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Most of the reforms, which have been undertaken in the last 30 years in the Turkish educational system, are about teacher education. When we examine the teacher education curriculum from the perspective of these reforms, it has been observed that there is a controversy between the academic and professional approaches used in these curricula. While the reforms undertaken in 1982 and 1997 were in favor of the academic approach, the latest reform undertaken in 2006 was made to strengthen the professional aspects of teacher education curriculum. In this paper, Turkish teacher education reforms are introduced in the light of the professional and the academic approaches, which have always been the topic of discussions about teacher education.

This paper outlines the main changes that have effected a transformation in the nature of academic work: on the one hand, the increasing diversification and specialisation of academic tasks, and on the other, new forms of control over academic work. An analysis of these trends leads to a discussion of the relationships between the evolution of academic work and non-academic work. (Contains 7 notes.)

Higher Education Institutions across the world will have to take a digital route in imparting knowledge and skills to the students’ community. The world got stunned when it was hit by COVID- 19. Business Sectors were exploring alternative methodologies for continuing their business activities. Business Units had started investing huge amount of money on digitalizing and digital transformation of their processes, so that could keep moving ahead in the market achieving their goals and objectives. Likewise, educational institutions were also thinking extensively about the learning support to be extended for the students’ community to learn and to progress. Educational institutions also had to take up the same route of using internet technologies extensively to reach out students’ community. So, digitalization and digital transformation have become the essence now. Educational institutions have taken Internet Technologies as one of the key routes for imparting education and providing allied services to students. This trend would continue to be dominating and replacing the conventional teaching practices soon. Education Institutions need to re-orient their operations like teaching and learning, staff and student services, marketing, governance, industry-community engagement, digitally. For educational institutions, data concerning students, pass outs, graduating, placements etc are of vital importance for evaluating their strategic plans and preparing action plans accordingly. The government of Sultanate of Oman has allocated approximately 1.58 billion Omani Riyals in 2018 for providing quality education that is on par with international standards. (Press Reader, 2019), which shows its commitment towards enhancing the quality of higher education. The Higher Educational Institutions in Sultanate of Oman have been implementing internet-based technologies in teaching and learning during COVID – 19 period. They have been in favour of digitalizing teaching and learning and academic support services. Educational Institutions in Oman must be accredited by Oman Accreditation Authority, an apex accreditation authority. The apex authority is prescribing certain standards to be complied with by the educational institutions to have been certified as an accredited and excellent academic service providers in the country. So, there exists a good scope for the use of digital technologies in educational institutions in rendering various educational services like serving alumni, gathering data about students’ issues, identifying industry requirements in making plans about new offerings etc. Use of digital technologies would help higher educational institutions achieving its objectives and goals without many hardships. 

Higher Education Institutions across the world will have to take a digital route in imparting knowledge and skills to the students’ community. The world got stunned when it was hit by COVID- 19. Business Sectors were exploring alternative methodologies for continuing their business activities. Business Units had started investing huge amount of money on digitalizing and digital transformation of their processes, so that could keep moving ahead in the market achieving their goals and objectives. Likewise, educational institutions were also thinking extensively about the learning support to be extended for the students’ community to learn and to progress. Educational institutions also had to take up the same route of using internet technologies extensively to reach out students’ community. So, digitalization and digital transformation have become the essence now. Educational institutions have taken Internet Technologies as one of the key routes for imparting education and providing allied services to students. This trend would continue to be dominating and replacing the conventional teaching practices soon. Education Institutions need to re-orient their operations like teaching and learning, staff and student services, marketing, governance, industry-community engagement, digitally. For educational institutions, data concerning students, pass outs, graduating, placements etc are of vital importance for evaluating their strategic plans and preparing action plans accordingly. The government of Sultanate of Oman has allocated approximately 1.58 billion Omani Riyals in 2018 for providing quality education that is on par with international standards. (Press Reader, 2019), which shows its commitment towards enhancing the quality of higher education. The Higher Educational Institutions in Sultanate of Oman have been implementing internet-based technologies in teaching and learning during COVID – 19 period. They have been in favour of digitalizing teaching and learning and academic support services. Educational Institutions in Oman must be accredited by Oman Accreditation Authority, an apex accreditation authority. The apex authority is prescribing certain standards to be complied with by the educational institutions to have been certified as an accredited and excellent academic service providers in the country. So, there exists a good scope for the use of digital technologies in educational institutions in rendering various educational services like serving alumni, gathering data about students’ issues, identifying industry requirements in making plans about new offerings etc. Use of digital technologies would help higher educational institutions achieving its objectives and goals without many hardships. 

