A phenomenological exploration of how bilingual police recruits join the police community during their initial training

<p>New Zealand seeks to increase the diversity of its police organisation and this research provides an insight into perspectives of bilingual police learners. Learning to become a police officer challenges any recruit to develop academic, physical and social skills. This study examined the cultural and linguistic adaptations reported by bilingual recruits as they developed the necessary repertoire of skills to join the police community. Through a phenomenological methodology, this research considers the rich, individual perspectives provided by three recruits about their lived experience as bilingual learners during their 19 week initial police training. Data were gathered through interviews and on-going personal journals. Two major themes emerged. The first relates to learning to be a New Zealand Police officer by envisioning themselves as a member of the professional community of the police, and also identifying with the wider culture of being a New Zealander. The second theme is personal reflection, as the participants learnt about themselves and reflected on their backgrounds through undertaking a range of activities, interacting with people, and managing emotions. These themes were further analysed against dimensions from a community of practice framework. Participants in this study valued the support of other recruits and especially of the supervising staff. However, it appears that engagement in the police community might be further enhanced if college staff were fully aware of the linguistic and cultural demands faced by bilingual recruits who must come to terms with multiple cultures while developing their police identity. This study highlights the need for further research on the changing identity of bilingual police officers both under training at the college and immediately after starting full-time employment.</p>

A phenomenological exploration of how bilingual police recruits join the police community during their initial training

<p>New Zealand seeks to increase the diversity of its police organisation and this research provides an insight into perspectives of bilingual police learners. Learning to become a police officer challenges any recruit to develop academic, physical and social skills. This study examined the cultural and linguistic adaptations reported by bilingual recruits as they developed the necessary repertoire of skills to join the police community. Through a phenomenological methodology, this research considers the rich, individual perspectives provided by three recruits about their lived experience as bilingual learners during their 19 week initial police training. Data were gathered through interviews and on-going personal journals. Two major themes emerged. The first relates to learning to be a New Zealand Police officer by envisioning themselves as a member of the professional community of the police, and also identifying with the wider culture of being a New Zealander. The second theme is personal reflection, as the participants learnt about themselves and reflected on their backgrounds through undertaking a range of activities, interacting with people, and managing emotions. These themes were further analysed against dimensions from a community of practice framework. Participants in this study valued the support of other recruits and especially of the supervising staff. However, it appears that engagement in the police community might be further enhanced if college staff were fully aware of the linguistic and cultural demands faced by bilingual recruits who must come to terms with multiple cultures while developing their police identity. This study highlights the need for further research on the changing identity of bilingual police officers both under training at the college and immediately after starting full-time employment.</p>

SYSTEMATIC SUPPORT FOR THE DEVELOPMENT OF THE PEDAGOGICAL TEAM OF THE COLLEGE

The article states that in order to create a competitive educational institution, management needs to use team management technologies. The research considers the issue of creating systematic support for pedagogical teams, namely assessment and analysis of a number of factors influencing the successful work of the pedagogical team and the formation of systematic support for team development using retrospective techniques and team adjustments. According to the results of the research, which is based on the Michigan model of leadership, the existing difficulties in the functioning of college teams were analyzed. The survey identified that at this stage of development, not all members of the college staff teams have a clear understanding of the overall goal (86.9 %) and the impact of teamwork on the overall result (78.2 %). Their unequal contribution to achieving the goal was also noted (73.9 %). The survey indicates that not all teams have a combination of skills at the highest level, and team members who have certain skills are not always interested in helping colleagues (82.6 %). Teams are quite high spirited and motivated even in difficult periods (82.6 %), the teams hold constructive discussions about misunderstandings and problems, regularly find new opportunities to find information and solve complex problems, appreciate the achievements of colleagues (86.9 %). Thus, it turned out that team leaders motivate not all team members to successfully implement projects (78.2 %), but provide management and prompt feedback, consult with team members to remove obstacles and difficulties in the work and ensure team progress (86.9 %). Given the identified weak spots of the pedagogical teams of the college and the factors influencing their work, systematic support, which consists in the formation of psychological security, constant analysis of team development and retrospectives, swell as models of adjustment for team development to improve their efficiency were created.

Solutions to bridge the theory-practice gap in nursing education in the UAE: a qualitative study

Background The theoretical knowledge of nursing underpins the practice, while the practice environment determines the circumstances within which the theoretical knowledge is applied. The biggest challenge facing nursing as an academic field is the theory-practice gap, which is a universal issue in nursing. This study aimed to raise solutions to close the gap between theory and practice in nursing education through the eyes of nursing students in UAE. Methods A qualitative descriptive approach was followed; whereby 25 Emirati nursing students were interviewed. Results Two main themes are discussed in this study: ‘Clinical Culture Creation’ and ‘Curriculum Content Reformation’. The students suggested to decreased the loud and stress on their clinical educators. They also suggested creating synchronization between what is taught in classrooms and labs and what is offered in the clinical training. Moreover, some of the students expected to have more benefit if they get their clinical training in health institutions owned by their college. On the other side, many of the participants suggested to move from the integration system to the block system. Another interesting suggestion includes having the same college staff to teach the theory and the clinical. The final suggestion includes decreasing the paper work during clinical training. Conclusions This study explored the solutions to bridge the theory-practice gap in nursing education in the UAE. The study has implications for nursing education and practice within the UAE and is imperative for graduating workplace ready professional nurses within the country.

