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The Maltese education system had been improving since at least the 1850s when Can. Paolo Pullicino took over the directorship of Maltese schools. Directors who came after him continued to do their best to beef up and update curricula, methodologies and school environment. Though there were always other things to do, yet one can say that Maltese schooling was in safe hands with the various directors and education officials that ran the Elementary Schools Department and other educational sectors. This article will focus on school life and education from the outbreak of World War II up till Malta obtained its political independence from Great Britain in 1964. ; peer-reviewed

Roosa reviews STATE TERRORISM AND POLITICAL IDENTITY IN INDONESIA: Fatally Belonging by Ariel Heryanto.

Living in the era of globalization, where competitiveness is imperative and essential for the success of tourism businesses, training and development of human resources are an integral part of the growth and success of the tourism sector. Consequently, trained human capital is essential for the development of any tourism business, while it is part of the assets of any business. The aim of this article is to explore the views of employers and employees in the Greek tourism industry regarding the necessity and contribution of education and training of human resources. To this end, a survey was conducted among employers and employees in hotels, food service and travel agency sector in Greece. The main findings show that both tourism employers and employees recognize the necessity and contribution of education and training at both individual and company level, while some variations were found between the three types of the participating sectors. However, there are tourism businesses that do not support lifelong education and training of their employees, mainly due to the costs involved. Therefore, education and training of human resources of the tourism industry in Greece should meet the needs of the sector, taking into account the broad range of activities and its different educational needs. Moreover, tourism education and training curricula need to be revised and adapted, both in terms of the knowledge and skills as well as the specialization they provide, considering the requirements of all tourism sectors, so that graduates are properly educated and trained to support the tourism industry and contribute to its overall development.

Background: Home care of a patient with a tracheostomy after surgery for head and neck cancer requires the caregiver to be proficient with new equipment and required skills. The responsibility of managing an artificial airway, may lead to an increase in caregiver anxiety. Education of caregivers varies; it is often a 1:1 impromptu instruction provided by the patient's nurse and/or respiratory therapist. The purpose of this study was to evaluate the effect of the T-CARES course on caregiver anxiety and tracheostomy suctioning competency. Method: A quasi-experimental non-randomized control group design was used. The independent variable was method of instruction (T-CARES versus standard). Dependent variables were caregiver anxiety and tracheostomy suction competence. Caregivers (n=12) self selected into groups based on availability to attend T-CARES course. The control group was to receive the unit-based standard of education. The experimental group participated in the T-CARES course. Only one person chose to be in the control group; therefore, data were analyzed for the experimental group only (N=11). The T-CARES course, created by the researcher, was standardized and instructor-led; it incorporated media and simulated practice. Caregiver anxiety for both groups was obtained before (State/Trait Anxiety) and after (State Anxiety) tracheostomy care instruction was provided. Tracheostomy suctioning competence was assessed using a standardized checklist for participants in the T-CARES study group only. Demographic data were summarized with frequencies and descriptive statistics. Given the small sample size, non-parametric statistics were used for data analysis. Results: Data were analyzed from the experimental group only (n=11). The majority of caregivers were women (n=7), white/caucasian (n=10), married (n=8), employed full time (n=7), and were high school graduates or higher (n=10). The mean age of participants was 50.8 years. Seven of the participants reported previous caregiver experience. Mean score of caregiver trait anxiety was 36.8. Mean caregiver state anxiety score was 50.5 before, and 34.3 after the T-CARES intervention. A Related-Samples Wilcoxon Signed Rank Test was performed on the pre and post T-CARES intervention state anxiety scores. The T-CARES intervention significantly reduced anxiety (p=.008). Tracheostomy suctioning competency for 9 of the participants was evaluated upon completion of T-CARES. Mean score was10.8 skills performed correctly out of a possible 14. Caregivers' responses regarding their biggest fear/concern about tracheostomy care included "not doing it right," "trach coming out or being blocked," "hurting the patient," and "not being able to help in an emergency." Participants' suggestions for future improvements were creation of a Spanish language course and the addition of supplementary training to include CPR, First Aid, and the management of feeding tubes. Discussion: Research supported the hypothesis that the T-CARES course would be successful in reducing state anxiety. The T-CARES course also had a positive impact on tracheostomy suctioning competency, though without a control group it is difficult to quantify the effect. The continued development and dissemination of T-CARES to all tracheostomy patients and their caregivers may ease their transition home. The views expressed are those of the author and do not reflect the official policy or position of the US Air Force, Department of Defense or the US Government. ; 2012-05-01 ; B.S.N. ; Nursing, College of Nursing ; Bachelors ; This record was generated from author submitted information.

Abstract
We randomly assigned 115 primary schools in Bangladesh to one of two settings: children studying in groups with friends and children studying in groups with peers. The groups consisted of four people with similar average cognitive abilities and household characteristics. While the achievement of male students was not affected by the group assignment, low-ability females with friends outperformed low-ability females working with peers by roughly 0.4 standard deviations of the test score distribution. This is not due to the fact that friends tend to be of the same gender or to a higher frequency of interactions among friends.

Given the centrality of the Individualized Education Program (IEP) to services for students with disabilities, the decision-making process during the IEP meeting deserves attention in research and implementation. In this case study, IEP team decision-making is examined as a socially situated practice. Transcripts of an initial evaluation and IEP meeting and subsequent interviews with team members were analyzed in concert with the pertinent documents to understand the decision-making process and outcomes for a 5-year-old boy. The student's diagnosis, placement, and goal setting resulted in discussion and were pursued in postmeeting interviews. Further analysis was conducted regarding the proportion of interactions among participants. Results indicate that the turn-taking structure of the IEP meeting, the IEP template, and communication prior to the meeting influenced the decisions, and individual team members held opinions that they did not voice during the meeting.

In the past few decades, the states have gained more discretion over policy adoption & implementation. Some of this expanded discretion has resulted from federal court rulings, as the states have increasingly used these courts to achieve their policy goals. But some states are more successful in the federal courts than others. Why is this? We examine cases argued by states in the United States Courts of Appeals between 1970 & 1996 to answer this question. Contrary to research at the Supreme Court level, we find no overall trend that the states are becoming more efficacious in court over time. We also find that the differences among the states' success in court cannot be attributed simply, or even primarily, to disparities in resources. Rather, case attributes & judicial attitudes provide the best explanations for state success in the Courts of Appeals. 2 Tables, 69 References. Adapted from the source document.