Formal Academic Education Research Articles

Pertanggungjawaban Hukum Perbuatan Praktek Tukang Gigi

Introduction: The practice of dental artisans which is now increasingly mushrooming in the community seems to have caused serious problems, namely victims of practices that are not in accordance with procedures. Several cases indicate that it turns out that the practice of dental artisans has become one of the people's choices given the low cost and practicality in providing services, even though medically the consequences are often not considered, and if a victim arises, the legal issue is whether dental artisans can be held legally responsible, if so, what form? liability under civil law and criminal law, even according to health law itself. 
 Purposes of the Research: The purpose of this article is to examine and anylize forms of legal protection for the victim in the practice of dental artisan.
 Methods of the Research: Answering the legal issues of this research, the research method using normative legal research is supported through a statutory approach, a concept approach and a case study approach. The sources of legal materials are primary, secondary and tertiary sources of legal materials collected through literature study and several documents which are then analyzed using qualitative analysis.
 Results of the Research: The results of the study concluded that judging from the health law and the law on the practice of medicine and dentistry, it is clear that the dentist profession is one of the academic professions that must be pursued through formal academic education in higher education so as to obtain a dental professional degree, while dental artisans also get education although not through formal education. Likewise with their professional practice, both dentists and dental artisans have a clear practice basis, namely the law on medical practice and the Regulation of the Minister of Health, where in these regulations it is emphasized that apart from permits as well as reporting and supervision carried out by the Health Office where dental artisans perform practice. It turns out that not a few dental artisan practices do not get a permit, even in practice there are many cases such as the installation of dental braces, cleaning and installation of teeth that are not up to standard, resulting in victims who, when viewed from the law on the health of the victim, need legal protection. One form of protection is legal liability, both according to civil law and according to criminal law.

DÉPORVIDA: a character strengths positive intervention among young soccer players

In recent years, various intervention programs have been developed to enhance the quality of life of young athletes. This is particularly important for those who live in residences of professional clubs, far from their families. In this regard, we designed a positive psychology intervention program called “DÉPORVIDA”, aimed at enhancing character strengths. To assess the efficacy of this 8-week intervention, we tested 28 young soccer players from a Spanish professional club. The intervention program used a strength-based approach from the values in action (VIA) model, and was conducted by club employees with formal academic education. Data were analysed using a set of 2 × 2 (intervention × time) mixed design ANOVAs. Results revealed different trends for the intervention and the control groups participants for seasonal performance satisfaction and percentage of time feeling happy/unhappy, highlighting consistent changes in the desired direction. Overall, the results indicate that the DÉPORVIDA program is a useful tool to promote positive development in young athletes.

A Game Theory-Based Model for Predicting Depression due to Frustration in Competitive Environments.

A computational model based on game theory is here proposed to forecast the prevalence of depression caused by frustration in a competitive environment. This model comprises a spatially structured game, in which the individuals are socially connected. This game, which is equivalent to the well-known prisoner's dilemma, represents the payoffs that can be received by the individuals in the labor market. These individuals may or may not have invested in a formal academic education. It is assumed that an individual becomes depressed when the difference between the average payoff earned by the neighbors in this game and the personal payoff surpasses a critical number, which can be distinct for men and women. Thus, the transition to depression depends on two thresholds, whose values are tuned for the model accurately predicting the percentage of individuals that become depressed due to a frustrating payoff. Here, this tuning is performed by using data of young adults living in the United Kingdom in 2014-2016.

Powerful knowledge and the curriculum: Contradictions and dichotomies

The concept of powerful knowledge (PK) has central dichotomies and contradictions, which this article questions. The origins, meaning, purpose and reality of PK are considered. PK is based in social realism, and the article suggests how critical realism could inform more illuminating analyses of knowledge and power. The two versions of realism are compared for their different approaches to dichotomies and dialectic, and to types of knowledge as sacred or profane. The dichotomies assumed in PK theory, which will be reviewed, are: separating concepts from values; informal everyday experience versus formal academic education; separating disciplines versus interdisciplinarity; passive versus active learning and curriculum versus pedagogy; and policies versus theories of power and knowledge. The article concludes that these dichotomies are unrealistic and unhelpful. If teaching informed by PK theory is to benefit students and society, and if knowledge is to be associated with power, it will be helpful to overcome or revoke the dichotomies, which are better understood through dialectical analysis, as shown throughout the article.

