ABSTRACT TITLE: What Happens To Advanced Midwives After Their Training? OBJECTIVES: The primary objective of this study was to explore how many Advanced Midwives who graduated between 2000 and 2004 are still working in public sector facilities. The second objective was to determine of those working in the public sector, how many are still ding clinical works in maternity wards. The third objective was to explore the reasons why the Advanced Midwives who left did and where they had gone to followed by the fourth objective which was to explore the reasons why those who stayed back did, the fifth objective was to see whether age, level of facility, rural or urban and province impacted on whether they have remained in the facility and the Sixth objective was to document the recommendations given by the Advanced Midwives on how to keep Advanced Midwives using heir skill in the public sector. STUDY POPULATION: Graduates of Chris Hani Baragwanath nursing college and the University of Johannesburg nursing college for a period of five years 2000 to 2004 METHODS: Following Ethics approval, the two nursing colleges were approached to give the contact details of their graduates between 2000 and 2004. All the advanced Midwives who graduated within these years from the two nursing colleges totaling 320 graduates were communicated with. While some of the advanced midwives whose contact telephone numbers were available were communicated with telephonically, other advanced midwives who had no contact telephone numbers were forwarded the questionnaires by post, including a formal letter containing full explanation of the purpose of the research and the confidentiality of the information they were asked to give. A self addressed envelope was included in the letter to enable those who wished to reply to easily reply without incurring any cost. These questionnaires were completed by the advanced midwives and sent back to the researcher. RESULTS: 69% of the respondents were still working in the public sector while an alarming 31% had moved from the public sector to the private sector. 89% were found to be doing clinical works in the maternity wards while 11% were no longer doing clinical works and found to have either moved to hospital management within the same hospital or moved to ICU and Theater departments. Reasons for Advanced Midwives leaving the public sector facility to the private sector ranged from lack of recognition of Advanced Midwives by the government, lack of scarce skill allowances for doing a one year post basic training in Advanced Midwifery, lack of increment in salary generally, poor working conditions, lack of staff to not being allowed to practice independently and as a result had moved into the private sector where life was a lot better according to them. The reasons why the Advanced Midwives are still working in the public health sector ranged from the fact that the facilities they were working was near their homes, their passion for midwifery, their quest to upgrade themselves to the fact that they have been working as Advanced Midwives for so long. Their were no association between the age, rural/urban and province to whether they have remained in the facilities, with the following P-values (P= 0.135, 0.174 AND 0.779) respectively, however an association was found between the level of facilities the Advanced Midwives worked with whether they have remained in the public facility with P-value (P= 0.001) Therefore Advanced Midwives working in smaller hospitals were more likely to remain in that hospital as against those working in bigger hospitals. The recommendations the advanced midwives had on how to keep Advanced Midwives using their midwifery skills in the public sector ranged from recognizing Advanced Midwives in the public sector, in terms of provision of scarce skill allowances for Advanced Midwives like is the case with the ICU and theater nurses who are paid higher than their counterparts in other departments, increasing their salaries in general, improving their working conditions, increasing the number of staff per midwifery unit, to allowing them practice independently in terms of exploring their expertise without the doctor’s interferences. CONCLUSION: Although many Advanced Midwives had left the public sector to private sector facilities, a good number of them have remained and more so, many have continued using their Advanced Midwifery skills in the maternity wards. Among the Advanced Midwives working in the public sector there are high levels of dissatisfaction, which was reflected in the reasons why they intend to leave. Therefore there is urgent need to address the recommendations given by these Advanced Midwives themselves; by so doing greater number of those who intend to leave the public sector would be compelled to stay back.

The quality of biospecimens stored in a biobank depends tremendously on the technical personnel responsible for processing, storage, and release of biospecimens. Adequate training of these biobank employees would allow harmonization of correct sample handling and thus ensure a high and comparable quality of samples across biobank locations. However, in Germany there are no specific training opportunities for technical biobank staff. To understand the educational needs of the technical personnel a web-based survey was sent to all national biobanks via established e-mail registers. In total, 79 biobank employees completed the survey, including 43 technicians. The majority of the participating technical personnel stated that they had worked in a biobank for less than three years and had never participated in an advanced training. Three-quarters of the technicians indicated that they were not able to understand English content instantly. Based on these results and the results of a workshop with 16 biobank technicians, 41 learning objectives were formulated. These learning objectives can be used as a basis for advanced training programs for technical personnel in biobanks. Setting up courses based on the identified learning objectives for this group of biobank staff could contribute to harmonization and sustainability of biospecimen quality.

Am 08. und 09.12.2005 fand im Vortragssaal der SLUB Dresden eine Fortbildungsveranstaltung für Fachreferenten der Ingenieurwissenschaften statt. ...

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Am 08. und 09.12.2005 fand im Vortragssaal der SLUB Dresden eine Fortbildungsveranstaltung für Fachreferenten der Ingenieurwissenschaften statt. ...

В последние годы, с постоянным усилением влияния Китая, изучение китайского языка становится все более популярным. Актуальной задачей является разработка программ по развитию навыков речевой деятельности, включая письмо. Изучение трудностей письма на китайском языке и их решение имеет большое значение для улучшения навыков письма у иностранных студентов, может способствовать повышению их квалификации при работе в межкультурной среде, связанной со знанием китайского языка. Цель исследования – предложить методику развития навыков письма на китайском языке на начальном этапе обучения. Объект исследования – процесс развития навыков письма на китайском языке на начальном этапе обучения. Предмет исследования – методика развития навыком письма на китайском языке на начальном этапе обучения. Научная новизна исследования состоит в определении потенциала использования игровых и компьютерных технологий при обучении написанию китайских иероглифов на начальном этапе обучения. Полученные данные обоснованы теоретико-методологической базой исследования. Практическая значимость исследования: полученные результаты могут быть использованы в качестве методических рекомендаций и практических материалов на занятиях по написанию иероглифов на начальном этапе обучения. В первой главе диссертации описана теоретико-методологическая база исследования, обучение письму в трудах российских и китайских исследователей, история, происхождение китайских иероглифов, их взаимосвязь с культурными реалиями. Во второй главе диссертации предлагается методика обучения написанию китайских иероглифов на начальном этапе обучения, включающая игровые методы, компьютерные технологии, способствующие развитию навыков написания китайских иероглифов, уделяется внимание повышению квалификации преподавателей. / In recent years, with the increasing influence of China, learning Chinese has become increasingly popular. It is an urgent task to offer programs to develop speech skills, including writing. Studying the difficulties of writing in Chinese and solving them is important to improve the writing skills of international students and can help improve their skills when working in an intercultural environment related to the knowledge of the Chinese language. Purpose of the study: to propose a methodology for the development of writing skills in Chinese at the initial stage of learning. Object of the study – the process of developing writing skills in Chinese at the initial stage of learning. Subject of the study – methodology for the development of writing skills in Chinese at the initial stage of learning. Scientific novelty of the study consists in determining the potential of using gamification and computer technologies in teaching the writing of Chinese hieroglyphs at the initial stage of learning. The findings are based on the theoretical and methodological basis of the research. Practical significance of the study – the results can be used as guidelines and practical materials in classes for writing hieroglyphs at the initial stage of learning. The first chapter of the thesis describes the theoretical and methodological basis of the research, the teaching of writing in the works of Russian and Chinese researchers, the history, the origin of Chinese hieroglyphs, their relationship with cultural realities. The second chapter of the thesis proposes a methodology for teaching Chinese hieroglyphs writing at the initial stage, including gamification methods, computer technology to help develop Chinese hieroglyphs writing skills, attention is also paid to teachers’ professional development.