Course Of Preparation Research Articles

Exploring the photo-catalytic degradation of methyl orange dye using Strontium doped Bismuth oxide nanoparticles

Low dimensional metal oxide Nps have garnered significant attention due to their distinctive characteristics and diverse application domains. This investigation can provide further elucidation regarding the synthesis of Strontium doped-Bi2O3 efficacious photocatalysts operating under visible light, thereby potentially addressing environmental quandaries. The photoactivity of Strontium doped-Bi2O3 Nps exhibits a significantly greater magnitude when compared to that of Bi2O3 nanoparticles lacking Strontium doping. The hydrothermal method shall be employed for the synthesis of Strontium-doped Bismuth oxide in the course of preparation. A solution of NH4OH will be introduced to Bismuth nitrate and Strontium chloride. The resulting mixtures shall be subjected to vigorous stirring for a duration of 1 hour, after which they will be transferred into 100 mL autoclaves made of stainless steel and equipped with Teflon liners. These autoclaves shall then be heated to a temperature of 180 °C for a period of 6 h. The prepared samples shall subsequently undergo collection and undergo multiple washes utilising de-ionized water. In order to synthesise Strontium doped-Bi2O3 is imperative to subject the resulting compound to a subsequent calcination process at a temperature of 450° C. Infra-Red spectroscopy (FT-IR), UV-Visible, scanning electron microscopy (SEM), X-ray diffraction (XRD), techniques shall be employed for the investigation of the crystalline structures and morphologies of the powder. The resultant specimen shall subsequently serve as a catalyst for the photolytic degradation of organic dye methyl orange under diverse illumination circumstances. UV-Visible spectroscopy shall subsequently be employed to monitor the extent of photocatalytic efficacy.

Developing Our Teaching Praxis Using a Japanese Lesson Study Model Applied to Corequisite Mathematics

In 2003, the Texas State Legislature enacted the Texas Success Initiative (TSI). The Texas Higher Education Coordinating Board (THECB) coordinates the implementation of this mandate at both universities and community colleges across the state. Upon entering a postsecondary institution, non-exempt students are tested using the TSI Assessment (TSIA2), a 2021 revision of the initial TSI Assessment. A student’s scores are used to assist Texas public institutions of higher education in determining if students are prepared for introductory college coursework in the areas of English Language Arts and Reading (ELAR) and mathematics. Students can be exempted from the TSIA2 if they meet college readiness standards on the SAT, ACT, or endof- course examinations in math and language arts or successfully complete a Texas high school college preparatory course, which is available to all students enrolled in a public Texas high school.

How to customize an early start preparatory course policy to improve student graduation success: an application of uplift modeling

How to customize an early start preparatory course policy to improve student graduation success: an application of uplift modeling

Формирование компонентов критического мышления курсантов в процессе изучения русского языка как иностранного

Introduction. One of the tasks of modern education is the formation of the competencies of the «Systemic and Critical Thinking» group. Theoretical analysis. The article reveals the meaning of the concept of critical thinking, highlights its components and substantiates the significance of the development of this thinking in the cadets of the preparatory course, since it is during this period that the skills of working with scientific literature written in Russian are laid. Empirical analysis. These methods and techniques of working with didactic material based on the texts of the disciplines of the professional cycle made it possible to increase not only interest in learning the Russian language, but also to prepare students for the analytical reading of textbooks, which contributes to the development of critical thinking. Conclusion. The article presents arguments proving the importance of the development of critical thinking in military personnel, since the study of scientific and methodological literature led to the conclusion that, first of all, grammatical skills are formed in the process of learning a language as a foreign one. Examples of tasks that form and develop the components of critical thinking are given, the methods used in the process of studying Russian as a foreign language are briefly substantiated, the purpose and objectives of studying this discipline are indicated. The article is advisory in nature, and its relevance is justified by the requirements of the educational standard of the specialty “Flight Operation and Application of Aviation Complexes”.

