scholarly journals Practicability of Application of Re-Engineering the Administrative Processes at Colleges of Education in Universities in Arab-Majority Countries

2021 ◽  
Vol 14 (5) ◽  
pp. 87
Author(s):  
Bannaga Taha El-Zubair ◽  
El-Rusheed Habob Mohammed ◽  
Adil Mohammed Dafalla ◽  
Saad Saleh M. Alqarni
Keyword(s):  
Radical Change ◽  
Arab Countries ◽  
Colleges Of Education ◽  
Strategic Information ◽  
Staff Members ◽  
Strategic Process ◽  
Effective Training ◽  
Arab States ◽  
Teaching Learning

The study aims to highlight the importance of considering the implementation of process of re-engineering Reengineering Administrational Processes (RAP) in the Arab countries universities, particularly, colleges of education to attain good educational outputs. It seeks to highlight the requirements for this implementation and explore the problems associated to the implementation it and distinguish themselves from other organizations is. The Process of Re-Engineering (RAP) is defined as a rapid and drastic re-designing of managerial and strategic process of values at colleges of education in the Arab States Universities in order to attain good educational outputs. The managerial process includes planning, organization, control, follow-up, evaluation and decision taking. The significance of the study is that it can considerably help improve administrative processes applied in the domain of strategic planning at colleges of education in Arab States. The main objective of the study was to outline the main demands of colleges of education for using (RAP) and the obstacles that face its application. For that purpose, the descriptive/ analytic method was used. The study relied heavily on the analysis of the available literature, writings, and publications on the topic, for predicting the practicability of applying RAPRAP. The study came up with the following main results: RAP application, if used properly, can raise the level of job satisfaction among staff members of Arab States colleges of education in particular and the Arab States Universities in general. RAP application can affect total amendments on colleges of education administrative systems for better rendered services. The most demanding requirements of RAP are those that directly relate to the organization structure of the particular corporation, and all its activities for more flexibility, speed and accuracy of performance. The basic human requirements for RAP application include effective training for trainers for the sake of radical change in concepts and ideas. The main obstacles that face RAP application include the poor outcome at colleges of education regarding teaching/learning process, in addition to poor strategic information management on the part of colleges of education and universities. RAP is not fully made use of, despite large sums of money having been spent on for that exact purpose.

scholarly journals Approaches to Anti-Ageism Interventions

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 672-672
Author(s):  
Tracey Gendron ◽  
Jennifer Inker
Keyword(s):  
Social Interactions ◽  
Self Esteem ◽  
Older Individuals ◽  
Staff Members ◽  
Self Development ◽  
And Behaviors ◽  
Aging Anxiety ◽  
Negative Impacts ◽  
Systemic Nature

Abstract Ageism, a multidimensional construct, is also understood as a relational process whereby perceptions and behaviors toward older individuals by younger individuals not only damage the self-esteem of elders, but also create a hostile environment for their own future social interactions and their own future self-development as elders. Anti-ageism interventions have the hefty task of improving attitudes and behaviors toward aging within all of these contexts. This presentation will discuss findings from two different anti-ageism interventions both designed to mitigate the negative impacts of ageism. Results from a study on an intergenerational arts-based program found that after participation students demonstrated a positive change in their attitudes toward older adults. Findings from a video-based ageism intervention among a sample of 265 staff members in 15 senior living communities demonstrated decreased internalized aging anxiety as well as decreased ageist behaviors directly after the training and at three month post follow-up. Given the complex and systemic nature of ageism, diversity is necessary in scope and type of intervention in order to reach the broadest audience.