Education and training in adult metabolic medicine: Results of an international survey.

Adult metabolic medicine (AMM) is an expanding medical subspecialty, due to the increasing number of adult patients with inherited metabolic diseases (IMD). However, a formal training and postgraduate education in this field is not available in the majority of countries. Existing adult metabolic specialists (AMS) come from many different backgrounds. The aim of this survey was to assess the state of play as regards education and training in AMM worldwide. Members of the Society for the Study of Inborn Error of Metabolism adult metabolic group (n = 89) were asked to take part in this survey. Forty‐two AMS (47.2%) from 18 different countries completed the questionnaire. The most common specialties were internal medicine (38.1%), endocrinology (26.2%), genetics (21.4%), and neurology (21.4%). Ninety‐five percent of respondents considered that practical clinical experience had contributed importantly for their professional development, while only 27% felt the same for formal academic education. The current state of available education and training was judged as generally poor or fair (73% of the respondents). The most suggested ways of improving education and training in AMM were: to facilitate international internships; to implement courses on adult‐IMD; and to create a formal academic education. The skills considered most important for AMS were: recognition of signs and symptoms of diseases, knowledge of the available treatments, and ability to perform a correct follow up. In conclusion, worldwide, current available education and training in AMM is considered inadequate. This survey emphasizes the need for development of new, formal training opportunities to improve knowledge, and competence in this rapidly expanding field.

Univеrsity Students’ Еntrеprеnеurial Intentions: Insights from BiH (Republic of Srpska)

This paper analytically presents the factors of entrepreneurial intentions of students in Bosnia and Herzegovina (BiH). The research problem can be defined by the question whether today a university can be called an “entrepreneurial university” which educates, prepares and encourages students to start their own business as a career option independently? Do economic policies of small countries contribute to their significant role in encouraging entrepreneurship, and what are predictors of entrepreneurial intentions of students? The study was conducted on a sample of 351 students at the Faculty of Economics of the University of Banja Luka in April 2016, based on previously empirically verified questionnaire that measures the support of closer social environment (friends and family), self-efficacy and acceptability of entrepreneurship as a career, as well as the entrepreneurial intention, through three dimensions of time - starting a business immediately after the end of their formal academic education, within 5 years after graduation and in an indefinite moment in the future. The methods of descriptive statistics, factor and correlation analyses have been applied. The aim of the research is to determine the predictors of entrepreneurial intentions of students in small countries in transition in the case ofstudents from BiH at the early stage during their education and whether their entrepreneurialintentions are influenced by the economic policies through the constructionof entrepreneurial infrastructure institutions? The research results indicate theexistence of clearly defined and mutually comparable latent variables that can beidentified as factors of entrepreneurial intentions of students. Personal competenceand motivation of students are predictors of entrepreneurial intentions, which isnot the case with the “entrepreneurial university” and the institutional support forentrepreneurs who are beginners.

Medical Student Perceptions of On-Call Modalities: A Focus Group Study

Phenomenon: The call component of clerkship presents students with unique opportunities and challenges. Clerkship programs employ various call modalities, including traditional call, night float, and evening call. The impact of these call models on the student experience has not been explored in depth. Approach: Focus groups were conducted with 4th-year medical students, exploring their multidimensional experiences with various call modalities during clerkship. Transcripts were analyzed using thematic analysis. Findings: Thirty-nine students participated in 6 focus groups. Four overarching themes were identified: (a) educational value conferred by clinical exposure and teaching, (b) maintaining quality of life and developing features of burnout, (c) formation of professional identity via relationships with team members, and (d) perceived quality of patient care provided. Students associated evening call with burnout and poor educational value but also better patient continuity of care. Night float and traditional call contributed to a sense of team bonding and had enhanced perceived educational value while on call but resulted in loss of formal academic teaching time. Insights: Call modality impacts student learning, well-being, professional identity formation, and patient care; however, trade-off among these elements exists across all call models. Enhancing the value of student call experience may be achieved by implementation of various purposeful changes. These may include creating consistency between student and resident call schedules, maximizing recovery time between call shifts, and avoiding scheduling of students for call prior to academic sessions.