Start-up Incubators for Refugees: Applying Psychological Methods to Increase Chances of Entrepreneurial Success

An increasing number of start-up incubators offer programmes designed specifically for refugees. They provide entrepreneurship training and access to a closely-knit community for start-up development. Beyond that, they also support refugees in overcoming typical challenges, including a lack of language skills and required qualifications, an uncertain residence status, discrimination and psychological distress on various levels. While these incubators have already contributed to refugees’ social and economic integration, the number of successful participants is still relatively low. The question remains about what can be done to multiply the potential so that more significant numbers of refugees can benefit. To support incubators in achieving more significant numbers, this work presents a framework of methods and tools based on health and organisational psychology literature. More specifically, this work focuses on methods and tools to be applied during two critical phases of the incubation cycle, namely the selection process and the actual programme. First, suitable candidates may be overlooked and/or less suitable candidates admit-ted during selection. This work proposes approaches to improve the accuracy of assessment methods so that more significant numbers of candidates with good chances of success are admit-ted. In addition, these methods can help identify those candidates who may appear unsuitable at first sight but could likely get ready with a preparatory course before joining the programme. Second, participants may have difficulty keeping up during the programme for various reasons (often related to the mentioned challenges) and therefore drop out early. This work proposes science-based approaches which help to adapt and improve existing programme elements and/or implement new elements to increase the chances of successful programme completion. Overall, this work seeks to contribute to the academic discussion on innovative approaches to upscale the work of incubators for refugees. Further research will involve co-developing practical approaches with incubators for refugees, cooperating on the implementation, and measuring impact. The goal of providing incubators with relevant practical insights is to deploy more significant numbers of refugees as entrepreneurs and contribute to broader social and economic impact.

Using a contemplative practice intervention in teacher education courses to neutralize implicit racial bias: a feasibility study

ABSTRACT This study examined the preliminary impact of a contemplative practice intervention on the implicit racial biases of 22 participants enrolled in teacher preparation courses using a mixed-methods, pre/post-test design. Quantitative analyses determined whether there were statistically significant differences in implicit racial bias before and after the intervention, and qualitative data from participants’ written reflections were used to understand participant experiences with the intervention. Results suggested that the intervention was associated with decreases in implicit racial bias. Moreover, participant reflections suggested preliminary social validity of the intervention. Taken together, the contemplative practice intervention used in this feasibility study is a promising approach to neutralize prospective and current teachers’ implicit racial bias.

Transnational language teachers’ emotional vulnerability and professional identity construction: an ecological perspective

ABSTRACT Despite the recent growth of attention to language teachers’ emotional vulnerability, little research has explored emotional vulnerability and identity construction among transnational teachers. Drawing on an ecological theoretical lens, we explored the emotional vulnerability and professional identity construction of transnational language teachers working in the context of Turkey. Data were collected from open-ended questionnaires, narrative frames, and semi-structured interviews. Data analysis revealed that across the three classroom (micro), institutional (meso), and sociocultural (macro) ecologies, the transnational teachers experienced contextually-invoked emotional conflicts that positioned their identities in a vulnerable state. Most notably, we found that transnational teachers need to become contextually adaptable to the three ecologies in order to develop professional coping strategies that safeguard them against the chronicle stressors of their profession and context. We situate such adaptability within implications calling for holding preparatory courses that facilitate transnational teachers’ transition to the new setting with the hope of positively contributing to their effective professional identity construction.

Building Community Online: Moving toward Humanization Through Relationship-Focused Technology Use

This qualitative study aims to improve accessibility and equity in digital spaces by identifying the prevalent mismatch between online course design, student culture, and its connection to instructional design for teacher preparation programs. Utilizing feminist theory, we explore the intersection between community, identity, and learning within relational-focused small group online discussions for students enrolled in two online teacher preparation courses. Data for this study includes observations of teacher candidates, artifacts of their meetings, and reflective responses. The results indicate that relational-focused small group online discussions provide opportunities to expand accessibility and equity through community and deep learning while impacting future teachers' identities.