Arab League

1959 ◽  
Vol 13 (4) ◽  
pp. 653-653 ◽  
Keyword(s):  
Economic Integration ◽  
Arab Countries ◽  
The State ◽  
Secretary General ◽  
United Arab Republic ◽  
Arab League ◽  
Arab States ◽  
Relief Program ◽  
State Of Israel ◽  
Dag Hammarskjold

According to press reports from Beirut, Lebanon, on August 11 and 18, 1959, representatives of nine Arab states—all the members of the Arab League except Tunisia—were preparing a lengthy reply to the suggestion of Mr. Dag Hammarskjold, Secretary-General of the UN, that the Palestine refugees being sheltered by various Arab countries be economically integrated into these countries. Spokesmen for the Arab states declared at the end of a tenday conference that they would unanimously support the refugees' demand to return to their homes in what had become the state of Israel; this was tantamount to rejection of Mr. Hammarskjold's proposal to spend $1.5–$2 billion within the next five years to create productive jobs for about one million refugees living in Arab lands. Although the Secretary-General had asserted that economic integration would not prejudice any rights of the refugees, the Arabs interpreted the plan to mean that the refugees would be permanently resettled among them. Apparently the only part of Mr. Hammarskjold's report that was acceptable to the Arabs was that calling for the continued existence of the UN Relief and Works Agency (UNRWA), the organization administering the relief program for refugees in Lebanon, Jordan, and the United Arab Republic.

Perceptions of barriers to patient financial hardship screening differ by provider role within gynecologic oncology outpatient care.

2021 ◽  
Vol 39 (28_suppl) ◽  
pp. 317-317
Author(s):  
Jhalak Dholakia ◽  
Maria Pisu ◽  
Warner King Huh ◽  
Margaret Irene Liang
Keyword(s):  
Nurse Practitioners ◽  
Gynecologic Oncology ◽  
Financial Hardship ◽  
Comprehensive Cancer Center ◽  
Cancer Center ◽  
Patient Centered ◽  
Staff Members ◽  
Care Plans ◽  
Patient Barriers

317 Background: Although approximately half of patients with gynecologic malignancy experience financial hardship (FH) during treatment, best practices to identify and assist patients with FH are lacking. To develop such practices, we assessed oncology provider and staff perspectives about FH screening and provision of assistance. Methods: An anonymous survey was conducted electronically within the Gynecologic Oncology outpatient office at a Comprehensive Cancer Center. Potential barriers to patient FH screening and follow-up were assessed within 2 domains: 1) logistic barriers to incorporating FH screening and follow-up into outpatient workflow and 2) perceived patient barriers to FH screening. Responses were elicited on a 5-point Likert scale from ‘very’ to ‘not at all’ significant and dichotomized into significant and not significant barriers. Results: Of 43 providers approached, 37 responded (86% response rate) of which 14 were physicians (MD)/nurse practitioners (NP) and 23 were other staff members (i.e., clinical and research nurses, social workers, pharmacists, care coordinators, lay navigators, and financial counselors). Altogether, 38% worked in their current position for >5 years (n=14), 11% for 3-5 years (n=4), and 51% for <3 years (n=19). For logistic barriers to implementing FH screening and follow-up, the most frequently reported significant barriers included lack of personnel training (69%) and lack of available staff (62%), training regarding follow-up (72%), and case tracking infrastructure (67%). The most frequent significant perceived patient barriers were lack of knowledge of whom to contact (72%), concerns about impact on treatment if FH needs were identified (72%), and lack of patient readiness to discuss financial needs (62%.) Compared to MD/NP, staff members more often indicated the following as significant barriers: difficulty incorporating FH screening into initial visit workflow (31 % vs. 57%, p=0.03), overstretched personnel (29% vs 73%, p=0.005), and patient concerns about influence on treatment (62% vs 86%, p=0.01). Conclusions: Care team members identified barriers to patient FH screening across logistic and patient-centered domains, although MD/NP less so than other staff possibly reflecting different exposures to patient financial needs during clinical encounters or burden of workflow. Implementation of universal FH screening, dedicated personnel, convenient tracking mechanisms, and multi-disciplinary provider and staff training may improve recognition of patient FH and facilitate its integration into oncology care plans.

scholarly journals If Mobilizing Educational Research Is the Answer, Who Can Afford to Ask the Question? An Analysis of Faculty Perspectives on Knowledge Mobilization for Scholarship in Education