Higher Education Institutions across the world will have to take a digital route in imparting knowledge and skills to the students’ community. The world got stunned when it was hit by COVID- 19. Business Sectors were exploring alternative methodologies for continuing their business activities. Business Units had started investing huge amount of money on digitalizing and digital transformation of their processes, so that could keep moving ahead in the market achieving their goals and objectives. Likewise, educational institutions were also thinking extensively about the learning support to be extended for the students’ community to learn and to progress. Educational institutions also had to take up the same route of using internet technologies extensively to reach out students’ community. So, digitalization and digital transformation have become the essence now. Educational institutions have taken Internet Technologies as one of the key routes for imparting education and providing allied services to students. This trend would continue to be dominating and replacing the conventional teaching practices soon. Education Institutions need to re-orient their operations like teaching and learning, staff and student services, marketing, governance, industry-community engagement, digitally. For educational institutions, data concerning students, pass outs, graduating, placements etc are of vital importance for evaluating their strategic plans and preparing action plans accordingly. The government of Sultanate of Oman has allocated approximately 1.58 billion Omani Riyals in 2018 for providing quality education that is on par with international standards. (Press Reader, 2019), which shows its commitment towards enhancing the quality of higher education. The Higher Educational Institutions in Sultanate of Oman have been implementing internet-based technologies in teaching and learning during COVID – 19 period. They have been in favour of digitalizing teaching and learning and academic support services. Educational Institutions in Oman must be accredited by Oman Accreditation Authority, an apex accreditation authority. The apex authority is prescribing certain standards to be complied with by the educational institutions to have been certified as an accredited and excellent academic service providers in the country. So, there exists a good scope for the use of digital technologies in educational institutions in rendering various educational services like serving alumni, gathering data about students’ issues, identifying industry requirements in making plans about new offerings etc. Use of digital technologies would help higher educational institutions achieving its objectives and goals without many hardships. 

This study takes a novel approach, combining topic modelling with framing analysis to explore the topic framing, thematic trends, and regional distribution of sustainable livestock futures research. This combined method offers a replicable, efficient way to navigate complex discourse and contested debates

Academic library computing systems, which are among the most complex found in academic environments, now include external systems, such as online commercial search services and nationwide networks, and local systems that control and support internal operations. As librarians have realized the benefit of using computer systems to perform traditional tasks and the installation of systems has become relatively routine, library activities have shifted to encompass the operation of sophisticated computer systems, creating a conceptual gap between how libraries and librarians perceive themselves and how they are perceived by their campuses. With the introduction of the Online Public Access Catalog (OPAC), the gap has widened dramatically, as librarians have pioneered the creation of systems to deliver useful, interactive, computer-based services directly to end users. As the experience of the Colorado Alliance of Research Libraries illustrates, the ability of the OPAC to deliver information in real time to remote locations, access off-campus databases, provide multiple access points to information, and function as a general-purpose information utility has radically changed the model of libraries and their relationships to their clientele. Academic institutions must recognize these changes and ensure that they are implemented to provide maximum benefits to libraries, students, education, and research. (KM)

This is a copy of the 2022 report, "The Transformation of Academic Labor: Past as Prologue at the University of California", produced by the UCLA Luskin Center for History and Policy and first published online here: https://luskincenter.history.ucla.edu/2022/02/12/lchp-releases-report-on-the-use-of-contingent-labor-at-the-uc/

This is a copy of the 2022 report, "The Transformation of Academic Labor: Past as Prologue at the University of California", produced by the UCLA Luskin Center for History and Policy and first published online here: https://luskincenter.history.ucla.edu/2022/02/12/lchp-releases-report-on-the-use-of-contingent-labor-at-the-uc/