1005 Core Surgical Training Applications: Moving Goalposts and the Introduction of the MSRA

Abstract Aim The core surgical training (CST) application has changed year-on-year for the past 3-years. The 2023 application cycle saw the inclusion of the Multi-Specialty Recruitment Assessment (MSRA) for long-listing. Our aim was to assess the impact of the new CST application requirements on applicants. Method A questionnaire was distributed to attendees of a CST preparation course. Demographic data were collected. A Likert scale was used to determine agreement with a series of statements regarding the CST application and inclusion of the MSRA. Respondents were also given free text to express opinions regarding CST applications. Results One hundred fifty-eight (158) responses were collected, 67 [42.4%] were FY2 doctors, 66 [41.8%] were FY3/out of training in the UK, 8 [5.1%] outside of the UK, 14 [8.9%] FY1s and 3 [1.8%] were in another non-training post. Eighty-nine (89) [56.3%] respondents applied to CST only, with 60 [38.0%] stating that inclusion of the MSRA made them more likely to apply to other specialties requiring the exam. 16 [10.1%] applicants felt that the MSRA was a fair addition to the application progress. The common themes of qualitative data included: frustration at the short notice given to criteria changes, as applicants felt they spent years preparing their applications. Concern was expressed that candidates with no interest in surgery may consider applying due to inclusion of the MRSA. Conclusions Changing the CST application criteria had an overall negative effect on applicants. Most respondents reported the need for changes to applications to be communicated earlier in advance.

872 Two Years of Levelling the Playing Field. Challenges in Sustainability Providing a Free Online National Webinar Series and Mock Interview Scheme

Abstract Aim The Specialised Foundation Programme (SFP) is a competitive training programme for UK medical graduates providing opportunities to pursue academic, educational, or managerial roles alongside clinical work. SFP interviews require knowledge of research methods and critical appraisal, applicants are also assessed in their approach to managing unwell patients. Information and guidance around the SFP vary greatly between medical schools. Where institutional support is lacking, expensive and poorly evidenced preparation courses have flourished, exploiting applicants, and creating a barrier to access. We sought to address this inequality by providing a free, national, structured teaching programme and running mock interviews. Method For two application cycles we conducted a virtual preparation programme followed by mock interviews with clinical academics, aiming to improve perceived preparation and confidence. Outcomes were assessed using questionnaires following webinars and mock interviews. Results In each cohort, >120 students from 33 Universities, attended webinars. On average, students found the webinars helpful (4.75/5) and interesting (4.72/5). Following the webinars students felt more prepared (p<0.0001) and confident (p<0.0001). Similarly, confidence was significantly improved (p<0.001) by mocks for both cohorts. Recruitment of mentors or interviewers from cohort one for the second cohort was only 7%. Conclusions We have demonstrated that SFP applicant confidence and competence for interview can be improved via delivery of a free virtual preparation programme. Such a programme can be delivered through recruitment of a cohort of motivated clinical academics at zero cost. However, despite the clear benefits reported by applicants, retainment of interviewers and thus sustainability of this programme remain challenging.

Are We Preparing Teachers to Fight Labor Oppression?: A Critical Community Autoethnography Interrogating Social Justice Teacher Education

ABSTRACT Teachers in public schools regularly face labor oppression. Despite this reality, in research and practice, “social justice teacher preparation” has largely neglected the topic of labor struggle. We offer this community auto-ethnography as a collective reflection on how we came to our own understandings around these issues and what we learned from supporting students’ development around these topics as we co-taught a Foundations pre-service teacher preparation course. We unpack the experiences that shaped our individual relationships to issues of social justice and labor that were prioritized in the class with implications for expanding the purview of social justice teacher preparation.

