Integration Of Training Research Articles

The Guangdong Mode of Integration of Science-Education and Industry-Education for Postgraduates in Engineering

Based on the theory of collaborative innovation and the triple helix theory combined with the needs for innovative development in the modern manufacturing industry in Guangdong Province, the construction of open bases as education carriers by the governments was explored in terms of implement joint training for postgraduates in engineering through the integration of science-education and industry-education, to improve the practical innovation ability of postgraduates in engineering. The integration training mode has significantly improved the effectiveness of collaborative education and innovation, and it has become an important talent and intellectual support for Guangdong’s modern manufacturing industry. It has further advanced the theory and practice of joint training conducted by governments, industries, universities, and scientific research institutes.

INTEGRATION OF E-CONTENT IN EDUCATION

Over the last two decades there has been a rapid growth in the field of ICT and it has become one of the most important topics in the field of education. Integration of ICT in teaching will facilitate teacher educators’ in meeting the requirement for technology-based teaching and learning. India is a global unicorn in the field of ICT and other cutting-edge domains, and there is a bidirectional relationship between technology and education. The Ministry of Education emphasises the importance of integration of technology in teacher education. In keeping with the digital age, teacher educators’ must integrate ICT in their teaching learning process and reduce the usage of traditional methods in teaching. The aim of this research is to study perceptions of teacher educators’ on ICT integration to enhance the teaching and learning processes and also to analyse the challenges encountered by the teacher educators in successful integration of ICT. A questionnaire was distributed to the teacher educators from the state of Odisha. The results indicate that the teacher educators’ are well-equipped with ICT tools and facilities and their perception regarding this is mostly found to be positive. The results also indicate that the challenges faced by the teacher educators’ are lack of training in integration of ICT, competence, lack of appropriate softwares and materials as well as limitation of time .

Effect of Auditory Integration Training on Children with Autism Spectrum Disorder and Auditory Attention Disorder

<bold>Objective</bold> To observe the effect of auditory integration training on language, social communication and behavior of Children with autism spectrum disorder (ASD) and auditory attention disorder. <bold>Methods</bold> A total of 83 ASD children with auditory attention disorder treated in the children rehabilitation department of Changsha Maternal and Child Health Hospital from January 2020 to May 2021 were randomly divided into control group and observation group, with 41 cases and 42 cases respectively. The control group received comprehensive rehabilitation training including the language training, behavior therapy, sentiment training and brain bionic electrical stimulation, once a day, five times a week, 20 times for a course of treatment in one month, with a rest interval of 3-5 days, lasting for nine months. In addition to the treatment of the control group, the observation group received auditory integration training for 30 minutes a time, once a day, 20 times for a course of treatment in one month, with a rest interval of two months, lasting for nine months. Before and after treatment, the missing number method was used to evaluate the auditory attention Gesell child development scale was used to evaluate the language and social communication skills; Psycho educational profile-3 (PEP-3) was used to evaluate the communication and behavior skills; Childhood autism rating scale (CARS) and autism behavior checklist (ABC) were used to evaluate the typical symptoms of autism. <bold>Results</bold> 1) Auditory attention: compared with that before treatment, the scores of the auditory attention of both groups significantly increased after treatment (<italic>P</italic>&lt;0.05). The observation group scored higher in the auditory attention than the control group after treatment (<italic>P</italic>&lt;0.05). 2) Language and social communication skills: compared with that before treatment, the scores of language and social communication skills in Gesell scale of both groups significantly increased after treatment (<italic>P</italic>&lt;0.05). Compared with the control group, the scores of language and social communication skills of the observation group after treatment were statistically higher (<italic>P</italic>&lt;0.05). 3) Communication and behavior skills: compared with those before treatment, the scores of communication and behavior skills of PEP-3 scale of both groups significantly increased after treatment (<italic>P</italic>&lt;0.05). The scores of communication and behavior skills of PEP-3 scale of the observation group were statistically higher than those of the control group after treatment (<italic>P</italic>&lt;0.05). 4) Typical symptoms of autism: compared with those before treatment, the scores of ABC and CARS of the observation group after treatment decreased significantly (<italic>P</italic>&lt;0.05). Compared with the control group, the ABC and CARS scores of the observation group after treatment were statistically lower (<italic>P</italic>&lt;0.05). <bold>Conclusion</bold> Auditory integration training can effectively improve the auditory attention, language, social communication, communication and behavior skills of acoustic children with auditory attention disorder, and alleviate the typical symptoms of autism.

