scholarly journals “What about teachers?”: a duoethnographic exploration of ADHD in ELT

2021 ◽  
Author(s):  
Marc Jones ◽  
Matthew Noble
Keyword(s):  
General Population ◽  
Language Education ◽  
Education Literature ◽  
Teacher Identities ◽  
And Training

The prevalence of ADHD in the general population is estimated at approximately 7.1% (Thomas et al., 2019). In spite of this, in the language education literature attention is given only to learners with the condition, whereas teachers are overlooked. The authors explore their teacher identities and experiences of teaching and training as well as living with ADHD. The interplay between teaching and ADHD is explored, and the authors hope that more attention is given to the condition.

The concept of competence in the French-language education literature

Prospects ◽  
2013 ◽  
Vol 43 (4) ◽  
pp. 419-427 ◽  
Author(s):  
Jean-Philippe Ayotte-Beaudet
Keyword(s):  
Language Education ◽  
French Language ◽  
Education Literature

scholarly journals Organizional-pedagogical conditions of multiculturalism in Kazakhstan

2021 ◽  
Vol 102 (2) ◽  
pp. 71-77
Author(s):  
B. Zhetpisbaeva ◽  
◽  
T. Shelestova ◽  
A. Ospanova ◽  
B. Zhankina ◽  
...  
Keyword(s):  
Development Process ◽  
Language Education ◽  
Development Education ◽  
Trilingual Education ◽  
Pedagogical Aspect ◽  
General Scientific ◽  
The Republic ◽  
External Causes ◽  
And Training ◽  
Complex Influence

The article is devoted to the problem of organizational and pedagogical conditions in the framework of trilingual education in the Republic of Kazakhstan. The authors consider the essence of the concepts of “conditions”, “pedagogical conditions”, “organizational and pedagogical conditions”, “structure of organizational and pedagogical conditions” in more detail. Psychologists consider the concept of “conditions” in the context of mental development through a set of internal and external causes that determine the overall psychological development of a person, accelerating and slowing it down, influencing the development process, its dynamics and final results. Pedagogical condition is a general scientific one, and its essence in the pedagogical aspect can be characterized in several provisions: 1. A condition is a set of causes, circumstances, any objects, etc. 2. The influence of conditions can accelerate and slow down the processes of development, education and training, as well as affect their dynamics and final results. 3. Caracterized complex influence on the developing, education and studying of a person. The organizational-pedagogical conditions and its’ structure were defined, from the perspective of language education, which is based on problem of investigation of the succession of the multiculturalism in the Republic of Kazakhstan.

Delays in the diagnosis of pulmonary tuberculosis in critical and non-critical areas in Portugal

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
A Leite ◽  
P Soares ◽  
J Santos ◽  
C Nunes
Keyword(s):  
Health Literacy ◽  
General Population ◽  
Pulmonary Tuberculosis ◽  
Healthcare Professionals ◽  
Cox Regression ◽  
Diagnosis Delay ◽  
Critical Areas ◽  
Patient Health ◽  
Tuberculosis Diagnosis ◽  
And Training

Abstract Background Delays in diagnosing tuberculosis lead to longer infectious periods, posing a challenge in tuberculosis control. This is particularly relevant in high incidence areas (critical). Thus, the objectives of this work were to characterize tuberculosis diagnosis delay and its components (patient delay and health delay) in incidence critical and non-critical areas in Portugal, as well as associated factors. Methods Notified cases of pulmonary tuberculosis diagnosed due to symptoms (passive screening) in the Portuguese Tuberculosis Surveillance System were analysed (2008-2017). Patient, health and overall delays were calculated. Factors associated with each delays' components were identified utilising Cox regression, while adjusting for sex, age and education level. Analyses were stratified by area type (critical and non-critical). Results Median (1st-3rd quartile - Q1-Q3) delays in patient, health and overall delay in critical areas were: 40 (Q1-Q3: 21-76), 8 (Q1-Q3:1-31), and 65 (Q1-Q3: 40-105) days, respectively; similar delays in non-critical areas were 32 (Q1-Q3:16-63); 9 (Q1-Q3: 1-34) and 58 (Q1-Q3: 35-98), respectively. More recent cases, adults younger than 65 years and alcoholic presented longer patient delays (both areas); healthcare professionals and patients with HIV infection presented shorter patient delays (only critical areas). Tuberculosis high-risk groups (males, alcohol dependency, homelessness, community residency) presented shorter health delays in both areas; drug use also presented shorter health delays but only in critical areas. Existing comorbidities was associated with longer health delays in both areas. Conclusions Patient delays increased between 2008 and 2017. Groups with longer/shorter delays differed between delay type and area type. Intervening in tuberculosis diagnosis delays requires different action for critical and non-critical areas, targeting health literacy from the general population and training of healthcare professionals. Key messages Delays in diagnosing in Portugal are mainly driven by delays in patient seeking care and are longer in areas of higher tuberculosis incidence. Intervening in tuberculosis diagnosis delays in Portugal requires different action in different areas, targeting health literacy in the general population and training of professionals.