Registrar perceptions on general surgical training in South Africa: A report by the South African Society of Surgeons in Training (SASSiT)

Surgical training varies significantly amongst universities within the same country. This trend is reflected in South Africa and provides an opportunity for innovation to improve the quality of general surgical training. To assess the perceptions of South African general surgery registrars regarding surgical training. A prospective descriptive study was performed by means of a confidential questionnaire distributed to general surgical registrars at all eight training centers in South Africa. Participants were asked to give comments regarding adequacy of formal academic teaching, level of supervision during surgical procedures, exposure to and training in minimally invasive surgery (MIS), and preparation for examinations. Descriptive statistics were generated with Microsoft Excel. Ethics clearance was obtained from the University of the Witwatersrand Human Research Ethics Committee. Of 200 questionnaires distributed 105 (52.5%) were returned. 44% (105/241) of all registrars from six training institutions participated. 89.5% (94/105) of respondents reported that they attended less than six hours of formal academic teaching per week and 71.4% (75/105) indicated that their institution offered less than six hours of formal academic teaching per week. 76.2% (80/105) of respondents regarded lack of protected academic time as the greatest obstacle to their surgical training and 95.2% (99/105) reported that clinical responsibilities prevented them from attending formal academic teaching regularly. Overall, only 31.4% (33/105), 41.9% (44/105) and 37.1% (39/105) were satisfied with the amount of formal academic teaching, level of supervision during theatre procedures and exposure to minimally invasive surgery respectively. Lack of resources and lack of appropriate skills were identified as a hindrance to MIS training by 47.6% (50/105) and 28.6% (30/105) of respondents respectively. Surgical registrars are dissatisfied with the amount of formal academic teaching and protected academic time, level of supervision in theatre and their exposure to MIS. These challenges compromise trainees' ability to practice independently after qualification. Numerous interventions are necessary and possible to address these challenges.

‘I was just like, Wow!’: Students’ perceptions of how counselling benefitted their academic experience

AbstractBackground and Aims: This research explored students’ perceptions of how university counselling benefitted their academic experience. Materials & Methods: A purposeful sampling strategy was employed, selecting students who, in postcounselling questionnaires, identified counselling as supporting their academic work. Semi‐structured interviews were conducted with seven current students; four men and three women. Six were undergraduates and one a postgraduate student. Interviews were analysed using grounded theory (Charmaz, ) and the results theorised using Sfard's (1983) acquisition and participation metaphors for learning. Results: A split was established between students who sought counselling to acquire skills and techniques and those who used the counselling relationship to develop abilities to reflect and question aspects of themselves. All students reported that counselling helped them engage more fully in academic activities and perceived counselling as enhancing their academic attainment. Discussion: The research suggests students may seek different sorts of learning experiences from therapy and these appear to benefit students’ perceptions of their academic attainment. Conclusion: This potentially widens the conception of university counselling as a complementary learning experience alongside formal academic teaching.

Teaching Environmental Management Competencies Online: Towards “Authentic” Collaboration?

Abstract Environmental Management (EM) is taught in many Higher Education Institutions in the UK. Most this provision is studied full-time on campuses by younger adults preparing themselves for subsequent employment, but not necessarily as environmental managers, and this experience can be very different from the complexities of real-life situations. This formal academic teaching or initial professional development in EM is supported and enhanced by training and continuing professional development from the major EM Institutes in the UK orientated to a set of technical and transferable skills or competencies expected of professional practitioners. In both cases there can be a tendency to focus on the more tractable, technical aspects of EM which are important, but may prove insufficient for EM in practice. What is also necessary, although often excluded, is an appreciation of, and capacity to deal with, the messiness and unpredictability of real world EM situations involving many different actors and stakeholders with multiple perspectives and operating to various agendas. Building on the work of Reeves, Herrington, and Oliver (2002), we argue that EM modules need to include the opportunity to work towards the practice of authentic activities with group collaboration as a key pursuit. This paper reports on a qualitative study of our experiences with a selected sample taken from two on-line undergraduate EM modules for second and third year students (referred to respectively as Modules A and B) at the Open University, UK where online collaboration was a key component. Our tentative findings indicate that on-line collaboration is difficult to ensure as a uniform experience and that lack of uniformity reduces its value as an authentic experience. Whilst it can provide useful additional skills for EM practitioners the experience is uneven in the student body and often requires more time and support to engage with than originally planned.

