Board Of Higher Education Research Articles

Christianity the Wesleyan Way: Principles and Practices for Life and Ministry

This book is one of a range of published resources from the Board of Higher Education and Ministry of the United Methodist Church and reflects the curriculum and approach of some patterns of training for public ministry in the UMC. Dr Germano is both an ordained member of the North Georgia Annual Conference, currently serving a congregation in Lawrenceville, and also a theological educator, with significant experience in—and an obvious passion for—ministerial formation in a Wesleyan spirit.The book is divided into four parts: the first offers an introduction to the context of early Methodism, including helpful sketches of the various Reformation movements that fed into its genesis. A second chapter orients readers toward the life and ministry of Wesley himself, and the first Methodists. Part 2 is the theological heart of the book and is framed by drawing on the threefold pattern of grace of Wesley’s mature theological understanding. Part 3 offers a more detailed pair of chapters on the means of grace, and the sacraments. Germano concludes with a final section offering some reflections on and suggestions for the living-out of authentic Wesleyan theology for—and practice of ministry in—the present age.There is no intent here to contribute to scholarship in the field of Wesleyan studies; what is presented is at its frequent best a helpful summary of the field, however, and it is grounded in and draws upon the work of many leading scholars. Germano’s approach enables him to build carefully on what has gone before as he elaborates his understanding of Wesleyan principles and practices, which is consistently couched in clear and accessible language as befits a training resource of this kind. A complete bibliography would have been a helpful additional resource, but the footnotes along the way are very full and thorough.The use of illustrations will perhaps feel more problematic for some. Germano seeks to reflect the substance of his theological exposition by the use of diagrams and visual representations. These will undoubtedly help those for whom the purely verbal is less helpful and are in general to be welcomed, but there might be a danger that others will feel that they slightly oversimplify the theological nuance of the topics being covered, especially in relation to justification. The overarching visual image of the ‘house’ of the authentic Christian experience of grace is, of course, Wesleyan at its root, and Germano helpfully embraces this metaphor.Another very memorable feature of the book is its inclusion of long and unedited passages of Wesleyan prose from sermons and printed works. This is surely helpful for the most part, in that these sections illustrate well and firmly undergird the points being made. Germano is to be commended for ‘trusting’ his readers with primary texts in this way and seeking to ensure that his teaching of Wesleyan theology is built on them, and not merely asserted. The sections are, however, very long in some cases: for some, perhaps too long, given that the book is intended as a ‘first introduction’ to Wesleyan theology, and that the eighteenth-century language and style will be quite challenging for some.Inevitably, given the book’s provenance, some will feel that Germano’s assessment of Wesley and his work is too uncritical (though it is by no means universally so), and will find elements of his theological exposition open to critique and challenge, perhaps especially in offering a very straightforward translation of ideas and doctrines to the present day. For all that, this is an engaged, heartfelt, informed, and academically grounded introduction to the main contours of Wesleyan theology by an experienced and thoughtful scholar-pastor. It will be of interest and use to many for training and formation purposes beyond the original constituency for whom it is written, and would be a valuable primer for those wanting an overview of—or a refresher course in—the subject matter. There is one appendix—on the social and cultural background to early Methodism—which is helpful and adds insight and understanding. It might have warranted a place in the main body of the book.