Exploring Mathematics Teachers’ Technology Integration Self-Efficacy and Influencing Factors

This study explores the level of mathematics teachers' technology integration self-efficacy and the extent to which some background variables influence this self-efficacy. The study adopted a survey design and collected data from 125 mathematics teachers in Dar es Salaam, Tanzania. Data analysis was done using a t-test, effect size, and one-way between-groups ANOVA. Teachers were found to have a moderate level of self-efficacy. Furthermore, findings suggest that gender and teacher training in technology integration both in college training and as part of professional development are important in influencing teachers’ self-efficacy in teaching with technology. The study recommends technology integration and gender to be mainstreamed in teacher education in order to develop self-efficacy in technology use.

DEVELOPMENT OF ECOLOGICAL COMPETENCE OF SOCIAL WORK SPECIALISTS IN CONTINUING EDUCATION INSTITUTIONS

The problems of professional development of social work specialists on the basis of the competence approach are considered. The main operational goals of environmental training in a continuing education institution are identified, which are to master the knowledge that natural resources are interconnected and limited; natural resources affect the standard of living in society, they are unevenly distributed on Earth; man is actively changing the processes that occur in nature; urgent measures must be taken in this regard to preserve the relevant values of nature resources for future generations; proper use of natural resources requires a significant amount of knowledge from various fields of science and technology; the development of society and technology is causing changes in the way natural resources are used, and so on. The article presents the formulation of the purpose and means of development of ecological competence of social work specialists in continuing education institutions. The essence of the necessary changes in the content-procedural aspects of professional development of a specialist in social work in ecology has been clarified. In particular, it is necessary to supplement the content of environmental training with information on environmentally balanced consumption, opportunities and the need to regulate needs, positive examples of solving environmental problems at regional and local levels, including everyday life examples. The importance of encouraging, organizing and supporting activities aimed at the collection and processing of secondary raw materials, economical use of heat, electricity and water in everyday life was emphasized. It is concluded that only by understanding and realizing from personal experience the content of advanced training in ecology, social workers can be psychologically ready to carry out environmental activities. Social workers should not only teach others the principles of environmental thinking, but also be an example of environmental activity on these principles. This task is difficult and controversial, because it requires a change in their views and behavior, conscious limitation of needs and the education of new resource-saving habits. The actual tasks that need further solution are outlined: updating the content and process of professional development of social work specialists; development of appropriate integrated training courses, which would not be limited to the transfer of information, but involve a change of position, patterns of behavior, stereotypes; development of various necessary educational and methodological literature sources for specialists in social work devoted to ecological thinking.

Application Discussion on Repetitive Transcranial Magnetic Stimulation Combined with Sensory Integration and Cognitive Training in Children with High Functional Autism

Application Discussion on Repetitive Transcranial Magnetic Stimulation Combined with Sensory Integration and Cognitive Training in Children with High Functional Autism

Teacher Professionalization and Training Management: What Job Reference(s) and Professional Skills in a Real Work Situation?

