Implementation Of Education Programs Research Articles

Educational and professional task as a means of assessing the professional competencies of IT students based on the requirements of employers

One of the most important tasks of higher education under digitalization of all spheres of economy and society is training specialists in IT (including specialists in web development) who are in demand in the labor market. To address this task successfully, it is necessary to have close interaction between universities and employers at all stages of the implementation of basic professional educational programs from their creation to the assessment of the formation of professional competencies.The article is focused on the current problem of choosing and designing effective tools for assessing professional competencies of IT students within the framework of advanced training in web development. The article carries out an analysis of psychological and pedagogical literature in order to determine the optimal means of assessing professional competencies of students. The use of educational professional tasks as a means of modeling the professional activity of a graduate and evaluating the educational results of the university study process is substantiated. It is substantiated that employers gain a special role in the design and implementation of educational programs, including the formation of the repertory and content of educational professional tasks and so the necessity of employers’ representatives’ participation in the process of assessing the development level of professional competencies is explained.

Changes in Clinical Competence of Novice Physical Therapists During Their First Year of Employment: A Single Center Retrospective Observational Study in Japan

Background and Objectives: This study aimed to examine the development of clinical competence of novice physical therapists (PTs) during their first year of employment, following the implementation of an original in-house educational program. The educational program was designed to offer diverse training opportunities at an early stage, during the first year of employment. Methods: Thirty-eight novice PTs (21 males and 17 females, mean age 23.4 ± 3.2 years) participated in this study. All participants underwent educational programs and a self-assessment using the Clinical Competence Evaluation Scale in Physical Therapy (CEPT) on the first day of employment (entry-level) and after 1, 3, 6, and 12 months of employment. The total score and CEPT component-wise scores—“knowledge,” “clinical reasoning,” “skill,” “communication,” “attitude,” “self-education,” and “self-management”—at the 4 assessment points (1, 3, 6, and 12 months) were compared with values on the first day. Results: The total scores at 3, 6, and 12 months of employment were significantly higher than those on the first day of employment (P < .05). Among the total scores on the 7 components, those for “knowledge,” “clinical reasoning,” “skill,” and “communication” at 3, 6, and 12 months after employment were also significantly higher than those on the first day of employment (P < .05). The scores for “attitude” and “self-education” 12 months after employment were significantly higher than those on the first day of employment. However, the “self-management” scores at 1, 3, 6, and 12 months after employment did not significantly change compared with those on the first day of employment. Conclusions: The total score was significantly higher after 3 months. The participant’s clinical competence may have improved because they participated in an educational program related to “knowledge,” “clinical reasoning,” “skills,” and “communication” at an earlier stage in the first year. However, their progress was comparatively slower in other areas, suggesting that the content might not have been sufficient. This study revealed the effectiveness of the educational program on novice PTs’ clinical competence at a single institution in Japan. Positive outcomes were obtained for several parameters. Furthermore, the results reveal the need for content modifications within the educational program to improve PTs’ performance across all evaluated items.

Proceedings of the 2024 Australasian Road Safety Conference - Hobart, Tasmania, Australia

Proceedings of the 2024 annual Australasian Road Safety Conference held in Hobart, Tasmania, Australia. The proceedings provide the Extended Abstracts and Posters describing research, educational and policing program implementation and policy and management strategies related to all aspects of road safety and especially related to the conference theme of Target 2030: What's the pathway forward? Almost 600 delegates from 20 countries attended the face-to-face conference. Authors of accepted Extended Abstracts represented international and local institutions from all aspects of their respective communities including research centres, private companies, government agencies and community groups. These Extended Abstracts provide an indication of the important work being done in Australia, New Zealand and internationally as part of the United Nations, One UN Vision for Road Safety to reduce the number of crashes on the road by 50 percent by 2030. Almost 200 Extended Abstract manuscripts were accepted for long, short and poster sessions. Each Extended Abstract was peer-reviewed by two experts with relevant expertise. Authors were also provided the option of submitting a Full Paper. Those authors who chose to submit a Full Paper for consideration in the Journal of Road Safety (JRS) could do so based on the outcome of the peer review of their Extended Abstract. Submitted Full Papers undergo peer-review by three independent experts matched by their sector. The matching pairs academic authors iwth academic reviewers and practitioner authors with practitioner reivewers. Inclusion in the JRS follows acceptance by the peer-reviewers.The conference covered a comprehensive range of topics including speed, infrastructure and road design, cyclist safety, motorcyclist safety, pedestrian safety, road safety education, licensing, vehicle design, impairment due to distraction from mobile phones, alcohol, drugs as well as the impacts of climate change on future transport systems road safety, road safety issues for Indigenous people groups across New Zealand and Australia, integrating road safety into local Government, automated enforcement, gig economy road safety, older drivers, etc.