EVALUATION OF SLEEP QUALITY WITH BURNOUT LEVEL IN EMERGENCY MEDICAL ASSISTANTS

Burnout syndrome is a condition in which people working in businesses that require face-to-face communication, with prolonged stress where personal coping methods fail. Healthcare professionals are one of the most risky occupational groups in terms of burnout syndrome due to their heavy workload. In addition to the workload, the need to provide emotional support, providing care for severe and deadly patients, disturbed sleep patterns, and the high number of duties increase burnout in major stressors on healthcare professionals. In this study, our primary aim is to evaluate the relationship between burnout level and sleep quality in emergency medicine assistants. This study is a descriptive and cross-sectional study. According to the data obtained from the Higher Education Board, the personal information form and maslach burnout scale and pitsburg sleep quality scale surveys were sent to all Burnout syndrome is a condition in which people working in businesses that require face-to-face communication, with prolonged stress where personal coping methods fail. Healthcare professionals are one of the most risky occupational groups in terms of burnout syndrome due to their heavy workload. In addition to the workload, the need to provide emotional support, providing care for severe and deadly patients, disturbed sleep patterns, and the high number of duties increase burnout in major stressors on healthcare professionals. In this study, our primary aim is to evaluate the relationship between burnout level and sleep quality in emergency medicine assistants. This study is a descriptive and cross-sectional study. According to the data obtained from the Higher Education Board, the personal information form and maslach burnout scale and pitsburg sleep quality scale surveys were sent to all emergency assistants receiving training in Turkey. A total of 94 people working as emergency medical assistants participated in our study. According to the maclach burnout scale subgroup emotional exhaustion, 84% (n= 79) of the participants had a high level of emotional exhaustion and 16% (15) had moderate emotional exhaustion. When the MBI subgroup desensitization was evaluated, 87.2% (n= 82) was found high and 12.8% (n= 12) was found moderate. When the personal success of the MBI subgroup was evaluated, 97.9% (n= 92) was found low and 2.1% (n= 2) was found moderate. When the correlation between the MBI subgroups and the PSQS scoring was evaluated, a moderate positive correlation was found between emotional exhaustion and PSQS (p≤0.001). When the sleep quality with MBI is evaluated by regression analysis, it is seen that the state of exhaustion affects quality of sleep by 13.1%. High level of burnout during the education period of the emergency medicine assistant causes sleep quality deterioration. This situation causes difficulties in business and private life over time. We think that it will be beneficial to regulate the monthly working hours in order to decrease the burnout levels and increase sleep quality for keeping EMAs physically and mentally healthy, to increase the training staff to make them feel safe, and to organize programs to increase non-work social activities.

A Qualitative Study: Evaluation of Formation Education by Teacher Candidates, Mentor Teachers and Coordinators: An Example of Karabuk University/Turkey

The aim of this study was to learn the opinion of the teacher candidates who study pedagogical formation in Karabuk University in 2016-2017 teaching session, as well as mentor teachers and coordinators who lead them during the teaching practices at schools. This research study is mainly based on qualitative techniques. Working group of this study is composed of 155 teacher candidates, 56 mentor teachers and 16 coordinators. Three open-ended questions were given to the teacher candidates, mentors and coordinators for collection of data. The data were evaluated as in the mean of content analysis. According to the findings, teacher candidates expressed that “mentor teachers and coordinators at schools of implementation had a positive and supportive attitude towards them” while some of the candidates were expressing that “mentor teachers are not supportive.” Mentor teachers and coordinators found teacher candidates’ attitudes positive and refined. Mentor teachers and coordinators mentioned negative references about teacher candidates. They said that teacher candidates didn’t use proper teaching methods, techniques and materials when the teacher candidates are teaching, and failed to manage and maintain classroom atmosphere and the intended lesson time. It is considerable that teacher candidates had also mentioned that “they were doing the same mistakes what their coordinators and teachers determined.” As a result, teaching practice schedules should be well arranged in the way of cooperation between the University and the National Ministry of education, which was suggested to the authorities in the Turkish Higher Education Board.

Legal Issues in Higher Education - Handout: Board of Higher Education and MA State College Association

Legal Issues in Higher Education - Handout: Board of Higher Education and MA State College Association

Legal Issues in Higher Education - Handout: Board of Higher Education on Bridgewater State University and Jon L. Bryan

Legal Issues in Higher Education - Handout: Board of Higher Education on Bridgewater State University and Jon L. Bryan

An Emergency Academic Support – Syrian Refugee Students in the Turkish Higher Education

