Exploring the Meta-debrief

This thesis investigated how sport organisations use social media to communicate at international sporting events. Combining participant observation, interviews and Twitter data analysis, it examines two cases – the AFC Asian Cup and Netball World Cup – to document, analyse and compare the creation and implementation of social media strategy. This research uncovered that the development of social media strategy comprises six key pillars: volunteer selection and training, setting objectives, audience segmentation and targeting, platform-based approaches, content creation strategy and moderation of fan conversation. However, within these foundational categories, the specific strategy enacted varies, depending on the event's position in the market.

Koch and Pasteur provided modern medicine with its primary model of disease – that it has a specific and organic cause. Treatment is generally developed from an understanding of that...

Introduction: This research aims to discover the role of collegiality, as one of the internationally recognized tools for continuous professional development, in the professional growth journey of both novices and experts to give an insight into how effective, forming and maintaining healthy positive relationships, is to novice teachers per se. Methods: The research used a mixed-method approach to investigate the research questions. It included 18 teachers from the Department of English, Blida2 University; 8 novices, and 10 experts. The research used two questionnaires; one dedicated to novices to discover the role of collegiality in their professional development and the second one to experts to investigate the contribution of collegiality in their journey of professional growth and skill development. Results: In line with the data gathered, the results indicate that teachers’ collegiality is reasonably favorable by novices and highly recommended by expert teachers. Discussion: Novices tend to maintain positive relationships in the workplace as they believe they would expand their knowledge and skills repertoire and help them cope with the exhaustive emotional turmoil of stress and discomfort the new profession’s burden unfolds on them. Expert teachers, despite expressing not having benefitted particularly from collegiality in their professional development journey, tend to support and advocate for it for novice teachers today. They also tend to see themselves as responsible for the various pedagogical and psychological help they provide for novices to facilitate the challenging journey they face. Limitations: Despite its general concern among all teachers from different fields, the research was limited to a convenient sample from the Department of English, Blida2 Lounici Ali University. Conclusions: The research on collegiality adds to the literature on continuous professional development tools and is informative to teachers of all levels to invest in their collegial relationships for the pedagogical and psychological accompaniment of novice teachers per se.

So far, my life as an educator has provided me with a variety of challenges and skills. My professional journey has shaped me as an educator and has shaped my views on teaching, administration, and on education as a whole. In May of 2003, I began my career as a 23 year old teacher-on-call (TOC), freshly graduated from the two year Professional Development Program (PDP) degree program at the University of British Columbia. I recall my beginning substitute teaching days in North Vancouver School District as a smorgasbord of opportunities.

Education has always been and remains a driving force in the development of society, the formation of the country's intellectual potential, and the enhancement of citizens' national consciousness. Ensuring the sustainable development of the state amid historical, political, cultural, and economic transformations poses new challenges for modern education, particularly higher pedagogical education. In today’s context, pedagogical institutions of higher education have become centres of scientific and educational activity, moderators in the training of competent and competitive professionals. This is made possible through effective administrative work and a well-chosen strategy for improving higher education institutions, which is reflected in the provision of high-quality, accessible, integrated, and innovative education. One such centre among Ukraine’s pedagogical institutions of higher education is the Municipal 68 Establishment «Kharkiv Humanitarian Pedagogical Academy» of the Kharkiv Regional Council (hereinafter referred to as the Academy). The Academy provides training at the first (bachelor’s), second (master’s), third educational and scientific (Doctor of Philosophy), and scientific (Doctor of Sciences) levels. The content of educational programmes is being updated in accordance with changes in the socio-cultural and scientific-technological environment, the initiatives of participants in the educational process, and the current demands of stakeholders. Great attention is paid to the development of soft skills, digital literacy, research competencies, and the formation of professional and specialized competences in the context of the internationalization of education. The administration of the institution plays a key role in building the higher education environment and creating conditions for the professional and personal development of both faculty and students. The Academy is headed by Dr. Halyna Ponomarova, Doctor of Pedagogical Sciences, Professor, Honoured Worker of Public Education of Ukraine, and Honourary Citizen of Kharkiv Region. Her life path is closely intertwined with her professional journey – from teacher to rector of a higher education institution.

