Comprehensive Education Model Research Articles

Exploration of the Comprehensive Education Model Integrating Positions, Courses, Competitions, and Certifications: A Case Study of the Construction Engineering Technology Major

Exploration of the Comprehensive Education Model Integrating Positions, Courses, Competitions, and Certifications: A Case Study of the Construction Engineering Technology Major

A Study on the Comprehensive Education Model of "Job Course Competition Certificate" for Vocational Undergraduate Big Data and Accounting Majors

The comprehensive education model of "on-the-job course competition certification" is an innovative talent cultivation model aimed at cultivating high-quality skilled talents that meet the needs of the new era. This model combines job skills, course learning, skill competitions, and certificate certification to provide students with a more practical educational experience. This time, the comprehensive education model of "on-the-job course competition certificate" will be applied to the teaching practice of vocational undergraduate big data and accounting majors. After briefly explaining the connotation of the "on-the-job course competition certificate" education model, this article analyzes and summarizes the integration methods of "on-the-job course competition certificate" from four aspects: course post integration, course certificate integration, course competition integration, and competition certificate integration. Finally, combining with the current situation of big data and accounting major teaching in vocational colleges, this article explores the practical path of the "on-the-job course competition certificate" comprehensive education model from the rational allocation of school enterprise resources, setting of talent training standards, construction of teacher teams, optimization of curriculum systems, and improvement of assessment and evaluation systems.

Exploration of the Comprehensive Education Model of Landscape Design Job Course Competition and Certificate

Exploration of the Comprehensive Education Model of Landscape Design Job Course Competition and Certificate

Practical Exploration and Ecological Perspectives in New Liberal Arts Construction

The establishment of the new liberal arts has garnered immense interest in recent years. This article delves into the ecological connotations and characteristics of the new liberal arts, offering a groundbreaking ecological perspective on their key functions, adaptability, and environmental implications. By doing so, it puts forth four potential solutions to address the challenges regarding the construction of the new liberal arts. These solutions possess both theoretical and practical implications, serving as invaluable guides for interdisciplinary integration. Taking an ecological viewpoint, this article highlights the construction plan of the new liberal arts, which holds the promise of enhancing students' learning effectiveness. It elucidates how such an approach can foster a balanced and holistic educational environment, catering to diverse interdisciplinary needs. By embracing this plan, institutions can cultivate students' critical thinking, creativity, adaptability, and problem-solving skills, equipping them with the tools necessary to navigate the complexities of the modern world. In conclusion, the ecological analysis presented in this article offers fresh insights into the construction of the new liberal arts. By integrating interdisciplinary perspectives and promoting a comprehensive educational model, institutions can pave the way for a more effective and adaptive approach to learning.

Comprehensive Education in The Management of First - Year Students at VNU National Defense and Security Training Center

Understanding the importance of comprehensive education, the direction of the National University of Hanoi until March 2023 is to develop a comprehensive education model for first-year students at the Vietnam National University, Hanoi - Hoa Lac. This initiative is being led by the Director of the Vietnam National University, Hanoi, Le Quan, will be implemented from the first semester of the academic year 2023-2024 with the goal of "being physically healthy, mentally strong, and socially skilled" [1]. VNU National Defense and Security Training Center is a member unit of the Vietnam National University, Hanoi with the function of providing national defense and security knowledge training. It is an ideal place for students to participate in learning activities that meet the objectives of the project. A research article on the effectiveness of comprehensive education in managing first-year students at the Center for National Defense and Security Education was conducted using methods such as soft skills training, organizing extracurricular activities, and improving physical and mental education for students. The statistical results show that after completing the National Defense and Security Education program, students observed significant changes in their soft skills such as communication, teamwork, and time management, as well as adopting a more scientific lifestyle and improving their physical fitness. Therefore, it can be seen that the application of comprehensive education in managing first-year students at the Vietnam National Defense and Security Training Center has been effective in improving the quality of extracurricular and sports activities and achieving positive results.

Comprehensive educational model based on Challenge-Based Learning for the improvement of competency performance

"Insanity is doing the same thing over and over again and expecting different results". This phrase, attributed to Albert Einstein, contains a message that sums up what is happening in education systems. Fortunately, an increasing number of "madmen" are choosing to do something different to "innovate" in the teaching-learning process. This paper shows the influence of innovating in four key aspects that influence learning: instruction, methodology, space and time, if we want to improve competence performance and start to make the objectives of the Bologna Declaration a reality, through experiences carried out in the School of Industrial Engineering (EII) of the University of Extremadura.

