scholarly journals Pediatric CV Surgeon Training System in the United States

2021 ◽  
Vol 37 (3) ◽  
pp. 246-247
Author(s):  
Takeshi Shinkawa
Keyword(s):  
United States ◽  
The United States ◽  
Training System ◽  
Surgeon Training

ОСОБЕННОСТИ ПОДГОТОВКИ КАДРОВ ДЛЯ ПЕНИТЕНЦИАРНОЙ СИСТЕМЫ В США

2020 ◽  
Author(s):  
Vladimir Unterov ◽  
Elizaveta Eremeeva
Keyword(s):  
United States ◽  
The United States ◽  
Training System ◽  
Modern World ◽  
Foreign Experience ◽  
Foreign Countries ◽  
Personal Qualities ◽  
The Russian Federation ◽  
Prison Systems ◽  
Correction System

Статья посвящена изучению зарубежного опыта подготовки кадров для пенитенциарных систем. Его анализ и рассмотрение возможности внедрения отдельных элементов направлены на совершенствование системы подготовки сотрудников для уголовно-исполнительной системы России, повышение их профессионального уровня, что в конечном счете будет способствовать достижению главной цели УИС - исправлению осужденных. Авторы особое внимание уделяют изучению специально-профессиональных и личностных качеств, необходимых сотрудникам пенитенциарных учреждений. В статье рассматриваются особенности подготовки сотрудников пенитенциарной системы в Соединенных Штатах Америки. Важнейшей задачей образовательных учреждений и центров по подготовке кадров для пенитенциарной системы США является обеспечение будущих сотрудников знаниями, необходимыми для выполнения профессиональных обязанностей в рамках предстоящей деятельности. Также авторы подчеркивают важность развития при подготовке будущих сотрудников не только профессиональных, но и личностных качеств.The article is devoted to the study of foreign experience in order to improve the training system for the Russian penal correction system. In particular, the training of prison officials in the United States of America is considered as one of the most developed States in the modern world. The improvement of the training process for the Russian penal correction system implies the development of international cooperation with the prison systems of foreign countries. The study of foreign experience of penitentiary education contributes to the improvement of the professional level of the staff of the Penal Correction Service and, ultimately, to the achievement of the main goal - correction of convicts. The authors pay particular attention to the study of specific professional and personal qualities required by potential prison staff. Since there have been significant positive changes in the formation of professional qualities of the future employee of the Russian penal correction system over the past decade, the main focus of the work is on the formation of personal (universal) qualities of the employee of the Federal Penal Correction Service of the Russian Federation, for which the positive experience of the United States is analyzed.

scholarly journals Prevalence and Predictors of Depression among Training Physicians in China: A Comparison to the United States

2020 ◽  
Author(s):  
Lihong Chen ◽  
Zhuo Zhao ◽  
Zhen Wang ◽  
Ying Zhou ◽  
Xin Zhou ◽  
...  
Keyword(s):  
United States ◽  
Family Environment ◽  
East Asian ◽  
The United States ◽  
Training System ◽  
First Year ◽  
The Us ◽  
Asian Descent ◽  
Predictors Of Depression ◽  
Early Family

AbstractResident physician training is associated with a substantial increase in depression in the United States, with rates increasing from about 4% before internship to 35% at least once during the first year of residency1.Here, we sought to assess whether the rate of depression among residents in China are similar to their US counterparts and identify the common and differential predictors of depression in the two training systems. We assessed 1006 residents across three cohorts (2016-2019) at 16 affiliated hospitals of Shanghai Jiao Tong University and Peking Union Medical College. In parallel, we assessed three cohorts of 7028 residents at 100+ US institutions.At the Chinese institutions, similarly, the proportion of participants who met depression criteria increased from 9% prior to residency to 35% at least once during the first year of residency (P<0.0001), an increase similar in magnitude to residents during internship in US institutions. Among factors assessed before residency, prior history of depression and depressive symptom score at baseline were common factors associated with depression during residency in both China and the US. In contrast, neuroticism and early family environment were strongly associated with depression risk in the US but not in China. Young age was a predictor of depression in China but not in the US sample. Among residency training factors, long duty hours and reduced sleep duration emerged as predictors of depression in both China and the US.To gain insight into whether differences in personal predictors between the residents in China compared to the US residents were driven more by differences between cohorts, or by training system differences, we compared US residents of East Asian descent to other US and Chinese residents. We found that for most predictors (age, Neuroticism, early family environment), US residents of East Asian descent were more similar to other US residents than to the residents training in China.Overall, the magnitude of depression increase and work-related drivers of depression were similar between China and the US, suggesting a need for system reforms, and that the types of effective reforms may be similar across the two systems.

