Phlebotomy educational interventions

The teaching of the standard operating procedure (SOP), taking venous blood (venipuncture, phlebotomy), for a long time proceeded according to the classical model, in which the teacher explained and showed the cadets how to take blood from a vein correctly, and then the trainers repeated the whole sequence after him (4- x in stages). In 2014, substitute teacher technologies such as the TutorMan virtual complex began to appear in the training system. And what if the students already have their own experience. We turned to educational intervention technologies.

TATHWÎR MAWÂD AL-MUTHÂLA’AH AL-MUTADARIJAH LI AL-TA’ALLUM AL-DZÂTÎ LI AL-THULLÂB AL-MUTAKHARIJÎN FI MADÂRIS ‘ÂMMAH

The research employed a research and development method modified from Borg and Gall, consisting of needs assessment, design, and development. The research objectives were to portray the material of teaching Arabic written in class ten at Islamic senior high school and design a model of enrichment material graded and used independently for the students who graduated from public junior high schools. The study showed that the students who graduated from public junior high school and continued study to Islamic senior high school must be assisted by an enrichment material for their independent study because the existing material did not match their previous knowledge. In this research, a model of teaching material was designed based on three characteristics; first, readability is the main character of supporting teaching material. Secondly, grammar and daily culture made it easier to grab meaning and were thirdly graded and comprehensive. The teaching material was accompanied by audio material for listening, conversation, and reading to the substitute teacher when the student studied independently.

The working conditions of the substitute university professor in contemporary times: exploring the reality of a public university

The present study aims to discuss the precariousness of the teaching labor conditions in contemporary capitalism, particularly addressing the status of the substitute teacher in the magisterium career on academic education. The nature of the study is qualitative and exploratory, based on documentary analysis and interview, due to its approximate bias to the theme, being guided by the theoretical-methodological perspective of historical-dialectical materialism and Marxist ontology. The main results of our investigation indicate that substitute teachers are submitted to visible conditions of devaluation of their teaching activities. His work, marked by transience, almost becomes a necessary requirement for his future hiring as an effective public teacher. In this sense, the teachers are subordinated to receive a remuneration that, in general, is well inferior compared to effective teachers. Their activities are distinguished by the “aulism”, instead of the research and extension, which, in addition to teaching,also compose the basic social functions of the university, whose reference is the production of knowledge and its application.

Making Room for Race in Your Classroom Discourse

This chapter explores how the author made room for discussions about race in their high school English Language Arts classroom and how the author's teaching became emotionally responsive as the author embarked upon an identity journey. The classroom discussions were the result of the author's students' lived experiences being reflected in the course readings and then a space being provided to unpack their meanings. The author's journey began with their early years in education and experiencing integration of Native Americans and White students in school. The author's identity journey embodied walking in two worlds but not being accepted in either; the author is both White and Native American. The author looks White but is an enrolled Northern Cheyenne woman. The author began her teaching career on the Northern Cheyenne Reservation as a long-term math substitute teacher at a high school. It was at this school that the author had many experiences unpacking race and learning how to implement emotionally responsive pedagogy.

The Teaching Episode of a Released Prisoner. František Křelina at the School in Český Dub in January 1966

The writer František Křelina (1903-1976) graduated from the teaching institute in Jičin. He first taught at village elementary schools in the Nova Paka and Turnov regions. From the mid-1930s, he was a special subject teacher at the council school in Česky Dub. After the town was occupied following the Munich agreement in 1938, he worked at schools in Prague, where his family had also moved. He considered his teaching profession to be a mission. His success and his popularity are evidenced by the extant correspondence with his former students until the end of his life. His teaching activities were terminated by force in 1951, when he was arrested and subsequently, in 1952, sentenced in a political process to 12 years in prison. He was released on amnesty in 1960, but he was not allowed to return to his profession. He thus worked as a construction labourer, retiring in 1964. In 1965, he was given an unexpected opportunity to work as a substitute teacher at his former school in Česky Dub. Since his rehabilitation proceedings had not been completed, however, he had to leave the school again three days later. In order not to cause problems for the headmaster, he excused his leaving by a pretended illness. Nevertheless, the three days were enough for his personality to leave a deep and lasting impression on the hearts of both his students and his teacher colleagues - their correspondence is full of respect and admiration. The history of the teaching activities of František Křelina, who was not allowed to achieve his full fulfilment, hence demonstrates the violence, malevolence and crimes of Communist totalitarian power.

