The analysis of the perception of prospective music teachers on musical dictation through methaphors

The field of musical hearing education is among the most significant areas due to its importance in prospective music teachers’ learning experiences. This is because musical hearing has an effect the success on all other areas of musical education. It is important to determine the prospective music teachers’ evaluation on studies of dictation writing for its direct effect on many courses in their occupational training and musical development. There are studies working on different perceptions on different concepts of individuals by using metaphors in the context of educational sciences and in different levels of education. In literature review, it is found out that less research made, which are using metaphors as data collection tool in music education field than the other education fields. For that reason, in this research it is deem suitable to get benefit from using metaphors of prospective music teachers’ perceptions on musical dictation writing. The working group of this research consists of 93 students which are studying Dokuz Eylul University Buca Faculty of Education Music Education Department in the 2018-2019 educational year. The data of this research has been collected with a fill in the blanks form like “dictation writing is like ....…. Because …… ”. Data collected analyzed by using content analysis. In the content analysis stage, 11 data excluded. Finding results shows that 82 prospective music teachers have produced 70 metaphors on dictation writing. Prospective music teachers produced metaphors on dictation writing categorized in 9, which are (19,51%) giving happiness, (19,51%) needs attention, (13,41%) analysis, (9,76%) caused mixed emotions, (8,54%) concreting, (8,54%) difficulty, (8,54%) needs effort, (7,32%) developing, and (4,88%) troublesome. It is found out that prospective teachers used metaphors like puzzle / crossword / puzzle solving (f=12), playing strategy game on computer (f=4) and solving math problems (f=4). Abstract Müziksel işitme eğitimi, müzik öğretmeni adaylarının öğrenim yaşantılarında önem derecesine göre ilk sıralarda yer alabilecek bir alandır. Çünkü müziksel işitme, müzik eğitiminin diğer tüm alanlarında başarıyı etkileyebilecek bir yere sahiptir. Mesleki eğitimlerinde aldıkları birçok derse etki etmesi ve müziksel gelişimlerini doğrudan etkilemesi sebebiyle müzik öğretmeni adaylarının müziksel işitme becerilerinin geliştirilmesinde büyük yer tutan dikte yazma çalışmalarını nasıl değerlendirdiklerinin belirlenmesi önem arz etmektedir. Eğitim bilimleri disiplini çerçevesinde eğitimin çeşitli kademelerinde bireylerin çeşitli kavramlara yönelik algılarının metaforlar aracılığıyla incelendiği çalışmalara rastlanmaktadır. Gerçekleştirilen literatür taramasında müzik eğitimi alanında metaforların veri toplama aracı olarak kullanıldığı araştırmaların sayısının, eğitimin diğer alanlarına göre daha az olduğu görülmüştür. Bu sebeple bu araştırmada müzik öğretmeni adaylarının müziksel dikte yazmaya yönelik algılarının belirlenmesinde metaforlardan faydalanılması uygun görülmüştür. Bu araştırmanın çalışma grubunu 2018-2019 öğretim yılında Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Müzik Eğitimi Anabilim Dalı’nda öğrenim gören 93 öğrenci oluşturmaktadır. Araştırmanın verileri “dikte yazmak ....… gibidir. Çünkü …… ” şeklinde boşluklar bırakılmış bir form ile toplanmıştır. Toplanan verilerin çözümlenmesinde içerik analizinden faydalanılmıştır. Analiz aşamasında 11 veri kapsam dışında bırakılmıştır. Araştırma sonuçları 82 müzik öğretmeni adayının dikte yazmaya ilişkin toplam 70 metafor ürettiğini göstermektedir. Müzik öğretmeni adaylarının dikte yazmaya ilişkin ürettikleri metaforlar mutluluk veren (%19,51), dikkat gerektiren (%19,51), çözümleme (%13,41), karışık duygulara yol açan (%9,76), somutlaştırma (%8,54), zorluk (%8,54), emek ve çaba isteyen (%8,54), gelişim sağlayan (%7,32), sıkıntı veren (%4,88) olmak üzere toplam 9 kategoride toplanmıştır. Öğretmen adaylarının en sık bilmece/bulmaca/bulmaca çözmek (f=12), bilgisayarda strateji oyunu oynamak (f=4) ve matematik problemi çözmek (f=4) metaforlarını kullandıkları görülmektedir.