AERA Open ◽  
2018 ◽  
Vol 4 (1) ◽  
pp. 233285841775013 ◽  
Author(s):  
Gustavo E. Fischman ◽  
Kate T. Anderson ◽  
Adai A. Tefera ◽  
Steven J. Zuiker
Keyword(s):  
Educational Research ◽  
Colleges Of Education ◽  
Knowledge Mobilization ◽  
Faculty Perspectives ◽  
Faculty Careers ◽  
Faculty Surveys

This article explores faculty perspectives at three colleges of education regarding strategies of knowledge mobilization for scholarship in education (KMSE), with consideration for the opportunities and challenges that accompany individual and organizational capacities for change. Faculty surveys ( n = 66) and follow-up interviews ( n = 22) suggest two important trends: First, KMSE presents both a complementary agenda and a competing demand; second, barriers and uncertainties characterize the relevance of knowledge mobilization for faculty careers in colleges of education. This study empirically illuminates the persistence of long-standing challenges regarding the relevance, accessibility, and usability of research in colleges of education housed in research-intensive universities. While KMSE holds promise for expanding the reach and impact of educational research, scholarly tensions underlying these trends suggest that individual and organizational efforts will suffice only with modifications to university procedures for identifying what counts as recognizable, assessable, and rewardable scholarly products and activities for faculty careers.

scholarly journals Multimedia-Aided Instruction in Teaching Grade Four Science and Health: Its Effect on Pupils’ Performance and Attitude Towards Multimedia Use in the Classroom

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Virlen O. Galope
Keyword(s):  
Professional Growth ◽  
Teaching And Learning ◽  
Pedagogical Issues ◽  
Gain Scores ◽  
Quasi Experimental ◽  
Integration Effect ◽  
The Difference ◽  
Teaching Learning ◽  
Positive Effect

This study is focused on the effects of multimedia aided instructions in Grade 4 Science and health pupils’ performance and attitude towards multimedia. Specifically this study sought to explore the multimedia aided instruction on the learning environment of the grade four pupils’ performance in science and health. Two intact classes in grade 4 were exposed to multimedia aided instructions. The difference in gain scores produced by integrating multimedia in Science and Health 4 classes and those produced by conventional method of teaching was investigated in this quasi experimental research.  Results indicated that using the multimedia in the classes produced significant improvement in the performance of the pupils in Science and Health, but not in the other, which is congruent with most other results for this strategy of teaching found in the literature. Follow-up survey of attitudes of 86 pupils towards the use of multimedia in the classroom provided additional evidence for its positive effect in the teaching learning process. The pupils’ attitudes towards their class were positive about the potential for multimedia and enthusiastic about what this would mean in learning Science and Health. Utilizing multimedia seemed to affect the teachers’ personal and professional growth. Teachers expect to develop their technological skills and knowledge to use multimedia in their classrooms. Pedagogical issues challenge the teachers’ approaches in the teaching and learning. Keywords - Multimedia Integration, Effect on Pupils Performance, Attitude of Pupils towards Multimedia in the Classroom, quasi-experimental design, Philippines

Learning from Failure

2011 ◽  
pp. 419-430
Author(s):  
Fadi Salem ◽  
Yasar Jarrar
Keyword(s):  
Business Strategy ◽  
Large Scale ◽  
Arab Countries ◽  
Electronic Government ◽  
Public Administrators ◽  
The Public ◽  
Awareness Campaigns ◽  
Arab States ◽  
Management Approaches ◽  
Political Economic