scholarly journals Preparedness, Precaution and Practice of Radiotherapy during COVID-19 Pandemic- Radiotherapy Technologists Perspective

2020 ◽  
Vol 5 (S1) ◽  
pp. 183-185
Author(s):  
Kamala Chetia ◽  
Bhargab Sarma ◽  
GAUTAM SARMA ◽  
Shashi Bhushan Sharma ◽  
Papu Das
Keyword(s):  
Quality Assurance ◽  
General Population ◽  
Cancer Patients ◽  
Radiation Safety ◽  
Healthcare Providers ◽  
Education And Training ◽  
Service Development ◽  
Use Of Resources ◽  
Respiratory Droplets ◽  
And Training

COVID-19 is a highly contagious virus and is transmitted from human to human respiratory droplets or coming in contact with a virus contaminated surface. Cancer patients are more vulnerable than general population to get infected with COVID-19 due to their immunosuppressed condition. Radiotherapy Technologists (RTTs) are among frontline healthcare providers who are at high risks of being exposed to COVID-19. RTTs are directly involved with treatment of cancer patients daily and also provide supporting roles in radiation safety, quality assurance education and training, administration research and service development. To cope with this present pandemic, RTTs would require prior preparation, precaution, judicious use of resources, clear communications and strong leadership. This article will help the RTTs to prepare themselves to tackle the present crisis and to carry out the radiotherapy practices in their respective hospitals.

A Holistic Approach to New Language and Literacy Development of Refugee Women

2020 ◽  
pp. 448-471
Author(s):  
Aydın Yücesan Durgunoğlu ◽  
Maissam Nimer
Keyword(s):  
Formal Education ◽  
Language Education ◽  
Holistic Approach ◽  
Written Language ◽  
Language And Literacy ◽  
Integrated Instruction ◽  
Displaced People ◽  
Instructional Settings ◽  
Affective Dimensions ◽  
And Training

As the number of displaced people who need to learn the oral and written language(s) of their host communities increases, educators are faced with serious challenges. This chapter discusses some of these issues and ways to improve the language education of refugees, using as an example the case of Syrian women in Turkey with limited formal education. Good practices both at the program level and within particular instructional settings are outlined. At the program level, the authors suggest adopting a holistic approach; addressing challenges such as trauma, poverty, and unwelcoming social environment; offering lifelong education in local centers; and training teachers. Within the educational settings, teachers should get to know the learners in all their diversity; build on existing strengths; offer systematic, integrated instruction grounded in real-world needs and uses of language; consider both cognitive and affective dimensions of literacy; use technology; and facilitate language development through social interactions.

scholarly journals Offshoring, Transition, and Training: Evidence from Danish Matched Worker-Firm Data

2012 ◽  
Vol 102 (3) ◽  
pp. 424-428 ◽  
Author(s):  
David Hummels ◽  
Jakob R Munch ◽  
Lars Skipper ◽  
Chong Xiang
Keyword(s):  
General Population ◽  
Labor Force ◽  
Vocational Training ◽  
Displaced Workers ◽  
Training Data ◽  
Trade Data ◽  
Post Secondary ◽  
Worker Training ◽  
Firm Data ◽  
And Training

We combine matched Danish worker-firm-trade data with detailed individual-worker training data. We find: 1) workers displaced from offshoring firms take up more vocational-training and have a harder time getting re-attached to the labor-force than other displaced workers, and they also exhibit higher vocational-training take-up rates 2 years before layoffs; 2) the staying workers with offshoring firms take up more vocational-training than those with non-offshoring firms; and 3) the post-secondary-training take-up rates for displaced workers are no different than for the general population.

scholarly journals Continuing education programs for literacy teachers: concepts and practices

2017 ◽  
Vol 25 (96) ◽  
pp. 609-631
Author(s):  
Andrea Tereza Brito Ferreira ◽  
Eliana Borges Correia de Albuquerque ◽  
Erica Windler
Keyword(s):  
Continuing Education ◽  
Social Practice ◽  
Language Education ◽  
Literacy Teachers ◽  
Training Process ◽  
Educational Materials ◽  
Education Programs ◽  
Teachers Experiences ◽  
Two Cities ◽  
And Training

Abstract The present article analyses the proposals of continuing training for literacy teachers in two counties of Recife Metropolitan Area, in order to understand the language conceptions and training that justify such practices. Our research illuminates huge differences between training practices in the two cities. In Camaragibe, the training program sought to incorporate teachers experiences, recognizing that language education is a comprehensive social practice. In Jaboatão, the training process focused on the use of educational materials developed by the program that included specific instructions for the teachers, reducing participants’ role to that of completing predefined tasks rather than seeking their input in the process.

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