Peranan Guru PAI dalam Pendidikan Akhlak di Sekolah

Pendidikan moral saat ini memiliki peran penting di suatu negara, sehingga layaknya pendidikan sekarang ini lebih diarahkan untuk membentuk karakter bangsa. Masalah yang timbul di bidang pendidikan, khususnya pendidikan moral merupakan tanggung jawab seorang pendidik (guru). Guru (pendidik) sebagai pelaksana kurikulum harus mampu menerapkan kurikulum dalam proses pembelajaran. Permasalahan yang diamati dalam penelitian ini adalah apa yang harus dilakukan guru (pendidik) supaya pendidikan akhlak tidak hanya dipahami oleh peserta didik tetapi mampu diaplikasikan dalam kehidupan sehari-hari. Penelitian ini merupakan penelitian kualitatif dengan pendekatan deskriptif menggunakan metode interaktif dan non interaktif. Dalam pendidikan moral di sekolah, guru memiliki peran yang sangat dominan, sedangkan peran yang dapat dilakukan oleh guru adalah sebagai berikut: 1) peran sebelum proses pembelajaran adalah: guru sebagai desainer instruksional, guru sebagai penjaga system nilai (teladan) serta guru pengganti orang tua; 2) peran dalam proses pembelajaran adalah: organizer, fasilitator, motivator, inovator dan mentor; 3) peran setelah proses pembelajaran adalah: evaluator. Moral education has an important role in the state, so that education is directed to shape the character of the nation. Issues that arise in the educational field, especially moral education is the responsibility of educator (teacher). Teachers as curriculum implementers should be able to apply the curriculum in the learning process. The problems observed in this study is what should teacher / educator do so that moral education is not only understood by learners but can be applied in everyday life. This research is a qualitative descriptive approach using interactive and non-interactive methods. In moral education at schools, teachers have a very dominant role, while the role which can be done by the teacher in outline as follows: 1) the role of pre-learning such as: teachers as instructional designers, teachers as a guard value (role model) as well as a substitute teacher parents; 2) role in the learning process such as: organizer, facilitator, motivator, innovator and mentor; 3) the role after learning such as: the evaluator. Kata kunci: guru pendidikan agama islam, akhlak, moral

Peranan Guru PAI dalam Pendidikan Akhlak di Sekolah

Pendidikan moral saat ini memiliki peran penting di suatu negara, sehingga layaknya pendidikan sekarang ini lebih diarahkan untuk membentuk karakter bangsa. Masalah yang timbul di bidang pendidikan, khususnya pendidikan moral merupakan tanggung jawab seorang pendidik (guru). Guru (pendidik) sebagai pelaksana kurikulum harus mampu menerapkan kurikulum dalam proses pembelajaran. Permasalahan yang diamati dalam penelitian ini adalah apa yang harus dilakukan guru (pendidik) supaya pendidikan akhlak tidak hanya dipahami oleh peserta didik tetapi mampu diaplikasikan dalam kehidupan sehari-hari. Penelitian ini merupakan penelitian kualitatif dengan pendekatan deskriptif menggunakan metode interaktif dan non interaktif. Dalam pendidikan moral di sekolah, guru memiliki peran yang sangat dominan, sedangkan peran yang dapat dilakukan oleh guru adalah sebagai berikut: 1) peran sebelum proses pembelajaran adalah: guru sebagai desainer instruksional, guru sebagai penjaga system nilai (teladan) serta guru pengganti orang tua; 2) peran dalam proses pembelajaran adalah: organizer, fasilitator, motivator, inovator dan mentor; 3) peran setelah proses pembelajaran adalah: evaluator. Moral education has an important role in the state, so that education is directed to shape the character of the nation. Issues that arise in the educational field, especially moral education is the responsibility of educator (teacher). Teachers as curriculum implementers should be able to apply the curriculum in the learning process. The problems observed in this study is what should teacher / educator do so that moral education is not only understood by learners but can be applied in everyday life. This research is a qualitative descriptive approach using interactive and non-interactive methods. In moral education at schools, teachers have a very dominant role, while the role which can be done by the teacher in outline as follows: 1) the role of pre-learning such as: teachers as instructional designers, teachers as a guard value (role model) as well as a substitute teacher parents; 2) role in the learning process such as: organizer, facilitator, motivator, innovator and mentor; 3) the role after learning such as: the evaluator. Kata kunci: guru pendidikan agama islam, akhlak, moral