Research on the Teaching Reform of "Fund Investment Practice" under the Integration of "Post Course and Competition Certificate

In April 2021, the National Vocational Education Conference, Sun Chunlan clearly said that it must "strictly follow the establishment of moral education, improve the type of positioning, and accelerate the creation of a modern vocational education system. Adhere to the comprehensive education model of 'post-course competition certificate', improve the efficiency and quality of education, enhance the smoothness and flexibility of career development channels, deal with problems efficiently, and strengthen the attractiveness and recognition of vocational education for the audience". As the core course of wealth management in Wenzhou Vocational and Technical College, as one of the three major directions of future employment for wealth management students, and as one of the means for mass investors to unlock their wealth freedom, how to conduct the course of Securities Investment Funds well, enhance students' interest in learning, improve the practical skills of students in higher education institutions, and meet enterprises' demand for talents in fund management is an urgent issue to be dealt with at present. The article focuses on the overall design of the Securities Investment Fund course as a carrier, deeply analyzes the problems of the teaching of Securities Investment Fund, and proposes the integration of the "post-course, race and certificate" education mechanism, so as to break the traditional teaching mode, reduce the negative impact caused by it, and reconstruct the curriculum system from multiple perspectives, such as the integration of the course and certificate and job requirements. The curriculum system is reconstructed from various perspectives, such as the integration of courses and certificates and job requirements, in order to improve the vocational ability of wealth students in a comprehensive manner.

Integrasi pendidikan karakter dalam pelajaran penyesuaian mahluk hidup dengan lingkungannya (adaptasi) di MIN 2 Jombang

Discussions about character education are always interesting from a theoretical and practical point of view. In this study, the author will explore the concept of character education and integration in the subject of adaptation of living things to their environment (adaptation) at MIN 2 Jombang. Because MIN 2 Jombang is one of the schools trying to implement a comprehensive education model in every lesson. By using a descriptive qualitative approach based on field research, this research tries to reveal the integrated form of character values ​​in the subject of adaptation of living things to their environment (adaptation). This study demonstrates the integration of teacher character values ​​through the stages of planning, implementation and closing. At each stage, the teacher develops material by integrating the values ​​of religious character, discipline, tolerance, independence, honesty, confidence, cooperation, and creativity.

Enhancing Islamic financial literacy through community-based workshops: a transtheoretical model

PurposeThis study aims to propose a comprehensive education model to enhance Islamic financial literacy to elevate the prominence of Islamic finance.Design/methodology/approachThe study conceptualized a framework of Islamic finance education using Prochaska and DiClemente’s transtheoretical model (TTM) of change aided by a review of the essential literature on Islamic financial literacy. The study also includes critical reflection based on the real firsthand experiences of delivering 16 voluntary non-formal community-based Islamic finance workshops for Indonesian diaspora in the UK and the Republic of Ireland from December 2014 to July 2016.FindingsThis study provides an inclusive conceptualization of an Islamic finance education approach to creating awareness in communities of applying Islamic financial principles in daily life. It also elaborates stage-appropriate strategies that cover the pre-contemplation, contemplation, preparation, action and maintenance stages that vary by upon individuals based on their readiness to adopt Islamic finance principles.Research limitations/implicationsThis study is not merely based on a conceptual examination of literature but also incorporates critical reflection on a series of community-based Islamic finance workshops conducted by the authors. It therefore offers the potential to present an under-researched model used to enhance Islamic finance literacy as one of the pillars in supporting the development of the Islamic economic and financial sector.Practical implicationsThis study provides guidelines and various practical ideas that scholars and any concerned parties can use to offer community-based Islamic finance educational activities aimed at supporting the future organic growth of Islamic finance.Originality/valueThe study expands the use of Prochaska and DiClemente’s TTM (which has been widely cited in health-related behavioral research) and brings a unique theoretical lens, notably within the Islamic finance literature. The use of the TTM was established in psychology and health-related behavioral science, particularly in relation to elucidating how people cease unhealthy behaviors (e.g. alcohol and smoking addictions) and how they develop healthy behaviors. This paper brings the TTM into another context on how to stimulate individuals, particularly Muslims, to shift from “riba addiction” and develop sharia-compliant financial behaviors.

