Campus recreation directors' leadership to provide professional assistance to help students obtain professional and graduate assistant positions

Title from PDF of title page (University of Missouri--Columbia, viewed on April 21, 2014).Vita.Over the years, the Campus Recreation field has become a dynamic and exciting area with a variety of job and career opportunities. This study attempted to examine the type, frequency and perceived importance of assistance Campus Recreation directors provide for students to obtain a professional or graduate assistant position in the Campus Recreation field. This study found career counseling and résumé advice were the most popular type of assistance Campus Recreation directors provide for both graduate assistants and student employees. Frequency varied from every other year to every semester/quarter depending on assistance. Campus Recreation directors perceived all the assistance items ranging from somewhat important to essential. Most of the participants' demographics did not make a difference in frequency or perceived importance of assistance. Overall perceived importance was placed more on graduate assistants than on student employees although there was no difference in frequency between graduate assistants and student employees. Finally, Campus Recreation directors provided assistance for students at the frequency based on their perceived importance most of the time

Continuously differentiable means

The Eurozone crisis and the refugee crisis are showcases of the problems associated with the EU's shift from market integration to the integration of core state powers. The integration of core state powers responds to similar demand factors as market integration (interdependence, externalities and spillover) but its supply is more tightly constrained by a high propensity for zero‐sum conflict, a functional requirement for centralized fiscal, coercive and administrative capacities, and high political salience. We show how these constraints structured the initial design of Economic and Monetary Union and of Schengen, made them vulnerable to crisis, and shaped policy options during the crises: they made horizontal differentiation unattractive, re‐regulation ineffective, centralized risk and burden‐sharing unfeasible, and the externalization of adjustment burdens to non‐EU actors necessary by default. In conclusion, we explore possible escape routes from the trap

A Practical Effort to Improve ICT Competency by Compulsory ICT Use in Teaching Practice

At the Shinshu University Faculty of Education, student teachers are required to use ICT equipment in classes during their student teaching practicum. We surveyed and analyzed the change in ICT competency before and after teaching practice. Two abilities were improved dramatically, which were the Ability to Use ICT in Researching, Preparing, and Assessing Teaching Materials and the Ability to Use ICT when Teaching in the Classroom. In particular, the students just before teaching practice did not extend at all to the average value of the Japanese in-service teachers in March 2007. However, after teaching practice, it was higher than the average values of the latest Japanese in-service teachers. We found that teacher students have been able to improve ICT competency by the compulsory ICT use during only one-month student teaching practicum.ArticleE-Learn: World Conference on E-Learning.2016(1):432-436(2016)conference pape

What is the Subject for Student Teachers to Use ICT in Education? : Problem Analysis of Teacher Training’s Post-Survey

At the Shinshu University Faculty of Education, student teachers are required to use ICT equipment in classes they teach during their student-teaching practicum. Their most troubles on using ICT in classes were not able to reflecting a notebook PC or a tablet computer to LCD monitor or projector well. In particular, they had trouble with enlarging a screen of iPad with Apple TV. We found that their needs to learn the basic knowledge and skill to use ICT in classes, for example how to connect to a wireless LAN and difference of HDMI and VGA. Student teachers had a trouble that some children played with ICT equipment in classes without permission, so it is necessary for children to have a rule of using ICT in classes. They should learn not only how to use ICT equipment but also making of rule for children and daily instruction method before student teaching. And we found that sustainable infrastructure use supported a stable class using ICT by student teacher.ArticleEdMedia 2016-World Conference on Educational Media and Technology.2016(1):968-973(2016)conference pape

What is Effective Undergraduate Lectures for ICT-use Teacher Training?: Factor Analysis on Student Teacher’s Practices

At the Shinshu University Faculty of Education, student teachers are required to use ICT equipment in classes they teach during their student-teaching practicum. After the practicum, we conducted a survey among student teachers on ICT-use education. Of all about 250 student teachers, 94.9% conducted lessons using ICT equipment during their practicum. When we asked about undergraduate lectures that were helpful for conducting these classes, we found that students felt attending lectures and practice sessions run by school teachers who actively use ICT equipment and experientially learning how to connect their personal laptops to external displays as the most helpful. We also found that the leaflet summarizing real examples of ICT-use education and instruction from teachers at practicum schools served as inspiration for student teachers to use ICT equipment during their lessons. After the practicum using ICT equipment, student teachers started feeling good about ICT-use education.ArticleSociety for Information Technology & Teacher Education International Conference.2016(1):2223-2228(2016)conference pape