This study aims to describe the administrative management and the performance of administrative staff at SMK TI Labbaika Samarinda. The main focus of the research encompasses three aspects: the process of formulating the school's vision and mission, the development of professionalism among educators and educational staff, and the implementation of improvements based on evaluations. The study employs a descriptive qualitative approach with data collected through interviews, observations, and documentation. The findings indicate that the process of formulating the school's vision and mission is carried out in a participatory manner, involving the principal, teachers, the school committee, and educational staff. The vision and mission are widely disseminated through print and electronic media. The development of staff professionalism is conducted continuously through internal training such as In-House Training (IHT), particularly at the beginning of the academic year and during curriculum updates. The implementation of program improvements based on evaluations is conducted regularly through monthly meetings involving all educators and educational staff. These evaluations serve as the basis for decision-making and the continuous improvement of the school's work programs. The study concludes that school management at SMK TI Labbaika has been carried out systematically and adaptively, emphasizing the importance of collaboration, professionalism, and continuous evaluation as key pillars in improving the quality of education.

In this paper, a qualitative study was conducted on Jennifer, an EFL teaching professional at the tertiary level in a Chinese context, to investigate her cognitions regarding her professional development and accompanying facilitating factors in her journey from a novice teacher to a teacher leader with Borg’s model of language teacher cognition as the conceptual basis for subsequent analysis. Jennifer’s written overview and verbal narration in interviews of her journey in professional development were gathered following guiding protocols. Collected data were processed with thematic analysis in NVivo 12. Findings suggest that Jennifer has clear cognitions about how she learned and improved, i.e., the positive changes, in her professional journey and the facilitating factors that mediated her improvement and progress. These facilitating factors were found to include her teaching experience, in-service training, administrative promotion, drawing wisdom from reading Chinese classics, and constant reflection upon her English as a foreign language (EFL) teaching, etc. The implications of the present study for language teacher cognition researchers, English language teacher educators, and EFL teachers in the Chinese context were also discussed.

The rapid advancement of global urbanization demands creative strategies for urban management, establishing smart cities as essential frameworks for sustainable development. This article analyzes the essential connection between smart city systems and internet infrastructure architecture, investigating how this symbiotic relationship propels urban transformation. Smart cities use information and communication technologies across six fundamental pillars: government, environment, transportation, economy, living, and populace. These projects essentially rely on a resilient internet infrastructure that includes high-speed broadband, fiber-optic networks, 5G connectivity, cloud computing, and edge computing systems facilitating real-time data interchange among millions of networked Internet of Things devices. The report examines how internet infrastructure serves as the fundamental framework for intelligent transportation systems, e-governance platforms, smart energy grids, telemedicine services, and environmental monitoring applications. In contrast, the increasing requirements of smart city applications expedite technological advancements in internet infrastructure, especially in ultra-low latency networks, improved cybersecurity protocols, and broader broadband implementation. The research analyzes global case studies, including Barcelona, Singapore, Songdo, Dubai, Amsterdam, New York City, and Masdar City, to illustrate practical applications of internet-enabled smart solutions. Nonetheless, considerable challenges remain, such as cybersecurity vulnerabilities impacting interconnected systems, digital divide issues restricting equitable access to services, substantial deployment costs hindering implementation in developing regions, and interoperability challenges among various technological platforms. The article presents a detailed framework for the development of Internet of Things-enabled smart cities, including evaluations of infrastructure preparedness, strategic application implementation across urban sectors, and unified modeling language diagrams depicting system architecture and operations. The findings underscore that effective smart city development necessitates coordinated governance strategies that harmonize technology progress with goals of accessibility, security, and sustainability. This comprehensive viewpoint offers significant insights for legislators, urban planners, and technology developers maneuvering through the intricate realm of digital urban transformation.

The COVID-19 pandemic had sparked a huge transformation in the educational landscape, driving educators and learners to move from the physical to the virtual classroom. This autoethnographic study examines my professional development activities during and after the pandemic. This study has emphasized the role of technology and social connections as a crucial part of professional growth during the professional journey of an English language teacher. The data were collected from memory work, anecdotes, and experiences from personal and professional journeys. The connectivism theory was used to support the theoretical concerns. The findings demonstrated that various online teacher professional development activities like online conversation clubs, discussion forums, webinars and being part of online international organizations like IELTA, contributed to my professional journey. Based on the findings and conclusion, the research recommends including the voices of educators from diverse contexts and expanding its area impacting the online teacher professional development. This article was written based on the online teacher professional development activities of the first author, who is referred to using the first-person pronoun 'I.' The second author contributed by providing suggestions to the first author during the writing process, reviewing the contents, editing, and finalizing the article.