ASSOCIAÇÃO DE PROTEÇÃO ASSISTÊNCIA AOS CONDENADOS: DESAFIOS E PERSPECTIVAS DO MÉTODO COM OS RECUPERANDOS

This study examines the role of social workers in the Associations for the Protection and Assistance to the Convicted (APACs), exploring the challenges and perspectives of the humane method proposed by these institutions within the Brazilian penal context. Historically, the conventional prison system in Brazil has been characterized by overcrowding, violence, and inhumane conditions, reinforcing the need for alternative methods of resocialization. APACs emerge as an innovative alternative, proposing a penal execution model centered on human dignity and the social reintegration of the convicted. The work of social workers in APACs is multifaceted, ranging from psychosocial support to the implementation of educational and professional training programs. However, these professionals face significant challenges, such as a lack of resources, institutional resistance, and the stigmatization of convicts by society. The research employs a mixed methodological approach, including a literature review and interviews with social workers in APACs, to investigate how these professionals contribute to promoting social reintegration and what innovations can be adopted to optimize their practices. The results indicate that despite the difficulties, the role of social workers is crucial to the success of the APAC method, highlighting the importance of a holistic and personalized approach that respects the dignity of the convicted and promotes effective and humane resocialization.

Health knowledge after stroke in Switzerland: a survey among health professionals on current practice and suggestions for the implementation of a technology-based educational program for stroke survivors

BackgroundIt is estimated that 1 in 4 stroke survivors will experience a second stroke. Educating patients about risk factors for stroke and a generally healthier lifestyle may help prevent recurrent strokes, which are a burden on society and the healthcare system. The goals of this paper were to investigate the estimated level of knowledge of stroke patients regarding their disease, the methods of information commonly used in clinical practice, the topics that should be included in an educational program aimed at improving health knowledge among stroke survivors, and how such a program could be delivered with the help of technology-based education (i.e., information delivered by digital platforms such as smartphones or rehabilitation technologies).MethodsWe performed a survey among health professionals working with stroke patients in Switzerland.Results161 health professionals of different backgrounds took part in the survey, and 94 completed it. According to the results, only 33% of healthcare professionals thought that patients were well informed about stroke one month after stroke onset. These findings suggest that there is room for improvement in how stroke patients are educated about stroke, risk factors, and prevention. Additionally, it was highlighted that technology is not commonly used in clinical practice to support patients’ education, although this is an acceptable method for healthcare professionals. The results also helped to identify key topics to be included in an educational program and recommendations for implementing such a program in rehabilitation technologies.ConclusionsThis work allowed gaining more insight into healthcare professionals’ opinions on the potential of technology-based education and key aspects to consider when implementing it to support health and prevention knowledge after stroke.

Effectiveness of Activity Supported Earthquake Awareness Education Program in Primary School Children: "I Know What I Need to Do, I'm Not Falling Even If We Shake" Project.