scholarly journals Surgical training in the United States

2007 ◽  
Vol 89 (2) ◽  
pp. 56-57 ◽  
Author(s):  
Craig A Nicholson
Keyword(s):  
United States ◽  
Surgical Training ◽  
Medical Training ◽  
Care Delivery ◽  
The United States ◽  
Training System ◽  
Payment Systems ◽  
Graduate Medical ◽  
The Us ◽  
Generational Changes

Surgical education in the United States has developed along with the graduate medical education (GME) system. Changes in health care delivery and payment systems, changes in the practice and specialisation of surgery, attempts to improve the system of graduate medical training and even generational changes among those entering surgical training have influenced and changed the way surgeons are trained in the US. Although a thorough examination of these factors and their influence on surgical training is beyond the scope of this brief review, some of these influences and our current surgical training system will be described.

The Training of Doctoral Students of Psychology in the United States

2003 ◽  
Vol 8 (1) ◽  
pp. 48-53 ◽  
Author(s):  
David H. Silvera ◽  
Bruno Laeng ◽  
Tove I. Dahl
Keyword(s):  
United States ◽  
Doctoral Students ◽  
Doctoral Programs ◽  
Doctoral Program ◽  
Psychology Students ◽  
The United States ◽  
Training System ◽  
Working Environment ◽  
Doctoral Training ◽  
Close Supervision

This article describes both formal and informal aspects of doctoral training of psychology students in the United States. We first describe admission procedures and the financial support of doctoral students and then discuss the various milestones in a typical doctoral program. There follows an overview of what is expected of doctoral students and a description of the working environment (e.g., faculty and fellow students) in doctoral programs. Finally, we provide a brief analysis of the doctoral training system in the United States. One question of particular importance is whether the close supervision associated with many doctoral programs prepares the student adequately for supervising researchers and developing a research program of his/her own after graduation.

scholarly journals The British and American Systems of Diplomatic Training in the Face of Globalization Shifts

2019 ◽  
pp. 570-584
Author(s):  
Liudmyla Chekalenko ◽  
Viacheslav Tsivatyi
Keyword(s):  
United States ◽  
Foreign Policy ◽  
Training Model ◽  
The United States ◽  
Training System ◽  
Us Foreign Policy ◽  
Advanced Training ◽  
The Us ◽  
The Face ◽  
Diplomatic Training

The article deals with frameworks for studying diplomacy in the leading foreign countries, namely the United States and the United Kingdom. The methods of determining educational disciplines for mastering the principles of diplomatic work are explored. At the same time, as an example, attention is attached to the experience of the Diplomatic Academy of Ukraine at the Ministry of Foreign Affairs of Ukraine in the preparation of diplomatic staff for Ukraine. The article is dedicated to institutional and human resource issues and stages of establishment of the US diplomatic service, including the current rotation model and advanced training system. The need for drastic changes in the system of foreign policy institutions and the advisability of reforming the US diplomatic service came to the forefront of American political and academic discourse in the mid-1990s. The events of September 11, 2001 served as a catalyst for rejuvenating the preparation and advanced training model as well as the personnel management model in the US foreign policy and made the topic discussed increasingly relevant. Historically, the US diplomatic service has been relatively small but the most competent, qualified and efficient part of the US foreign policy mechanism. It is the experience of the United States which is valuable and helpful for post-Soviet countries with respect to the use of the US experience, given its established traditions and prompt response to emerging threats and challenges of the globalized world of the 21st century in the context of the ongoing reform of the diplomatic service in Ukraine. The article covers the urgent issue of renovating the diplomatic training model in Ukraine based on the analysis of experience of its US counterpart. The US experience is important and useful for Ukraine in the context of government service reforms as well as for other post-Soviet countries within the framework of integration processes and globalization. Keywords: diplomatic training system, UK diplomatic service, US diplomatic service, foreign policy, diplomacy, diplomatic institutions, institutionalization, Ukraine.

scholarly journals Competing Institutional Logics and Paradoxical Universalism: School-to-Work Transitions of Disabled Youth in Switzerland and the United States