Innovation in education is essential to prepare students for complex and dynamic future challenges. Specifically, in primary schools, the role of teachers in fostering an innovative culture is crucial but often underexplored. Despite existing studies on pedagogical innovation, limited research addresses how teachers in resource-constrained public schools actively drive innovation. This study aims to identify and analyze the role of teachers in cultivating a culture of innovation at SDN Kawengen 01 Ungaran Timur through a qualitative descriptive approach. The findings reveal that teachers serve as educators, facilitators, and motivators, effectively enhancing student creativity and collaborative skills. Results also show the consistent integration of project-based and collaborative learning models, coupled with the use of technology, despite limitations in training and infrastructure. A significant improvement was observed in the classroom’s learning environment, which became more conducive and experimental. The novelty of this study lies in highlighting bottom-up innovation efforts by teachers in public schools without relying heavily on systemic reforms. These findings imply the need for targeted professional development and the formulation of educational policies that support innovative practices in teaching. SDN Kawengen 01 emerges as a potential model for implementing creative and effective instructional strategies in similar educational contexts.Highlights: Highlights teacher-driven innovation in resource-limited settings. Emphasizes project-based and collaborative learning methods. Shows improved classroom environment through creative strategies. Keywords: Teacher Role, Innovation Culture, Creative Education, Teaching Strategy, Public Primary School

Narratives of creativity: How eight teachers on four school levels integrate creativity into teaching and learning

While the significance of continuity in the learning environment of longitudinal integrated clerkships (LIC) is widely acknowledged, most studies have focused on continuity of the learner-preceptor relationship and learner-patient relationship. Yet learning environments contain a myriad of wider social dimensions, such as personal relationships, interactions with members of the multidisciplinary team and the broader social context of rural communities; learning is situated within a broad social system. This study aimed to understand how learners experience learning during a LIC. Qualitative interviews involving learners in a final year LIC in Western Canada were analyzed inductively, informed by Bronfenbrenner's ecological systems theory and team reflexivity. Of the LIC cohort of 22, 18 consented to be interviewed. The participants were mature, had previous careers and most had families with them. Beyond the continuity of relationships with preceptors and patients, the study uncovered other factors that influenced the learning of the LIC students. Apart from students' interactions in the clinical settings (patients, preceptors and other multi-disciplinary teams), factors such as personal relationships, community connections, learning in a resource-strained environment, geographical isolation, and other socio-political dynamics, impacted the LIC learner experiences of continuity and community integration. The results showed that LIC students were self-directed in their learning and the LIC experience shaped their professional development and facilitated their readiness for future residency. The relationship between learner and primary preceptor is central but the overall experience of the learning environment is much broader and more complex. Much of the richness of the LIC experience is embedded in the complexity of the learning environment. The use of Bronfenbrenner's ecological systems theory as a framework for understanding the complexity of the learning environment will be of interest to LIC leaders. The authors recommend potential action points at multiple system levels for medical schools to support the experiences of continuity and integration in the LIC environment and enhance students' professional journey. These will also provide supports for the ongoing active advocacy work regarding achieving a sustainable rural health workforce now and into the future.

Introduction :This study explores the experiences of the Department of Science and Technology (DOST) scholars by examining the challenges of the profession, the multiple roles they fulfill, the skills they apply, and the support they receive in their professional development.Methods: Using a descriptive phenomenological approach, the study examines the challenges, role expectations, skill applications, and support systems that shape their professional journeys. Ten non-teacher education graduates serving as Senior High School teachers were purposively selected and interviewed. Data was analyzed using thematic analysis. Results: Through a phenomenological approach, the research identified several themes, including (1) teaching is a challenging profession, (2) teaching is a multiple-role task, (3) teaching requires learned skills, and (4) teaching requires support from others. Findings reveal that these teachers face significant challenges due to a lack of pedagogical training, lesson planning skills, and classroom management expertise. Additionally, they navigate multiple responsibilities, including administrative duties and out-of-field teaching assignments. Despite these difficulties, they utilize their collegiate learning, social and communication skills, and innovative strategies such as game-based learning to enhance student engagement. The study also highlights the crucial role of mentorship, coaching, and colleague collaboration in supporting their teaching effectiveness and professional development. Conclusion: The narratives of the participants highlight the challenges, responsibilities, skill applications, and support systems that shape their professional journey. Findings reveal that teaching, while fulfilling, is a demanding profession requiring specific pedagogical competencies. The lack of formal training in pedagogy, lesson planning, and classroom management posed significant struggles, reinforcing the need for structured professional development programs for non-education graduates.

