scholarly journals My Journey from a Waiter to a Lecturer: An Autoethnography

NUTA Journal ◽  
2019 ◽  
Vol 6 (1-2) ◽  
pp. 47-56
Author(s):  
Rajan Binayek Pasa
Keyword(s):  
Higher Education ◽  
Formal Education ◽  
Academic Career ◽  
Working Life ◽  
Educational Status ◽  
Narrative Imagination ◽  
Education Status ◽  
Higher Educational ◽  
Being There ◽  
Organic Intellectual

This study appraised my momentarily missing twelve years of formal education life (1990-2002) and thoughtful higher education life (2002 to onward). One of the main aims was to ascertain; what are the turning points of my education/working life struggles. In that context, I appraised how I became success to improve my family livelihood by working as a waiter, achieve higher educational status and started my academic career as a lecturer since my engagement with in/formal education. I applied autoethnography as methodology and narrative imagination and writing as inquiry as methods and meditation, self-reflexivity and self-interviewing as major sources of narrative information. While exploring my past, I found, I was ambitious/reflective actor, and rejected the reproduction of my occupational and educational status. I could not become astronaut but I was emotionally committed to perform and produce something unique in my life. Being there, by supporting my family livelihood, I was planning to pledge against stratified socio-economic and cultural structures. I applied vocational rehabilitation therapy and resiliency against my frustration and engaged in working life. My involvement in livelihood not only improved family livelihood but also encouraged me to embark in higher educational voyage. Ultimately, my higher education status and critical thinking ability helped me to transform my life from an anger driven behavior and feelings into happy oriented actions/interactions with self and others. Being here, after becoming a lecturer, I am seeing myself as a new potential organic intellectual as an outcome of my thoughtful education/working life struggles.

scholarly journals Job Satisfaction of Contractual Teachers in Telangana – A study

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Dr. T. Gopi ◽  
Dr. K. Saidireddy
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Formal Education ◽  
Academic Career ◽  
High Rate ◽  
Important Place ◽  
Professional Qualification ◽  
Material Resources ◽  
Educational Programmes ◽  
General Feeling

In formal education teacher has a very important place in improvement of education. Teachers’ role in society, in general and in higher education in particular has been changing with time but the importance of this position remains the same. The teacher is the pre-requisite of the success of all educational programmes. He/ She must have the ability to get satisfaction from his/her job. All educational programmes should inculcate good qualities in teacher so that he/she is in the best position to impart quality education to students. Development of the country requires a high rate of production and fullest possible utilization of both human as well as material resources. Nowadays, there is, however, a general feeling that the teachers do not have satisfaction in their job. There seems to be growing discontentment towards their job as a result of which standard of education is falling. Teachers are dissatisfied in spite of different plans and programs, which have been implemented to improve their job. Higher academic and professional qualification of the teachers, no doubt, can raise the standard of education as well as that of nation, but dissatisfied teachers, in spite of having a good and sound academic career and professional training, will do much harm than good because they will neither work whole heartedly nor will they try to contribute anything towards higher education. This paper is devoted to tracing out satisfaction and dissatisfaction of contractual teacher in Telangana aria.

scholarly journals Prevalence, Causes, and Factors Associated with Visual Impairment and Blindness among Registered Pensioners in Ghana

2019 ◽  
Vol 2019 ◽  
pp. 1-10 ◽  
Author(s):  
Benjamin D. Nuertey ◽  
Kwesi Nyan Amissah-Arthur ◽  
Joyce Addai ◽  
Victor Adongo ◽  
Augustine D. Nuertey ◽  
...  
Keyword(s):  
Visual Impairment ◽  
Old Age ◽  
Formal Education ◽  
Educational Status ◽  
Cross Sectional Study ◽  
Age Group ◽  
Cross Sectional ◽  
Factors Associated ◽  
Education Status ◽  
Icd 10