Professionalization seems to have a positive impact in the construction of professional identity, in the sense that its process constitutes a powerful integrative vector for future teachers in the socio-professional context. The study would analyze the constraints that hinder this process of university professionalization at the ENS of Casablanca, among students of the third year "professional license: Teaching of physical education and sports" in a situation of pedagogical internship. Through a quantitative descriptive methodological survey approach based on a questionnaire designed through the literature review, we targeted a sample composed of 120 students – trainees (58\% students / 42\% students), 30 tutors in internship and 20 trainers. The variables evaluated are the hourly volume of internships, the teaching skills of student-trainees, the coordination between the actors in internships, the supervisory skills of tutors in internships, the modalities of training and socio-professional support. The data is analyzed by an analysis of variance. Our results showed the insufficient hourly volume devoted to the internship and the negative influence of the heterogeneity of skill levels between trainees (intragroup) on socio-professional construction, as well as the lack of coordination between internship actors and the lack of basic skills among trainees and tutors in internship in terms of teaching and supervision that hinders the process of professionalization and collective construction professionalizing. We retain through this study that professionalization is multifactorial in its process of operationalization. It is necessary to overcome all the constraints that hinder this approach for cost-effective and integrative training.

Analysis of Psychological and Pedagogical Training in the Process of Training in Higher Educational Institutions of the Republic of Kazakhstan and the People’s Republic of China

The processes of globalization and international integration have been the subject of much researchin the field of higher education in many countries. The desire to integrate teacher education has becomeone of the main trends in modern international theory and practice of teacher education. The purpose ofthis article is to analyze the professional training of students of psychological and pedagogical specialties of universities in China and Kazakhstan by comparing work plans, credits and hours devoted to thestudy of individual sections and disciplines. Studies of integration between the Republic of Kazakhstanand the People’s Republic of China show that there is quite a wealth of experience in the developmentand reform of teacher education between the two countries.The authors of this article analyzed the ideas, goals, curricula, and teaching methods in China andKazakhstan. Integration processes in the field of education between the Republic of Kazakhstan and thePeople’s Republic of China have a market orientation, focus on organizational innovation in education. The reform of education integration in Kazakhstan in the future should be focused on three aspects:improvement of plural cooperation, mutual management system of teachers’ education and strengthening of this link after the end of teaching activity. The PRC is actively developing models of professionallearning communities aimed at teacher training.The article makes an attempt of comparative analysis of psychological and pedagogical training inthe process of training in higher educational institutions of RK and PRC. Internationalization and integration are the components of the modern process of higher education, contributing to its competitivenessand approaching to the best international practices.Key words: integration, education, psychological and pedagogical training, higher education; reflexion.

Helpful and hindering events in an integrative psychotherapy training.

Helpful and hindering events in an integrative psychotherapy training.

Integrating Oral Health into Primary Health Care: A Systematic Review of Oral Health Training in Sub-Saharan Africa.

BackgroundGlobally, oral health training has shown positive influence on knowledge, competency and practices for both oral and non-oral health-care workers towards integration of oral health into primary health care (PHC). Sub-Saharan Africa has very divergent social-cultural-political-economic settings. Since healthcare is contextual, it is necessary to review oral health training programs in this region to establish if their formulation, implementation and evaluation are context-reliant.ObjectiveTo assess if oral health trainings aimed at integrating oral health into PHC in sub-Saharan Africa were context-reliant.MethodologyThe reviewers searched five electronic databases and WHO sites. Selection of publications was done using the PRISMA framework. Oral health training programs for oral and non-oral health-care workers in sub-Saharan Africa published in English language between year 2001 and 2020 were included in the study.FindingsOnly 4 (0.8%) of the original 512 publications for oral health-care workers and 9 (1.5%) of the 613 for non-oral health-care workers publications met the inclusion criteria. Countries established and/or increased number of dental schools, 1 university adopted competency-based curriculum and 2 introduced community rotations. Dental auxiliaries varied by cadre, training duration and scope of practice. Non-oral health-care workers training programs used diverse approaches like pre-service, workshops and printed materials. Target groups for the trainings varied from nurses, traditional healers, health promotion officers to community health volunteers. Evaluations were done mainly using pre-post or quasi-experimental studies. Outcomes of interest varied from level of knowledge, services provision, early childhood caries, oral health seeking behavior and oral hygiene practices.ConclusionOral health training for integration of oral health into PHC in sub-Saharan Africa varied by targeted cadre, training methods and evaluation method and scope. It was thus context-reliant. More programs are necessary to accommodate other training approaches, evaluation methods and other health-care cadres in the region.

