The story of World student relief, 1937-1943; a report to the constituency of the World student service fund.

Mode of access: Internet.

Status report to the General Assembly on student volunteer programs.

"October 1990."

One Approach to Knowledge Mapping for International Student Portal

* The work is partly supported by RFFI grant 08-07-00062-a

Muutosprosessin johtaminen terveydenhuoltoalalla, Case: YTHS:n henkilöstösuunnitelman käytäntöön vienti

Tutkielmassa tarkastellaan Ylioppilaiden terveydenhoitosäätiön muutosten johtamista. Tutkielman tavoitteena on selvittää, miten muutosta johdetaan Ylioppilaiden terveydenhoitosäätiön organisaatiossa. Teoreettisen osan lähteenä käytetään muutosten johtamiseen liittyvää kirjallisuutta ja tieteellisiä artikkeleita. Empiirisen aineiston päälähteen muodostavat esimerkkiorganisaatiossa suoritetut haastattelut ja tutkijan havainnot. Tutkielman metodologia on kvalitatiivinen eli laadullinen tutkimus. Tutkielman tuloksena voitiin tehdä synteesi, jonka mukaan Ylioppilaiden terveydenhoitosäätiössä muutosta johdetaan ensisijaisesti prosessina ja toissijaisesti ihmisiä johtamalla. Tämä tapa näyttäisi varmistavan muutosprosessin tavoitellun suunnan, mutta tämän tutkimuksen perusteella se rajoittaa esimiesten omaa aktiivista muutoksen johtamista.

A Needs Assessment: Language Instruction Stakeholders Engaging in Project Based Learning Outside the Classroom for Effective Strategic Problem Solving

Abstract A noted benefit of Project Based Learning (PBL) as a teaching strategy is how it engages the student and enhances learning outcomes as a result of working through challenges intended to depict dilemmas outside the classroom. PBL has seldom been applied outside the parameters of the classroom curriculum. The current needs assessment carried out in this research project examined current practices of language instruction and International Administrative Professionals of both the private and public Language Industry. Participants responded to survey questions on their current administrative practices, strategies, and program characteristics. The study investigated the usefulness of a handbook on the procedure of assisting administrative service teams in language instruction settings to an engaged approach to PBL for student service issues. The diverse opinions, beliefs, and ideas, along with institutional policy, can provide beneficial framework ideas for future tools.

Na 1 Nachlass Max Horkheimer, 23 - Korrespondenzen u.a. mit Gertrud Isch (p. I 12, 1-175)

3 Briefe zwischen R. Imelmann und Max Horkheimer, 20.07.1934, 1934; 2 Briefe vom Institute of International Education New York an Max Horkheimer, 1939-1940; 1 Brief vom Instytut Spraw Spolecznych Warschau an Max Horkheimer, 28.12.1935; 2 Briefe vom International House New York an Max Horkheimer, 1939; 11 Briefe zwischen dem Internationaal Instituut voor Sociale Geschiedenis Amsterdam, 1937-1938; 2 Rundschreiben der International Labour Office Genf, 1940; 2 Briefe von Max Horkheimer an die International Relief Association New York, 1940; 2 Briefe der International Science New York an Max Horkheimer, 1941-1942; 1 Rundbrief und Beilage des International Student Service Genf, 01.03.1934; 3 Briefe und Beilage zwischen Harry Isay und Max Horkheimer, 1941, 13.10.1941; 1 Brief von Max Horkheimer an Elsa Hirschberg, 09.03.1942; 52 Briefe zwischen Gertrude Isch und Max Horkheimer, 1934-1946; 10 Briefe zwischen Karl Israelski und Max Horkheimer, 1937-1938;

Na 1 Nachlass Max Horkheimer, 46 - Korrespondenzen u.a. mit Manfred Schild (p. I 21. A, 219-311)