Before the civil war broke out in Syria following the uprising in March 2011, Turkey and Syria had a rather good relationship permitting an easy crossing of the border and letting thousands of Syrian nationals to pursue their studies at the northern neighbor. With the deepening of the fights in Syria, the number of refugees flowing into the Turkish Republic was growing, and according to recent statistics, an estimated 3 million Syrian asylum seekers reside on Turkish soil. Some of them live in refugee camps, some of them with family members holding Turkish citizenship, and an increasing number of them made Turkey their home thanks to scholarship programs provided by the Turkish government, universities or civil society organizations. In our present paper, we would like to analyze the usage of the method of secondary data analysis the current situation of Syrian refugee students studying at Turkish universities. We would first concentrate on the statistical aspect of the issue using the tables provided by the Turkish pedagogical agent called Measurement, Selection and Placement Center (OSYM) and the Higher Education Board (YOK), the total number of students and the academic and social background of those benefitting from the above opportunities. Later on, we project to highlight the main reason why a refugee can find Turkey an ideal place for his or her academic career and research, what their rights and duties and how can they contribute to the development of Turkey and the refugee community int hat country. The story of refugee students in Turkey can prove how survivals of a disastrous tragedy can have a benefit from a quality education in order to be reintegrated into society and promote peace and understanding. How to cite: Bariscil, A. (2017). An Emergency Academic Support - Syrian Refugee Students in the Turkish Higher Education. Revista Romaneasca pentru Educatie Multidimensionala , 9(1), 39-49. DOI: http://dx.doi.org/10.18662/rrem/2017.0901.03

Necessity for Reforming Turkish Higher Education System and Possibility of Governance of State Universities by the Board of Trustees

Based on the views of the senior administrators, the aim of this study is to present the challenges of the higher education system in Turkey and to analyze the possibility of governance of state universities by the board of trustees. Using in-depth interview technique, this qualitative study was carried out with the participation of twelve administrators, including three members from Executive Committee of the Turkish Board of Higher Education (BHE) as well as nine current/past rectors or vice-rectors at state universities. Results of the study show that structures such as academic senate and university executive boards do not sufficiently fulfill their function, rectors are quite powerful at universities, audits are not effective at universities, universities are not accountable to the public, and the election of rectors by the faculty should be abolished due to the serious problems it causes. As for the possibility of governing state universities by establishing the board of trustees, the majority of participants are of the view that it would be successful at state universities with check and balances in place, nonetheless the others stated that it would bring new problems at the state universities due to cultural and political concerns.

Necessity for Reforming Turkish Higher Education System and Possibility of Governance of State Universities by the Board of Trustees

Based on the views of the senior administrators, the aim of this study is to present the challenges of the higher education system in Turkey and to analyze the possibility of governance of state universities by the board of trustees. Using in-depth interview technique, this qualitative study was carried out with the participation of twelve administrators, including three members from Executive Committee of the Turkish Board of Higher Education (BHE) as well as nine current/past rectors or vice-rectors at state universities. Results of the study show that structures such as academic senate and university executive boards do not sufficiently fulfill their function, rectors are quite powerful at universities, audits are not effective at universities, universities are not accountable to the public, and the election of rectors by the faculty should be abolished due to the serious problems it causes. As for the possibility of governing state universities by establishing the board of trustees, the majority of participants are of the view that it would be successful at state universities with check and balances in place, nonetheless the others stated that it would bring new problems at the state universities due to cultural and political concerns.

Türkiye’de Yapılan Tezlerde Cinsiyete Göre Empati: Bir Meta-Analiz Çalışması

Problem Statement: Today, where the relationships among people have increased and concentrated, maintaining powerful communication channels with the individual(s) is significant for conducting healthy and sustainable relationships with others. Social roles assigned to gender and physiological differences determine the understanding of individuals of the emotions and thoughts of their counterparts. Empathy is among the precursor factors in the initiation and maintenance of healthy interpersonal relationships; reduction of conflicts and resolution of problems; and gratification in relationships. Thus, a study to review the dissertations on empathy and investigate the variances on gender is of utmost importance to clarify the differences between the empathic behaviors of males and females. Purpose of Study: This meta-study aimed to use the data collected from the dissertations submitted in Turkey to answer the following research questions on empathy: “Does empathy differ based on gender?”; “Do the levels of education of the students affect the differentiation of empathic tendencies based on gender?”; and “What is the difference between empathic tendencies based on gender in the dissertations submitted before 2009 and in 2010 and later?” Method: A meta-analysis method was used in the study. The widely accepted purpose of a meta-analysis is to reach the most accurate results by combining the findings from numerous independent studies on a subject. The main data sources of the study are the dissertations and masters’ theses on empathy submitted in Turkish universities. The studies scanned in the study were conducted between 2005 and 2014, of which 87.67% (f=64) were masters’ theses and 12.33% (f=9) were dissertations. The Board of Higher Education (YOK) Thesis Survey database was used for the thesis survey by using keywords “empathy” and “empathic” (both in Turkish and in English). The search revealed that certain theses on empathy, which could be included in the meta-analysis, were not available in the system or had limited availability. To access these studies, their authors or advisors were reached by e-mail. Finally, 73 studies out of the 218 obtained were included in the meta-analysis. Findings and Results: As a result of the combination process conducted within the random effects model, a positive and statistically significant effect size was observed favoring the females by 0.31 [0.25 – 0.38]. Recommendations: This study was limited to the theses submitted in Turkey; further studies could be conducted to include all research conducted on empathy. This study scrutinized only the gender variable; further studies could use different variables. Future studies would be more appropriate if different variables were used. Keywords: Empathy, empathic tendency, gender, meta-analysis, moderator.