„Geistvolle Frauen“: Die persönliche Emanzipation der Kulturhistorikerin Marie Luise Gothein (1863–1931) und ihre Darstellung von Frauen in der Gartenkunstgeschichte

Abstract Marie Luise Gothein is known as the author of the two-volume exhaustive book “A History of Garden Art” (first published in Germany in 1914, English translation in 1928). As she was born in 1863, she could not obtain a formal academic education, although she published books and articles all her life. The article seeks to describe two factors of Gothein’s academic success: education and imitation of male-dominated scientific discourses. In this, Gothein depended on her husband’s acceptance and support. The article sheds light on these aspects in the context of the women’s rights movement around 1900 and analyses Gothein’s shift from initial support to later opposition. In a second part the article will connect Gothein’s personal concept of emancipation with her portrayal of women in garden art history.

Training Ghanaian frontline healthcare workers in public health surveillance and disease outbreak investigation and response.

IntroductionBeyond initial formal academic education, the need for continuous professional development through in-service workforce capacity improvement programs that are aimed at enhancing knowledge and skills of public healthcare workers has assumed immense priority worldwide. This has been heightened by the on-going Ebola Virus Disease outbreak, which is exposing the weak public health systems in West Africa. In response to this need, the Ghana Field Epidemiology and Laboratory Program organized a short-course for frontline health workers in the Greater Accra region of Ghana in order to augment their surveillance and outbreak response capacity.MethodsHuman and veterinary health workers were trained using Field Epidemiology and Laboratory Training Program short course model. A two-week didactic course was conducted with a 10-week field placement. Evaluation of the course was done by assessment of participants’ outputs during the training as well as pretest and posttest methods.ResultsA total of 32 frontline health workers from both the human and veterinary health services benefited from the two-week initial training of the 12-week course. There was a significant gain in knowledge by the participants after the training course. Participants developed concept papers and implemented their fieldwork projects. Overall assessment of the workshop by the participants was very good.ConclusionCapacity of the health workers has been improved in the area of public health surveillance, outbreak investigation and response. We recommend a scale-up of this training course to other regions.

The chiropractic profession in Denmark 2010–2014: a descriptive report

BackgroundThe chiropractic profession has been well established in Denmark for several decades with state authorization, partial reimbursement by the state and a formal academic education. Biennial systematic data collections among all chiropractors and clinics have been performed since 2010 in order to provide exact information on the profession to The Danish Chiropractic Association (DCA). It is the aim of this study to outline the major characteristics and developments of the chiropractic profession in Denmark to make this information accessible to other stakeholders, domestic as well as foreign.MethodsUsing contact information from the DCA, two questionnaires were distributed electronically to all individual members of the association actively working as chiropractors and all clinics respectively in 2010, 2012 and 2014. The questions asked were developed for this specific survey.ResultsResponse rates varied between 59 and 78 % for the clinic questionnaires and 75 to 86 % for the individual questionnaires. Almost half the Danish chiropractors were educated in Denmark and a small majority was female. The average Danish chiropractor of 2014 was 44 years old, graduated 17 years earlier, and worked full time in a primary care clinic with at least one colleague. Half the chiropractors spent more than 20 h a year on continued professional development. Danish chiropractic clinics had a median of 3 treatment rooms, most had digital X-ray equipment, around 6 out of 10 had exercise facilities, and 1 out of 4 employed a physiotherapist. Three out of 4 clinics employed a secretary, too. The average duration of a consultation was 40 min for a new patient and 13 min for a follow-up consultation. Virtually all Danish chiropractors working in the primary sector made use of manipulation as one of their treatment modalities.ConclusionThis is the first study to describe the state and latest development of the chiropractic profession in Denmark using repeated surveys. Displaying various characteristics of both clinics and individual chiropractors, the image emerging is one of a stable profession where rapid or drastic changes are not taking place over short intervals of time.

Videotaping as a Learning Tool

Philosophically, an assumption exists that equates formal academic education with teaching or presentation ability. Nothing could be further from the truth. .