3 Briefe zwischen Manfred Schild und Max Horkheimer, 11.04.1946, 1946; 1 Brief vom War Department Washington an Max Horkheimer, 31.08.1943; 1 Brief und Beilage von Max Horkheimer an Anton C. Miller, 16.08.1943; 1 Brief von Max Horkheimer an Charles Perelman, 23.09.1940; 1 Brief von Fred M. Roberts an Edwin F. Borden, 16.04.1940; 1 Brief von Max Horkheimer an Edwin F. Bordin, 15.04.1940; 1 Brief von Fred M. Roberts an das American Consul General, 10.04.1940; 1 Brief von Max Horkheimer an Rudolf Schaar, 08.03.1940; 3 Briefe zwischen E. M. Bernstein und Max Horkheimer, 11.09.1939, 1939; 1 Brief von E. M. berstein an Otto Nathan, 21.06.1939; 1 Brief von Eleanor Slater an Max Horkheimer, 29.03.1939; 2 Briefe zwischen dem Internat Student Service und Franz Neumann, 09.02.1939; 2 Briefe zwsichen George F. Plimpton und Franz F. Neumann, 07.02.1939, 08.02.1939; 2 Briefe zwischen Alfred Grünebaum und Max Horkheimer, 29.11.1938, 13.12.1938; 1 Brief von Max Horkheimer an Robert S. Lynd, 30.04.1938; 1 Brief von Max Horkheimer an Dean Henry P. van Dusen, 30.04.1938; 1 Brief von Dean Henry P. van Dusen an Finley und Benjamin Parker, 25.04.19378; 1 Brief von Robert S. Lynd an Finley und Benjamin Parker, 25.04.1938; 1 Brief von Max Horkheimer an Paul Tillich, 22.04.1938; 1 Brief von Alfred K. Stern an Franz Neumann, 22.04.1938; 1 Brief von Alfred K. Stern an Finley und Benjamin Parker, 22.04.1938;

Undergraduate student experience in dental service delivery in rural South Australia: An analysis of costs and benefits

Background, Rural experience for dental students can provide valuable clinical education, change attitudes to rural practice, and make a valuable contribution to clinical service provision. The aim of this paper is to assess the costs and benefits of service delivery by students through rural training programmes Methods: Groups of two students worked in the public dental clinics in adjacent rural centres where there had been long-term difficulties in recruiting staff. The costs and benefits of the programme were assessed by the impact on waiting lists, the total cost per patient of, a course of care and by the marginal cost of adding service provision by students to existing arrangements. Results: The total costs of emergency and complete treatment provided by students were greater than the costs of treatment provided by public-sector dentists but less than the costs of private providers treating public patients. However, the value of services were greater when care was provided by students or private providers and the marginal cost of students providing services was 50-70 per cent of the cost of care provided by public dentists. Conclusion: This assessment suggests that the service benefits achieved compliment the primary objective of influencing the attitude of students to rural practice.

Etude prospective d'évaluation psychiatrique et pédagogique dans un service pour adolescents de la Fondation Santé des Etudiants de France. Méthodologie et résultats préliminaires [Prospective study of psychiatric and pedagogic evaluation of the adolescent service of the Student Health Foundation of France. Methodology and preliminary results].

The present prospective study, with a five-year follow-up, presents an extensive psychiatric and educational assessment of an adolescent population (N = 30) in the age range 14-20, suffering from several psychiatric disorders, though apt to follow a normal academic program. The residential settings where the study took place provide both psychiatric and schooling facilities. In this environment, what is the effectiveness of long-term hospitalization? Are there any criteria for predicting results? After discharge, could social adjustments difficulties be prevented? Assessment instruments are described and the results of one preliminary study are presented. The actual data seems to confirm the impact of the special treatment facilities combining schooling and psychiatric settings on the long term outcome of adolescents.

Pedagogical techniques and student outcomes in applied instrumental lessons taught by experienced and pre-service American music teachers.

The purpose of the study was to examine the effect of teacher experience on student progress and performance quality in an introductory applied lesson. Nine experienced teachers and 15 pre-service teachers taught an adult beginner to play ‘Mary Had a Little Lamb’ on a wind instrument. The lessons were videotaped for subsequent analysis of teaching behaviors and performance achievement. Following instruction, a random sample of teachers was interviewed about their perceptions of the lesson. A panel of adjudicators rated final pupil performances. No significant difference was found between pupils taught by experienced and pre-service teachers in the quality of their final performance. Systematic observation of the videotaped lessons showed that participant teachers provided relatively frequent and highly positive reinforcement during the lessons. Pupils of experienced teachers talked significantly more during the lessons than did pupils of pre-service teachers. Pre-service teachers modeled significantly more on their instruments than did experienced teachers.

Learning to care : national directory of Student Community Service programs.

Mode of access: Internet.

Fire service leadership : student workbook /

Looseleaf.