Infrastructure For Videoconferncing

2008 ◽  
pp. 144-156
Author(s):  
Mohua Bose ◽  
Sal DeAngelo
Keyword(s):  
Program Implementation ◽  
Graphical Display ◽  
Technological Infrastructure ◽  
Educational Administrators ◽  
K 12 ◽  
Technical Terms

Due to the increases in connectivity capacities prevalent in our nation’s schools, educational administrators are utilizing a variety of resources in their classrooms including the interactive videoconferencing. For videoconferencing to be successful, however, planning for technological infrastructure must occur prior to program implementation. It is important for both schools and providers to be aware of the infrastructure requirements needed in order to provide students with knowledge and learning via videoconference experiences. The purpose of this chapter is to identify the key components of the technological infrastructure needed to support videoconferencing within K-12 the schools such as connectivity needs and essential hardware requirements including computers, cameras, audio essentials, and operating controls, in addition, the chapter provides in easy to read language, an overview of many of the key technical terms used in the videoconferencing literature and provides teachers with a graphical display of use.

Opportunities in Web-Based Teaching

2000 ◽  
pp. 17-32 ◽  
Author(s):  
Orasa Tetiwat ◽  
Magid Igbaria
Keyword(s):  
Educational Level ◽  
Modern Technology ◽  
Minimum Condition ◽  
Educational Institutions ◽  
Traditional Learning ◽  
Web Based ◽  
Technological Infrastructure ◽  
Good Design ◽  
Learning And Teaching ◽  
K 12

Web-based teaching technology has become a popular tool for many institutions in this decade. It can be used for every educational level from K-12 to higher education and distance education in many different fields. In order to make these opportunities possible, there are many requirements, including sufficient funding, a strong technological infrastructure, hardware and software, good design and interface, operations, maintenance, training, and cooperation of every involved party. When these requirements have been met as a minimum condition, Web-based teaching can provide many benefits to students, teachers, parents, and educational institutions. It is one alternative of modern technology that has been developed to augment traditional learning and teaching at all educational levels.

Improving Student Learning and Professional Preparation in Health Promotion Utilizing Partnerships

2017 ◽  
Vol 6 (4) ◽  
pp. 357-361
Author(s):  
Jeremy T. Barnes ◽  
Thomas J. Pujol
Keyword(s):  
Health Promotion ◽  
Experiential Learning ◽  
Program Implementation ◽  
Human Performance ◽  
Health Management ◽  
Program Planning ◽  
Oral Communication ◽  
Data Collection Program ◽  
Improving Student Learning ◽  
K 12

Partnerships have been developed between faculty in the Department of Health, Human Performance and Recreation at Southeast Missouri State University and professionals from several organizations. These include on-campus partnerships with other academic departments, Recreation Services, Counseling and Disability Services, and a wide variety of off-campus partnerships including those with hospitals, fitness centers, county health departments, local coalitions, not-for-profits, schools K–12, and local corporations. All of these partnerships have resulted in substantial experiential learning opportunities for the students in the BS in Health Management: Health Promotion Option Program. Some of the skills students have acquired include improved written and oral communication skills, public speaking, program planning, program implementation, data collection, program evaluation, exercise testing, and prescription and health screening. The experiential learning activities students completed in two of the required classes in the major are described in this article.

Women in K-12 Educational Administration: A Synthesis of Dissertation Research

1993 ◽  
Vol 3 (4) ◽  
pp. 449-460 ◽  
Author(s):  
Marilyn L Grady ◽  
Patricia A. O'Connell
Keyword(s):  
Gender Equity ◽  
Educational Administration ◽  
Promising Practices ◽  
Educational Administrators ◽  
Dissertation Research ◽  
K 12

One part of the literature concerning women in educational administration that is frequently overlooked is the dissertation research. The purpose of this study is to examine the dissertation research about women in K-12 educational administration. The study profiles the dissertations by purpose, subjects, and findings of the research. Dissertation research included in the study was completed between 1957 and 1989. The review concludes with a summary of trends and promising practices that may lead to gender equity for women as educational administrators.