Cooling/heating load management in educational buildings through course scheduling

This paper presents a comprehensive educational model considering share resources among several departments bounded to educational limitations for optimizing energy consumption. The thermal model calculates the load based on the ambient temperature to minimize the user's knowledge of the building's thermal model. It determines the percentage reduction of the building's heating load in case of a change in room temperature, a term's start date, and sharing classes compared to standard curricula. It employs linear Boolean optimization. Class planning is carried out concerning minimizing energy use, students' preferences, charts, educational constraints, professors' schedules, classes' numbers, and shared resources.Optimal timetabling influences on the heating load for Shiraz University's second engineering building complex are analyzed, used by Mechanical Engineering, Computer Engineering departments, and Auditorium. The effects of three scenarios and two situations on energy consumption are quantified. The results indicate the best curriculum is not affected by the scenarios. A two-week early beginning and a temperature of 23C of classes reduce energy consumption by over 50%. In deploying the optimal timetabling, the potential of diminishing the heating energy consumption is about 12% compared with conventional timetabling. Sharing resources do not always lead to a decrease in energy use, but this activity can slide it by 2.5%. These results are aligned with commercial software's outcomes.To tackle the obstacle of the computational load, reducing a matrix's dimensions is implemented. It cuts down the number of decision variables, unequal and equal constraints from 90.8%, 99.97%, and 57.81%, respectively.

Reformas educativas y profesorado de secundaria: El peso de la tradición docente

A pesar de los cambios propuestos por diferentes reformas educativas que han tenido lugar en el ámbito español durante los últimos 40 años, cabe preguntarse en qué medida la etapa de educación secundaria guarda, todavía, más relación con sus orígenes –Plan Pidal, 1857– que con los derivados de las sucesivas reformas. Realizamos un recorrido histórico por leyes orgánicas de educación de ámbito español poniendo nuestra mirada en la etapa de educación secundaria obligatoria y centrando nuestra reflexión en aspectos tan importantes como el peso de la tradición docente. Algunos principios pedagógicos que inspiraban las reformas educativas que han tenido lugar en nuestro país, planteaban en un modelo de enseñanza más comprensiva y no tan academicista. Se pretendía que dicha etapa educativa, que actualmente es de carácter obligatorio, fuese una etapa a la que toda la población pudiese acceder, pero, además, también pudiese superar con éxito. Sin embargo, este modelo de enseñanza comprensiva promulgado por las sucesivas reformas es un modelo educativo que todavía no ha calado, con suficiente profundidad, en la cultura de un profesorado de secundaria que ha sido formado en una tradición docente muy diferente y en el que todavía, hoy en día, podemos percibir el peso de la tradición.

Epidemiologic features and intervention effect of fall injury among rural school-aged children in southwest China: a short-term cohort study

ABSTRACTFalls are the top one type in all unintentional injuries. In this study, we aim to explore the epidemiological characteristics of falls and assess the intervention effect. Our research had interviewed 2854 rural children in southwest China. Then, we used School–Family–Individual (SFI) comprehensive education model to conduct an intervention among 1506 children and follow up them for one year. The changes in injury knowledge and incidence rate before and after intervention were compared. We found the fall injury was 37.32% (178/477) and ranked top one in the total injuries. After intervention, the children's fall-injuries-related knowledge was significantly increased by 15.29 percent (P < 0.001). While falls incidence significantly decreased after- intervention (6.24% vs. 3.93%; P < 0.001). From the results we concluded that the falls rate was high and was the prior reason of all injuries. SFI intervention model can effectively reduce the incidence of the fall injury.

Attacker-Manager Game Tree (AMGT): A new framework for visualizing and analysing the interactions between attacker and network security manager

The number of security threats has risen sharply in recent years. This increasing trend has encouraged researchers to develop new security models in order to analyse the vulnerability of their systems, evaluating the attack and defence mechanisms, and finding the optimal security solutions. Attack Tree (AT) is the most famous security model which graphically describes the potential attack scenarios. However, it does not consider defence solutions. Hence, Defence Tree (DT) has been designed to graphically demonstrate the security solutions in order to protect the system. In this paper, we first propose a new game theory based graphical security model, Attacker-Manager Game Tree (AMGT), to consolidate all attack and defence scenarios in one model. Using this model it is easier to analyse the interactions between an attacker and security manager. Moreover, the proposed AMGT is a comprehensive educational model for system security which helps the security manager to explain the system flaws and potential risks to the higher level managers. Although finding the optimal security solutions is considered in previous studies, different definitions of optimality make finding the best solution difficult. In the rest of this paper, we consider different definitions of the optimal security solution. Afterward, the MiniMax rule is redefined to help the security manager to extract the best security solutions using AMGT based on the definition of optimality proposed by the system requirements.