The objective of this study was to enhance the knowledge base of primary school children regarding earthquake preparedness through the implementation of an activity-based earthquake awareness education program. The study was conducted as pre-posttest semi-experimental design with one group of 333 children in a primary school between January and May 2024. A Descriptive Information Form and Earthquake Awareness Knowledge Level Form were the data collection tools. The children were provided with a 6-week (modules) education program. Measurements were made before and after the education. The mean age of the children was 7.16±0.73 years (6-9), 56.8% were girls, 43.2% were boys, and 25.8% were second-grade children. Earthquake Awareness Knowledge Level Form total score was higher after the education (18.31±1.52) than before (15.51±3.73) (t=-16.144, p<0.001). The study revealed an increase in children's knowledge regarding appropriate behaviors in the context of earthquakes, encompassing actions to be taken before, during, and after such events. Modular education and applied activities are effective in increasing children's knowledge levels in the context of teaching a concept such as earthquake preparedness, where the acquisition of life-based skills is of paramount importance.

Systematic Review of the Effect of Financial Management Practices on Service Delivery in Secondary Schools

In this systematic review analysis design, we explore the available peer-reviewed literature on the effect of financial management practices on service delivery in African secondary schools. Specifically, we reviewed the effect of budgeting, auditing and financial internal control on the service delivery in secondary schools. Study findings reveal that budgeting ensures effective implementation of education programs. In addition, the activities in the secondary school system are adequately planned and allocate resources apportioned to ensure effective execution and implementation. Besides, audits of school accounts result in good financial management and effective control mechanism that ensures overall operational efficiency. From the results of this review, we hereby suggest that Head teachers need to manage financial resources more responsively for effective performance and fulfilling of institutional needs, those of the teachers, students and other stakeholders of respective secondary schools. It is very crucial for school administrators and support staff in charge of finances and resource mobilization to regularly attend professional development course in order to acquire relevant financial skills and competencies required for effective management of resources in the school so as to tremendously improve on the quality of secondary schools’ service delivery.

Implementation of Basketball Education Program Affecting the Personal Development of College Students in Shanghai, China

The study examined the implementation of a basketball education program and its impact on students' skills acquisition, personal development, and educational achievements. The results revealed that the program was moderately implemented across key areas such as coaching/instructional approach, skills training, personal development, and student engagement. While the program proved effective in fostering basketball-related skills acquisition, it showed weaker correlations with students' academic achievements and personal development. A positive relationship was identified between the coaching approach and skills acquisition, suggesting that structured coaching enhances students' technical abilities. However, the program demonstrated a negative correlation between coaching and academic performance, indicating that students may prioritize athletic success over educational growth. Additionally, the findings indicated that other aspects of the program, such as personal development and skills training, had no significant impact on students' broader personal growth or academic achievements. Overall, while the program successfully supports athletic growth, it requires further refinement to enhance its influence on students' educational outcomes and holistic development. The integration of academic support and a stronger focus on personal development could ensure a more balanced approach to fostering student success both on and off the court.

Factors associated with early sexual onset and delaying sex in rural middle school youth.

Early sexual onset contributes to poor health outcomes through the life course. We use the social behavioral model to examine the behaviors and attitudes associated with early sexual onset and the intention to delay sex in middle school youth. Youth in rural communities with high rates of hepatitis C and HIV filled out a survey prior to implementation of an evidence-based sex education program. Participants were asked if they had ever had sex and whether they planned to abstain from sex until the end of high school. We collected demographics, attitudes about abstinence, agency for sexual refusal, parent communication, sexual health knowledge, and history of system involvement. Logistic regression was utilized to examine factors associated with each outcome. Our sample included 6,799 students, 12.7 years old ± 0.9 and 50.3% female. 5.1% had ever had sex and 73.9% planned to abstain until the end of high school. Early sexual onset was associated with older age, negative attitudes toward abstinence, lower agency for sexual refusal, more frequent parent communication about sex, history of child welfare, and history of juvenile involvement. Planning to abstain until the end of high school was associated with being younger, female, positive attitudes toward abstinence, higher agency for sexual refusal, less communication with parents about sex, more communication with parents about relationships, not having a history of foster involvement, and not having a history of juvenile involvement. Age, agency, and parent communication were all associated with both outcomes. Our findings highlight the importance of early comprehensive, trauma-informed sex education.