What If a State Required Civic Learning for All Students?

his article tells the story of the first state in the U.S. to set the expectation that every undergraduate in public higher education would be involved in civic learning. In 2012, the Massachusetts Board of Higher Education made “Preparing Citizens” one of seven key outcomes of its Vision Project for public higher education. In 2014, the Board passed a Policy on Civic Learning defining civic learning as “acquisition of the knowledge, the intellectual skills and the applied competencies that citizens need for informed and effective participation in civic and democratic life; it also means acquiring an understanding of the social values that underlie democratic structures and practices” (<a href="http://www.mass.edu/bhe/lib/documents/AAC14-48CivicLearningwithPolicy-RevisedFinalforBHE.pdf">http://www.mass.edu/bhe/lib/documents/AAC14-48CivicLearningwithPolicy-RevisedFinalforBHE.pdf</a>). First steps toward achieving this goal include<ol><li><p>designing a process to identify and designate on every campus under the Board’s oversight those courses with a substantial focus on civic learning—either with or without civic engagement built into them—and</p></li><li><p>developing a set of rubrics that can be used to assess student learning outcomes in these courses. </p><p>The article presents the complex issues emerging through the first year’s work on these two steps, and sketches action steps to follow.</p></li></ol>

New England Board of Higher Education: Policy Issues and Initiatives for the Community College Sector

The New England Board of Higher Education (NEBHE) promotes greater educational opportunities and services for the residents of New England through a variety of programs and state services. Much has changed since NEBHE’s founding: New technologies have transformed our workplaces, schools, and homes—and postsecondary education has become a required path to economic prosperity, social mobility, and civic engagement. Despite these dire demographic trends, each state’s projected workforce will require an equal or higher share of workers with some postsecondary education than the rest of the country by 2020 due partly to the technological nature of the region’s economy. Community colleges and their role in granting certificates and associate degrees are critical in states’ abilities to meet these future workforce projections. Now is a critical time for researchers, policymakers and practitioners to share information and insight—our communities and economies would be better for it.

English Studies in Turkey: An Assessment

This paper assesses the present state of English studies in contemporary Turkey. It begins by noting the Head of Turkey’s Higher Education Board’s admission of the Board’s failure to improve higher education. The paper then confirms the Head’s position, first finding the acquisition of English language skills to be generally unsatisfactory among students and also among locally educated faculty members. It ascribes this problem to poor language-teaching practice, which tends to rely too much on translation. This paper also notes the misconception of viewing English studies as a domain of knowledge rather than as a field of study. It argues that these problems have global implications and arise in relation to the global history of English studies. It undertakes a detailed examination of “Minute on Indian Education,” in which Macaulay presents English literature as a new and potentially edifying subject for higher education and a powerful instrument for more effective imperial management. It then places Macaulay’s proposal in relation to Gayatri Spivak’s recent advocacy of “aesthetic education.” The paper shows that English studies in Turkey tends to conform to the Macaulay model, using scholarly articles published in Turkey to evidence the key elements of the argument. The paper ends with a suggestion that Turkish scholars with Anglophone-world degrees may help Turkish scholarship in the humanities approach international standards of quality and achievement.