Nuclear power in Russia’s national projects

Population supports the need for switching to green power, which is most often understood to mean the use of solar and wind energy. It would be however a mistake to think that solar and wind power plants will solve in full the problem of uninterrupted power supply for all sectors of economy due to the instability of generation modes and the scale of such energy production. Experts suggest that the only possible way to address global energy and environmental issues is further evolution of nuclear power. Nuclear power is not listed explicitly as a national priority project but it is a component of the Science national project and is expected to contribute to the implementation of the Ecology, Education, and International Cooperation and Export projects. In the context of the Ecology project, nuclear power is capable to play a key role in preventing environmental contamination. In the framework of the International Cooperation and Export project, it is possible to export high-technology fast neutron reactors. The experience of interaction with the interested public, and the developed and implemented occupational training programs will provide for the shaping of radiological literacy among young people as part of the Education project.

The debt trap, a shadow pandemic for commercial sex workers: Vulnerability, impact, and action

This research paper is a stringent analysis of the condition of commercial sex workers in India and what is happening to them in this pandemic-stricken time. The study details their economic condition and what is forcing them to borrow money from treacherous lenders despite knowing the risks behind it. Apart from being exploited financially, they are also becoming vulnerable for sexual, emotional, and physical exploitation, worsening their situation even further. The research findings show that 90% of commercial sex workers in red light areas will be forced into a debt trap that is non-repayable in their lifetime, making it a massive movement of commercial sex workers entering into bonded labour, another form of modern-day slavery. Apart from the financial peril, poverty is forcing them to be in a situation of major health hazard. Being deprived of customers for so long, they might be forced to work in this uncertain situation making it an optimum ground for a super-spread of the virus. A rapid assessment method has been used to collect the data from numerous commercial sex workers across the nation. The collected data are analysed using qualitative analysis and also visualized for better understanding. As a means to provide tangible alternative solutions to the problem, the study strongly recommends occupational training programs for commercial sex workers that provide a transition into alternative livelihoods, government action against predatory high-interest loans, and the redevelopment of red light areas where economic returns can be reinvested into commercial sex worker retraining programs.

An analysis of training and vocational rehabilitation services for individuals with intellectual disability

BACKGROUND: WIOA encourages providers such as Vocational Rehabilitation (VR) to seek higher wages and more than part-time hours for those with disabilities. Previous studies have evaluated the relationship between (VR) and job outcomes for individuals with intellectual disability (ID). OBJECTIVE: The present study evaluated the effect of VR services on wage and hours worked. METHOD: We obtained a national dataset from the Rehabilitation Services Administration to analyze individuals with ID on variables specially related to training and VR services. RESULTS: Results indicated more training resulted in more hours worked, while using more VR services resulted in less hours worked and pay. Differences in hours worked and wage were found within training and VR services. CONCLUSION: Individuals with ID should consider utilizing job counseling with VR agencies and focus on occupational training, as these services may contribute to increased wages and hours worked.