2020 ◽  
Vol 8 (1) ◽  
pp. 155-167
Author(s):  
Christoph Tschanz ◽  
Justin J. W. Powell
Keyword(s):  
United States ◽  
Inclusive Education ◽  
The United States ◽  
Institutional Logics ◽  
School To Work ◽  
Training System ◽  
Vocational Education And Training ◽  
Human Right ◽  
Work Transitions ◽  
The Right

<p class="Default">Disablement is a complex social phenomenon in contemporary societies, reflected in disability policies oriented towards contrasting paradigms. Fraught with ambivalence, disability raises dilemmas of classification and targeted supports. Paradoxical universalism emphasizes that to achieve universality requires recognizing individual dis/abilities and particular contextual conditions and barriers that disable. Myriad aspects of educational and disability policies challenge both conceptualization and realization of universal policies, such as compulsory schooling, with widespread exclusion or segregation prevalent. Resulting tensions between providing support and ubiquitous stigmatization and separation are endemic, and particularly evident during life course transitions that imply shifting memberships in institutions and organizations. Particularly visible among disabled youth, school-to-work transitions are fundamentally challenged by contrasting policies, institutional logics, and institutionalized organizations. Analyzing institutional logics facilitates understanding of the lack of coordination that hinders successful transitions. Examining such challenges in the United States and Switzerland, we compare their labor markets and federal governance structures and contrasting education, welfare, and employment systems. Whereas lacking inter-institutional coordination negatively impacts disabled young adults in the United States, Switzerland’s robust vocational education and training system, while not a panacea, does provide more coordinated support during school-to-work transitions. These two countries provide relevant cases to examine ambivalence and contestation around the human right to inclusive education as well as the universality of the right (not) to work.</p>

scholarly journals Library magistrature. Its impact on the fate of library education in Russia

2017 ◽  
pp. 69-80 ◽  
Author(s):  
Eduard Sukiasyan
Keyword(s):  
United States ◽  
Selection Criteria ◽  
Current Practice ◽  
The United States ◽  
Training System ◽  
Educational Institutions ◽  
Further Training ◽  
Bologna Declaration ◽  
Library Education ◽  
Additional Education

The author speaks about the influence of the Bologna Declaration principles on the fate of library education in Russia. The problems of education at the level of undergraduate, graduate and postgraduate courses, further training of practical librarians, and the additional education (obtaining a second diploma) have been consistently addressed. The current practice in Russia is compared with the training system in the United States. The experience of teaching Russian students in US library schools is analyzed, from the selection criteria to the evaluation of effectiveness. The conclusion is drawn: there is no connection between educational institutions and libraries. This should be handled by the Russian Library Association.

scholarly journals The Establishment of the System of Foreign Students’ Social and Pedagogical Support in the United States of America (1911-1920)

2021 ◽  
Vol 7 (2) ◽  
pp. 46-53
Author(s):  
Yaroslav S. Slutskiy
Keyword(s):  
United States ◽  
International Education ◽  
Support System ◽  
Foreign Students ◽  
Foreign Student ◽  
The United States ◽  
Training System ◽  
Practical Significance ◽  
The Usa ◽  
History Of

The study analyses the historical basis of the system of social and pedagogical support of foreign students in the United States. The relevance of the study lies in the importance of modernisation and the regular improvement of adaptive preparatory programmes in the linguistic, psychological, and sociocultural areas. However, this requires the use of the experience of countries with the biggest practice of working with foreign students, namely the United States. Therefore, the purpose of the study is to analyse the organisational structure of the system of social and pedagogical support of foreign students in higher education institutions in the United States at the initial historical stage. The methods of analysis, synthesis, and generalisation were used during the research. Also, for a more effective study of social and pedagogical and infrastructural development of the adaptive training system of foreign students, a method of chronological coordinates was developed. The stage from which it is necessary to begin the study of the history of the system of foreign student support is highlighted, namely the period of 1911-1920, marked as organisational and constitutive. It is revealed that the stage is characterised by the emergence of the primary foundations of the counselling centre for the support of foreign students; the creation of the first structured national associations of foreign students and the adoption of fundamental legislative initiatives that provided the development of the support system. It is substantiated that the process of structuring the support system in the United States should be considered after 1919 (defined by the author as a period of diachronic- synchronous unity) when the Institute of International Education was established. The practical significance of the study lies in the first systematisation of historical material and its presentation as an organisational and constitutive stage. The presented results of the research can be practically applied in the process of preparation of lecture material on the history of social work in the USA and the world; in the framework of public and non-profit organisations

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