Be mindful of students' experience to better serve them

Jenna Walraven is an ethics and compliance program manager at Apollo Education Group. In that role, she oversees compliance with the Americans with Disabilities Act, the Clery Act, and the Drug‐Free Workplace Act for the University of Phoenix and Western International University. She's also the newest member of Disability Compliance for Higher Education's Board of Advisors.

Examining the Relationship between the Communication Skills and Self-efficacy Levels of Physical Education Teacher Candidates

The purpose of the present research is examining the relationship between the communication skills and self-efficacy levels of physical education teacher candidates. The sample of the research was selected via random sampling. A total of 130 students; 55 students studying at Near East University, School of Physical Education and Sports, Department of Teaching in Sports and Physical Education Department, and 75 students studying at Mugla Sitki Kocman University, Department of Physical Education and Sports participated in the research. In the present research; “Communication Skills Inventory” developed by Ersan and Balci (1998), “Teacher Competence Expectation Inventory” (TCEI) developed in accordance with the teacher competence indicators in the YOK (Board of Higher Education)/World Bank Development of National Education project (1998), and personal information form were used as data collection tools. Pearson Correlation Analysis was used to determine the relationship between communication skills and self-efficacy levels of teacher candidates; and significance tests were used to test whether there are significant differences in the communication skills and self-efficacy levels of participants in terms of demographic data. According to research findings; there is a positive significant correlation between the communication skills and self-efficacy levels of teacher candidates. There are no significant differences between communication skills and self-efficacy levels across genders (p>0.05).

Öğretmen Eğitiminde Kuram ve Uygulama Arasında Bağlantı Kurma Üzerine Bir Durum Çalışması

AbstractTeachers have many problems transferring theoretical knowledge into practice. That's why teacher educa- tors seek ways for connecting theory and practice in their pre-service teacher education programs. This study describes the activities and the effects of these activities for connecting theory and practice, as well as the recommendations of major stakeholders concerning the activities in the Teaching and Learning Literacy II and Teaching and Learning Numeracy courses in the Elementary Teacher Education Program at the University of Washington, Seattle. 11 instructors, 6 cooperating teachers, and 60 teacher candidates provided the data for this study. The research techniques of the study included document analysis, unstructured interviews with the participants, observations in the partner schools, and surveys. The data was analyzed by administering con- tent analysis. The results of the study revealed that direct instruction by the instructors, observing an instruc- tor's teaching with real students, preparing lesson plans, rehearsing for specific teaching methods with small groups, self-assessment or group discussions during rehearsals, as well as doing assignments are all effective for connecting theory and practice. These activities provide teacher candidates with an understanding of the knowledge of teaching methods, how to conduct teaching methods in real classes, how to make some reflec- tions on their practice, and how to improve their teaching performance.KeywordsConnecting Theory and Practice, Methods Courses, Reflective Thinking, Teacher Education, Teacher Education Program.Universities are often criticized for implementing teacher education programs disconnected from any real practice (Beck & Kosnik, 2002; Fraser, 2007; Levine, 2011; Mu?alo?lu & Do?anca, 2009). In fact, teacher education programs that link theoretical courses to field experiences are more effective than those which don't do this (National Academy of Education, 2005). Some institutions attempt to emphasize practice in their teacher education programs (Levine, 2011; Dilit International House, 2013a, 2013b). For example, in Dilit (Divulgazione Lingua Italiana) Teacher Education Center, teacher candidates practice with real students in small groups and as such, experience how to solve problems in a real teaching and learning context (Lampert, Beasley, Ghousseini, Kazemi, & Franke, 2010). The practices of teacher candidates are video recorded and can be watched through a closed circuit television system (Lampert & Graziani, 2009).In the literature, there are few studies about methods courses and their effects on teacher education (Or., Abell & Bryan, 1997; Boyd et al., 2008; Hart, 2006; Steiner & Rozen, 2004). Abell and Bryan (1997) found that teacher candidates conceptualized their knowledge about teaching and learning science in methods courses which allowed them to engage in self-reflection and take a role as a science learner. Hart (2006) indicated that teacher candidates in teaching mathematics courses through the 'Engage-Explore-Explain' model were more descriptive, analytical and reflective with their teaching abilities.In the case of this study [University of Washington (UW), Seattle], methods courses are taught in partner schools rather than on the university campus. Teacher education programs at UW, Seattle yield teacher candidates who can connect theory and practice. The most distinctive point of the programs is that teacher candidates teach real students in real time during their methods courses (Zeichner & McDonald, 2011).The methods courses of the Elementary Teacher Education Program in state universities in Turkey are encoded as theoretical courses (Yukseko?retim Kurulu [Board of Higher Education], 2013). These courses are also not included in the University-School Cooperation Protocol (Milli E?itim Bakanl??? [MEB], 2012). The study of Kilimci (2006) introduced that teaching methods like computer-assisted learning, individual learning, questioning, discussion, lecturing, problem solving and group studies should be applied to the Elementary Teacher Education Programs in Turkey. …