Striving for Equity in Pandemic Times

2021 ◽  
pp. 199-223
Author(s):  
Linsay DeMartino ◽  
S. Gavin Weiser
Keyword(s):  
Higher Education ◽  
Learning Community ◽  
Educational Leaders ◽  
Crisis Leadership ◽  
Institutions Of Higher Education ◽  
Communication Support ◽  
Educational Administrators ◽  
K 12 ◽  
The Impact

This chapter considers the impact the COVID-19 pandemic has had on the reality of educational administrators in U.S.-based institutions of education. Looking closely at 17 educational administrators from both K-12 systems and institutions of higher education, the authors come to a more comprehensive understanding of crisis leadership and its impact on equitable educational practices – both for students as well as for the administrators themselves. This chapter is based on a larger project the authors undertook to explore through narratives and photography the experiences of administrators during the global COVID-19 pandemic that began in early 2020. This chapter illustrates the ways that communication, support, and equitable solutions for the learning community are and are not well articulated by leaders. The authors close out this chapter with recommendations for educational leaders during times of crisis as well as for potential follow-up research.

scholarly journals Administrative Leadership in Times of a Global Health Crisis: Voices and Images From the Field

2021 ◽  
Vol 6 ◽  
Author(s):  
Linsay DeMartino ◽  
S. Gavin Weiser
Keyword(s):  
Higher Education ◽  
Educational Administration ◽  
Educational Leaders ◽  
The United States ◽  
Health Crisis ◽  
Hermeneutic Phenomenological ◽  
Educational Administrators ◽  
Novel Coronavirus ◽  
K 12 ◽  
The Impact

The novel coronavirus (COVID-19) pandemic took the world into crisis. We saw the virus alter a multitude of spheres worldwide, including our healthcare, economies, politics, social processes, and education. In fact, the impact of COVID-19 on educational administration took our leaders into forced emergency measures. Our study aims to better understand the experiences of educational administrators under crisis to ascertain what might be learned on how educational institutions may better respond to the crisis in the future. These stories were collected from educational leaders, both from K-12 and higher education, throughout the United States. In brief, this article is framed in the theory and literature associated with the complexity of leading in times of crisis. We explore the resiliency of leadership forged in crisis and the rethinking of administrative as administration as a caring and trustful acts. Our research began as a hermeneutic phenomenological interview study, but transitions into a two-round project, where after the first interview, participants were invited to share some images that typify and speak to the experiences being educational administrators during this time. We are engaged in sensitive topics that are ongoing and changing. Moreover, throughout, we are asking for images that speak to their experiences. Across both K-12 and higher education, our results indicated varied responses, from immediate to delayed administrative action. However, albeit they looked contextually different, there are clear indications the participants valued continuous, transparent communication, authentic caring, trust, and agency. In our discussion, we elaborate on the distinction between what the institutional response was as compared to what was valued by our educational leaders. Finally, as a contribution to the field, we seek to provide guidance for future administrators in crisis based on our own experiences and the recommendations provided by our educational leaders.

scholarly journals Resources Required for Implementation of SARS-CoV-2 Screening in Massachusetts K-12 Public Schools in Winter/Spring 2021

2021 ◽  
Author(s):  
Stephanie S Lee ◽  
Michelle Weitz ◽  
Kristin Ardlie ◽  
Amy Bantham ◽  
Michele Fronk Schuckel ◽  
...  
Keyword(s):  
Public Schools ◽  
Human Resources ◽  
Program Implementation ◽  
Screening Program ◽  
Return Of Results ◽  
Personnel Costs ◽  
School Year ◽  
Resource Requirements ◽  
K 12 ◽  
Screening Approaches