Student-Initiated Discussion Topics in Career Counselling of Adult Immigrants

Through thematic analysis, this article examines how career counsellors working in an integration training programme for adult immigrants use power in their work with their counselees by influencing the content of career counselling discussions. The theoretical framework applied in this article is the non-decision-making theory by Bachrach and Baratz. This article draws on empirical data collected by video-recording career counselling discussions between counsellors and students. The findings show how career counsellors tend to limit discussion topics to those belonging to their pre-formulated structure and how the topics suggested by students tend to be dismissed, treated with less depth and accuracy, or ignored. The focus of the discussion is primarily on which educational or employment choices would best suit the student instead of worries or interests that the students also find relevant. This work discusses how the counsellor’s values appear to direct the discussions and what implications this may have for career counselling practices with migrants.

Does Evidence Inform Intervention by Professionals? Reporting on Research into Auditory Stimulation for Auditory Processing Disorders in Children with ASD and Related Disorders

Since the 1980’s there has been an acceleration of interest by neuroscientists in the Auditory Problems of Children with Autism Spectrum Disorder (ASD). The focus of study has largely shifted from attempting a differential diagnosis between the symptoms of ASD and of Auditory Processing Disorder (APD), towards an improved understanding of APD and its impact on the lives and wellness of people with this disorder. A large amount of research data has accumulated, and sheds light on the manner in which auditory brain potentials of children with ASD differ from those of the neurotypical learner. This article will offer a summarised overview of this data, and will discuss how this body of evidence is informing and directing our intervention strategies, both clinical and educational. The author will further summarise the most recently published research papers on the impact of Auditory Integration Training (AIT)– the Bérard Method (also named Filtered Sound Training - FST), The statistical significance and implications of this data for the planning of intervention programmes to remediate auditory problems of children with ASD will be discussed. In conclusion some new insights into the breadth of the impact of auditory processing problems on the social, emotional, learning, language and well-being of children with ASD will be mentioned. (208 words)

Application of the VR Sensor Image Combined with Sports Games in the Treatment of Autistic Children

In order to study the application of the VR sensor image combined with sports games in the treatment of autistic children, this study mainly takes qualitative research as the main research method and uses physical intervention based on sensory integration training to study autistic children aged 6-9. Three children, A, B, and C, are mainly selected in order to promote the improvement of children’s physical function and motor skills and further have a positive impact on behavior and psychology. By analyzing the effects measured before and after the experiment, this paper explores the impact of sports intervention based on sensory integration training on the motor ability of autistic children over the age of 6, as well as its impact on their sensory integration function, daily behavior, and psychological activities, so as to enrich the empirical research on the content, principles, implementation methods, and specific implementation process of sensory integration training, to provide reference and enlightenment for schools, institutions, and children’s parents engaged in educational intervention for autistic children.

A training for health care workers to integrate hepatitis B\xa0care and treatment into routine HIV care in a high HBV burden, poorly resourced region of Uganda: the \u20182for1\u2019 project