Six years of Project ECHO: Implementation and evaluation of a hospice-led multiprofessional education programme.

Objectives: This article reports on the implementation and evaluation of an established technology-enabled collaborative learning programme (Project ECHO) at an independent UK hospice in the North of England over a 6-year period. Methods: An independent audit of collated, anonymised data from the programme is used to report attendance patterns and session evaluations. Results: The results show a gradual increase in attendances, programmes, sessions and hours of education, coupled with consistently positive evaluation reports. Conclusion: This supports existing evidence that Project ECHO is an effective method of delivering remote healthcare education, demonstrating impact on the first three levels of Moore's education framework; participation, satisfaction and learning. Future expansion in terms of geography and topics covered is proposed, alongside enhanced evaluation methods to demonstrate impact at the higher levels of Moore's framework.

“Plomo por hablar, plata pa’ que hablemos”. Diversidad étnica y educación en el suroccidente colombiano

How do the relationships between the concept of being indigenous and the processes of ethnoeducation manifest in southwestern Colombia? This ethnographic study explores the complexities of constructing ethnic identity among the indigenous peoples of Nariño, focusing on the implementation of educational programs driven by a population perspective. By questioning the foundations of ethnoeducation from the late 20th century to the early 21st century, we establish a dialogue among various institutional agents within the broader framework of ethnic-based social organization. We also examine the historical relationships, institutional archaisms, and contemporary challenges faced by ethnic educational processes in Nariño. We conclude with insights into the construction of ethnic identity and its implications for the social order governing the interactions between community members and government representatives. We conceptualize the relationship between the State, school, and ethnic identity as a fundamental part of Colombia’s modern project, which has been in development since the republican era. The institutional framework has fluctuated between protectionist, paternalistic, and cultural assimilation policies. However, the current threats to the physical and cultural survival of ancestral peoples must be addressed through the State’s institutional mechanisms and governance technologies. These mechanisms are designed to tackle the challenges of interculturality within a complex and often contradictory framework of relationships.

Implications of Positive Effects of Early Childhood Education for Education Policy

Emerging research on the benefits of early childhood education has sparked interest in making preschool education universal to improve children's readiness for school and their subsequent achievement of social, economic, and professional success. The implementation of early childhood education (ECE) programs, which aim to prepare 4-year-old children for school, has resulted in an increase in public funding. This increase can be attributed to the positive effects of the ECE program on children, as demonstrated by the academic skills of the children measured, which fall within the national average. These abilities include the ability to read and write, speak and understand mathematics, and recognize patterns in numbers. "Investing as early as possible, from birth through age five, in disadvantaged families yields the highest rate of return in early childhood development." Thus, the community and local government are required to actively involved in managing preschool structures, enhance the supervision and management of early childhood education. Common challenges encountered recorded nearly half of all teachers acknowledged to having significant levels of stress and burnout over the previous several years, mental health issues, low compensation, etc. Furthermore, NIEER research findings reveals only five states Hawaii, Michigan, Rhode Island, Alabama, and Mississippi meet all ten national program quality standards, which include putting child development guidelines into practice and offering professional development to teachers. Thus, this paper recommends that when formulating schools' improvement strategies, the Department of Education should take into account the enrollment rate in early learning and kindergarten institutions. All early childhood professional development programs aim to improve children's learning in the behavioral, social-emotional, communicative, and cognitive domains over the long run through indirect means.