STRATEGI PEMBELAJARAN YANG MENYENANGKAN UNTUK MENGOPTIMALKAN POTENSI SISWA

Happens in many countries, basic education is exceedingly oriented to formal academic education. Since children enter TK through SD, they are not given a chance to get an enjoyable learning and full of experience which is the basic of the real growth. The obserbing learning is lost. They learn is not for learning. The school should be formatted to be the most pleasure please for them because they can get many new things. Unfortunately, most of young students feel like in a class “Jail“. The trouble is a teacher feels like the most excellent people, most brilliant and understand with the children’s condition. Fortunately, nowadays there are many kinds of school that give any kinds alternatives of learning approach and give a lesson enjoyably and full of activities since TK or SD. The enjoyable education approach must be a main sufficient in realize the learning revolution for young student.<br /> <br />Key words: approaching, education, enjoyable, young student<br /><br />

Beyond the Classroom

Formal academic education and experience as a nurse are established preparation for the chief nurse executive (CNE) or upcoming nurse leaders. This article proposes that the nurse leader must build on these fundamentals through self-discipline, lifelong learning, and practice. Three critical ingredients are discussed to guide the nurse leader on a life/career for the CNE and the nurse leader at every level. These include fostering relationships, feeding intellectual curiosity, and engaging in self-care practices. These indispensable ingredients of the successful nurse leader serve as an augmentation to formal education and experience for the nurse aspiring to reach the CNE level and beyond as well as for the current CNE mentoring future leaders.

From Child’s Garden to Academic Press

The impermeability of schooling to reform is a frequent conclusion of studies of educational organizations, but historical accounts suggest that kindergartens have undergone significant transformation. Once a transitional year emphasizing child development, kindergarten now marks the beginning of formal academic instruction. Guided by institutional theory, this article explores the evolution of public discourse about kindergarten by analyzing newspaper articles, policy documents, and professional association activities. I argue that the media advanced academic messages about kindergarten before state activism, while the state later embedded an academic model in policy. The case of kindergarten surfaces general implications for understanding educational change, highlighting how new ideas and practices are advanced by a diverse set of actors in the organizational field.

Johannes Vermeer y Anthon van Leeuwenhoek: El arte y la ciencia de Delft unidos en su máxima expresión en el siglo de oro holandés

Johannes Vermeer and Anthon van Leeuwenhoek are among the greatest geniuses in Art and Science respectively. During the seventeenth century, they achieved innovative advances. Vermeer, in painting, created a new intimate view of people specially women, developing the treatment of light and details. Leeuwenhoek, friend of Vermeer, influenced him in the use of the obscure camera in his works. In spite of having no formal academic education, he made extremely relevant discoveries with the use of microscope. He showed for first time human spermatozoids, red blood cells, brain, nerve and muscle structures and described many living animals. These two brilliant contemporary Dutch men made a great contribution to our civilization.

Johannes Vermeer and Anthon van Leeuwenhoek: Delft Art and Science together during the golden Dutch century

Johannes Vermeer and Anthon van Leeuwenhoek are among the greatest geniuses in Art and Science respectively. During the seventeenth century, they achieved innovative advances. Vermeer, in painting, created a new intimate view of people specially women, developing the treatment of light and details. Leeuwenhoek, friend of Vermeer, influenced him in the use of the obscure camera in his works. In spite of having no formal academic education, he made extremely relevant discoveries with the use of microscope. He showed for first time human spermatozoids, red blood cells, brain, nerve and muscle structures and described many living animals. These two brilliant contemporary Dutch men made a great contribution to our civilization.

What becomes of dental research trainees once they leave the Dental Research Institute? An analysis over 53 years

The careers of 131 dental research trainees were followed (1954-2007) to establish whether and how they utilised their research training in keeping with clinical research workforce needs. The Dental Research Institute database was used to obtain trainee demographic, teaching and research outputs which were examined according to degree types: PhD (18); MSc (55); MDent (42) and dropout (16). Current careers show that 48% are in exclusive private practice and 15% in exclusive academia with further 15% practitioners having academic links via sessional teaching or research at a dental school. Most (63%) have remained in South Africa but emigration is high amongst the PhD and MSc groups. Forty-one per cent of the cohort is of age </=55 years and 16% <40 years old. The 131 trainees have published 2287 peer-reviewed journal papers over their careers: quantity of research output is skewed towards degree type (PhD) and individuals (10% trainees produced 65% of all publications). Recent trainees have little research experience prior to their training and a lower subsequent research output than earlier trainees. PhDs have participated in research for the greatest length of time (29.1 years). Academic teaching is heavily reliant on older and PhD trainees. It is proposed that a threshold of four publications be used to indicate minimum research skills and a period of formal academic teaching taken into account when advocating criteria to assess clinical research workforce requirements.