Priests of Our Democracy: The Supreme Court, Academic Freedom, and the Anti-Communist Purge by Marjorie Heins

Reviewed by: Priests of Our Democracy: The Supreme Court, Academic Freedom, and the Anti-Communist Purge by Marjorie Heins Richard Flacks Priests of Our Democracy: The Supreme Court, Academic Freedom, and the Anti-Communist Purge. Marjorie Heins. 2013. New York: New York University Press. 385pp. Hardback ISBN: 978–0-81479051–9 ($35.00). Heins is a civil liberties lawyer and her particular aim in Priests of Our Democracy is to examine the Supreme Court’s role in defining a constitutional foundation for academic freedom, especially during the McCarthy years. She shows that the Supreme Court, in the 1960s, reversed decades of precedent, to assert that academic freedom is essential for the maintenance of democracy and that punishment of professors for political advocacy undermined the capacity of academics to engage in free scholarly inquiry, The familiar history of academic freedom begins in the late 19th century, when well-known professors were dismissed from prominent universities because they advocated rights of labor and other socialistic ideas. Such cases provided impetus for the formation of the American Association of University Professors (AAUP) in order to advocate that academic freedom was a crucial, defining feature of the university. The AAUP declared that duly appointed professors must have freedom to conduct research—to write and to teach without interference from non-academics (whether they be trustees, public officials, or other citizens). If there was to be an academic profession, then those certified as members of the profession were the ones responsible for setting the standards for and evaluating fellow members’ scholarly and educational activities. AAUP, especially during World War I, typically accepted limits on professors’ public advocacy of unpopular causes, stressing that professors had an obligation to be responsible in their extramural utterances—“to refrain from intemperate or sensational modes of expression” (p. 24). Academic freedom, AAUP claimed, was the right of professors to create knowledge and employ reason in their scholarly pursuits, not to merely express themselves or advance their own beliefs. In short, whether academic freedom extended to extramural political expression was, even for the organized professoriate, a matter of contention. In the same period, the Supreme Court majority tended to the view that the First Amendment did not protect employees from being fired for their speech. Oliver Wendell Holmes, among other justices, distinguished between the right to speak and the privilege of a job. It is the employer’s right to set the conditions of employment, and therefore firing an employee for his or her political acts did not infringe on First Amendment rights. The court for decades applied that reasoning to universities as well as other institutions. [End Page 277] The question of faculty members’ political affiliation and activism was revived in the 1930s as economic conditions and threats of war and fascism inspired social movements in which some students and faculty were passionately engaged. Teacher unionism, in both K–12 and higher education, grew. Heins informs us that it was in the public schools and colleges of New York City that faculty activism was most evident, and strong efforts to quell it gathered force. By the late 1930s, the FBI was actively penetrating the United States Communist movement. Congress passed laws aimed at criminalizing the party and its followers, and the House Un-American Activities Committee (HUAC) began its inquisitorial career. A New York state legislative committee—the Rapp- Coudert committee—was established on the HUAC model, and it specifically targeted Communism in the New York public schools and colleges for investigation. The Board of Higher Education, after initial resistance, cooperated with this process on the grounds that Communist Party membership inherently was disqualifying for college teaching. In the months just before the Second World War, dozens of New York college teachers and staff were purged. In New York, what became ‘McCarthyism’ began before World War II. The war time USUSSR alliance put a stop to the NY anti-Communist purge, but it resumed with much greater intensity as the Cold War got underway. Heins provides a detailed account of how the post-war school purges were instituted, culminating in passage of the Feinberg Law in 1949. That law, in effect, banned members of the Communist Party from teaching...

