Evaluation of Online Practical Courses and Exams from the Students' Perspectives of Physiotherapy and Rehabilitation Department: Sample of Pamukkale University

Background and aim: Due to the pandemic, all courses and exams in the physiotherapy and rehabilitation department continue through online training. The purpose of this study is to evaluate the online practical courses and exams from the point of view of the students of the physiotherapy and rehabilitation department. Materials and methods: Two hundred volunteers who are 2nd and 3rd year students taking practical vocational courses online at Pamukkale University School of Physical Therapy and Rehabilitation in the fall semester of the 2020-2021 academic year were included in the study. Students who accepted to participate in the study were sent an evaluation form prepared via Google Forms and asked to fill it out online. The level of satisfaction with the online method of teaching applied courses was evaluated using the Satisfaction Scale for E-Course (SSEC) and the online method of conducting the exams using the E-Assessment Attitude Scale (EAAS). Results: A total of 200 students (145 female, 55 male) with a mean age of 21.36±2.70 years were included in the study. 43.5% (n=87) of the students were second-year students and 56.5% (n=113) were third-year students. 79% (n=158) of the students stated that face-to-face education is better than distance education, 17.5% (n=35) stated that distance education is sufficient and 3.5% (n=7) stated that face-to-face education is stated that there was no difference between the mean total score of the second graders on SSEC was 112.80±31.73, and the total score on EAAS was 67.36±13.72. The mean total score of SSEC of the third graders was 100.46±26.76, and the total score of EAAS was 66.60±11.69. While the second-year students' level of satisfaction was higher (p=0.004), their views on exams were similar (p=0.677). A statistically significant positive correlation was found between the students' level of satisfaction with the course and their perspectives on the exams (p=0.001; r=0.369). Conclusion: Although the course materials are rich during distance education in the 3rd grade, where the application-oriented courses are more intense, the level of satisfaction with the courses is lower since the students do not have the opportunity to practice one-on-one. In order to eliminate these deficiencies of the students, concentrated practical trainings can be applied in small groups under pandemic conditions.

Class and creativity in fashion education: A comparison of the pedagogies of making and design at British technical schools and art and design schools, 1870s–1950s

Discourses of creativity play a crucial role in shaping cultural perceptions of what constitutes creative labour, who performs it and where it is located. This article explores the historical role that businesses, policy-makers and education providers played as co-producers of discourses about creativity in British fashion and textile design education. Beginning with the emergence of new vocational courses for textile design and manufacture in the 1870s, it traces how the language used to describe conceptions of creativity evolved in relation to educational provision for textiles, dressmaking and, later, fashion over the first half of the twentieth century. During this period, creativity became associated with labour related to designing fashion and textile goods – such as illustration – rather than the labour of making them. This shift resulted from the establishment of fashion and textile design as respected courses within art and design schools, which backed the ideal of a professional designer. It was implemented at the expense of, and with the effect of undermining the creative labour of staff and students in vocational trade schools. As a result, this article challenges the idea that the development of fashion and textile design courses in art and design schools democratized the creative labour of design in the British fashion industry by opening opportunities for the middle-classes. Rather, it finds that discourses around creative labour worked to exclude the creativity of the predominantly working-class students at technical schools, with long-term implications for the relationship between socio-economic status and access to the creative industries.

Views of Academic Staff on Physical Education and Sports Teaching Undergraduate Program

The general purpose of this study is to find out the views of academic staff working in schools of Physical Education and Sports or faculties of Sports Sciences regarding the physical education and sports teaching undergraduate program. While finding out the views of academic staff, the physical education and sports teaching undergraduate program was examined within 5 different themes under the titles of general evaluation of the program, evaluation of the learning-teaching process, advantages of the program, disadvantages of the program and recommendations relating to the program. Under the theme general evaluation of the program, 4 different sub-themes were examined separately as evaluation of applied courses, evaluation of courses on teaching profession, evaluation of courses on content knowledge and evaluation of general culture and elective courses. The most frequently used qualitative research method, interview technique, was used in the study. A total of 12 academic staff were interviewed. The interviews were voice recorded and transcribed. The transcribed data were evaluated with descriptive analysis method and coded. Interpretations were made by using codes. As a result in general the academic staff stated their views the need to increase the number of applied courses, opening new applied courses, increasing the number of field-specific theoretical courses and updating the program and also their views that vocational courses were sufficient and physical infrastructure was insufficient.