The Implementation of ORESTE using Basson Rank for Selecting The TOEFL Preparation Courses in Yogyakarta

TOEFL is one of the most frequently used international standardized tests for registering for masters and doctoral degrees, seeking study scholarships or for promotions. Unfortunately, there are still many students and employees who still experience difficulties in taking the TOEFL test. This is what then becomes the reason for them to take English courses, especially to prepare themselves for preparing the TOEFL test. Yogyakarta, which has the title of "Student City", has many campuses and many English courses that offer the TOEFL Preparation Course. There are many types of TOEFL formats and many TOEFL Preparation Programs are offered by English courses in Yoggyakarta. The TOEFL Preparation courses has various programs including different price, teacher competencies, and facilities. In this study, the ORESTE method was used to help the people determining the best course according to its ranking. This method is one of the Multiple Attribute Decision Making (MADM) methods used to find alternatives using predetermined criteria and preference weights. The criteria used are price, instructor, materials, facilities and location. The results showed that the best TOEFL course ranking/order alternative was A16 with a preference score of 3.9425 and the course with the lowest score was A4 with a score of 9.878177.

The Role of TOEFL Preparation Courses in Improving Test Score

The study analyses the implementation of TOEFL Preparation and provides conclusions and suggestions to improve participants' ability to face the TOEFL test. In the study, 40 participants participated in the implementation of TOEFL preparation courses which consisted of three parts, namely listening, structure, and reading. The analysis results showed that the average TOEFL score of the participants was 448, with the highest score reaching 540 and the lowest score of 376. Although the average score met the minimum requirements at IBIK 57 Campus, there were participants who did not reach the standard. Suggestions included individual coaching, increased listening practice, strengthened knowledge of grammar and structure, reading comprehension strategies, as well as encouragement for self-study and use of additional resources.

In Search of the Resilient Academic Experience: Dealing with Concerns in Artistic Doctoral Programs

Design and Art PhDs are widely spread across Art Schools around Europe and the world. Doing a PhD in the arts however contains tensions between artistic research approaches, and overall academic setting and requirements. Students, and supervisors, are not always well prepared for the challenges that arise from these tensions. This raises the question: How supervision of artistic research at doctoral level can foster unorthodox approaches and multimedia outcomes, while simultaneously enable doctoral students to navigate academic frameworks? Based on data from a doctoral preparation course, this article outlines typical tensions and, highlights strategies to help navigate them. After a general introduction and the methodology section the article reviews existing approaches in PhD programs in Art and Design that help reflecting our case study. Chapter five presents the case study results and chapter six involves discussion and conclusion on future needs in PhD supervision in the arts.

Türkiye’de Zorunlu Arapça Hazırlık Programı (İlahiyat Fakülteleri Çerçevesinde)

In Turkey, state educational institutions start teaching Arabic in the primary and secondary grades and continue through higher education. Undergraduate level Arabic education is provided within the purview of independent or different departments in the Arabic Language and Literature, Arabic Teaching, Translation, and Interpreting programs of higher education institutions. Courses in Arabic Language and Rhetoric are required to be taught throughout at least six semesters in the theology faculties' curricula. Additionally, undergraduate programs that offer instruction in a foreign language, either entirely or in part, must begin with a preparation course. The outcomes and benefits of required foreign language preparation lessons differ because of the different motivations behind them. Nevertheless, taking into account a number of factors, it is possible to conclude that it adds value to undergraduate programs outside of theology faculties in terms of literature and foreign language education, in addition to acquiring communicative Arabic skills, and because it is the language of instruction in theology programs. When thinking about theological faculties in the context of preparatory classes, it is clear that the primary goal is to develop reading comprehension skills, with communicative abilities serving as a backup. In this context, morphology and syntax are provided as the theoretical foundation. This opinion is supported by the relevant units' justifications for opening a preparatory class in general, for being able to follow Arabic language courses in the student's field of study, for being able to read and comprehend the subjects, and for having fundamental Arabic language abilities. It is clear that the goal is to carry it out as a language education, and not built around reading-comprehension of the fundamental Arabic language resources. This study intended to answer questions regarding the mandated Arabic preparatory program within the scope of faculties of theology, including its legal basis, purpose, and practical implementation. It also shed light on the primary issues and practical solutions to those issues. Additionally, specific actions that should and should not be taken to improve the standard and effectiveness of education and training and to guarantee its continuity have been explored and added to the body of literature. In this context, it is clear that there are numerous issues with the Arabic preparatory program that are caused by both theory and practice, as well as the pertinent laws. In particular, structural issues are considered as the main barrier preventing the program from achieving its objective, and it has been found that some secondary issues that are not promptly treated result in more significant issues. Therefore, it has been determined that it is absolutely necessary to create a standard framework, taking into account both national practices and practices in other countries around the World, that can be used as a reference in terms of Arabic education, in which the goals and accomplishments are determined to a large extent, and the differences between institutions are minimized.