Importance CDC guidance emphasizes the importance of in-person education for students in grades kindergarten to 12 (K-12) during the COVID-19 pandemic. CDC encourages weekly SARS-CoV-2 testing of asymptomatic, unvaccinated students and staff ("screening") to reduce infection risk and provide data about in-school SARS-CoV-2 prevalence where community incidence is high. The financial costs of screening assays have been described, but the human resource requirements at the school and district level to implement a SARS-CoV-2 screening program are not well known. Objective To quantify the resources required to implement a screening program in K-12 schools. Design, Setting, and Participants A consortium of Massachusetts public K-12 schools was formed to implement and evaluate a range of SARS-CoV-2 screening approaches. Participating districts were surveyed weekly about their programs, including: type of assay used, individual vs. pooled screening, approaches to return of results and deconvolution (identification of positive individual specimens) of positive pools, number and type of personnel implementing the screening program, and hours spent on program implementation. Main Outcomes and Measures Costs, resource utilization Results In 21 participating districts, over 21 weeks from January to June 2021, the positivity rate was 0.0%-0.21% among students and 0.0%-0.13% among educators/staff, and 4 out of 21 (19%) districts had at least one classroom transition to remote learning at any point due to a positive case. The average weekly cost to implement a screening program, including assay and personnel costs, was $17.00 per person tested; this was $46.68 for individual screenings and $15.61 for pooled screenings. The total weekly costs by district ranged from $1,644-$93,486, and districts screened between 58 and 3,675 people per week. The reported number of personnel working per week ranged from 1-5 to >50, and the total number of hours worked by all personnel ranged from 5-10 to >50. Conclusion and Relevance The human resources required to implement SARS-CoV-2 screening in Massachusetts public K-12 schools were substantial. Where screening is recommended for the 2021-22 school year due to high COVID-19 incidence (e.g., where vaccination uptake is low and/or more infectious variants predominate), understanding the human resources required to implement screening will assist districts policymakers in planning.

A New AID for Interpolating and Assessing Collision Strengths and Rate Coefficients

1988 ◽  
Vol 102 ◽  
pp. 107-110
Author(s):  
A. Burgess ◽  
H.E. Mason ◽  
J.A. Tully
Keyword(s):  
Significant Loss ◽  
Impact Excitation ◽  
Rate Coefficients ◽  
Electron Impact Excitation ◽  
Graphical Display ◽  
Practical Procedure ◽  
Positive Ions ◽  
Allowed Transition ◽  
Computational Errors ◽  
Existing Data

AbstractA new way of critically assessing and compacting data for electron impact excitation of positive ions is proposed. This method allows one (i) to detect possible printing and computational errors in the published tables, (ii) to interpolate and extrapolate the existing data as a function of energy or temperature, and (iii) to simplify considerably the storage and transfer of data without significant loss of information. Theoretical or experimental collision strengths Ω(E) are scaled and then plotted as functions of the colliding electron energy, the entire range of which is conveniently mapped onto the interval (0,1). For a given transition the scaled Ω can be accurately represented - usually to within a fraction of a percent - by a 5 point least squares spline. Further details are given in (2). Similar techniques enable thermally averaged collision strengths upsilon (T) to be obtained at arbitrary temperatures in the interval 0 < T < ∞. Application of the method is possible by means of an interactive program with graphical display (2). To illustrate this practical procedure we use the program to treat Ω for the optically allowed transition 2s → 2p in ArXVI.

Communication Disordered: Program Implementation in Long-Term Care

2016 ◽  
Vol 1 (15) ◽  
pp. 64-67
Author(s):  
George Barnes ◽  
Joseph Salemi
Keyword(s):  
Program Implementation ◽  
Long Term Care ◽  
Family Satisfaction ◽  
Regulatory Compliance ◽  
Care Staff ◽  
Term Care ◽  
Staff Members ◽  
Change Policy

The organizational structure of long-term care (LTC) facilities often removes the rehab department from the interdisciplinary work culture, inhibiting the speech-language pathologist's (SLP's) communication with the facility administration and limiting the SLP's influence when implementing clinical programs. The SLP then is unable to change policy or monitor the actions of the care staff. When the SLP asks staff members to follow protocols not yet accepted by facility policy, staff may be unable to respond due to confusing or conflicting protocol. The SLP needs to involve members of the facility administration in the policy-making process in order to create successful clinical programs. The SLP must overcome communication barriers by understanding the needs of the administration to explain how staff compliance with clinical goals improves quality of care, regulatory compliance, and patient-family satisfaction, and has the potential to enhance revenue for the facility. By taking this approach, the SLP has a greater opportunity to increase safety, independence, and quality of life for patients who otherwise may not receive access to the appropriate services.

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