The Occupational Military Neuromusculoskeletal Injury Matrix

ABSTRACT Introduction Neuromusculoskeletal injuries (NMSKIs) are the primary cause of ambulatory visits, lost duty days, and disability discharges in the U.S. Military. Methods for accurately grouping injury diagnoses are required to allow for surveillance and research identifying risk factors and prevention strategies. The CDC method of grouping these diagnoses includes only the S and T codes (Injury, poisoning, and certain other consequences of external causes) from the ICD-10-CM. However, this does not include the majority of the NMSKI depleting soldier readiness; the M (Disease of the musculoskeletal system and connective tissue) and G (Diseases of the nervous system) codes should be included as these also contain injuries. The goal was to develop a new matrix that would comprehensively capture all NMSKIs experienced by military personnel. This paper details the development of the Occupational Military Neuromusculoskeletal Injury (OMNI) Matrix and characterizes the number and rates of active duty U.S. Army injuries as measured by the OMNI compared to other matrices. Materials and Methods A team of researchers including physical therapists, physician assistants, occupational therapists, physicians, and epidemiologists developed the OMNI. The OMNI utilizes the commonly accepted injury definition inclusive of any anatomical complaint resulting in pain or dysfunction and categorizes injuries from the G, M, S, and T codes. The OMNI follows the CDC’s matrix structure with three body region levels, each becoming more specific, and adds two levels called Description of the Injury. Additionally, the OMNI categorizes injuries as Injury Type (Acute, Overuse, Either, or Not Applicable), NMSKI-Type (NMSKI, NMSKI that could be caused by occupational/training tasks, and not an NMSKI), and a miscellaneous category that demarks injuries as Superficial, Blood Vessels, and/or Internal Organs. The different grouping methods in the OMNI provide standardization for many possible injury case definitions. The OMNI allows these injury categories to be included/excluded in a standardized fashion to meet the researchers’ scientific questions. To enumerate the number of NMSKI that would be captured by the available matrices, the OMNI, the CDC’s matrix, and the U.S. Army Public Health Center’s (APHC) Taxonomy of Injuries were applied to active duty Army outpatient population data and all incident NMSKI diagnostic codes entered in electronic medical provider encounters for calendar years 2017 and 2018. Results Using the OMNI resulted in the capture of over 800,000 more injuries than the CDC’s matrix and over 200,000 more than the APHC Taxonomy. The NMSKI rate utilizing the OMNI was 193 per 100 soldier-years in 2017 (892,780 NMSKI) compared to 23 per 100 soldier-years for the CDC’s matrix, and 141 per 100 soldier-years for the APHC Taxonomy. Conclusion The OMNI provides an updated standardized method of assessing injuries, particularly in occupational military injury research, that can be utilized for Military Performance Division of injury across many countries and still allow for replication of methods and comparison of results. Additionally, the OMNI has the capacity to capture a greater burden of injury beyond what is captured by other available matrices.

Cognitive Task Analysis to Improve Student Competencies: a Pilot Study based on the Use of the Square of PErceived ACtion Model

The aim of this pilot study was to test a method developed in the Cognitive Task Analysis paradigm for adult occupational training in the field of education. The method used was based on the Square of Percieved ACtion (SPEAC) protocol using the SPEAC model (explaining how to successfully put competencies in action). The study was conducted in two secondary education classes, with a sample of 36 students (control group and test group) for an activity in Economics & Social science. The application of this innovative SPEAC-based method resulted in a significant and homogeneous increase in student performance. Beyond showing that the protocol can be applied both for adults and the young and in both occupational and academic contexts, the study demonstrates the benefits in learning and training with this method. Cognitive processes underpinning the improvement in teaching and limitations of the method are discussed.

Improving the Fortunes of America’s Working Class

The prosperity of America’s working class depends on trends in their employment and earnings, but also on the social protection and income supplements they receive as a result of government policy. Since 2000, working-class wages climbed slowly once we account for the increase in consumer prices. Nonetheless, the total personal income of lower- and middle-income families increased considerably faster than their wages. As documented in the article, the income gains were in part the result of rising fringe benefits from employers and even more the result of rising government subsidies for health insurance and social protection. The article recommends a range of policies to increase the pace of working-class income gains, including macroeconomic policies that increase the duration of economic expansions, reforms in labor law to improve workers’ bargaining power, boosting the minimum wage, and revising occupational training of non-college-educated workers to boost their earning power.

Workforce Entry Including Career and Technical Education and Training

This article reviews the basic patterns of employment and school enrollment for new labor market entrants in the period leading up to the Great Recession and in the decade thereafter. We find a persistent shift into four-year colleges that began during the Great Recession. At the same time, fewer youth are neither working nor enrolled in school. We see little change in occupational training programs during our study period, in program or in participation rates; in particular, rates of training provided via federal workforce development programs remain low among workforce entrants. The research literature on these programs has advanced but without large effects on policy or practice.

