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“ERIC ED581634: Students With Chronic Health Conditions: The Role Of The School Nurse. Position Statement It Is The Position Of The National Association Of School Nurses (NASN) That To Optimize Student Health, Safety, And Learning, A Professional Registered School Nurse (hereinafter Referred To As School Nurse) Be Present All Day, Every Day. The American Academy Of Pediatrics' Council On School Health (2016) Highlights The Important Role School Nurses Play Across A Child's Continuum Of Care And Recommends That Every School Should Have At Least One Nurse. The Every Student Succeeds Act (2015) Identifies School Nurses As Leaders Of Student Chronic Disease Management In Schools. Utilizing The Nursing Process, The School Nurse Manages Chronic Health Conditions In The School Setting By Providing Direct Care, Providing Case Management, And Advocating For Students And Families To Help Them Access Needed Resources And Support To Achieve Academic Success (CDC, 2017b). This Position Statement Presents The Role Of The School Nurse For Students With Chronic Health Conditions. [This Position Statement Replaces The Position Statement Titled Chronic Health Conditions Managed By School Nurses.]” Metadata:

• Title: ➤  ERIC ED581634: Students With Chronic Health Conditions: The Role Of The School Nurse. Position Statement It Is The Position Of The National Association Of School Nurses (NASN) That To Optimize Student Health, Safety, And Learning, A Professional Registered School Nurse (hereinafter Referred To As School Nurse) Be Present All Day, Every Day. The American Academy Of Pediatrics' Council On School Health (2016) Highlights The Important Role School Nurses Play Across A Child's Continuum Of Care And Recommends That Every School Should Have At Least One Nurse. The Every Student Succeeds Act (2015) Identifies School Nurses As Leaders Of Student Chronic Disease Management In Schools. Utilizing The Nursing Process, The School Nurse Manages Chronic Health Conditions In The School Setting By Providing Direct Care, Providing Case Management, And Advocating For Students And Families To Help Them Access Needed Resources And Support To Achieve Academic Success (CDC, 2017b). This Position Statement Presents The Role Of The School Nurse For Students With Chronic Health Conditions. [This Position Statement Replaces The Position Statement Titled Chronic Health Conditions Managed By School Nurses.]
• Author: ERIC
• Language: English

“ERIC ED581634: Students With Chronic Health Conditions: The Role Of The School Nurse. Position Statement It Is The Position Of The National Association Of School Nurses (NASN) That To Optimize Student Health, Safety, And Learning, A Professional Registered School Nurse (hereinafter Referred To As School Nurse) Be Present All Day, Every Day. The American Academy Of Pediatrics' Council On School Health (2016) Highlights The Important Role School Nurses Play Across A Child's Continuum Of Care And Recommends That Every School Should Have At Least One Nurse. The Every Student Succeeds Act (2015) Identifies School Nurses As Leaders Of Student Chronic Disease Management In Schools. Utilizing The Nursing Process, The School Nurse Manages Chronic Health Conditions In The School Setting By Providing Direct Care, Providing Case Management, And Advocating For Students And Families To Help Them Access Needed Resources And Support To Achieve Academic Success (CDC, 2017b). This Position Statement Presents The Role Of The School Nurse For Students With Chronic Health Conditions. [This Position Statement Replaces The Position Statement Titled Chronic Health Conditions Managed By School Nurses.]” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Combe, Laurie G. Mattern, Cheryl Fleming, Laurie Killingsworth, Suzie Chronic Illness - Health Conditions - School Nurses - Position Papers - Professional Associations - Role - Child Health - Health Services - Educational Legislation - Federal Legislation - Advocacy

Edition Identifiers:

• Internet Archive ID: ERIC_ED581634

“ERIC ED630675: Essential Glossary For Increasing Postsecondary Student Success: Administrators, Faculty, Staff, And Policymakers. Third Edition Language Is Not Static. It Flows Like A River In Response To The Riverbank And The Rocks That Border And Run Beneath It. In The Same Way, Glossaries Are Dynamic Expressions Of Current Language Usage. Developmental Education And Learning Assistance Have Changed Dramatically In Recent Years, And So Must Also The Language Used To Describe And Define Them. This Glossary Is Useful For The Wide Field Of Educators Involved With Promoting Student Success. It Provides Precise Language And Definitions To Use When Communicating With Peers And More Effectively Influencing Administrators, Legislators, And The Media. Some Of These Glossary Terms Are Emerging With Frequent Use While Others Are Declining. This Is Why This Glossary Is Not Static And Future Editions Will Continue To Reflect The Changes In Language. Based On Advice From Some Of The Reviewers To Make This Glossary More Accessible To Readers, I Reorganized It Into Different Topical Categories Rather Than A Traditional Alphabetical Order. I Hope This Format Will Not Only Make It Easier To Locate A Particular Glossary Term, But Also Discover Related Terms In The Same Category. The Nine Glossary Categories Are: (1) Teaching And Learning Process; (2) Antiracism And Racism; (3) Assessment; (4) Copyright And Academic Integrity; (5) Pedagogies For Teaching And Learning; (6) Program Management; (7) Student-to-student Learning; (8) Transitional Courses And Programs; And (9) Less Acceptable Glossary Terms. This Third Edition Of The Glossary Of Developmental Education And Learning Assistance Terms Has Dramatically Changed Since The Last Edition 14 Years Ago. For That Reason, The Name Of This Glossary Has Changed And Reflects Its Use In The Wider Education Community. These Terms Could Be Useful For Educators Working In Learning Assistance, Learning Centers, Developmental-level Courses, First-year Experience Courses And Programs, Orientation Courses And Programs, Federally-funded TRIO And Other Equity Programs, And Instructors Teaching First-year And Subsequent Courses In The General Course Curriculum. In Recognition Of The Expanded Scope Of This Glossary And Broader Utility For Other Members Involved With Postsecondary Education, The Glossary Title Has Become More Inclusive, "Essential Glossary For Increasing Postsecondary Student Success: Administrators, Faculty, Staff, And Policymakers." [This Paper Was Prepared For The College Reading And Learning Association.]” Metadata:

• Title: ➤  ERIC ED630675: Essential Glossary For Increasing Postsecondary Student Success: Administrators, Faculty, Staff, And Policymakers. Third Edition Language Is Not Static. It Flows Like A River In Response To The Riverbank And The Rocks That Border And Run Beneath It. In The Same Way, Glossaries Are Dynamic Expressions Of Current Language Usage. Developmental Education And Learning Assistance Have Changed Dramatically In Recent Years, And So Must Also The Language Used To Describe And Define Them. This Glossary Is Useful For The Wide Field Of Educators Involved With Promoting Student Success. It Provides Precise Language And Definitions To Use When Communicating With Peers And More Effectively Influencing Administrators, Legislators, And The Media. Some Of These Glossary Terms Are Emerging With Frequent Use While Others Are Declining. This Is Why This Glossary Is Not Static And Future Editions Will Continue To Reflect The Changes In Language. Based On Advice From Some Of The Reviewers To Make This Glossary More Accessible To Readers, I Reorganized It Into Different Topical Categories Rather Than A Traditional Alphabetical Order. I Hope This Format Will Not Only Make It Easier To Locate A Particular Glossary Term, But Also Discover Related Terms In The Same Category. The Nine Glossary Categories Are: (1) Teaching And Learning Process; (2) Antiracism And Racism; (3) Assessment; (4) Copyright And Academic Integrity; (5) Pedagogies For Teaching And Learning; (6) Program Management; (7) Student-to-student Learning; (8) Transitional Courses And Programs; And (9) Less Acceptable Glossary Terms. This Third Edition Of The Glossary Of Developmental Education And Learning Assistance Terms Has Dramatically Changed Since The Last Edition 14 Years Ago. For That Reason, The Name Of This Glossary Has Changed And Reflects Its Use In The Wider Education Community. These Terms Could Be Useful For Educators Working In Learning Assistance, Learning Centers, Developmental-level Courses, First-year Experience Courses And Programs, Orientation Courses And Programs, Federally-funded TRIO And Other Equity Programs, And Instructors Teaching First-year And Subsequent Courses In The General Course Curriculum. In Recognition Of The Expanded Scope Of This Glossary And Broader Utility For Other Members Involved With Postsecondary Education, The Glossary Title Has Become More Inclusive, "Essential Glossary For Increasing Postsecondary Student Success: Administrators, Faculty, Staff, And Policymakers." [This Paper Was Prepared For The College Reading And Learning Association.]
• Author: ERIC
• Language: English

