51 research outputs found
Rural to Urban Migration in Pakistan : The Gender Perspective
No full textThis paper analyses gender dimensions in rural to urban migration (age 10 years and above) in Pakistan. The study is based on Labour Force Surveys 1996-2006. The findings of the study show that overtime internal migration (age 10 years and above) remained unchanged. Female migrants dominate in internal migration (age 10 years and above). In case of female migration, marriage plays a vital role. Further the direction of migration reveals that over time in internal migration the share of rural to urban migration has increased while urban to urban migration declined, however, the share of urban to urban migration remains highest in internal migration. Females are dominating in recent rural to urban move compared to long term and total rural to urban migration. Gender composition of intra-provincial move of rural to urban migration reveals that in all provinces female migrants are dominated. Further, the trend of intra and inter provincial move indicates that in all provinces long distance movement of females has increased. Not only the share of female migrant in rural to urban migration increased but there seems to be an increasing trend in family migration to cities. This seems to be due to the changes in agrarian structure and rural economy particularly increased in landless households, declined in share cropping and rise in small land holding. In addition to this , the trend in intra and inter-provincial move reveals that except in province of NWFP in all three provinces migration to long distance has an upward trend. Gender composition reveals that in all these three provinces the proportion of both male and female migrants increased over time.Rural to Urban Migration, Agrarian Structure
Developmental care from theory to action
No full textDevelopmental care from theory to actionSoleimani Farin. ( M.D)1 , Sajedi Ferozeh2 (M.D)Torkzahrani Shahnaz3 (M.Sc)1. MD, Pediatrician, Associate Professor Pediatric Neurorehabilitation Research Center, University of Social Welfare and Rehabilitation Scienc-es, Tehran, Iran.2. MD, Pediatrician, Associate Professor Pediatric Neurorehabilitation Research Center, University of Social Welfare and Rehabilitation Scienc-es, Tehran, Iran.3. M.Sc. in Midwifery, Faculty member of Shahid Beheshti Medical University, Ph.D. Candidate Pediatric, Neurorehabilitation Research Center, Corresponding author: Torkzahrani Shahnaz; [email protected]: The premature or low birth weight infants in the neonatal intensive care unit admission are affected not only by body’s physiology and immature developmental condition but also by environmental stress; thereby they are at high risk of developing neurodevelopmental delay. The aim of this study was to review the emerging fi eld of neurodevelopmetal disorders and strategies to reduce it.Materials and Methods: In this review article, Iranmedex، Sciencedirect،google Scholar، SID, PubMed, Scopus, and EBSCO-CINAHL databases between 1960 to 2013 were searched for finding the relevant studies.Result: The review of literature indicates that developmental care mostly reports positive effects on neurodevelopmental outcomes and helps preterm infants cope with the environment of Neonatal Intensive Care Unit (NICU). Healing environment, partnering with families, positioning and handling, safeguarding sleep and optimizing nutrition are main core measures of developmental care. The structuring and designing of NICU environment for the high risk neonate has important policy implications for neonatal healthcare and beyond hospital stay.Key Words: Developmental care, Neurodevelopment, NICU, preterm, low birth weight
Situating Globalization: Views from Egypt
No full textThe range of perspectives and original materials dealt with by each author highlights the renewed urgency of the struggle for cultural autonomy and voice within the context of globalization. In other words, each paper explores how the various processes at both the local and global level intersect to create new discourses and debates round the »indigenization of knowledge.« If a new wind of cultural decolonization is blowing through the Arab Middle East, which is having profound impact on the lives of men and women, then we should expect a new scholarship to emerge in order to grasp and understand it. This book is a contribution in that direction
Situating Globalization
No full textThe range of perspectives and original materials dealt with by each author highlights the renewed urgency of the struggle for cultural autonomy and voice within the context of globalization. In other words, each paper explores how the various processes at both the local and global level intersect to create new discourses and debates round the »indigenization of knowledge.« If a new wind of cultural decolonization is blowing through the Arab Middle East, which is having profound impact on the lives of men and women, then we should expect a new scholarship to emerge in order to grasp and understand it. This book is a contribution in that direction
Situating Globalization
No full textThe range of perspectives and original materials dealt with by each author highlights the renewed urgency of the struggle for cultural autonomy and voice within the context of globalization. In other words, each paper explores how the various processes at both the local and global level intersect to create new discourses and debates round the »indigenization of knowledge.« If a new wind of cultural decolonization is blowing through the Arab Middle East, which is having profound impact on the lives of men and women, then we should expect a new scholarship to emerge in order to grasp and understand it. This book is a contribution in that direction
Situating Globalization
No full textThe range of perspectives and original materials dealt with by each author highlights the renewed urgency of the struggle for cultural autonomy and voice within the context of globalization. In other words, each paper explores how the various processes at both the local and global level intersect to create new discourses and debates round the »indigenization of knowledge.« If a new wind of cultural decolonization is blowing through the Arab Middle East, which is having profound impact on the lives of men and women, then we should expect a new scholarship to emerge in order to grasp and understand it. This book is a contribution in that direction