Purpose. To determine the prevalence, causes, and factors associated with presenting visual impairment and blindness among pensioners. Design. A nationwide cross-sectional study. This study was part of the analysis on data obtained in the pensioners’ medical survey conducted among members of the National Pensioners Association in Ghana. Method. (i) Setting: it was a multicenter study involving thirteen centers throughout Ghana with a center in each regional capital. (ii) Study population: the study involved 4813 pensioners. (iii) Observation procedures: data were captured through the use of questionnaires, physical examinations including eye examinations, and urine and blood sample analysis. (iv) Main outcome measure: presenting visual impairment and blindness (as defined by the WHO ICD-10 classification). Results. The overall prevalence of blindness among pensioners in Ghana was 3.8% (95% CI = 3.2–4.4), while the prevalence of moderate and severe visual impairment was 21.7% (95% CI = 20.5–23.0). The prevalence of blindness was lowest in the 60–65-year-old age group (2.1% (95% CI = 1.3–2.8)) and highest in the above 80-year-old age group (12.2% (95% CI = 6.6–17.8)). Cataract was the leading cause of blindness (62.4%) and moderate and severe visual impairment (55.7%). Factors significantly associated with blindness and visual impairment include educational status, vegetarianism, arthritis, and having proteins in urine. Conclusion. There is a high prevalence of visual impairment and blindness among the pensioners in Ghana. Sadly, the greatest cause was cataract, which is correctable. Increase in formal education status will be important in the prevention of blindness and visual impairment.

Performance of Older Persons on Individual Items of Mini-Mental Status Examination

2020 ◽  
Vol 16 (1) ◽  
Author(s):  
Bansal Kamakshi ◽  
Goel Ashish ◽  
Agarwal Ankur
Keyword(s):  
Older Persons ◽  
Formal Education ◽  
Senior Citizen ◽  
Educational Status ◽  
Outcome Variable ◽  
Linear Regression Models ◽  
Cross Sectional ◽  
Education Material ◽  
Education Status ◽  
Mini Mental Status Examination

Purpose: To study the relation between the performance of older persons in Delhi on individual components of MMSE and years spent on formal education. Material and methods: Random subjects above sixty years, attending out-patient clinics of Department of Medicine or Senior Citizen Clinic between November 2014-April 2016 were included in this study and approved by Institutional Ethical Committee after they consented. Patients with acute infectious conditions were excluded. Participants were assessed using a pre-designed MMSE. Frequency tables for all components were constructed. To evaluate the relationship between gender and MMSE as well as educational status and MMSE, the t-test was used. Linear regression models were developed using MMSE as an outcome variable, and exposure variables were added in blocks. Results: 100 subjects were included in this cross-sectional assessment. >90% of people were oriented to space and were able to repeat and recall all three objects. The mean MMSE score was 24.92 (±5.8). Males had a higher score than women. Education status affected fields like serial deduction, obeying a 3 stage command, writing, drawing and responding to a written command due to which only 50% of people scored well in these parameters. Conclusion: Age and education are critical factors in understanding the inconsistencies in MMSE execution. Subjects who spent more years in formal education performed better than the subjects with low education. The low educational levels increase the probability of misclassifying the ordinary subjects as cognitively impaired. Since the memory area of the MMSE is less influenced by training, it might be utilized alongside other tests in populaces with low instruction.

scholarly journals Transformative Role Of Education: An Autoethnographic Reflection

2019 ◽  
Vol 2 (1) ◽  
pp. 94-111
Author(s):  
R. B. Pasa
Keyword(s):  
Higher Education ◽  
Rural Development ◽  
Formal Education ◽  
Educational Achievement ◽  
Narrative Imagination ◽  
Exceptional Student ◽  
Auto Ethnography ◽  
In The Beginning ◽  
Local Levels

This study appraised my momentarily missing twelve years of formal education life (1990-2002) and thoughtful higher education life (2002 to onward). Through this appraisal, I explored how I have been experiencing transformative role of education since my school education life. In so doing, I applied auto ethnography methodology and narrative imagination method for interpreting narrative information. While exploring my experiences, I found I was worry to improve my economic condition in the beginning. Thereby, I applied vocational rehabilitation therapy and resiliency against my frustration and engaged in working life that implicitly encouraged me to embark in higher educational voyage. However, later wards, I started worrying with poor socio-cultural and economic structures of own society and nation. Even my involvement in higher education/training and academic journeys in ever changing environment made me more critical, reflective and transformative because of my resilient will and inner urges. I successfully transformed my identity from rural development graduate to educationist and academician. Finally, this study also revealed that I was/am an exceptional student because of my good educational achievement. Hence, my reflections on transformative role of education are equally important to the students, teachers and development stakeholders for plying institutional agentic role to mobilize rural development graduates in local levels.

Scientific and Informational Almanac about Libraries, Publishing Houses and Higher Educational Institutions

2010 ◽  
pp. 122-124
Author(s):  
Valerii P. Leonov ◽  
Mariya G. Bokan ◽  
Nina V. Ponomareva
Keyword(s):  
Higher Education ◽  
Publishing House ◽  
Educational Institutions ◽  
State University ◽  
Higher Educational Institutions ◽  
Eastern State ◽  
Publishing Houses ◽  
Higher Educational ◽  
Far Eastern

On the publishing of scientific and informational almanac «Power of a Book: Library. Publishing House. Institute of Higher Education» by Far Eastern State University.