Large-scale electronic government projects had mixed results over the past decade. A considerably large percentage of such projects effectively failed. The over-ambitious promise of e-governance positively transforming public sectors in developing nations didn’t fully materialize. The actual causes of e-government failures are still to be explored in more detail to improve the understanding of the phenomenon by practitioners and scholars alike. This chapter explores the causes of e-government failures within the context of Arab states and discusses prevailing views of such failures in earlier literature. Based on a survey of senior e-government practitioners in nine Arab countries, our findings indicate that the underlying roots of failure in e-government projects in Arab countries (which we classify in nine main categories) are entwined with multifaceted social, cultural, organizational, political, economic and technological factors. We argue that, despite their many similarities, e-government initiatives in the Arab states would be better equipped for avoiding failure when a local ‘fit’ is established between leadership commitment, sustainable cross-government vision, appropriate planning, rational business strategy, suitable regulatory framework, practical awareness campaigns and rigorous capacity building for the public administrators and society at large. Based on our findings, we argue that replicable “best practices” in a complex and developing field of e-government rarely exist. We conclude with a proposal to nurture a culture more tolerant to risk-taking and failure in the relatively new area of e-government in the Arab states. Until a local maturity level is reached, such culture should be accompanied with home-grown e-government risk management approaches as well as effective mechanisms of knowledge management to enable extracting relevant local lessons from failed projects and partial successes.

Sustainability Education and Teacher Education: Finding a Natural Habitat?

2012 ◽  
Vol 28 (2) ◽  
pp. 108-124 ◽  
Author(s):  
John Buchanan
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Natural Habitat ◽  
Sustainability Education ◽  
Primary Teacher ◽  
Staff Members ◽  
Assessment Tasks ◽  
The Social ◽  
Teaching Learning

AbstractSustainability education competes for curricular space, both in schools and in teacher education. Opportunities and barriers for the inclusion of sustainability education in an Australian university primary teacher education program are examined in this article. The study focused on the roles, practices and perceptions of teacher educators in promoting sustainability education. Three focus groups were conducted with members of faculty staff from each of the K–6 Key Learning Areas to gather data, which were analysed according to three frameworks: espoused/aspirational and actual practices of staff members; barriers to and affordances for teaching sustainability education; and the nature of initiatives, in terms of teaching/learning activities, assessment tasks, and resources. Beyond the Social Sciences, and Science and Technology, we found that inclusion of sustainability education is somewhat sporadic. The article proposes some ways forward to promote and abet sustainability education in a tertiary context.

Evaluation of a Safety Awareness Group Program for Adults With Intellectual Disability

2020 ◽  
Vol 125 (4) ◽  
pp. 304-317
Author(s):  
Rosemary B. Hughes ◽  
Susan Robinson-Whelen ◽  
Leigh Ann Davis ◽  
James Meadours ◽  
Olivia Kincaid ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Independent Living ◽  
Abuse Prevention ◽  
Research Approach ◽  
Community Resources ◽  
Group Program ◽  
Staff Members ◽  
Safety Awareness ◽  
Participatory Research Approach

Abstract Using a participatory research approach, we enlisted 12 U.S. Centers for Independent Living (CILs) to recruit and enroll 170 adults with intellectual disability (ID) to be randomized to either The Safety Class, an abuse prevention group program, or usual care. Participants were asked to complete pre, post, and 3-month follow-up questionnaires. CIL staff members facilitated the eight-session, interactive program. Quantitative and qualitative findings suggest that participation in a brief safety program may improve safety protective factors among men and women with ID. The Safety Class serves as one model for delivering an abuse prevention and education intervention to adults with significant safety needs but extremely limited access to relevant community resources.

scholarly journals What do students believe about effective classroom management? A mixed-methods investigation in Western Australian high schools

2017 ◽  
Vol 45 (2) ◽  
pp. 195-216 ◽  
Author(s):  
Helen Egeberg ◽  
Andrew McConney
Keyword(s):  
Classroom Management ◽  
Classroom Environment ◽  
School Experiences ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Student Responsibility ◽  
School Contexts ◽  
Teaching Learning ◽  
Western Australian

Abstract Students’ views about teaching, learning, and school experiences are important considerations in education. The purpose of this study was to examine students’ perceptions of teachers who create and maintain safe and supportive learning environments. To achieve this, a survey was conducted with 360 students to capture students’ views on their classroom experiences. Follow-up focus group discussions were used to further elaborate and clarify students’ perceptions. Despite varying school contexts, students provided consistent reports that effective classroom managers meet students’ needs by developing caring relationships and controlling the classroom environment while developing student responsibility and engaging students in their learning.

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