“ERIC ED630675: Essential Glossary For Increasing Postsecondary Student Success: Administrators, Faculty, Staff, And Policymakers. Third Edition Language Is Not Static. It Flows Like A River In Response To The Riverbank And The Rocks That Border And Run Beneath It. In The Same Way, Glossaries Are Dynamic Expressions Of Current Language Usage. Developmental Education And Learning Assistance Have Changed Dramatically In Recent Years, And So Must Also The Language Used To Describe And Define Them. This Glossary Is Useful For The Wide Field Of Educators Involved With Promoting Student Success. It Provides Precise Language And Definitions To Use When Communicating With Peers And More Effectively Influencing Administrators, Legislators, And The Media. Some Of These Glossary Terms Are Emerging With Frequent Use While Others Are Declining. This Is Why This Glossary Is Not Static And Future Editions Will Continue To Reflect The Changes In Language. Based On Advice From Some Of The Reviewers To Make This Glossary More Accessible To Readers, I Reorganized It Into Different Topical Categories Rather Than A Traditional Alphabetical Order. I Hope This Format Will Not Only Make It Easier To Locate A Particular Glossary Term, But Also Discover Related Terms In The Same Category. The Nine Glossary Categories Are: (1) Teaching And Learning Process; (2) Antiracism And Racism; (3) Assessment; (4) Copyright And Academic Integrity; (5) Pedagogies For Teaching And Learning; (6) Program Management; (7) Student-to-student Learning; (8) Transitional Courses And Programs; And (9) Less Acceptable Glossary Terms. This Third Edition Of The Glossary Of Developmental Education And Learning Assistance Terms Has Dramatically Changed Since The Last Edition 14 Years Ago. For That Reason, The Name Of This Glossary Has Changed And Reflects Its Use In The Wider Education Community. These Terms Could Be Useful For Educators Working In Learning Assistance, Learning Centers, Developmental-level Courses, First-year Experience Courses And Programs, Orientation Courses And Programs, Federally-funded TRIO And Other Equity Programs, And Instructors Teaching First-year And Subsequent Courses In The General Course Curriculum. In Recognition Of The Expanded Scope Of This Glossary And Broader Utility For Other Members Involved With Postsecondary Education, The Glossary Title Has Become More Inclusive, "Essential Glossary For Increasing Postsecondary Student Success: Administrators, Faculty, Staff, And Policymakers." [This Paper Was Prepared For The College Reading And Learning Association.]” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Arendale, David R., Ed. College Students - Success - Language Usage - Definitions - Academic Achievement - Communication Strategies

Edition Identifiers:

• Internet Archive ID: ERIC_ED630675

“ERIC ED581537: Administrators' Managerial Competencies For Sustainable Human Resource Management In Secondary Education In Enugu State, Nigeria The Inability Of Teachers To Timely Cover The Scheme Of Work, Students' Truancy And Persistent Lateness To School, Poor Attitude Towards Teaching And Learning, Activities Of Cultism And Frequent Conflicts Among Secondary School Students In Enugu State Prompted This Study To Determine The Administrators' Managerial Competencies For Sustainable Human Resource Management In Secondary Education In Enugu State. Two Specific Purposes Were Formulated And Two Research Questions Guided The Study. The Study Adopted A Descriptive Survey Research Design. The Study Population Comprised All The 291 Secondary School Principals In Enugu State. Simple Random Sampling Technique Was Used To Sample 146 Principals For The Study. The Instrument Used For Data Collection Was A 19 Items Researchers' Developed Instrument Titled; "Administrators' Managerial Competencies For Sustainable Human Resource Management Questionnaire" (AMCSHRMQ). The Face Validation Of The Instrument Was Established By Three Experts, Two From The Department Of Educational Management And Policy And One From The Department Of Educational Foundations (Measurement And Evaluation Unit), Nnamdi Azikiwe University, Awka. The Cronbach Alpha Was Used To Determine The Reliability Of The Instrument. Coefficient Value Of 0.71 Was Obtained. Data Were Analyzed Using Mean And Standard Deviation. Findings Of The Study Revealed Among Others That Secondary School Administrators Lack Managerial Competencies For Students' Human Resource Management By Not Providing Counseling Services To Students Regarding Their Learning Process, Providing Incentives For Students To Increase Their Motivation To Learn Among Others. Based On The Finding, It Was Recommended Among Others That Student Human Resource Management Should Be Incorporated And Emphasized In The Training Guide For Educational Administrators In Order To Make Them Develop More Suitable Students Centered Policies In Their Various Schools. Conclusion Was Drawn Based On The Findings.” Metadata:

• Title: ➤  ERIC ED581537: Administrators' Managerial Competencies For Sustainable Human Resource Management In Secondary Education In Enugu State, Nigeria The Inability Of Teachers To Timely Cover The Scheme Of Work, Students' Truancy And Persistent Lateness To School, Poor Attitude Towards Teaching And Learning, Activities Of Cultism And Frequent Conflicts Among Secondary School Students In Enugu State Prompted This Study To Determine The Administrators' Managerial Competencies For Sustainable Human Resource Management In Secondary Education In Enugu State. Two Specific Purposes Were Formulated And Two Research Questions Guided The Study. The Study Adopted A Descriptive Survey Research Design. The Study Population Comprised All The 291 Secondary School Principals In Enugu State. Simple Random Sampling Technique Was Used To Sample 146 Principals For The Study. The Instrument Used For Data Collection Was A 19 Items Researchers' Developed Instrument Titled; "Administrators' Managerial Competencies For Sustainable Human Resource Management Questionnaire" (AMCSHRMQ). The Face Validation Of The Instrument Was Established By Three Experts, Two From The Department Of Educational Management And Policy And One From The Department Of Educational Foundations (Measurement And Evaluation Unit), Nnamdi Azikiwe University, Awka. The Cronbach Alpha Was Used To Determine The Reliability Of The Instrument. Coefficient Value Of 0.71 Was Obtained. Data Were Analyzed Using Mean And Standard Deviation. Findings Of The Study Revealed Among Others That Secondary School Administrators Lack Managerial Competencies For Students' Human Resource Management By Not Providing Counseling Services To Students Regarding Their Learning Process, Providing Incentives For Students To Increase Their Motivation To Learn Among Others. Based On The Finding, It Was Recommended Among Others That Student Human Resource Management Should Be Incorporated And Emphasized In The Training Guide For Educational Administrators In Order To Make Them Develop More Suitable Students Centered Policies In Their Various Schools. Conclusion Was Drawn Based On The Findings.
• Author: ERIC
• Language: English

“ERIC ED581537: Administrators' Managerial Competencies For Sustainable Human Resource Management In Secondary Education In Enugu State, Nigeria The Inability Of Teachers To Timely Cover The Scheme Of Work, Students' Truancy And Persistent Lateness To School, Poor Attitude Towards Teaching And Learning, Activities Of Cultism And Frequent Conflicts Among Secondary School Students In Enugu State Prompted This Study To Determine The Administrators' Managerial Competencies For Sustainable Human Resource Management In Secondary Education In Enugu State. Two Specific Purposes Were Formulated And Two Research Questions Guided The Study. The Study Adopted A Descriptive Survey Research Design. The Study Population Comprised All The 291 Secondary School Principals In Enugu State. Simple Random Sampling Technique Was Used To Sample 146 Principals For The Study. The Instrument Used For Data Collection Was A 19 Items Researchers' Developed Instrument Titled; "Administrators' Managerial Competencies For Sustainable Human Resource Management Questionnaire" (AMCSHRMQ). The Face Validation Of The Instrument Was Established By Three Experts, Two From The Department Of Educational Management And Policy And One From The Department Of Educational Foundations (Measurement And Evaluation Unit), Nnamdi Azikiwe University, Awka. The Cronbach Alpha Was Used To Determine The Reliability Of The Instrument. Coefficient Value Of 0.71 Was Obtained. Data Were Analyzed Using Mean And Standard Deviation. Findings Of The Study Revealed Among Others That Secondary School Administrators Lack Managerial Competencies For Students' Human Resource Management By Not Providing Counseling Services To Students Regarding Their Learning Process, Providing Incentives For Students To Increase Their Motivation To Learn Among Others. Based On The Finding, It Was Recommended Among Others That Student Human Resource Management Should Be Incorporated And Emphasized In The Training Guide For Educational Administrators In Order To Make Them Develop More Suitable Students Centered Policies In Their Various Schools. Conclusion Was Drawn Based On The Findings.” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Ezeugbor, Carol Obiageli Victor, Akinfolarin Akinwale Foreign Countries - Secondary Education - Human Resources - Administrator Effectiveness - Administrator Qualifications - Competence - Principals - Questionnaires - Administrator Surveys - Sustainability - Governance - School Administration

Edition Identifiers:

• Internet Archive ID: ERIC_ED581537

“On Management And The Learning Process” Metadata:

• Title: ➤  On Management And The Learning Process
• Author: Kolb, David A., 1939-
• Language: English

Edition Identifiers:

• Internet Archive ID: onmanagementlear00kolb

“On management and the learning process” Metadata:

• Title: ➤  On management and the learning process
• Author: David A. Kolb
• Language: English
• Number of Pages: Median: 29
• Publisher: ➤  M.I.T. Alfred P. Sloan School of Management
• Publish Date: 1976
• Publish Location: Cambridge, Mass

Edition Identifiers:

• The Open Library ID: OL17994239M
• Online Computer Library Center (OCLC) ID: 2506812