Seasonal sensitivity and psychiatric morbidity: study about seasonal affective disorder

Background Seasonal Affective Disorder is a recurrent depressive disorder which usually begins in the fall/winter and enters into remission in the spring/summer, although in some cases may occur in the summer with remission in the autumn-winter. In this study the authors evaluated the association between seasonal changes in mood and behavior with psychiatric disturbance. Method Descriptive, cross-sectional study. Participants, students attending higher education and vocational courses (N = 324), were evaluated with the Seasonal Pattern Assessment Questionnaire (SPAQ) and the Screening Scale for Mental Health (ER80). Results Among the respondents, 12.7% showed seasonal affective disorder (SAD), 29.0% showed subsyndromal seasonal affective disorder (s-SAD) and 58.3% did not show significant seasonal affective symptomatology. As for psychiatric morbidity, 36.6% of subjects with SAD and 13.8% of those with s-SAD were considered “psychiatric cases” whereas for subjects without SAD this value was only 3.2%. Conclusions There is a statistically significant association between psychiatric morbidity and seasonal affective disorder. This association corroborates the importance of the Seasonal Pattern Assessment Questionnaire in screening for seasonal fluctuations in mood and behavior related disorders, and the clinical need for recognition of these conditions, particularly associated suffering and disabilities.

Educational Needs and Training for Women Empowerment in India

Women in India have faced a lot of problems and issues for their rights. Therefore, the present paper aims to examine the role of education for women empowerment in India and study the government schemes for women empowerment in India. The present study is based on the descriptive type of research. For this study, the researcher used secondary data. The study found that women empowerment is an energetic and dynamic process that facilitates them to realize their identity and power in all characteristics. Due to the lack of educational facilities and training, Indian women left their education in the middle. That is why Indian women are far away from their rights. Most of the Indian women are housewives, but in the present time, it has been improved in many areas; most of the vocational courses and training programs have been introduced by the Indian government.

Investigation of Teachers' Attitudes Towards Sports in Turkey

This research was conducted to examine the Attitudes of Teachers working in public schools towards Sports in terms of Different Variables. The data of the research were obtained from 403 teachers working in Aydın during the 2020-2021 academic year. As the data collection tool, "Attitude Scale towards Sports" made by Halil Evren Şentürk (2012) was used. Descriptive statistics and nonparametric tests were used to analyze the data. Mann Whitney U-test was used for comparisons of two groups, and Kruskal Wallis H was used for comparing more than two groups. The Cronbach's Alpha coefficient of the scale was found to be 0.97. As a result of the research, a statistically significant difference was found as a result of the analysis made between the sub-dimensions of the attitude towards sports in the variables of the teachers' Gender, Education and Branch (p <0.05). In the gender variable, it was concluded that the Attitudes of Female Teachers towards Sports were higher than male teachers in all sub-dimensions of the scale. When the Educational Status Variable is examined, it is seen that in the dimension of Interest in Sports, Graduate Teachers' Attitudes towards Sports are higher than Undergraduate teachers. In the Active Sports dimension, it is concluded that the Graduate Teachers' Attitude towards Sports scores are higher than the Undergraduate Teachers. It was concluded that Physics, Biology and Science, Turkish and Literature, History, Geography and Social, Religious Culture and Moral Knowledge, PDR and Philosophy, Mathematics and Information Technologies, Vocational Courses and Technology Design teachers were higher than their attitude scores. Physical Education and Sports Teachers' attitude scores in the dimension of Life with Sports Foreign Language Teachers (German and English), Chemistry, Physics, Biology and Science, Turkish and Literature, Religion and Moral Knowledge, PDR and Philosophy, Mathematics and Information Technologies, Vocational Courses and It is higher than the attitude scores of Technology Design teachers. The attitude scores of Physical Education and Sports Teachers in the Active Sports dimension are Foreign Language Teachers (German and English), Chemistry, Physics, Biology and Science, Turkish and Literature, History, Geography and Social, Classroom and Preschool, Special Education, Religious Culture and It is higher than Teachers of Morality, PDR and Philosophy, Mathematics, Information Technology, Vocational Courses and Technology Design. It was concluded that there was no statistically significant difference between the sub-dimensions of age, marital status, education level and attitude towards sports (p> 0.05).