The CUT Juvenile Justice Diversion Program serves youth at risk of involvement in the criminal justice system. Targeted students are enrolled at five HISD secondary campuses in Fifth Ward, Texas. During the 2019--2020 academic year, the first year of the program, 60 students and their families were engaged in community support services guided by needs assessments. Fifty-nine students were provided some case management (98.3%); 43 were distributed resources, such as food, rental assistance, and technology (71.7%); 40 were referred to other organizations for services (66.7%); 32 received a gift card to ease the impact of COVID (53.3%), and at least 6 attending one school received tutoring (about 10%). Paired t-test analyses, using a pre-post design, revealed an increase in the mean attendance rate for program students by 4.8 percentage points, a decrease relative to in-school suspensions by 3.1 days, and a decrease in out-of-school suspensions by nearly one day. Changes in attendance and in-school suspension rates were statistically significant. Difference-in-Differences analyses revealed that if non-program students in the targeted schools had participated in the program, their attendance rate would have increased by 3.6 percentage points. Among 34 middle-school program students, 100% were promoted to the next grade by summer 2020, while 75% of 20 high-school students were promoted by the end of the school year. Higher attendance rates were positively correlated with referrals to organizations for services, successful case management contacts, and families receiving resources. Students perceived higher rates of prosocial behavior after compared to before the program, suggesting that prosocial habits can be developed within a relatively brief time span. Program benefits were highly emphasized by student and parent participants. Arrests associated with McReynolds MS dropped substantially, by 4.0 percentage points, over the past two years. Integrating follow-up services as a program component would allow youth more time to transfer skills acquired in the program and build positive family and peer relationships within the community.

The CUT Juvenile Justice Diversion Program serves youth at risk of involvement in the criminal justice system. Targeted students are enrolled at five HISD secondary campuses in Fifth Ward, Texas. During the 2019--2020 academic year, the first year of the program, 60 students and their families were engaged in community support services guided by needs assessments. Fifty-nine students were provided some case management (98.3%); 43 were distributed resources, such as food, rental assistance, and technology (71.7%); 40 were referred to other organizations for services (66.7%); 32 received a gift card to ease the impact of COVID (53.3%), and at least 6 attending one school received tutoring (about 10%). Paired t-test analyses, using a pre-post design, revealed an increase in the mean attendance rate for program students by 4.8 percentage points, a decrease relative to in-school suspensions by 3.1 days, and a decrease in out-of-school suspensions by nearly one day. Changes in attendance and in-school suspension rates were statistically significant. Difference-in-Differences analyses revealed that if non-program students in the targeted schools had participated in the program, their attendance rate would have increased by 3.6 percentage points. Among 34 middle-school program students, 100% were promoted to the next grade by summer 2020, while 75% of 20 high-school students were promoted by the end of the school year. Higher attendance rates were positively correlated with referrals to organizations for services, successful case management contacts, and families receiving resources. Students perceived higher rates of prosocial behavior after compared to before the program, suggesting that prosocial habits can be developed within a relatively brief time span. Program benefits were highly emphasized by student and parent participants. Arrests associated with McReynolds MS dropped substantially, by 4.0 percentage points, over the past two years. Integrating follow-up services as a program component would allow youth more time to transfer skills acquired in the program and build positive family and peer relationships within the community.

Economics is one of the popular subjects in the Senior Secondary School (SSS) curriculum, and it covers the fundamental aspects of human lives concerning scarcity of resources. Proper understanding of the basic concept will enable students to realize the benefit of the subject. This study examined the effects of the self-concept transformation package on senior secondary school student's academic achievement in the quantitative aspect of Economics in Central Zone, Plateau State, Nigeria. A quasi-experimental research design, the non-equivalent control- group design, was used for this study. The sample size consisted of 105 economics SS2 students from intact classes of the four sampled schools. There were 50 and 55 students in the experimental and control group, respectively. Multi-Stage Cluster sampling techniques were used for this study. The instruments used for data collection were the Multi-dimensional Self-Concept Scales (MSS) and Quantitative Economics Achievement Test (QEAT). Research questions were analyzed using descriptive statistics, while the t-test of independent sample and Analysis of Covariance (ANCOVA) was used to test the hypotheses. The statistical package for social sciences (SPSS) version 23 was used for the analysis. The results show that the self-concept transformation package positively and significantly affected students' self-concept and academic achievement in quantitative economics. The study recommended that the use of abusive words on students by Parents and guardians should be discouraged to strengthening their student's self-concept.

Economics is one of the popular subjects in the Senior Secondary School (SSS) curriculum, and it covers the fundamental aspects of human lives concerning scarcity of resources. Proper understanding of the basic concept will enable students to realize the benefit of the subject. This study examined the effects of the self-concept transformation package on senior secondary school student's academic achievement in the quantitative aspect of Economics in Central Zone, Plateau State, Nigeria. A quasi-experimental research design, the non-equivalent control- group design, was used for this study. The sample size consisted of 105 economics SS2 students from intact classes of the four sampled schools. There were 50 and 55 students in the experimental and control group, respectively. Multi-Stage Cluster sampling techniques were used for this study. The instruments used for data collection were the Multi-dimensional Self-Concept Scales (MSS) and Quantitative Economics Achievement Test (QEAT). Research questions were analyzed using descriptive statistics, while the t-test of independent sample and Analysis of Covariance (ANCOVA) was used to test the hypotheses. The statistical package for social sciences (SPSS) version 23 was used for the analysis. The results show that the self-concept transformation package positively and significantly affected students' self-concept and academic achievement in quantitative economics. The study recommended that the use of abusive words on students by Parents and guardians should be discouraged to strengthening their student's self-concept.