Our Platform Is Designed to Revolutionize the Non-Destructive Testing (NDT) And Evaluation (NDE) Industry by Creating a Unified, Digital Ecosystem That Enhances Access to Essential Tools, Training, And Career Opportunities While Driving Operational Efficiency and Asset Integrity Management. Despite The NDT Market Being Valued At $21 Billion, Its Fragmentation Leads to Significant Inefficiencies in Hiring, Procurement, And Asset Management. Projected To Grow To $30 Billion By 2029 (Mordor Intelligence, FMI Research), These Inefficiencies Will Persist Without a Comprehensive Solution. Our Platform Addresses These Challenges Through Three Key Pillars: A Marketplace for Devices and Consumables, A Hub for Learning and Certification, And A Talent Connect Portal. By Integrating Advanced Digital Technologies, The Platform Streamlines Procurement, Optimizes Operational Processes, And Enhances Career Development, While Addressing Pain Points Such as Fragmented Training Standards, Manual Inspection Processes, And Poor Matching Algorithms in Hiring. The NDE Market Is Segmented into Four Principal Verticals: Services, Inspection, And Monitoring (40 45% Market Share); Manufacturing Equipment and Goods (25-30%); Training and Certifications (10 15%); And Automation and Systems (15-20%). To Address These Segments, Our Marketplace Fosters Direct Interactions Between Buyers and Manufacturers, Ensuring Access to Both High-End Equipment and Low-Cost Consumables While Reducing Inefficiencies. The Training Connect and Certification Repository Centralizes Records, Courses, And Trainer Data, Supporting Seamless Access to Professional Development Resources. With A Built-In Training Relationship Management (TRM) System, The Platform Enables Professionals to Track Certifications, Renewals, And Training Paths, Ensuring Compliance and Career Growth. Aligned With Industry 4.0 And NDE 4.0 Principles, The Platform Integrates Automation, AI, And Data Analytics into NDE Processes, Fostering Innovation and Improving Resource Allocation. This Includes Omni-Channel Marketing Tools for Trainers and Subscription-Based Access for Organizations, Expanding Reach and Promoting Tailored Educational Opportunities. By Offering Hybrid Learning Models and Digitized Certification Management, The Platform Addresses Regional Gaps, Democratizing Access to Certifications Like ASNT, ISO 9712, And AWS Across Sectors Such as Welding, Corrosion, And Quality Management. By Digitalisation Of Fragmented Processes, Enhancing Traceability, And Supporting Global Professional Development, Our Platform Empowers NDE Professionals to Thrive in An Evolving Market. Through Innovation and Collaboration, We Aim to Drive the Transformation of The NDE Industry, Ensuring Its Alignment with The Demands of a Digital Future.

This article presents a process R&D, allowing structure, develop and integrate a management model based on knowledge from the joint three fundamental pillars: the technology management, talent management, human knowledge management and structural support of technologies information and knowledge, the application of the model is able to consolidate in COTECMAR, a Science and Technology Corporation belonging to the naval sector Colombia. Within the development of research were taken as the theoretical basis organizational learning, skills management of human talent, the models of knowledge management, technological monitoring, infrastructure knowledge, business intelligence, technology transfer and own processes of innovation and development of shipbuilding industry in design, construction and repair of ships and craft. The challenge laid out by research team was associated with the development of policies, strategies, methodologies and tools to manage knowledge, developing skills and competencies from individual experiences, group and organizational, so that short-term fostered a culture of generation innovation for competitive and comparative advantages in the sector naval. Additionally as part of the R & D. He designed a Web platform as a tool for developing knowledge management tasks, in this case communities of practice, virtual communities and knowledge networks, which is active in the organization.