TEACHING PERSONNEL OF WESTERN KAZAKHSTAN DURING THE EDUCATIONAL REFORMS OF THE SECOND HALF OF THE 20TH CENTURY

The main purpose of the article is to analyze the development of the Soviet system of education in the second half of the 20th century in Kazakhstan and in the West Kazakhstan region in particular. The value of the research lies in the fact that this historical period is a landmark for the educational sphere. It was during these years that important regulatory documents were adopted, the foundations for developmental and problem-based learning were laid, and new teaching methods were created. As a result of the application of comparative historical, statistical and logical methods, the main aspects of the research topic are revealed. Special attention is paid to the characteristics of the teaching activity and the contribution of individual representatives of the educational sphere. Thanks to their work, the implementation of state educational programs was underway, and above all, the transition to universal compulsory secondary education, an important indicator of which was the development of new programs and the improvement of students’ academic performance. Due to the tasks set, the article gives a qualitative analysis of students’ academic performance in schools in Uralsk, the West Kazakhstan region. After all, the general state of the educational sphere of Kazakhstan depended on the activities of the regions. The author presents the personal data of teachers of the West Kazakhstan region, with good results of mastering new programs, highlights the issues of staff retraining and generalization of the experience of innovative teachers. The result of the conducted research is to identify the main trends in the development of the education system in the Soviet period, consider the reform in education as a system, as well as identify its positive and negative aspects and highlight the educational reforms of the West Kazakhstan region as an integral part of the all-Union and republican reforms, identify its advances and controversies. The tasks and problems in the education system, in a changed form according to modern requirements, remain relevant today. Based on this, it is concluded that the field of application of the results of historical research is the modern education system. Historical analysis makes it possible to draw a parallel between the Soviet education system of the second half of the twentieth century and the objectives of the education system of independent Kazakhstan, since the main goal of all historical periods of development is a high level of development of the education system.

Knowledge of Healthcare Workers Towards NIPAH Virus: A Cross-Sectional Study

Purpose: To evaluate the healthcare workers’ (HCWs) knowledge towards Nipah virus and identify the associated variables with good knowledge. Methods: A cross-sectional design was conducted in Najran, Kingdom of Saudi Arabia (KSA) to evaluate the knowledge of HCWs towards Nipah virus. A validated questionnaire was employed to collect the data of HCWs. It consisted of two parts: Socio-demographic characteristics of the participants and questions related to the knowledge towards Nipah virus. Percentages and median (Q1, Q3) were used to present the data and were compared by Mann–Whitney and Kruskal Wallis. The associated variables with good knowledge were identified by logistic regression. Results: The study included 247 participants. The median (Q1, Q3) knowledge score was 45% (10%, 60%), reflecting poor knowledge. About 62% of the HCWs stated that the symptoms of Nipah virus infection could be acute respiratory distress, convulsions, and coma. Only 36.8% reported no available vaccine to prevent Nipah virus infection, and more than 50% identified the virus’s main reservoir (fruit bat) as the possibility of transmission from animal to human. Roughly 57% of them reported that the virus can be transmitted among people through droplets. Less than 40% stated the Nipah virus can cause AIDS. The significantly associated variable with good knowledge was only nationality. Conclusion: The present study showed a poor knowledge of HCWs. Good knowledge was associated with nationality. Therefore, the implementation of education and training programmes are highly recommended throughout conducting prospective and interventional studies.

Impact of Reflective Practice on the Successful Implementation of Teacher Education Programs: A Case Study of Punjab Province

The study set out to investigate the relationship between reflective practice and the successful implementation of teacher education programs in Punjab. A quantitative research design was applied. The numerical data was collected to find the patterns and relationships regarding reflective practice and its effects. Teachers from different educational levels within the Punjab Education Department comprised the population, and we selected a sample of 250 teachers through simple random sampling to ensure representativeness. Data was collected using a self-developed questionnaire, including closed-ended questions to capture comprehensive insights. Expert review and factor analysis ensured the validity of the tool, and Cronbach's alpha and test-retest methods assessed its reliability. The results demonstrated a positive correlation between reflective practice and teaching effectiveness, confidence, and classroom management. Besides, the demographic analyses indicated that senior teachers and those in rural areas saw greater benefits from reflective practices. To maximize professional development, reflective practice requires customized programs and collaborative cultures, according to the study.