단위 학교의 국어 교과서 평가와 선정 실태 연구

Purpose: The purpose is to find problems derived from the elements and selection process and waysto improve them. Considering that the 2022 revised Korean language curriculum has further expandedthe type and number of high school elective courses in preparation for the high school credit systemin preparation for the 2015 revised curriculum.
 Methods: For this purpose, this study conducted Focus Group Interviews (FGIs) with 9 Koreanlanguage teachers who had participated in the evaluation and selection of Korean language textbooksin unit schools based on the revised 2015 Korean language curriculum.
 Results: 1) Korean language teachers mainly adopted the “overall textbook evaluation approach” dueto the high burden of evaluation in the process of selecting and evaluating Korean language textbooks. 2) Variables influencing the evaluation and selection process of Korean language textbooks included “appropriate sanctions”, “adequate amount of learning content”, “various teaching and learning activitiesand availability of supplementary materials”, as well as “authors and publishers”. 3) The primaryproblems identified in the selection and evaluation of Korean language textbooks under the verificationand approval system were the excessive amount of textbooks to be evaluated, resulting in “excessivecontent and insufficient evaluation time”, and the emergence of “complex and abstract textbookevaluation criteria”.
 Conclusion: Proposed solutions to address these issues include “securing evaluation time andsimplifying procedures” and “providing and utilizing objective textbook information for each publisher”.

Https://www.onlinescientificresearch.com/articles/new-discoveries-in-number-theory-and-its-practical-application.pdf

Assessment of faecal contamination of water is a key factor in assessing the quality and safety of food. It also reveals the level of hygiene adopted by food handlers in the course of preparation and serving of such foods. This study assessed the risk of microbial contamination of water used by food vendors in Owerri munipality, Imo State Nigeria between January-December 2019 with an emphasis on total coliforms and the faecal coliforms/ faecal indicator bacteria (FIB) – Escherichia coli (E. coli) and thermotolerant coliforms (TTC). One hundred and thirty water samples collected across three vending types (street vendors, high level and low level restaurants) were evaluated for microbial contamination using standard methods. Data obtained was statistically analyzed with p-value set at 0.05 significance level. The result identified Enterobacter spp. and Klebsiella spp. The result showed that 48.46% (63) of the 130 water samples examined were contaminated with coliform bacteria, of which 20 (22.22%) samples had faecal coliform bacteria, representing 10.77% of the entire water samples examined. Of the 64 samples from water used for food preparation, 12.50% (8) had faecal coliform bacteria as against 9.09% (6) of 66 samples collected from water offered to customers for drinking. The result showed that 116 (89.23%) of the 130 water samples recorded no faecal coliform contamination, hence they were considered excellent based on the guidelines for determination of faecal contamination of water. Two samples had faecal coliform counts of 1-3 per 100 ml of water accounting for 1.54% of water samples, which is considered Satisfactory. The result revealed suspicious (4-9 per 100 ml) coliform count in 9 (6.92%) water samples, while three water samples (2.31%) had ≥10 count and are classified as unsatisfactory. The result revealed that 89.23% (116) of the examined water samples were of ‘no risk’ to the public, which was significantly higher than 8.46% (11) and 2.31% (3) recognized as being of low and intermediate risk respectively (p <0.05). High and very high risk water samples were not encountered in the study. This trend in qualification of risk of water samples reflected in the two types of water usages, and the observed differences was however not statistically significant (p>0.05).