A função social do esporte na construção identitária dos sujeitos

Suscitar a discussão e o interesse profissional para a dimensão socioeducativa do esporte como direito constituído no Estatuto da Criança e do Adolescente traz ao exercício da problematização o atual contexto brasileiro, onde o acesso a este direito por crianças e adolescentes, usuários dos serviços públicos, não vem sendo concretizado de maneira universal. Expressivas experiências interdisciplinares pelo Brasil, ainda que dispersas, evidenciam a função social do esporte ao ser instrumentalizado como ferramenta significativa na construção de potencialidades individuais e coletivas no interior do processo de formação identitária de crianças e adolescentes, quando inserido em um modelo de educação integral de saberes e vivências. Não se trata de apreender o direito ao esporte como prática social idealizada, e sim, efetivá-lo por meio de políticas públicas junto a crianças e adolescentes, sujeitos de direitos.

FUNDAMENTOS DA EDUCAÇÃO INTEGRAL POLITÉCNICA: DA TEORIA À PRÁTICA

RESUMO: Este artigo tem por objetivo apresentar os fundamentos epistemológicos, pedagógicos e políticos de uma proposta de educação integral, concebida à luz da pedagogia histórico-crítica e orientada pelo princípio pedagógico da politecnia. Para tanto, resgata-se a noção desse conceito, desde a concepção marxiana até as interpretações realizadas por alguns dos principais autores brasileiros da área, cujo suporte teórico foi posto em prática, na forma de laboratório social, entre janeiro de 2005 e agosto de 2006, na cidade rondoniense de Ariquemes, com resultados que demonstraram a viabilidade de um modelo de educação integral que visa à emancipação humana sob a perspectiva marxista.

INTERNASIONALISASI PENDIDIKAN TINGGI ISLAM MELALUI REALISASI THE GLOBAL GOALS BERBASIS MAQASHID SYARIAH

&lt;p&gt;The era of globalization is characterized by a shift in the concept of citizenship. From nation citizenship to global one. The implication is the need to reform Islamic education based on global standardization and Islamic values. The concrete form is the internationalization of Islamic education through the realization of the global goals based on maqashid sharia. The model established is the education that makes maqashid sharia as the core curriculum (model of comprehensive education), open to all parties to obtain or provide educational (emancipatory), ready to compete in the global competition (competitive), to cultivate the attitude of flexibility and open-minded towards each other (inclusive), cooperate with global citizens (collaborative) and is able to bring actual change for the community (transformative).&lt;/p&gt;&lt;p&gt;Era globalisasi ditandai pergeseran konsep kewarganegaraan. Dari warga negara menjadi warga dunia (global citizenship). Implikasinya adalah pentingnya reformasi pendidikan Islam yang didasarkan pada standarisasi global namun Islami. Bentuk konkritnya adalah internasionalisasi pendidikan Islam melalui realisasi the global goals berbasis maqashid syariah. Model pendidikan yang diselenggarakan adalah pendidikan yang menjadikan maqashid syariah sebagai kurikulum inti (model pendidikan komprehensif), terbuka bagi semua pihak untuk memperoleh maupun memberikan pendidikan (emansipatif), siap bersaing dalam kompetisi global (kompetitif), membudayakan sikap luwes dan terbuka terhadap sesama (inklusif), mau bekerjasama dengan seluruh warga dunia (kolaboratif) serta mampu menghadirkan perubahan aktual bagi masyarakat (transformatif).&lt;/p&gt;

Design and Implementation of a Comprehensive Educational Model: Project Based Engineering School (PBES)

The School of Engineering at the Universidad Europea de Madrid (UEM) implemented a change in the pedagogical model applied in its degrees at the 2012/2013 period: the "Project Based Engineering School" (PBES). It consists on the application of the Project-Based Learning (PBL) methodology in at least several subjects each course in all its degrees. Each academic year, the students develop a capstone project covering partially the content of several subjects; faculty board and teachers were involved in the designing of a global framework and implementation adapted to each degree. How this process was made is explained in this paper. Positive results were obtained at the end of the first year that include further development of key skills, a deeper understanding of the specific skills and an increase on the motivation of students and teachers. There were also identified some areas for improvement for the coming years. This article will also show some of those results (both qualitative and quantitative) obtained after a year of experience from the students’ point of view.

Translating evidence‐based practice into a comprehensive educational model within an autism‐specific special school

Research evaluations of Applied Behaviour Analysis (ABA)‐based interventions for children with autism demonstrate positive outcomes. However, little research has focused on the translation of these evidence‐based interventions into service delivery models within existing education systems. In the present article, we provide a description of the comprehensive ABA‐based educational model used within TreeHouse School, London, UK. In addition, we analyse progress data over 12 months for a group of learners attending the school. Fifty‐three students with autism were tested and then re‐tested with the Assessment of Basic Language and Learning Skills (ABLLS‐R). For 23 of these students a repeated Vineland Adaptive Behavior Scales (VABS) assessment was also available. Repeated measures t‐tests revealed statistically significant improvements over time on all ABLLS domains and for all VABS scores. These data provide preliminary evidence that an ABA‐based educational model can be integrated into the UK system and produce positive outcomes for children.