Exploring the Prevalence and Influencing Factors of Sexually Explicit Internet Material (SEIM) Consumption among Adolescents and Young Adults in Cambodia

Purpose: This study investigates the prevalence and factors associated with the consumption of sexually explicit Internet material (SEIM) among adolescents and young adults in Cambodia. Methods: Utilizing a cross-sectional study design, data were collected through a survey administered to 1,271 participants. The survey focused on measuring SEIM consumption, sexual sensation seeking, perceived reality of SEIM, and sexual attitudes. Findings: The study revealed a SEIM prevalence of 27.2%, with notably higher rates among males (35.5%) than females (18.6%). Significant predictors of SEIM consumption included being male, having a father with a middle-level education, engaging in alcohol or substance consumption, spending more than five hours daily on electronic devices, having friends with sexual experience, frequent thoughts about sex, a heightened interest in sex compared to peers, perceiving SEIM as realistic, and maintaining a permissive attitude towards sex. Conclusions: These findings underscore the importance of implementing education programs to address SEIM consumption and its potential risk factors. Such initiatives are crucial for preventing the use of SEIM among Cambodian youth, promoting a healthier understanding of sexuality, and fostering responsible online behavior.

ADULT EDUCATION PROGRAM IMPLEMENTATION FACTORS AND ADULT LITERACY LEARNING OUTCOMES IN RWANDAA CASE OF GICUMBI DISTRICT

The research assessed adult education program implementation factorsand adult literacy learning outcomes in GicumbiDistrict, Rwanda. Specifically, the research identified teaching methods that affect adult literacy learning outcomes in GicumbiDistrict, Rwanda, established the extent of adult literacy learning outcomes in GicumbiDistrict, Rwanda and assessed the relationship between adult education program implementation factors and adult literacy learning outcomes in GicumbiDistrict, Rwanda. The population in this study consisted of 4625 respondents, while their sample size was 368. Sample size determination was done by using Yamane formula.Descriptive survey design was adopted by the researcher as the study wanted to obtain insight for basic information provision in the study area. This study used questionnaire, interview, and observation to gather data. The questionnaire was administered to instructors and learners while the interview was given to District Director of Education, District Education Officer and Sector Education Officers. It usedpurposive, simple random sampling and stratified methods. The data of the study were analyzed in tables and charts by relying on descriptive statistics. The researcher used statistical tools like means, percentages, standarddeviations, correlation coefficients and coefficients as regression models.IBM SPSS Version 21 was used to organize and summarize data with accuracy and finding evidences assurance. Both quantitative and qualitative methodologies were used, including content analysis. Regarding the first objective, results indicate that 74.9% strongly agreed that their instructor puts them in a small group to complete tasks, 64.2% strongly agreed that they take an active role in their learning by setting their own goals, 75.6% strongly agreed that their instructor uses games to increase their motivation, and 88.1% strongly agreed that they act out specific roles to learn different concepts.The implication of this is that the instructors use learner-centered teaching methods in order to improve adult literacy learning outcomes. For the second objective, 86.6% strongly agreed that improved learners living standards indicate adult literacy learning outcomes 74.9% strongly agreed that an increased number of small businesses indicates adult literacy learning outcomes 75.6% strongly agreed that increased digital communication indicates adult literacy learning outcomes and 63.2% strongly agreed that improved health practices indicate adult literacy learning outcomes. Results on the effects of teaching methods on adult literacy learning outcomes in public adult literacy centres in Gicumbi District. The study revealed a strong positive relationship between group learning, self-directed learning, and role-playing, as well as between game-based learning and improved learners living standards, small business growth, and digital communication. The positive correlation was less than 0.05, indicating that adjustments in group learning and self-directed learning positively impacted these factors. The study also found a significant positive correlation between game-based learning and improved learners living standards, small business growth, and high attractiveness rate. This implied that there is a positive correlation among adult education factors and adult literacy learning outcomes. The Pearsons p value was than 0.05. The researcher recommended that the Ministry of Education should provide robust government, support, clear guidelines, and infrastructure for adult education programs. Rwanda Basic Education Board should involve NGOs and local communities and authorities in monitoring and evaluating the functioning of adult education at grass root level. Gicumbi District should use quality materials, well-trained teachers for improved effectiveness.

Conceptualization and teaching health advocacy in undergraduate medical education:a document analysis.

