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Curriculum Reformation of University of Applied Sciences in the Big Data Era in China
Xu Chengying,
Wang Yaping,
Wang Minghao
Issue:
Volume 8, Issue 5, September 2019
Pages:
168-174
Received:
17 June 2019
Accepted:
22 July 2019
Published:
8 August 2019
Abstract: Higher education is facing many emerging challenges in the big data era, curriculum has to be reconstructed with big data technologies to get teaching and learning better and better, cause big data technologies has the abilities to mining magnanimity data produced and predict the important parts in the education process. Curriculum of university of applied sciences is a new type vocational and educational course in higher education, birth in the big date era, must be constructed with big data technologies, such as data mining, statistical analysis, mathematic model, cloud computing. Tianjin Sino-German University of Applied Sciences, the first university of applied sciences in Mainland China, deployed big data technologies including date collection, data storage, data analysis, and data visualization to it’s curriculum reform, reforming links with curriculum design, curriculum development, curriculum implementation and curriculum evaluation, constructing a Dual Curriculum System is characterized by Chinese universities of applied sciences, resolving various contradictions and problems in the development of university of applied sciences. The curriculum reformation advances the process of constructing course, and improve the output of teaching and learning. Nevertheless, we found the big data talents is not sufficient, and the big data facilities cannot meet high quality of operation demand, these insufficient factors must be solved to make the dual curriculum system perfect. Moreover, Tianjin Sino-German University of Applied Science’s curriculum reformation can be provided useful experience and lessons for many other universities of applied science, also can be reference for international universities of applied sciences.
Abstract: Higher education is facing many emerging challenges in the big data era, curriculum has to be reconstructed with big data technologies to get teaching and learning better and better, cause big data technologies has the abilities to mining magnanimity data produced and predict the important parts in the education process. Curriculum of university of...
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Methods of Testing a Large Number of Motives for Vocational Guidance
Andrey Polozov,
Liudmila Brekhova
Issue:
Volume 8, Issue 5, September 2019
Pages:
175-184
Received:
16 April 2019
Accepted:
29 May 2019
Published:
10 August 2019
Abstract: There are a huge number of motives and 60 theories explaining them. However, it is not possible to compare the significance of various motives for an individual — there may be too many motives. And accordingly, the issues related to their testing becomes a very large number. Therefore, conclusions have to be made on the example of a very small sample of the most sought-after motifs. A technique is proposed that allows one to obtain the results of comparing a large number of motives with a relatively small number of questions asked. The test consists of 47 questions with pairwise opposition of 11 different motives. The result is obtained by solving a system of linear equations. As a result of the work done, we can predict the behavior of anyone tested, say what he chooses in a given life situation, if it can be interpreted as a confrontation between two motives. To assess the significance of the motive, a rating system was used, in which the motive rating was the higher, the more there was a choice in its favor in pairwise comparison with all other motives. The difference in the ratings of the two motives is linearly related to the probability of choosing both motives. This allows you to create a rating hierarchy of the motives of the subject without direct testing based on his decisions in everyday situations. The indicated method overcomes the well-known problem of the avalanche-like growth of the number of test questions with a large number of motives and forms the probabilistic value of the evaluation of the choice of one of the alternatives. A small number of questions allows you to significantly increase the value of the retest reliability of the answers of the subjects.
Abstract: There are a huge number of motives and 60 theories explaining them. However, it is not possible to compare the significance of various motives for an individual — there may be too many motives. And accordingly, the issues related to their testing becomes a very large number. Therefore, conclusions have to be made on the example of a very small samp...
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School Dropout in Rural Uganda: Stakeholder Perceptions on Contributing Factors and Solutions
Issue:
Volume 8, Issue 5, September 2019
Pages:
185-195
Received:
18 July 2019
Accepted:
12 August 2019
Published:
23 August 2019
Abstract: This theory-based qualitative study reports perceptions on the contributing factors of school dropouts, and recommendations for action and areas of capacity building to reduce the high rate of school dropouts in Uganda. The study which interviewed 101 adolescents, family and community members from rural Budondo sub-county (Jinja district), was based on constructs of the social cognitive theory and analyzed by thematic analysis using Atlas-ti (version7.5.4). Contributing factors include: poor academic performance, failure to cope with school, lack of social skills to cope with life’s challenges, early employment, early pregnancy, lack of parental care and role models, child-headed families, media influence, and drug abuse, poor payment of teachers, poverty among parents, child labor, long distances to school, family gardening, and lack of school/personal effects. Recommendations are: training students in social skills, involvement of national and local leaders in motivating learners, sensitization of parents and community, accessible sexual and reproductive health services, use of school counselors, involvement of the resident of Uganda in discouraging school dropouts, enforcement of laws, compulsory handcraft skills training for high school students in lower classes, increased school budgets and teachers’ salaries, income generation skills, job creation for parents, provision of school meals, co-curricular activities, accessible schools, and provision of free sanitary towels. Areas for capacity building are: use of school counselors and trained learner-leaders to motivate learners, training community leaders to handle challenges of learner, reform of school curriculum for vocational training, use of school gardens for skilling and school food, and training learners/teachers in making sanitary towels. Parental/community support to students, introduction of co-curricular and vocational skills in schools may help reduce school dropouts.