Teaching Effectiveness and Educational Components in Business Education for Liberal Arts Students

When we teach business courses for liberal arts students, our challenges will be how we can effectively teach students who have different majors, years, interests, and backgrounds in the same class. For example, if we focus on business major students, we may lose other students from different majors. This problem will appear in two critical educational components for liberal arts students, which are teaching and mentoring. This means that we will need two things. One is teaching effectiveness in a whole class and the other is mentoring effectiveness for individual students in the class. Therefore, we must consider class management and individual-level treatments of students carefully in order to improve teaching effectiveness for liberal arts students. In this paper, our goal is to propose such a comprehensive education model particularly for instructors who teach business courses for liberal arts students. We propose our own comprehensive model based on various literature reviews and empirical studies. Then, we research on effectiveness of our model empirically. Particularly, we try to test if our model could satisfy both teaching and mentoring effectiveness in order to validate our theoretical arguments and this initial educational model for liberal arts students. This study will give us a clearer picture of the comprehensive business education model to make teaching more effective for liberal arts students.

An Integrative, Longitudinal Case-Based Learning Model as a Curriculum Strategy to Enhance Teaching and Learning

Background and Purpose. Indiana University faculty and students developed a multi-generational case family series as a tool for implementing the Integrated Longitudinal Case-Based Learning (ILCBL) model supporting the achievement of program objectives. The purposes of this paper are to present the development of the Indiana University Doctor of Physical Therapy Family Tree as a tool for the application of the ILCBL model and to discuss preliminary findings evaluating the model's effectiveness. Method/Model Description and Evaluation. The Indiana University Doctor of Physical Therapy Family Tree: An Integrated Case Series, comprised of 37 interrelated cases spanning 4 generations, was co-created by faculty and students to serve as a tool to enhance teaching and learning. ILCBL is a novel perspective on casebased learning. Its aim is to facilitate the development of student problem-solving and clinical decision-making skills, as well as cultural and ethical competence in preparation for clinical practice. Outcomes. Outcome measures included student course surveys (n = 89/102; 87.25% response rate) and clinical discussion forum comments (n = 69/69; 100% response rate). Student survey results were supportive of the ILCBL model, citing benefits in problem solving, critical thinking, and clinical preparation; however, a desire for more consistent use was indicated. Clinical discussion forum comments reflected the longitudinal value of ILCBL in translating classroom knowledge into clinical application. Faculty comments also highlighted the efficiency and effectiveness of the ILCBL model. Discussion and Conclusions. The ILCBL model successfully supports course and program objectives. The case family series is an effective and efficient means for implementation of the ILCBL model. The most promising aspect of ILCBL is students' perspective of its longitudinal value in fostering critical thinking skills and cultural and ethical sensitivity. Future developments will focus on more consistent and integrated applications of the case family series towards expansion of the ILCBL concept. Key Words: Teaching methods, Critical thinking, Case-based learning, Curricular strategy. BACKGROUND AND PURPOSE In 2003, in its first year of a newly designed Doctor of Physical Therapy curriculum, Indiana University (IU) was presented an opportune moment to foster faculty collaboration toward a comprehensive education model. The goal was to implement the Integrated Longitudinal Case-Based Learning (ILCBL) model with the goals of decreasing course isolation, facilitating effective learning, and increasing efficiency. A pedagogical instrument, The Indiana University Doctor of Physical Therapy Family Tree: An Integrated Case Series, was constructed connecting the mission, vision, and curricular threads with the hope of facilitating learning across the curriculum. The IU physical therapy curriculum is derived from an analysis of current practice standards articulated in the American Physical Therapy Association's (APTA) Guide to Physical Therapist Practice1 and the Normative Model of Physical Therapist Professional Education,2 as well as from disablement3 and clinical decision-making models.46 Integration of these various resources has led to a progressive curricular design where basic science forms a knowledge base from which applied sciences build. The goal is to prepare new clinicians to think critically and to problem solve for all types of patient conditions. While the structure of the curriculum lends itself to the development of these skills, creating educational experiences that draw these components together can be challenging. Consequently, implementing pedagogical approaches within the classroom that foster applied learning becomes essential. The literature describes several different strategies to promote effective clinical reasoning, including problem-based learning (PBL),'8 case-based learning (CBL),911 and standardized patient simulations (SPS). …