽  
Potential Impact ◽  
Phonetic Features ◽  
And Gender ◽  
Description Task

Purpose The study sets out to investigate inter- and intraspeaker variation in German infant-directed speech (IDS) and considers the potential impact that the factors gender, parental involvement, and speech material (read vs. spontaneous speech) may have. In addition, we analyze data from 3 time points prior to and after the birth of the child to examine potential changes in the features of IDS and, particularly also, of adult-directed speech (ADS). Here, the gender identity of a speaker is considered as an additional factor. Method IDS and ADS data from 34 participants (15 mothers, 19 fathers) is gathered by means of a reading and a picture description task. For IDS, 2 recordings were made when the baby was approximately 6 and 9 months old, respectively. For ADS, an additional recording was made before the baby was born. Phonetic analyses comprise mean fundamental frequency (f0), variation in f0, the 1st 2 formants measured in /i: ɛ a u:/, and the vowel space size. Moreover, social and behavioral data were gathered regarding parental involvement and gender identity. Results German IDS is characterized by an increase in mean f0, a larger variation in f0, vowel- and formant-specific differences, and a larger acoustic vowel space. No effect of gender or parental involvement was found. Also, the phonetic features of IDS were found in both spontaneous and read speech. Regarding ADS, changes in vowel space size in some of the fathers and in mean f0 in mothers were found. Conclusion Phonetic features of German IDS are robust with respect to the factors gender, parental involvement, speech material (read vs. spontaneous speech), and time. Some phonetic features of ADS changed within the child's first year depending on gender and parental involvement/gender identity. Thus, further research on IDS needs to address also potential changes in ADS.

Exploring the Potential Impact of Sentence-Level Comprehension and Sentence-Level Fluency on Deaf Students' Passage Comprehension

2020 ◽  
Vol 63 (7) ◽  
pp. 2281-2292
Author(s):  
Ying Zhao ◽  
Xinchun Wu ◽  
Hongjun Chen ◽  
Peng Sun ◽  
Ruibo Xie ◽  
...  
Keyword(s):  
Independent Predictor ◽  
Vocabulary Knowledge ◽  
Group Differences ◽  
Regression Analyses ◽  
Deaf Students ◽  
Mediating Role ◽  
Sentence Level ◽  
Mediating Mechanisms ◽  
Potential Impact ◽  
The Relationship

Purpose This exploratory study aimed to investigate the potential impact of sentence-level comprehension and sentence-level fluency on passage comprehension of deaf students in elementary school. Method A total of 159 deaf students, 65 students ( M age = 13.46 years) in Grades 3 and 4 and 94 students ( M age = 14.95 years) in Grades 5 and 6, were assessed for nonverbal intelligence, vocabulary knowledge, sentence-level comprehension, sentence-level fluency, and passage comprehension. Group differences were examined using t tests, whereas the predictive and mediating mechanisms were examined using regression modeling. Results The regression analyses showed that the effect of sentence-level comprehension on passage comprehension was not significant, whereas sentence-level fluency was an independent predictor in Grades 3–4. Sentence-level comprehension and fluency contributed significant variance to passage comprehension in Grades 5–6. Sentence-level fluency fully mediated the influence of sentence-level comprehension on passage comprehension in Grades 3–4, playing a partial mediating role in Grades 5–6. Conclusions The relative contributions of sentence-level comprehension and fluency to deaf students' passage comprehension varied, and sentence-level fluency mediated the relationship between sentence-level comprehension and passage comprehension.

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