Research Survey Examines Access of Cancer Screenings for Women

Faced with increased competition on the market, visual artists today opt for digital self-marketing strategies to promote their work. In order to determine applicable measures for best results, the au-thors of this paper carried out a quantitative research survey among 158 artists working in Germany. Findings show that a large number of participants act as digital entrepreneurs, and over 50 per cent indicate a need for further training.

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DISTANCE EDUCATION IN FURTHER PROFESSIONAL TRAINING IN ENTERPRISES DURING PANDEMIC PERIOD

NORDSCI Conference proceedings, Book 1 Volume 3 ◽

10.32008/nordsci2020/b1/v3/04 ◽

2020 ◽

Author(s):

Marta Matulčíková ◽

Daniela Breveníková

Keyword(s):

Distance Education ◽

Empirical Research ◽

Management System ◽

Professional Training ◽

Developmental Stages ◽

Content Management ◽

Partial Result ◽

Corporate Education ◽

Research Survey ◽

Learning Management

Constraints on our personal and professional life imposed by the COVID 19 pandemic have radically influenced our approach to forms of education, including those used in further professional training of employees. This shift means the focus on distance education as a managed educational form, which is suitable for further professional training. The aim of the paper is to present the implementation of distance education in further professional training in enterprises and based on the empirical research propose ways of improving options of education. Distance education is characterised in terms of its principles and developmental stages. Its first generation was correspondence education. The Learning Management System (LMS) and Learning Content Management System (LCMS) are described as the systems applied in further professional training. The research was conducted by means of the questionnaire method, combined with the pre-research survey. Results of empirical research are presented in tables. Separate parts of the paper deal with ICT application in corporate education (correspondence education, Computer-based training (CBT), Web-based training (WBT), Technology Based Training (TBT) and with the utilisation of Learning Management Systems (LMS). Analysis of respondent opinions shows that respondents tend to prefer the face-to-face form of corporate education. The length of the pandemic is going to affect the spread of e-learning in corporate education and its role in education. The learners’ interest may be expected to be shifted to LCM and LCMS utilisation. The paper is a partial result of the research scheme VEGA No. 1/0309/18 “Social networks in human resource management” supported by the Ministry of Education, Science and Research and Sports, Slovakia

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Teachers' Attitudinal Orientation Towards the Socially Disadvantaged Students and their Education

Lifelong Learning ◽

10.11118/lifele2017070247 ◽

2017 ◽

Vol 7 (2) ◽

pp. 47-72

Author(s):

Anna Petr Šafránková ◽

Tereza Humenská

Keyword(s):

Inclusive Education ◽

Family Environment ◽

Self Efficacy ◽

Pearson Correlation ◽

Teaching Experience ◽

Research Survey ◽

Socially Disadvantaged ◽

Individual Variables ◽

Questionnaire Method ◽

The Relationship

In the context of education of socially disadvantaged pupils and the perspective of inclusive education, the teacher occupies a significant position. The presented study focuses on the issue of education of socially disadvantaged pupils, respectively its aim is to present results of the research survey focused on the attitudinal orientation of teachers in Pardubice, Liberec and Ústí nad Labem regions (n = 122) towards the socially disadvantaged pupils. Further, its goal is to find out whether there exists a relation between the teacher's attitudinal orientation and the region, his/her age, the length of the teaching experience, his/her experience with socially disadvantaged pupils education and their self-efficacy. In order to achieve research goals the Likert-type questionnaire method was used and as a research tool Teacher self-efficacy. The obtained data were subjected to factor analysis, in order to verify the relation between individual variables ANOVA was used, further Kruskal-Wallis test, Mann-Whitney test and Pearson correlation coefficient were used. It was found out that teachers evaluate the group of socially disadvantaged pupils rather negatively, on the other hand, they evaluate the possibility to reduce or overcome their disadvantage originating from the family environment they come from rather positively and also they perceive the relationship between the school and the socially disadvantaged pupils rather positively. The teachers' attitudinal orientation is not related to the previous experience with the education of socially disadvantaged pupils, the length of their teaching experience and region where the teachers work. On the contrary, the relation between teachers' attitudinal orientation and age and self-efficacy was proved.