Health advocacy is considered to be a core competence for physicians, but it remains unclear how the health advocacy role, despite being described in overarching competency frameworks, is operationalized in undergraduate medical education (UME). This study aimed to identify how health advocacy is conceptualized and taught in undergraduate medical curricula. We performed a qualitative analysis of curriculum documents from all eight medical schools in the Netherlands, all of which offered competency-based UME. Thematic analysis was used to code all the documents and generate themes on health advocacy conceptualization and teaching. To categorize the emerging themes, we used the framework of Van Melle et al. for evaluating the implementation of competency-based medical educational programs. Health advocacy was mostly conceptualized in mission statements about social responsibility of future physicians, related to prevention and promoting health. We found key concepts of health advocacy to be taught mainly in public health and social medicine courses in the bachelor stage and in community-based clerkships in the master stage. Specific knowledge, skills and attitudes related to health advocacy were taught mostly in distinct longitudinal learning pathways in three curricula. Health advocacy is conceptualized mostly as related to social responsibility for future physicians. Its teaching is mostly embedded in public health and social medicine courses and community-based settings. A wider implementation is warranted, extending its teaching to the full width of medical teaching, with longitudinal learning pathways providing a promising route for more integrative health advocacy teaching.

Dental anxiety and dental care - a comparison between Albania and Germany

BackgroundThe present study is the first in Albania on dental fear and dental anxiety and also in the field of psychosocial medicine. The purpose of this study was to find out whether there are differences in dental anxiety using the Dental Anxiety Scale, their level of psychological distress using the Brief Symptom Inventory-18 and the evaluation of oral health among Albanian and German patients.MethodsThis study was conducted in the period from December 2019 to July 2020, a sample of N = 263 patients (133 Germans, 130 Albanians) using the Dental Anxiety Scale questionnaires to determine anxiety before dental treatment and the Brief Symptom Inventory-18 to evaluate psychological distress. Moreover, the patients answered questions regarding their oral health and dental care. In Germany, there were four refusals to entrance in the study due to various reasons, in contrast to Albania, where there were no refusals at all For the purposes of this study, data on both populations aged 14 years and older were used.ResultsThe questionnaires results were calculated for all participants. The current subjective health status of Albanian patients was assessed to be significantly worse than that of German patients (p < 0,000). Germans were more susceptible to signs of Anxiety (p < 0,000), Depression and Somatization and scored higher on the Dental Anxiety Scale and the Global Severity Index (p < 0,000) than Albanian patients. Additionally Albanian patients scored significantly lower on the preventive care index (p < 0,000). Despite an elevated DAS anxiety level, German patients reported going to the dentist more frequently than Albanian patients.ConclusionThe results showed that between both populations differences in dental anxiety, psychological distress and oral health exists. Patients from Germany report more psychological distress and described more dental anxiety compared to Albanian patients. Albanian patients reported not utilization on oral health care.The implementation of educational programs and preventive measures, would contribute to raising awareness about the importance of oral health and increased use of dental services.

MANAJEMEN TATA KELOLA LIMA PONDOK PESANTREN SALAFIAH DI KABUPATEN SERANG

This study analyzes the management of five Salafiah Islamic boarding schools (pondok pesantren) in Kabupaten Serang, focusing on planning, organizing, executing, monitoring, and financial management. Data were collected through observations, interviews, and document analysis. The results show that these pesantren have structured planning with clear vision, mission, and curriculum aligned with Salafiah Islamic education principles. The organization of administration and student activities is effectively managed by the Kiyai, senior students, and alumni. Regular implementation of educational programs and extracurricular activities helps develop students' character, spirituality, and skills. Monitoring is conducted based on pesantren norms with appropriate sanctions. Financial management relies on voluntary contributions, infaq, zakat, and waqf, without charging fees to students' parents. Community support and government policies significantly aid the development of these pesantren. Overall, the management of Salafiah pesantren in Kabupaten Serang is effective with good planning, organized administration, structured implementation, strict monitoring, and transparent financial management.