CRICOTHYROTOMY: An eLearning Module
No full textIntroduction: After graduating from medical school students can enter emergency medicine residency which is a three or four-year long program aimed and teaching them to become emergency medicine physicians. During this time learning is focused on clinical knowledge, clinical practice, didactic and procedure training. One airway procedure residents learn is the cricothyrotomy which is a low frequency, high risk procedure. The purpose of this project was to create an online asynchronous learning module that utilized multimedia and interactivity to teach the emergency cricothyrotomy. Literature Review: Millennial learners, defined as those born from years 1982 to 2004, differ from previous generations in that they grew up with technology, they are self- directed and find benefit in the application of knowledge, not just the acquisition of knowledge. Simulation, augmented reality, flipped classroom and asynchronous learning as all different types of education that help learners gain and apply knowledge and are proven efficacious means to teach millennial learners. Further the millennial’s ease with technology is an easy way to blend traditional education with asynchronous learning and the integration of multimedia modules. Methodology: The author uses the ADDIE model of instructional design to develop an asynchronous learning module to teach the emergency cricothyrotomy. Analysis phase consisted of determining the target audience, a needs assessment to determine the appropriate procedure to use for the subject of the module and the learners access to technology. Next the layout of the learning module was determined in the design phase. The development phase consisted of creating the final product—photographs, videos and audio recordings were developed and questions were generated. All content was imported to a MacBook and then into the program Adobe Captivate 9® to create the fully interactive module. The author strived to abide by Myer’s Multimedia Principles when creating the e-learning module. During the implementation phase the author tested the module on several different computers, tablets and phones. Instructional review board approval was obtained at both Cal Poly Pomona and UC Irvine. Lastly was the evaluation phase where the learners were provided the module to complete and assessed on a Kirkpatrick level one and two—reactions and knowledge retention. Discussion: Twenty Four residents were sent the asynchronous learning module. Thirteen residents completed the module, the average end of the module quiz was 97%, with a high of 100% and a low of 87.5%. Overall the residents had positive comments regarding the module, with the main negative comments being the difficulty with functionality on phones. Although this was a small single location study the results are promising that an asynchronous module can be used to teach procedures and test learning retention
The Gold Rush Experience - An Augmented Reality Game for Fourth Grade Students
No full textThe National Education Technology Plan, set forth by the U.S. Department of Education, challenged the educational system to incorporate 21st century technology through instruction delivery, in a meaningful and engaging manner in all subject matters. Early research demonstrated that augmented reality (AR), alongside the constructivist, social learning theories, and designed-based research has begun to meet the requisites established by the Department of Education (Dunleavy & Dede, 2014; Wasko, 2013; Yuen et al., 2011; Ke & Hsu, 2015; Ahn & Choi, 2015; Chiang et al., 2014).
Simultaneously coexisting computer-generated 2D content (i.e., sounds, videos, images, texts, icons, etc.) superimposed on a real-world environment immersing a user’s reality, defines augmented reality (Butchart, 2011; Yuen et al., 2011). Though AR has been around for years, it is still considered to be at its infancy, especially in the educational field. Prior to entering the educational sector, AR was limited to the military and medical sectors due to expensive specialized equipment. However, as technological advances enabled mobile devices to access AR, it became more accessible to other sectors, including education (Azuma, 2015; Yuen, Yaoyuneyong, & Johnson, 2011).
The purpose of the project, the ‘Gold Rush Experience’, was to create a fourth grade interactive history lesson inspired by the Gold Rush and enriched by augmented reality. The game’s objective was to engaged learners through the augmentation of video and audio overlaid on static images based on game-based learning (GBL) interwoven with inquiry-based learning (IBL). The ‘Gold Rush Experience’ interactive game was created using the Augmented Reality and Interactive Storytelling authoring tool called ARIS.
After IRB approval, twenty-five elementary teachers were invited to participate in the study via email. Of those, 12 voluntarily participated and completed a 14-question anonymous survey. Participants of the study were asked to evaluate the effectiveness of AR as an instructional delivery format for students. The analysis of the results indicated that participants favored augmented reality by averaging a 4.83 in interest level, 4.5 in AR effectiveness, 4.5 in information retention, and 4.83 would consider integrating AR as a classroom resource out of a 5-point rating.
Based on the field testing results, the author of this project is recommending continued research in the areas of AR stability within the game as it was one of the major glitches within the study based on the results. Furthermore, research needs to be conducted in the areas of learner retention and academic outcomes of the content in order to fully evaluate the potential impact that augmented reality can make in the educational field
Conducting Conferences: An eBook For Teachers
No full textParental involvement has an evident impact on students’ academic, social, and emotional success in school (Ferrara & Ferrara, 2005; Fritz, 2010). Parent-teacher conferences are one of the key ways of family involvement in the education of a child (Henderson, Hunt, & Day, 1994). A conference must be thoroughly planned and executed from start to end in order for parents to understand their child’s progress and know how to assist them at home (Gelfer & Perkins, 1987).