Economics is one of the popular subjects in the Senior Secondary School (SSS) curriculum, and it covers the fundamental aspects of human lives concerning scarcity of resources. Proper understanding of the basic concept will enable students to realize the benefit of the subject. This study examined the effects of the self-concept transformation package on senior secondary school student's academic achievement in the quantitative aspect of Economics in Central Zone, Plateau State, Nigeria. A quasi-experimental research design, the non-equivalent control- group design, was used for this study. The sample size consisted of 105 economics SS2 students from intact classes of the four sampled schools. There were 50 and 55 students in the experimental and control group, respectively. Multi-Stage Cluster sampling techniques were used for this study. The instruments used for data collection were the Multi-dimensional Self-Concept Scales (MSS) and Quantitative Economics Achievement Test (QEAT). Research questions were analyzed using descriptive statistics, while the t-test of independent sample and Analysis of Covariance (ANCOVA) was used to test the hypotheses. The statistical package for social sciences (SPSS) version 23 was used for the analysis. The results show that the self-concept transformation package positively and significantly affected students' self-concept and academic achievement in quantitative economics. The study recommended that the use of abusive words on students by Parents and guardians should be discouraged to strengthening their student's self-concept.

The higher educational institutions have started witnessing initiatives taken towards restructuring and revamping existing educational structure as envisaged by the New Education Policy 2020.Strategic planning at all hierarchical levels of institutional structure is the need of the hour. Efficient leadership is the key to ensure necessary improvements and innovation at the institutions. College level institutions constitute 86 percent of Higher Education in India. Revival in colleges will have ripple effects at large. The role and responsibility of academic leadership on all organizational levels is crucial to effectively implement the NEW Education policy 2020 in its true spirit. Literature survey has been done on academic leadership aspects and Implementation of NEP 2020 which showed relevance for further study. The   main research question dealt with is to understand the roles and responsibilities of academic leaders in Higher Educational Institutes in India to achieve and sustain quality and excellence in the light of New Education Policy 2020. Devise an applicable framework for institutional development plan commensurate to curriculum and pedagogy in HEIs as propounded in NEP 2020. The paper will be useful for Management and leaders of Undergraduate level of education.

The higher educational institutions have started witnessing initiatives taken towards restructuring and revamping existing educational structure as envisaged by the New Education Policy 2020.Strategic planning at all hierarchical levels of institutional structure is the need of the hour. Efficient leadership is the key to ensure necessary improvements and innovation at the institutions. College level institutions constitute 86 percent of Higher Education in India. Revival in colleges will have ripple effects at large. The role and responsibility of academic leadership on all organizational levels is crucial to effectively implement the NEW Education policy 2020 in its true spirit. Literature survey has been done on academic leadership aspects and Implementation of NEP 2020 which showed relevance for further study. The   main research question dealt with is to understand the roles and responsibilities of academic leaders in Higher Educational Institutes in India to achieve and sustain quality and excellence in the light of New Education Policy 2020. Devise an applicable framework for institutional development plan commensurate to curriculum and pedagogy in HEIs as propounded in NEP 2020. The paper will be useful for Management and leaders of Undergraduate level of education.

The higher educational institutions have started witnessing initiatives taken towards restructuring and revamping existing educational structure as envisaged by the New Education Policy 2020.Strategic planning at all hierarchical levels of institutional structure is the need of the hour. Efficient leadership is the key to ensure necessary improvements and innovation at the institutions. College level institutions constitute 86 percent of Higher Education in India. Revival in colleges will have ripple effects at large. The role and responsibility of academic leadership on all organizational levels is crucial to effectively implement the NEW Education policy 2020 in its true spirit. Literature survey has been done on academic leadership aspects and Implementation of NEP 2020 which showed relevance for further study. The   main research question dealt with is to understand the roles and responsibilities of academic leaders in Higher Educational Institutes in India to achieve and sustain quality and excellence in the light of New Education Policy 2020. Devise an applicable framework for institutional development plan commensurate to curriculum and pedagogy in HEIs as propounded in NEP 2020. The paper will be useful for Management and leaders of Undergraduate level of education.