Spouses of Student Mothers in the United Arab Emirates: Enablers or Constraints to Their Pursuit of Higher Education?

2021 ◽  
pp. 097152152110304
Author(s):  
Martina Dickson ◽  
Lilly Tennant
Keyword(s):  
Higher Education ◽  
United Arab Emirates ◽  
Power Relations ◽  
Educational Status ◽  
Early Marriage ◽  
Gender And Development ◽  
Cultural Traditions ◽  
Student Mothers ◽  
Undergraduate Study ◽  
Participation In Higher Education

The educational status of Emirati women in the United Arab Emirates has developed rapidly over the last five decades, with females now outnumbering males in higher education institutions. Marriage and motherhood often take place during the years of undergraduate study for women, particularly for those from families who retain Emirati cultural traditions of relatively early marriage and childbearing. This study analyses the role which spouses play in their wives’ pursuit of education, using the theoretical gender and development lens to explore whether a transformation of power relations within the marriage takes place for the growth in female participation in higher education to occur. Spousal behaviours are identified and categorized through the gender and development lens as either enablers or constraints to women’s empowerment and participation in higher education, and potential reasons for these behaviours surrounding gender relations are discussed.

Tainted Love: The Trials and Tribulations of a Career in Animal Studies

2019 ◽  
Vol 27 (4) ◽  
pp. 361-382 ◽  
Author(s):  
Siobhan O’Sullivan ◽  
Yvette Watt ◽  
Fiona Probyn-Rapsey
Keyword(s):  
Higher Education ◽  
Animal Studies ◽  
Academic Career ◽  
Term Benefit

AbstractDeveloping an academic career can be exciting, rewarding and stimulating. It can also be challenging, disheartening, and highly insecure. Results from a survey of Animal Studies (AS) scholars identifies reasons why pursuing a career in AS might generate additional challenges, over and above those experienced by academics generally. For example, 44 percent of respondents stated that in their view, undertaking research in AS “creates challenges for an academic career.” This is compared to just 16 percent who thought that it is an advantage. Yet despite the challenges, there is much that is positive about AS. Participants described being in “dialogue with clever colleagues,” viewed their work as “totally engaging,” and reported feeling “morally useful.” This in turn affords AS scholars an authenticity that may be of long-term benefit in the competitive and constantly transforming world of higher education.

ДЕЯКІ АСПЕКТИ РОЗВИТКУ ЦИФРОВОЇ КОМПЕТЕНТНОСТІ ФАХІВЦІВ З НЕФОРМАЛЬНОЇ ОСВІТИ ПРИ ПЕРЕХОДІ В ОНЛАЙН-ФОРМАТ

2020 ◽  
pp. 5-15
Author(s):  
Зоя Гаркавенко
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Digital Literacy ◽  
Formal Education ◽  
Vocational Education And Training ◽  
Research Review ◽  
Review Journal ◽  
New Paradigm ◽  
Digital Competence ◽  
Information Technology Education