Currently, prospective teachers, including those in undergraduate studies and preservice teaching programs are not receiving adequate instruction and experience in creating parent-teacher communication (Greenwood & Hickman, 1991; Chavkin & Williams, 1998; Lawrence-Lightfoot, 2003; Dotger, Harris, Maher, & Hansel, 2011; Walker & Dotger, 2012; Gourneau, 2014). Therefore, beginning teachers do not feel sufficiently prepared to conduct conferences and communicate with parents (Gourneau, 2014). Dotger, Harris, Maher, and Hansel (2011) argue that teacher education programs have failed to prepare beginning teachers to conduct parent-teacher conferences.
The use of multimedia technology has demonstrated to successfully train beginning teachers with parent-teacher communication (Bitter & Hatfield, 1994; Stuhlmann, 1998; Hixon & Hyo-Jeong, 2009; Diana, 2013). Beginning teachers must be properly trained for the demands of the 21st century classroom, and this includes the integration of technology in teacher education programs (Bakir, 2016; Diana, 2013). eBooks can be used to train beginning teachers about organizing conferences and parent-teacher communication. The eBook is a digital learning tool that can be used to present information in the form of animation, audio, video, and interactivity through the use of widgets in the form of easily customizable learning objects (O’Mahoney, 2014).
The purpose of this project was to design an eBook to support beginning teachers with the implementation of parent-teacher and student-led conferences. The eBook included recommendations and resources for both types of conferences. The eBook helped teachers learn how to effectively organize a conference from beginning to end.
The eBook was designed with iBooks Author application, a development software by Apple, Inc. used for designing eBooks. Text, webpages, videos, and interactive learning tools were used in the development of the eBook. The ADDIE model was used in the development of the eBook and Kirkpatrick’s Four-Level Training Model was used in the evaluation of the eBook.
After IRB approval, twenty-two teachers were invited to participate in the study. Out of those invited, twelve teachers voluntarily participated. The study consisted of the viewing of the eBook and completion of the Google Form survey. The survey included a total of sixteen questions, fifteen being multiple-choice and one open-ended.
The overall results of the study were favorable, and it was evident that participants found the book to effectively teach them about organizing parent-teacher and student-led conferences. In addition, participants found the eBook to be user-friendly and the multimedia components helpful. All of the questions that required participants to use a four-point scale had a rating of 3.75 and above out of four. In terms of improvement, one of the common suggestions mentioned in the open-ended question of the survey, was the need for simplification. Participants suggested condensing some of the ideas covered in the eBook, and they mentioned that the interactivity on some pages was slightly overwhelming.
Further research completed in this field could help teachers gain a deeper understanding of the process and preparation for conducting parent-teacher and student-led conferences. Based on the data in this study, this eBook could considerably benefit prospective teachers completing their undergraduate work and those completing their teaching credential. Additionally, future research could review the effectiveness of an eBook to help teachers learn about conducting parent-teacher and student-led conferences by analyzing the variations in participant responses based on the level of teaching experience
The Industrial Revolution: An eBook for 10th Grade El Students
No full textThe California state standards for Social Science require that all students learn about the Industrial Revolution in tenth grade World History. The Industrial Revolution unit has many difficult primary and secondary texts that students need to analyze through the required school year. Students often have trouble with comprehending what they are reading when using traditional text books in the classroom (Black, 2010). With the use of an eBook, students including EL students are able to increase both reading comprehension and engagement in the classroom (DePietro, 2013).
The purpose of this project was to create an interactive online eBook for EL students that showcased the unit of the Industrial Revolution in an interactive way.
The project was created using the ADDIE design model. ADDIE stands for analysis, design, development, implementation, and evaluation. The content covered in this project encompassed required content from the whole Industrial Revolution classroom unit. This project contained various interactive pieces such as pictures, video, audio, and games. The project was created and hosted online using Kotobee Author.
The test of the project was conducted in a California high school in the Pomona Unified School District. From the forty-six students invited to participate in the project, twenty-one participated and completed the final survey at the end of the project. The end survey was anonymous containing ten questions that ranged from technical problems, engagement, and helpfulness of the project. Before the project could be field tested, approval by the school principal was required. Clearance from the Institutional Review Board (IRB) was also needed before starting the project. Both consent and assent forms were emailed and completed by both students and legal guardians before they were able to participate in the project. The project link was emailed to the students after both the consent and assent forms were completed and turned in.
Overall, the project was looked at very positively, and most students preferred using an online eBook to a traditional textbook in class. The majority of students enjoyed the interactive multimedia aspects of the project as well, and expressed how much they enjoyed the content. Overall, students who participated in the project were satisfied and enthusiastic about the interactive online eBook and would like to experience eBooks more in the future
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