Prevalence of hypertension and diabetes in the population of Kosovo

Objectives To observe the prevalence of arterial pressure and glycemia in Kosovo and to provide free screening service through health promotion. Methods This prospective study was conducted over a 3-year period, during 2017–2019. All data were collected by AAB College staff in 11 Kosovo cities prior to a random sample with 7254 observations. Data included demographic information as well as blood pressure and glycemic level measurements. Results The overall prevalence of arterial pressure was registered at 27.6% and diabetes mellitus at 9.2%. Arterial pressure in females had a tendency to increase with age (r = 0.3552, P < 0.001), as well as the glycemic index (r = 0.1997, P < 0.001). Nevertheless, age had a stronger impact on males than in females, with regard to higher arterial pressure in the year 2017 (P < 0.001). In the following years, 2018 and 2019, the ratio had reversed. Glycemia had strong correlation with systolic arterial pressure value (P < 0.001). For a 1 mmol/L increase in glycemia, the diastolic value increased by 0.19 mmHg on average. Conclusions This study concluded that at younger ages the values of arterial pressure and glycemia remain within the commonly observed range, but over the years the probability for higher blood pressure or glicemia increases. Through continuous control of arterial pressure and glycemia at an early age, it is possible to identify abnormal diagnostics, in order to address them in time. Educational initiatives and screenings should take place in order to increase awareness of the citizens for checking themselves regularly.

VIRTUAL LEARNING CHALLENGES DURING COVID-19 PANDEMIC LOCKDOWN

As a result of the pandemic lockdown, most college, Staff, and students in Nigerian universities were unable to find out online due to irregular power and internet unavailability. As a serious concern to the Nigerian Deans of Engineering, a study was commissioned by the Deans to spot the extent of the matter with a view to identifying the research and development areas and proffer an indigenous solution to the issues identified. This paper discusses the results of a web survey administered during the lockdown to a representative sample size from the over 80,000 engineering students’ population in Nigeria. The initial results showed that there's got to develop some sort of a price effective but modular and mobile integrated boosted internet ready power grid suitable for teaching, learning and research which is always-on both day and night for learning.

Different Views? The Experiences of International Students Studying HE in Three Non-university Settings

The purpose of the research was to discover the views of three groups of International students who were undertaking their Higher Education (HE) in a publicly-funded college, rather than a university setting. A comparative survey was undertaken by International students attending an American Community College, an Australian Technical and Further Education Institute and a group of English colleges which offer Higher Education. All three groups were satisfied with their provision. The college setting was perceived to offer higher levels of support than would have been available at a university, plus enhanced employability prospects and lower fees than those charged by a university. The status of an Australian, English or American HE qualification was important, as was the reputation of their particular college. The market for International students is highly competitive and largely driven by universities. The English experience suggests that colleges should focus on the marketing of specialist courses. In all cases, the fact that teaching staff were primarily teachers, rather than researchers was highly valued by respondents, as was their currency in their subject. However, there were strong feelings about value for money and the ability to engage with Home students and wider Australian, British or American culture. International students choose to study abroad because they want to broaden their own horizons and learn more about other cultures: many respondents found these opportunities to be limited. In order to help address this, an International student recruitment Checklist for senior college staff is presented as part of the research findings. Keywords: Higher Education, International students, colleges, value-for-money.

COLLEGE CONVERSION INTO QUARANTINE CENTER: STUDENTS’ PERCEPTION ON COVID-19 MITIGATION MEASURES AT KENYA MEDICAL TRAINING COLLEGE MOMBASA

Purpose: The aim of the study was to determine the perception of students towards COVID- 19 mitigation measures that were to be implemented by the institution before and after resumption of studies.Methodology: The study was done at KMTC-Mombasa using descriptive cross-sectional design. Participants (Students) were selected using multi stage sampling and sample size determination was done using Fischers statistical formula at a confidence level of (p=95%), n=253. Data was obtained using a structured questionnaire through online surveys and focused group discussions via online platform. Data analysis was done using SPSS and excel then results were presented using tables and narrations.Results: 60.5% (153) of respondents recommended fumigation of campus facilities especially hostels and classrooms while 11.5% (29) recommended physical distancing measures before reopening. 41.5% (105) of respondents suggested the college should provide masks, sanitization points and adequate hand washing facilities after reopening while 19.4% (49) suggested there should be physical distance indicators in classrooms. The respondents preferred the implementation of preventive measures before resumption (p=0.047). Unique contribution to theory, practice and policy: During pandemic, students are keen on infection prevention and strategies put in place by institution management. Fumigation of college facilities, provision of masks, sanitizers and hand washing points were identified as key measures to be implemented for the safety of the students. After students have resumed they should be enlightened on COVID-19 through multiple communication channels. COVID-19 Response Committee comprising of college staff and student representatives should be established.

How Community College Staff Inflict Pervasive Microaggressions: The Experiences of Latino Men attending Urban Community Colleges in Texas

In this qualitative research study we illustrate how implicit biases held by college personnel hinders the educational success of Latino men attending urban community colleges in Texas. In particular, we identify how often well-intentioned educators are (un)aware of how often they perpetrate racial microaggressions against Latino men. Interviews with community college faculty, staff, administers, as well as Latino men were conducted in order to triangulate findings. Findings illustrate racial microaggressions and subtractive schooling were evident through deficit based assumptions educators held about Latino men, their family and culture.