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587. Equity in academic advancement: findings from an IDSA-sponsored survey of infectious disease physicians

Open Forum Infectious Diseases ◽

10.1093/ofid/ofaa439.781 ◽

2020 ◽

Vol 7 (Supplement_1) ◽

pp. S357-S357

Author(s):

Jennifer Manne-Goehler ◽

Douglas Krakower ◽

Jasmine R Marcelin ◽

Carlos Del Rio ◽

Wendy Stead

Keyword(s):

Poisson Regression ◽

Women In Leadership ◽

Full Professor ◽

Academic Advancement ◽

Full Professorship ◽

Research Survey ◽

Time Work ◽

Academic Faculty ◽

Part Time ◽

Part Time Work

Abstract Background Recent evidence has shown substantial disparities in the rate of advancement to full professorship among women as compared to men faculty in academic infectious diseases (ID). We sought to identify barriers to academic advancement overall and by gender among faculty physicians in this field. Methods We conducted a web-based survey of academic faculty in ID. The survey was made available to the IDWeek2019 attendees and digitally via email and social media to the IDSA membership at large from 9/18/19 – 11/8/2019. The survey assessed demographic characteristics and barriers to faculty advancement and achievement, building on prior research. Survey themes included faculty promotion track, part-time work history and a suite of questions about workplace atmosphere and policies related to career advancement. Multivariable Poisson regression models were used to evaluate the association between these factors and full professorship. Results Of 1,036 respondents, 790 were retained in the final dataset [Men: 322 (40.7%), Women: 458 (58.0%), Other: 10 (1.3%)]. 352 respondents were Instructors or Assistant Professors (38.5%), 198 were Associate Professors (25.1%) and 240 were Full Professors (30.4%). Fewer women reported that their promotion process was transparent (57.4% v. 67.6%, p=0.004) and more women Full Professors felt they had been “sponsored” compared to men at their same rank (73.3% v. 53.6%, p=0.002). In regression analyses (Table 1), gender, publications and clinical trial leadership were significantly associated with full professor rank and promotion transparency and NIH grants emerged as possible correlates of this outcome. Salary support, part-time work, women in leadership, faculty promotion track and sponsorship were not associated with this outcome. Table 1. Results of Poisson regression analysis Conclusion Sponsorship and transparency of promotion criteria differed by gender and emerged as potentially important factors associated with full professorship in academic ID. Future policies to promote equity in advancement should address these issues. Disclosures All Authors: No reported disclosures

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Case Study of the Integration of Digital Competencies into Teacher Preparation

Sustainability ◽

10.3390/su13116402 ◽

2021 ◽

Vol 13 (11) ◽

pp. 6402

Author(s):

Ján Záhorec ◽

Alena Hašková ◽

Adriana Poliaková ◽

Michal Munk

Keyword(s):

Teacher Training ◽

Digital Literacy ◽

Teaching Profession ◽

Research Data ◽

Research Survey ◽

Teacher Trainees ◽

Study Programs ◽

Two Factors ◽

Technological Competency ◽

Pre Service Teacher

The requirements imposed on schools and the competencies of teachers change depending on the development of society, and currently their constant growth is considerable. These facts lead to the need to continuously innovate pre-service teacher training, especially with a focus on creating professional digital literacy. The creation of a proposal of an optimal model of pre-service teacher training in the field of teacher trainees’ professional didactic-technological competency development was the subject of the research, which is described in the article. The described research examined the importance of the integration of various kinds of digital didactic tools into pre-service teacher training curricula with regard to the successful performance of the teaching profession. The necessary research data were obtained on the basis of screening the opinions of teacher trainees in Slovakia and the Czech Republic (n = 280). The respondents of the research survey expressed, in terms of various aspects, their opinions on the importance of integrating the issue of working with specified kinds of the given digital means into the curricula of teacher trainees’ study programs. The obtained research data were analysed depending on three segmentation factors of the respondents, which were the nationality of the student (i.e., the COUNTRY of his/her study), the GENDER of the respondent, and the combination of these two factors, i.e., COUNTRY X GENDER. According to the achieved results, there is a need to include or strengthen the teaching of software applications such as ActivInspire, FreeMind, SMART Notebook, Google Docs and, if possible, Prezi and Mindomo, and also a need to emphasize the methodological aspects of the use of these technical means in teaching.

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