Unlocking the Path to Academic Excellence: Unraveling the Impact of 480 Class Hours in Improving Reading Ability for Lecturers

This study seeks to explore the readers' ability experienced by adult learners who attended IELTS preparation courses at the Language Centre Hasanuddin University. It aims at measuring their progress through reading class. The respondents were 44 out of 50 lecturers from 18 different universities in the eastern part of Indonesia, both public and private, sponsored by the Directorate of Higher Education of the Republic of Indonesia. They attended 240 sessions which equaled 480 class hours for three months. The data were collected from the IELTS pre-test, progress-test, mid-test, and post-test. The progress test was given ten times during the preparation. By the end of the course, the participants sat for the real IELTS test administered by IALF Bali. They were also given a self-assessment questionnaire (20 questions) using a Likert scale ranging from "strongly agree to strongly disagree." Besides, the researchers also conducted direct observation as they were the teachers of Reading in their class. Based on the result of all instruments used in this research, the finding indicates that most of the respondents' reading ability is improving.

ZNO Exam Preparation Course: Implications of Needs Analysis for Instructional Design

The paper proposes a practical framework of conducting the needs analysis as a constituent of exam teaching and discusses how the findings of these surveys can translate into an actual course design. The participants of the study are a group of five Ukrainian school-leavers, studying on an exam preparation course to take the ‘external independent evaluation’ (ZNO exam). The procedure correlated with the ‘triangulation’ theory, which envisages the use of several instruments to analyse learner needs to enhance the validity of their results. A combination of quantitative and qualitative methods (questionnaires, diagnostic testing, observations and informal talks) has been applied to assess the outcomes of the needs analysis, which reveals the learners’ motivation, learning needs, as well as the areas of grammar, vocabulary, and subskills that requires further training. The study has showed that in case the instructional design is based on the outcomes of needs analysis, the teacher can take more informed decisions as to have the course tailored to the actual needs of its participants. Such individualized approach turns learners into co-creators of the course and fosters a more effective and purposeful preparation on their part. Further research could focus on fine-tuning the framework of analysing learner needs to the requirements of any specific exam.

Risk of Faecal Contamination of Water Used by Food Vendors in Owerri Munipality, Imo State Nigeria

Assessment of faecal contamination of water is a key factor in assessing the quality and safety of food. It also reveals the level of hygiene adopted by food handlers in the course of preparation and serving of such foods. This study assessed the risk of microbial contamination of water used by food vendors in Owerri munipality, Imo State Nigeria between January-December 2019 with an emphasis on total coliforms and the faecal coliforms/ faecal indicator bacteria (FIB) – Escherichia coli (E. coli) and thermotolerant coliforms (TTC). One hundred and thirty water samples collected across three vending types (street vendors, high level and low level restaurants) were evaluated for microbial contamination using standard methods. Data obtained was statistically analyzed with p-value set at 0.05 significance level. The result identified Enterobacter spp. and Klebsiella spp. The result showed that 48.46% (63) of the 130 water samples examined were contaminated with coliform bacteria, of which 20 (22.22%) samples had faecal coliform bacteria, representing 10.77% of the entire water samples examined. Of the 64 samples from water used for food preparation, 12.50% (8) had faecal coliform bacteria as against 9.09% (6) of 66 samples collected from water offered to customers for drinking. The result showed that 116 (89.23%) of the 130 water samples recorded no faecal coliform contamination, hence they were considered excellent based on the guidelines for determination of faecal contamination of water. Two samples had faecal coliform counts of 1-3 per 100 ml of water accounting for 1.54% of water samples, which is considered Satisfactory. The result revealed suspicious (4-9 per 100 ml) coliform count in 9 (6.92%) water samples, while three water samples (2.31%) had ≥10 count and are classified as unsatisfactory. The result revealed that 89.23% (116) of the examined water samples were of ‘no risk’ to the public, which was significantly higher than 8.46% (11) and 2.31% (3) recognized as being of low and intermediate risk respectively (p <0.05). High and very high risk water samples were not encountered in the study. This trend in qualification of risk of water samples reflected in the two types of water usages, and the observed differences was however not statistically significant (p>0.05).