A Critical Review of Cranial Electrotherapy Stimulation for Neuromodulation in Clinical and Non-clinical Samples

Cranial electrotherapy stimulation (CES) is a neuromodulation tool used for treating several clinical disorders, including insomnia, anxiety, and depression. More recently, a limited number of studies have examined CES for altering affect, physiology, and behavior in healthy, non-clinical samples. The physiological, neurochemical, and metabolic mechanisms underlying CES effects are currently unknown. Computational modeling suggests that electrical current administered with CES at the earlobes can reach cortical and subcortical regions at very low intensities associated with subthreshold neuromodulatory effects, and studies using electroencephalography (EEG) and functional magnetic resonance imaging (fMRI) show some effects on alpha band EEG activity, and modulation of the default mode network during CES administration. One theory suggests that CES modulates brain stem (e.g., medulla), limbic (e.g., thalamus, amygdala), and cortical (e.g., prefrontal cortex) regions and increases relative parasympathetic to sympathetic drive in the autonomic nervous system. There is no direct evidence supporting this theory, but one of its assumptions is that CES may induce its effects by stimulating afferent projections of the vagus nerve, which provides parasympathetic signals to the cardiorespiratory and digestive systems. In our critical review of studies using CES in clinical and non-clinical populations, we found severe methodological concerns, including potential conflicts of interest, risk of methodological and analytic biases, issues with sham credibility, lack of blinding, and a severe heterogeneity of CES parameters selected and employed across scientists, laboratories, institutions, and studies. These limitations make it difficult to derive consistent or compelling insights from the extant literature, tempering enthusiasm for CES and its potential to alter nervous system activity or behavior in meaningful or reliable ways. The lack of compelling evidence also motivates well-designed and relatively high-powered experiments to assess how CES might modulate the physiological, affective, and cognitive responses to stress. Establishing reliable empirical links between CES administration and human performance is critical for supporting its prospective use during occupational training, operations, or recovery, ensuring reliability and robustness of effects, characterizing if, when, and in whom such effects might arise, and ensuring that any benefits of CES outweigh the risks of adverse events.

CONTINUOUS PROFESSIONAL TRAINING OF AUDITORS: ESSENCE, LEGISLATIVE REGULATION AND IMPLEMENTATION PROCEDURE

The strategy of development of the Auditor’s Chamber of Ukraine until 2023 one of the tasks and priorities of its activities is to ensure the high level of qualification and independence of auditors of the countries, as well as the creation of a system of continuous occupational training of auditors on the basis of International Education Standards for Professional Accountants, so this study is relevant and important. The purpose of the article is to investigate the essence of legislative regulation and procedure for continuous vocational training of auditors. The research methodology was based on general scientific methods: systematic, logical, historical, analysis, induction, deduction, as well as the use of methods of classification and grouping; the graphical method was used to increase the accuracy of the obtained results. It was found that in Ukraine at the legislative level are defined forms, types, scope, duration, conditions and procedures for monitoring the auditors of continuous vocational studies. It is determined that the main forms of continuous apprentice training of auditors are full-time, part-time, distance and their combinations. It is defined that the types of continuing occupational training of auditors are educational, short-term and other measures, and each of these types is followed by specific activities with their duration. Investigated subjects that can conduct continuous vocational training of auditors and educational activities under the Law of Ukraine “On Auditing Financial Statements and Auditing Activities” and the Directive “On Approval of the Procedure for Continuous Professional Training of Auditors”. Consolidated documents confirming the eligibility of entities (legal entities, audit firms and professional organizations of auditors and/or accountants) that can conduct continuing occupational training for auditors and educational activities. The conditions under which the compliance of such subjects to the requirements for educational activities is confirmed or a reasoned decision on their non-compliance with the approved requirements is provided. Generalized information that should contain the program of the educational event; mandatory data to be displayed in the document of confirmation of continuing vocational studies; subjects who have the right to verify compliance with the requirements of continuous occupational training of auditors; the minimum amount, duration of continuing apprentice training of auditors. In addition, the responsibility of auditors in the form of statutory penalties for non-compliance with the requirements for their continuing vocational training is noted.