IntroductionThe “2for1” project is a demonstration project to examine the feasibility and effectiveness of HBV care integrated into an HIV clinic and service. An initial phase in implementation of this project was the development of a specific training program. Our objective was to describe key features of this integrated training curriculum and evaluation of its impact in the initial cohort of health care workers (HCWs).MethodsA training curriculum was designed by experts through literature review and expert opinion. Key distinctive features of this training program (compared to standard HBV training provided in the Government program) were; (i) Comparison of commonalities between HIV and HBV (ii) Available clinic- and community-level infrastructure, and the need to strengthen HBV care through integration (iii) Planning and coordination of sustained service integration. The training was aided by a power-point guided presentation, question and answer session and discussion, facilitated by physicians and hepatologists with expertise in viral hepatitis. Assessment approach used a self-administered questionnaire among a cohort of HCWs from 2 health facilities to answer questions on demographic information, knowledge and attitudes related to HBV and its prevention, before and after the training. Knowledge scores were generated and compared using paired t- tests.ResultsA training curriculum was developed and delivered to a cohort of 44 HCWs including medical and nursing staff from the two project sites. Of the 44 participants, 20 (45.5%) were male, average age (SD) was 34.3 (8.3) with an age range of 22–58 years. More than half (24, 54.5%) had been in service for fewer than 5 years. Mean correct knowledge scores increased across three knowledge domains (HBV epidemiology and transmission, natural history and treatment) post-intervention. However, knowledge related to diagnosis and prevention of HBV did not change.ConclusionA structured HBV education intervention conducted as part of an HIV/HBV care integration training for health care workers yielded improved knowledge on HBV and identified aspects that require further training. This approach may be replicated in other settings, as a public health strategy to heighten HBV elimination efforts.

Guest editorial “role of training for labour market integration”

Guest editorial “role of training for labour market integration”

Robotic Table and Serious Games for Integrative Rehabilitation in the Early Poststroke Phase: Two Case Reports.

BackgroundBrightArm Compact is a new rehabilitation system for the upper extremities. It provides bimanual training with gradated gravity loading and mediates interactions with cognitively challenging serious games.ObjectiveThe aim of this study is to design and test a robotic rehabilitation table–based virtual rehabilitation system for functional impact of the integrative training in the early poststroke phase.MethodsA new robotic rehabilitation table, controllers, and adaptive games were developed. The 2 participants underwent 12 experimental sessions in addition to the standard of care. Standardized measures of upper extremity function (primary outcome), depression, and cognition were administered before and after the intervention. Nonstandardized measures included game variables and subjective evaluations.ResultsThe 2 case study participants attained high total arm repetitions per session (504 and 957) and achieved high grasp and finger-extension counts. Training intensity contributed to marked improvements in affected shoulder strength (225% and 100% increase), grasp strength (27% and 16% increase), and pinch strength (31% and 15% increase). The shoulder flexion range increased by 17% and 18% and elbow supination range by 75% and 58%. Improvements in motor function were at or above minimal clinically important difference for the Fugl-Meyer Assessment (11 and 10 points), Chedoke Arm and Hand Activity Inventory (11 and 14 points), and Upper Extremity Functional Index (19 and 23 points). Cognitive and emotive outcomes were mixed. Subjective rating by participants and training therapists were positive (average 4, SD 0.22, on a 5-point Likert scale).ConclusionsThe design of the robotic rehabilitation table was tested on 2 participants in the early poststroke phase, and results are encouraging for upper extremity functional gains and technology acceptance.Trial RegistrationClinicalTrials.gov NCT04252170; https://clinicaltrials.gov/ct2/show/NCT04252170

Foundational Number Sense Training Gains Are Predicted by Hippocampal-Parietal Circuits.