Abstract: This theory-based qualitative study reports perceptions on the contributing factors of school dropouts, and recommendations for action and areas of capacity building to reduce the high rate of school dropouts in Uganda. The study which interviewed 101 adolescents, family and community members from rural Budondo sub-county (Jinja district), was base...
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The New Model of the Tax Vocational Education and the Application of Knowledge Management in China
Issue:
Volume 8, Issue 5, September 2019
Pages:
196-201
Received:
22 July 2019
Accepted:
10 August 2019
Published:
23 August 2019
Abstract: The tax vocational education aims at training professional talents needed to develop the tax undertaking. It is the basis for cultivating tax talents. High-quality tax civil servants are among the guarantees in facilitating the tax modernization undertaking. China’s tax vocational education has made many achievements, but still with some problems. Under new situations, the tax vocational education in China is faced with a transformation from the academic education to the vocational cultivation. As a product of the internet era, Knowledge management fully embodies the thinking patterns of the “internet +” as “platform”, “crossing boundaries” and “integration”. Introducing knowledge management into tax vocational education and carrying out systematic and scientific design and planning is an innovation of tax education form, and it has more flexibility in application. It is more conducive to the inheritance of experience and the improvement of the efficiency of knowledge transformation. It is also conducive to the construction of tax culture and the formation of knowledge sharing, innovation and application consciousness, so as to better serve the implementation of fiscal reform and the development of tax modernization.
Abstract: The tax vocational education aims at training professional talents needed to develop the tax undertaking. It is the basis for cultivating tax talents. High-quality tax civil servants are among the guarantees in facilitating the tax modernization undertaking. China’s tax vocational education has made many achievements, but still with some problems. ...
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Financing Education: An Overview of Education in Sierra Leone
Issue:
Volume 8, Issue 5, September 2019
Pages:
202-210
Received:
5 July 2019
Accepted:
13 August 2019
Published:
26 August 2019
Abstract: Education is the strongest pillar for the development of any nation. So also, education is one of the profound problems of many developing countries like Sierra Leone. Educational system provide a step by step knowledge to the young children according to their developmental stages. Every nation therefore gives priority for the promotion of education country wide. The challenge faced by Sierra Leone is not only restricted to the lack of budget for the education sector but is significantly linked with the way public financing is planned, managed and monitored. In brief, this paper is an overview of the government financing of Education in Sierra Leone. The paper starts by giving an understanding of Educational Background, Education Systems, and the Structure of Education in Sierra Leone. For clarity of the subject of Financing Education, a review of knowledge catalogues in brief the colonial legacy, relevant of public financing, Resources Management in schools and colleges in Sierra Leone. The paper made a brief flash back analysis of key education sector plans on education in the previous years. For better understanding, the paper then figures out the implication of financing Education, Government spending in Education, household contribution of funding Education, External donors to education, and flow of Resources in schools in Sierra Leone.
Abstract: Education is the strongest pillar for the development of any nation. So also, education is one of the profound problems of many developing countries like Sierra Leone. Educational system provide a step by step knowledge to the young children according to their developmental stages. Every nation therefore gives priority for the promotion of educatio...
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Giftedness, Gender and Motivation – The Impact of Mathematics Self-Efficacy, Interest and Attitudes as Determinants to Identify Mathematical Giftedness
Issue:
Volume 8, Issue 5, September 2019
Pages:
211-225
Received:
24 June 2019
Accepted:
15 August 2019
Published:
30 August 2019
Abstract: A widespread but internationally inconsistent phenomenon is the underrepresentation of girls in programs aimed at supporting mathematical giftedness from primary-school age. It contradicts the consensus that girls and boys have equal potentials independent of certain domains. According to current giftedness models that emphasize the significance of both cognitive and co-cognitive parameters, motivational constructs are one important factor to consider in the context of identification and support. For instance, existing studies indicate that girls and boys who were identified as being mathematically gifted, as well as boys who were not, often show more advantageous mathematical self-concepts and attributions than girls who were not identified as such. The obvious question is whether such empirical indicators can also be found in similar motivational constructs, since altogether they might provide deeper indications of the significance of motivational factors as determinants to identify mathematical giftedness from a gender perspective. This article investigates this question by focusing on mathematics self-efficacy, interest and attitudes in a quantitative cross-sectional questionnaire study with children at primary-school age. It did so by comparing frequent characteristics of four groups: boys and girls identified as being mathematically gifted, as well as boys and girls who were not. Against the background of available findings on other motivational factors as well as various research results on self-efficacy, interest, and attitudes, the hypotheses were obvious that girls and boys who were identified as being mathematically gifted, as well as boys who were not, often show more advantageous mathematics self-efficacy, interest, and attitudes than girls who were not identified as such. Summarized, the study’s results confirm these hypotheses in principle. Thus, the findings can help to explain the phenomenon of the rare identification of girls’ mathematical giftedness, because teachers, for example, might perceive boys’ potentials primarily. As a consequence, the development of advantageous characteristics of mathematics self-efficacy, interests and attitudes independent of questions as to the identification of mathematical giftedness seems to be important especially with girls.