LEGAL PERSPECTIVE: Q&A WITH DANIEL F. GOLDSTEIN

For students with disabilities to have the same opportunities to succeed as their nondisabled peers, access to educational technology and digital content is critical. It is essential that higher education boards, administrators, faculty, and administrative staff understand why accessibility must be on the forefront of our educational programs, co-curricular initiatives, support services, and infrastructure for on-campus and online programs. This question and answer session with Daniel F. Goldstein, a partner and trial lawyer with Brown, Goldstein & Levy, provides a legal perspective on issues relating to accessibility and online learning.

“Nurses’ Training May Be Shifted”: The Story of Bellevue and Hunter College, 1942–1969

During the mid-20th century, nursing leaders advocated moving nursing education out of hospital-based programs and into colleges and universities for the purpose of preparing nurses to meet the demands of increasingly complex health care situations. Nursing leaders in New York City's municipal hospitals recognized the value of this change and sought to increase the number of baccalaureate-prepared nurses to fill the many vacancies within city hospitals. This article examines the political support New York gave to the expansion of Hunter College's baccalaureate program in nursing (a college within the City University of New York system) while closing the almost 100-year-old Bellevue and Mills Schools of Nursing diploma program. The efforts to change nursing at Bellevue started in the 1940s, but the transfer to Hunter College was not realized until 1967. Although the decision to close the diploma school met resistance among various stakeholders, the expansion ultimately succeeded. It was supported by the New York City Department of Hospitals and received approval from the Board of Estimates and Board of Higher Education. Both Bellevue and Hunter's leadership was ready to make this change and participated in this transformation.

Employment Predictions in Secretarial Occupation

The developments in technology and the intense business life makes secretarial work as an indispensable component of business administration. Besides on the job training and inservice training at workplaces,with the education given at Secretarial Vocational Lycees, at Vocational High Schools and at university levels, quailfied employees are trained. Also the spread of the occupational secretarial courses (on topics such as; touch-type, computer, diction, pre-accountancy) increases the number of qualified personnel. Although the increase in the number of vocational high schools gives rise to the higher amount of qualified secretaries, the results of the research reveals that the numer of secretaries without vocational education in the occupation is more than the qualified ones in the same field. On the other hand, it is observed that educated secretaries might become unemployed as well.In this study, determining the employment gap in secreterial vocation by examining the general censuses was aimed.In the study General Population Censuses which takes place one in five years (1970, 1975, 1980, 1985, 1990, 2000) were examined. In these populatiun censuses, participants were surveyed about their main occupation and asked what their job was within the last week and the answers given by the citizens were taken into account in this study. Questions that were answered open-ended were classified according to ISCO 88 International Standard Classification of Occupations. The number of graduates of lycees and high schools that are providing secreterial education were taken from The Ministry of Education and Higher Education Board. It was determined that employment gap in secreterial occupation might be closed by the year 2025 according to the projections made.

Perspectives: Changing Roles of Governing and Coordinating Boards

T he work of state higher education system boards is changing. By “system boards,” I mean governing boards for all of higher education in a state, governing boards for certain kinds of institutions (such as the Louisiana Community and Technical College System and the California State University system), and state coordinating agencies (such as the Illinois Board of Higher Education). All of them have a general responsibility to promote cooperation and coherence among the institutions for which they are responsible. But times have changed, and so should the ways in which systems boards do that work. Many of these boards (or agencies) were created in the 1950s and 60s, when the US faced the great challenge of rapidly building capacity to accommodate large numbers of students. The GI Bill had sparked a movement in which people from a wide range of backgrounds found college education suddenly available to them, ushering in a vastly larger college-going population that would lead to dramatic growth of the American middle class. In the mid-20 century, the primary work of the governing and coordinating agencies was to promote rational and politically acceptable expansion, ensuring that all regions of a state were served by institutions that were reasonably accessible and that these institutions offered comparable and appropriate arrays of programs, student services, and amenities. Fast forward to 2010. The major challenge today is not building capacity; it is instead using the existing capacity of state systems of colleges and universities as efficiently and effectively as possible. Certainly new buildings need to be built, but not as many as during the mid-20 century. New By Gordon K. Davies