MASALAH YANG DIHADAPI MAHASISWA PSTM UM KONSENTRASI TARI PADA MATA KULIAH TARI BALI DI TENGAH PANDEMI COVID-19

The learning process is currently carried out with online media because during this pandemic by the government is encouraged to reduce being in crowded places. This kind of learning process is done at home to break the chain of spread of COVID-19. With this increasingly advanced technology, it can be used as a medium in the learning process. However, there are also shortcomings with this kind of learning model. Most of the students prefer to learn online, especially if they get balinese dance practice materials. Because it will be very effective and understandable material rather than learning online. In addition, there are perceived complaints that more and more tasks while studying online. But not a few also among students, who like to learn through online because learning like this is quite practical and fun. This kind of condition is felt by students of the Dance and Music Arts Education Program of Malang State University in the vocational courses of Balinese Dance.

Developing a Framework to Measure Competency Levels of Students with Special Needs to Attend Advanced Vocational Courses

: Students with special needs (MBK) should not be considered students who fail or have no future. Although MBKs are those with intellectual problems or shortcomings, they may have strengths or powers in other areas that need to be identified and improved. The respondents who were the sample of this study were 44 people consisting of MBK with intellectual disability, dyslexia, and visual impairment. This research employed instruments of academic success perception (α = 0.78, construct validity = 0.85), multiple intelligences (α = 0.86, construct validity = 0.87), and interview protocol to recognise the dominant aspects of MBK to build further the framework of courses advanced/vocational following the interests of the respondents. The dominant aspect for the perception of academic success was External / Future (μ = 3.43, SD = 0.38), while the most dominant aspect for multiple intelligences was Visual-Spatial Intelligence (μ = 3.22, SD = 0.46). The dominant aspects were also very relevant to MBK’s choice of advanced/vocational courses, particularly cooking, bakery, sewing, carpentry, entrepreneurs, logistics, and mechanics. It is hoped that this study’s conclusions can present information on the courses that are the authentic choice among MBKs for consideration by stakeholders in offering advanced/vocational courses to this group.

A Protocol for Development of Holistic-Entrepreneur Graduates: Emotional Intelligence Perspectives

Entrepreneurship is seen as a potential career path for overcoming the problem of unemployment among TVET graduated especially during this Covid-19 outbreaks. However, this career has yet to get a second or even a last option TVET graduates in Malaysia. Various efforts have been undertaken by the stakeholders through the first surge of the Malaysia Education Blueprint 2015-2025 (Higher Education) and the continuation of the implementation of the Entrepreneurship Action Plan 2016-2020, the holistic development of human capital and entrepreneurial backbone graduate entrepreneurs in targeted delivery. However, based on current achievements, this is not easy to be implemented as the desire of entrepreneurship is not incredibly encouraging, especially graduates in technical and vocational courses. Therefore, this study was conducted to explore emotional intelligence attributes needed by TVET graduates to become a qualified graduated Holistic-Entrepreneur. This study was conducted qualitatively involved three phases. The first phase: data acquisition qualitatively based on document analysis; second phase: focus group discussion and, third phase: experts’ interview. The participants involved are from Ministry of Education and MTUN lecturers and they are expert in students’ development and entrepreneurship. The result shows there are six attributes of emotional intelligence needed by TVET graduates to become a holistic entrepreneur graduates. The implication of the proposed as guideline for relevant parties and TVET graduates in increasing student minded and desire towards entrepreneurship

MINIMUM COMPETENCY BASED VOCATIONAL COURSES (MCVC) -A STUDY

Education plays an important role in shaping an individual’s career. The level of education helps people to earn recognition and respect in the society. Undoubtedly education is both socially and personally an indispensable part of human life. However, the inequalities in the standards of education are still a major issue that needs to be solved as early as it could be. The importance of education is our life cannot be ignored at any cost. Education is the only way to get knowledge.