Abstract: A widespread but internationally inconsistent phenomenon is the underrepresentation of girls in programs aimed at supporting mathematical giftedness from primary-school age. It contradicts the consensus that girls and boys have equal potentials independent of certain domains. According to current giftedness models that emphasize the significance of...
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Online Self-Evaluation of Fetal Ultrasound Images for Medical Continuing Education: A Randomised Controlled Trial
Suha Jaudi,
Louise Chevalier,
Nicolas Fries,
Alain Daher,
Sophie Tezenas du Montcel,
Marc Dommergues
Issue:
Volume 8, Issue 5, September 2019
Pages:
226-231
Received:
30 May 2019
Accepted:
13 August 2019
Published:
5 September 2019
Abstract: Continuing medical education in the field of fetal ultrasound imaging is based on expert audit of still images, a time consuming approach. Our objective was to determine if self-evaluation of the images a professional produced is as effective as audit and feedback by an expert as a method of continuous medical education. We designed a prospective blinded randomized controlled trial. 321 ultrasonographers uploaded on a continuous medical education website a first set of 30 biometry images (10 cephalic, 10 abdominal and 10 femoral) from 10 consecutive second or third trimester normal screening scans. In arm 1: participants (N = 151) assessed their own images online according to a standardized procedure, and received feedback with detailed recommendations for change, automatically generated based on their assessment. The images were also audited by an expert, but participants remained blinded to the expert’s rating. In arm 2: participants (N = 177) had their images assessed by an expert and received a feedback, formatted as in arm 1, automatically generated based on the expert’s assessment Three to 6 months later, participants uploaded a second set of images, audited by an expert. A total of 19,680 images were audited. In the self-assessment group, the percentage of images meeting all criteria (IMAC) rose from 55 to 62.2 (p < 0.0001). In the expert-assessment and feedback group, the percentage of IMAC rose from 54.2 to 59.1 (p < 0.0001). Improvement in image quality was equivalent in both groups with a difference in IMAC increase of 2.3 percentage points (95%CI: -1.7 to + 6.4). In conclusion, online training based on self-assessment of fetal ultrasound images was as effective as expert audit and feedback. NCT02074592.
Abstract: Continuing medical education in the field of fetal ultrasound imaging is based on expert audit of still images, a time consuming approach. Our objective was to determine if self-evaluation of the images a professional produced is as effective as audit and feedback by an expert as a method of continuous medical education. We designed a prospective b...
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The Individual vs Group Assessment of the Writing: A Study in Pupils with High School Performance D-F Primary
Issue:
Volume 8, Issue 5, September 2019
Pages:
232-238
Received:
5 August 2019
Accepted:
23 August 2019
Published:
5 September 2019
Abstract: Assessment is a systematic process through which we can find what pupils know and what they can do individually and as a group concerning their optimal development and the curriculum objectives. In the present study, skills, and knowledge of the writing evaluated with informal tests based on the curriculum to pupils with high school performance, aged 9-12. The aim was to explore the performance of pupils when they tested individually and when they tested as a group. For this purpose, 22 pupils tested as individuals and as a group tested 34 pupils. Such investigation should give us the opportunity for useful conclusions for appropriate assessment methods and means of collecting information at language skills related to the processing and production of written language in the last grades of primary school. Findings indicate that the assessment process, individually vs. group, seems to have influenced pupils’ performance significantly. The pupils who tested as a group had lower performance in all tests. These findings are consistent with the position that the individual tested focuses better on individual skills and enables the examiner to gain a more valid image for the behavior of the pupils.
Abstract: Assessment is a systematic process through which we can find what pupils know and what they can do individually and as a group concerning their optimal development and the curriculum objectives. In the present study, skills, and knowledge of the writing evaluated with informal tests based on the curriculum to pupils with high school performance, ag...
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