У статті презентовані результати емпіричного вивчення проблеми адаптації професійної освіти до онлайн-режиму в ситуації вимушеного карантину. Мета дослідження полягала в створенні моделі компетенцій викладача / тренера для забезпечення освітньої діяльності онлайн. Обставини гостро актуалізували нагальну потребу забезпечення безперервності освітньої діяльності в нових умовах, показали реальний стан психологічної готовності фахівців освітянської галузі до діяльності в умовах невизначеності. Ключовими ознаками цього стану можна вважати певну фахову та психологічну дезорієнтацію, яка поставила під загрозу якість і сталість результатів освітньої діяльності. Фахівці формальної й неформальної освіти були змушені швидко адаптуватися до нових умов, в основі яких – цифрова трансформація. Фокус уваги нашого дослідження зосереджено на фахівцях, які працюють у сфері післядипломної освіти. Важливим аспектом досліджуваного питання є певна плутанина щодо сутності онлайн-навчання. Це стосується різнотлумачення у середовищі фахівців поняття «дистанційне навчання», зокрема розрізнення синхронного (в режимі реального часу) і асинхронного (у відкладеному часі) режимів освітнього процесу. Принципові відмінності у підходах до методів та психологічних технологій їх застосування вимагають особливої підготовки відповідних фахівців. Результати презентованого дослідження розкривають ряд психологічних труднощів, з якими зіткнулись фахівці післядипломної освіти в ситуації необхідності переведення діяльності в онлайн-режим. В першу чергу, це навчальна діяльність із питань підвищення кваліфікації, проведення навчальних курсів для дорослої аудиторії. Важливим завданням для викладачів / тренерів постало збереження сутнісних ознак і результатів такого навчання: інформація, інструментарій і досвід, які наявні в офлайн-режимі навчання. Основним результатом дослідження можна вважати визначення ключових напрямів психологічної підготовки фахівців до роботи в онлайн: психологічна готовність до управління груповою динамікою та обмеженими комунікаційними інструментами, цифрова компетентність – володіння специфічними цифровими навичками (платформи, програми, окремі інструменти роботи в онлайн), методична компетентність – здатність добирати та поєднувати прийоми й техніки роботи з інформацією, адаптовані до онлайн-середовища. Література Василенко, О.В. (2014). Розвиток системи неформальної освіти дорослих в умовах соціально-економічної кризи. Актуальні проблеми професійної орієнтації та професійного навчання в умовах соціально-економічної нестабільності, 2(2), 138– Ващенко, Л.І. (2019). Підготовка фахівців для роботи з дорослими у сфері неформальної освіти. Імідж сучасного педагога, 4(187), 24– Корбут, О.Г. (2017). Дистанційне навчання: моделі, технології, перспективи. Режим доступу: http://confesp. fl. kpi. ua/ru/node/1123. Плинокос, Д.Д., & Коваленко, М.О. (2016). Неформальна освіта: теоретичні аспекти і наукові підходи. Наукові праці Кіровоградського національного технічного університету. Економічні науки, 29, 53–60. Сисоєва, С.О., & Осадча, К.П. (2019). Стан, технології та перспективи дистанційного навчання у вищій освіті України. Інформаційні технології і засоби навчання: електронне наукове фахове видання, 70(2), 271– Harasim, L. (2000). Shift happens: Online education as a new paradigm in learning. The Internet and higher education, 3(1-2), 41– Iordache, C., Mariën, I., & Baelden, D. (2017). Developing digital skills and competences: A quick-scan analysis of 13 digital literacy models. Italian Journal of Sociology of Education, 9(1), 6– Kebritchi, M., Lipschuetz, A., & Santiague, L. (2017). Issues and challenges for teaching successful online courses in higher education: A literature review. Journal of Educational Technology Systems, 46(1), 4– Latchem, C. (2014). Informal learning and non-formal education for development. Journal of Learning for Development, 1(1). Sun, A., & Chen, X. (2016). Online education and its effective practice: A research review. Journal of Information Technology Education, 15, 157– Lischewski, J., Seeber, S., Wuttke, E., & Rosemann, T. (2020). What influences participation in non-formal and informal modes of Continuous Vocational Education and Training? An analysis of individual and institutional influencing factors. Frontiers in psychology, 11, 2821. doi: 10.3389/fpsyg.2020.534485 Rodríguez, M.U., Cantabrana, J.L.L., & Cervera, M.G. (2020). Validation of a tool for self-evaluating teacher digital competence. Educación XX1, 24(1), 353–373. doi: 10.5944/educXX1.27080 Perez-Lopez, E., Atochero, A.V., & Rivero, S.C. (2020). Distance Education in COVID-19: An Analysis from the perspective of university students. Ried-revista iberoamericana de educacion a distancia, 24(1), 331–350. doi: 10.5944/ried.24.1.27855

Reflections on Developing a Career in Kinesiology and Public Health

2020 ◽  
pp. 1-9
Author(s):  
Barbara E. Ainsworth
Keyword(s):  
Public Health ◽  
Physical Activity ◽  
Higher Education ◽  
Physical Education ◽  
Health Outcomes ◽  
Sense Of Belonging ◽  
Career Choices ◽  
Academic Career ◽  
Physical Activity Environment ◽  
Professional Activities

This paper provides reflections on my academic career in kinesiology and public health from an autobiographical perspective. Themes include the importance of movement and physical activity in my development and career choices, a recognition of the importance of physical activity for health outcomes, experiences in studying physical activity in a public health framework, and observations on kinesiology in higher education. I also reflect on the importance of the physical education and physical activity environment that brought me a sense of belonging, enjoyment, and accomplishment that has lasted throughout my career. As in sports and professional activities, I have tried my best and never given up until I felt the task was done.

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