The development of mathematical skills in early childhood relies on number sense, the foundational ability to discriminate among quantities. Number sense in early childhood is predictive of academic and professional success, and deficits in number sense are thought to underlie lifelong impairments in mathematical abilities. Despite its importance, the brain circuit mechanisms that support number sense learning remain poorly understood. Here, we designed a theoretically motivated training program to determine brain circuit mechanisms underlying foundational number sense learning in female and male elementary school-age children (7-10 years). Our 4 week integrative number sense training program gradually strengthened the understanding of the relations between symbolic (Arabic numerals) and nonsymbolic (sets of items) representations of quantity. We found that our number sense training program improved symbolic quantity discrimination ability in children across a wide range of math abilities including children with learning difficulties. Crucially, the strength of pretraining functional connectivity between the hippocampus and intraparietal sulcus, brain regions implicated in associative learning and quantity discrimination, respectively, predicted individual differences in number sense learning across typically developing children and children with learning difficulties. Reverse meta-analysis of interregional coactivations across 14,371 fMRI studies and 89 cognitive functions confirmed a reliable role for hippocampal-intraparietal sulcus circuits in learning. Our study identifies a canonical hippocampal-parietal circuit for learning that plays a foundational role in children's cognitive skill acquisition. Findings provide important insights into neurobiological circuit markers of individual differences in children's learning and delineate a robust target for effective cognitive interventions.SIGNIFICANCE STATEMENT Mathematical skill development relies on number sense, the ability to discriminate among quantities. Here, we develop a theoretically motivated training program and investigate brain circuits that predict number sense learning in children during a period important for acquisition of foundational cognitive skills. Our integrated number sense training program was effective in children across a wide a range of math abilities, including children with learning difficulties. We identify hippocampal-parietal circuits that predict individual differences in learning gains. Our study identifies a brain circuit critical for the acquisition of foundational cognitive skills, which will be useful for developing effective interventions to remediate learning disabilities.

The digital educational technologies in the Federal Institutes of Education: a pillar of the integrated training

This article is a literature review which aims to provoke a theoretical discussion about the possibilities of facilitate the teaching and learning process in the Integrated Technical Courses on high school, of the federal institutes of education, trough the implementation of some digital tools, from Moodle, that favors Problem Based Learning and fosters interdisciplinarity, in order to alleviate the learning difficulties of lame content, and facilitate collaborative actions to acquire new knowledge, proposed to the students. Therefore, the analysis carried out on the assumptions theorists on the vision of digital educational technologies, the challenges of Virtual Learning Environment, Active Learning Methodologies Based on Problems, interdisciplinarity and integral training, showed success in the process of demystifying the paradoxes surrounding the perspective of curricular integration and in the breaking of the paradigmatic reality of utilitarian education that has been historically leading students from Technical Courses to serial and fragmented knowledge by disciplines, without total access to pluralized and globalized education reality, which would lead them to the autonomy and integral training.

A qualitative study of strategies and challenges in training behavioral health workforce for integrated primary care.

COVID-19 has underscored the need to accelerate behavioral health (BH) integration in primary care, where many patients seek mental health services. Expanding BH integration requires a strong and sustainable BH workforce trained to work in primary care. Psychology internship is a critical period of development when doctorate-level therapists receive supervised clinical experiences with integrated primary care. To explore the strategies and challenges of teaching psychology trainees to practice BH in primary care. Qualitative study. Nine out of 11 psychology internship and postdoctoral fellowship programs across the Washington State that provide integrated primary care training were recruited. Response rate was 82%. Twelve training leads and supervisors completed semi-structured interviews between December 2020 - March 2021. Interviews focused on participant experiences with providing educational training and supervision to psychology trainees practicing integrated primary care. Data were analyzed using grounded theory approach. Four strategies emerged - orient trainees with extensive onboarding to the culture, context, and function of primary care; provide a psychologically safe space for open dialogues that facilitate professional identity development; model the skills needed to collaborate with primary care teams; and create a structured environment for trainees to practice the skills. Training leads and supervisors also reported three challenges - strategies to address trainees' difficulties with acculturating to the culture of primary care; loss of opportunities to shadow and interact with primary care providers due to telemedicine during COVID-19; and limitations of the traditional supervision structure to accommodate the unpredictable and urgent crises experienced by trainees in fast-paced primary care settings. Future recommendations include early exposure to primary care during psychology graduate training, a hybrid model of fixed and flexible supervision schedules, and intentional efforts to define and balance in-person and remote teaching for different types of training needs.

Allophone immigrant women’s knowledge and perceptions of epidural analgesia for labour pain: a qualitative study

ObjectivesTo explore allophone immigrant women’s knowledge and perceptions of epidural analgesia for labour pain, in order to identify their information needs prior to the procedure.DesignWe conducted focus groups interviews with...