Training bursary : funding manual for academic year 2009/2010

The bursary is a financial aid awarded to eligible trainees on eligible postgraduate TDA funded initial teacher training (ITT) courses (including additional experience), eligible subject knowledge enhancement (SKE) courses, and designated undergraduate courses, in order to assist with their living costs during training

Disaster content in Australian tertiary postgraduate emergency nursing courses: a survey

Background Emergency nurses play a pivotal role in disaster relief during the response to, and recovery of both in-hospital and out-of-hospital disasters. Postgraduate education is important in preparing and enhancing emergency nurses' preparation for disaster nursing practice. The disaster nursing content of Australian tertiary postgraduate emergency nursing courses has not been compared across courses and the level of agreement about suitable content is not known. Aim To explore and describe the disaster content in Australian tertiary postgraduate emergency nursing courses. Method A retrospective, exploratory and descriptive study of the disaster content of Australian tertiary postgraduate emergency nursing courses conducted in 2009. Course convenors from 12 universities were invited to participate in a single structured telephone survey. Data was analysed using descriptive statistics. Results Ten of the twelve course convenors from Australian tertiary postgraduate emergency nursing courses participated in this study. The content related to disasters was varied, both in terms of the topics covered and duration of disaster content. Seven of these courses included some content relating to disaster health, including types of disasters, hospital response, nurses' roles in disasters and triage. The management of the dead and dying, and practical application of disaster response skills featured in only one course. Three courses had learning objectives specific to disasters. Conclusion The majority of courses had some disaster content but there were considerable differences in the content chosen for inclusion across courses. The incorporation of core competencies such as those from the International Council of Nurses and the World Health Organisation, may enhance content consistency in curriculum. Additionally, this content could be embedded within a proposed national education framework for disaster health.No Full Tex

Teaching machine translation and translation technology: a contrastive study

The Machine Translation course at Dublin City University is taught to undergraduate students in Applied Computational Linguistics, while Computer-Assisted Translation is taught on two translator-training programmes, one undergraduate and one postgraduate. Given the differing backgrounds of these sets of students, the course material, methods of teaching and assessment all differ. We report here on our experiences of teaching these courses over a number of years, which we hope will be of interest to lecturers of similar existing courses, as well as providing a reference point for others who may be considering the introduction of such material

E-Learning: Sustainability, Environment and Renewable Energy, a Multinational Training Pilot Module at the Postgraduate Level

A Pilot Module will be implemented by 4 JELARE project?s partners: Bolivia, Brazil, Guatemala and Latvia. A research was made by them in their own countries where a scarcity of multidisciplinary programs was detected at the Postgraduate level. The common characteristic was the need to modernize the curriculum by introducing a more diverse perspective. The student profile at the end should aim to provide skills to the private as well as the public, non-governmental and academic sectors. The pensum will consist of 13 courses inferred from an analysis of the competencies needed, along three modules: Sustainability, Environment and Renewable Energy (with courses such as Sociology of Development and Global Challenges, Environment and Sustainable Development, Energy Matrix Planning, Energy Economics, Policies and Regulations on Energy and Environment and courses mainly devoted to renewable energy and their management). The Postgraduate Program is to be implemented in 4 trimesters. On-line modalities will be introduced where self-study, cooperation and tutorial guidelines will be highlighted. The scheme will open activities by July 1st 2011; the institutional framework for implementation is being worked out among all interested partners at present.Pilot Module, JELARE, Sustainability, Environment, Renewable Energy, curriculum modernization, multidisciplinary, student profile, competencies

Medical and Social Characteristics of Physicians Attending Postgraduate Training Courses (Social Survey)

The paper studies professional, social and psychological aspects concerned with a practical activity of physicians referred to attend postgraduate training courses at Danylo Halytsky Lviv National Medical University.Aim. To develop the recommendations on the improvement in the system of postgraduate medical education under the conditions of general reform in the health care system.The research was done by the survey method in the form of standardized (formalized) interview that was applied as the main approach to the process of collecting social and psychological information.The survey included 823 physicians referred to attend postgraduate training courses at Danylo Halytsky Lviv National Medical University. The working experience of postgraduate course attendants was the following: up to 5 years – 25.39±1.52 %, 5–10 years – 21.39±1.43 %, 11–15 years – 11.79±1.12 %, 16–20 years – 9.96±1.04 %, 21–30 years – 16.89±1.31 %, more than 30 years – 14.58±1.23 %.The majority of questioned medical workers (74.24±1.52 %) feel calm and happy at their working place. However, the received data indicates that 23.09±1.47 % of the responders feel disturbance and 1.94±0.48 % experience fear at work. The analysis of the research results allowed differentiating five sharp problems which are very topical and significant at the medical institution where the physicians have been performing their practice. They can be ranged in the following way: the job compensation (42.93±2.09 %), absence of modern medical equipment (26.65±1.87 %), organization of the working process (22.90±1.78 %), reorganization (7.69±1.13 %), extra documentation (7.33±1.10 %). The carried out survey permitted to determine the psychological atmosphere at medical institutions there the course attendants have been practicing. The conflicts are not a characteristic feature of medical institutions, since almost half of the responders indicated the absence of conflicts with higher managers (52.86±1.74 %), direct managers (43.01±1.73 %), subordinate personnel (43.38±1.73 %). This index is somewhat lower concerning the colleagues and patients. It amounts for 36.33±1.68 % and 33.17±1.64 % respectively.The physicians practicing in medicine and prevention as well as dentistry branches are most disturbed by the lack of financial sources. More than a half of responders (73.86±2.70 %) indicated it by their answers. Other responses included the absence of perspectives – 68.18±2.87 %, extreme, stressful living conditions – 25.38±2.68 %, personal present health status – 20.08±2.47 %, personal lack of confidence – 9.47±1.80 % (the number of responses was not restricted).The carried out work has showed the necessity of introducing the specialized course “State medical policy”. It should be aimed at delivering the information on the status, perspectives, reforming changes and the expected outcomes resulting from these factors in the branch of medicine. In order to decrease the negative influence of the professional burnout, it is recommended to plan the specialized training classes that are directed on the prevention of the listed above phenomena

Engaging with the research methods curriculum

Training in research methods has always been an important part of postgraduate courses; however, in recent years, what constitutes an "appropriate" kind of training for postgraduate students in Education has been shaped by national policy in addition to disciplinary traditions. Such debates became a live issue during the process of developing an online research methods module for three related MA programmes. In this paper, a critique is developed of approaches to teaching research methods. This is achieved by exploring three different approaches to the teaching and assessment of an online research methods module. The differences between these are examined, drawing on the theoretical framework and the idea of the 'engaged curriculum' developed by Barnett & Coate (2005). The paper concludes by contrasting the diversity in this case with the position currently being advocated by the UK's funding councils

Some comments on graduate training for engineers

QUESTIONING the value and adequacy of postgraduate engineering courses as commonly conducted, L. W. W. Morrow in an article in Electrical Engineering for March 1939, pages 118–22, called for a program of investigation of postgraduate training. Solicited comments of some representative industrialists and educators are presented here