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Mayaka, G.E., B. Muriuri and S. Kumba, 2009. The lady all love to hate. The daily nation. Nairobi: Nation Media Group.
Mugenda, O.M. and A.G. Mugenda, 2003. Research methods quantitative and qualitative approaches. Kenya: Nairobi ACB Press.
Osio, W.Y. and D. Owen, 2005. A handbook for beginning researchers. Kisumu, Kenya: Options Printers & Publishers.
Beatrice N. Manyasi , Truphena Eshibukule Mukuna (2016). Disaster Management: Planning and Communication Approaches Used in Organizations in Kenya. International Journal of Education and Practice, 4(2): 84-89. DOI: 10.18488/journal.61/2016.4.2/18.104.22.168
The purpose of this study was to investigate how disasters are managed in organizations in Kenya. The study objectives were: to examine the planning approaches used in disaster management and to establish the communication approaches used in disaster management. A multiple case study of five organizations was used. The sample size was twenty managers in the sampled organizations. Interview guides and document analysis were used as instruments for data collection. The study revealed that managers in the sampled institutions did not use a proactive approach in disaster management. They lack knowledge about integrating disaster management into strategic planning processes. They also lack knowledge about a proactive approach to communication in disaster management. The researcher recommends that: Training and workshops in disaster management should be provided to managers and other employees. Organizational members should be exposed to disaster management simulations.
The paper's primary contribution is finding that disaster planning and communication ought to be integrated with an organizations’ strategic planning, hence using the proactive approach which is effective unlike the reactive approach. To acquire knowledge and skills about disaster planning, education can be used as a vehicle.
Quality Assurance in Higher Education Using Business Intelligence Technology
Ante, L., 2013. Business intelligence and supply chain management. Doctoral Thesis, Faculty of Economics, Split 2013.
Boris, ?., F. Nihad, H. Vesna, K. Nerma, M. Maja, R. Mirela, Š. Slavica, V.T. Jugoslav and V. Marina, 2011. Quality assurance in higher education – European experiences and practices. Banja Luka: Agency for Development of Higher Education and Quality Assurance.
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Admir Å ehidiÄ‡ , Emina Junuz (2016). Quality Assurance in Higher Education Using Business Intelligence Technology. International Journal of Education and Practice, 4(2): 71-83. DOI: 10.18488/journal.61/2016.4.2/22.214.171.124
The quality of higher education is of particular importance for the development and progress of modern society. Modern higher education institutions aim to improve their services, and establish a system of continuous quality assurance. Within the framework of the European Standards and Guidelines for Quality Assurance, Standard 1.6 requires the implementation of information systems for efficient management of study programs and other activities. During the phase of problem analysis and objectives, in regard to the application of information systems at the University "Dzemal Bijedic", the existence of heterogeneous internal and external data sources was established. In modern management, data is considered a key resource necessary for the survival and development of the institution. Accordingly, the research focus is on the development of models of business intelligence systems that will be based on existing data sources. This system would primarily be used to support internal quality assurance at the University, as well as management support for timely and optimal decision making process. This paper presents the tools and technology of business intelligence, and through practical example demonstrates the possibilities of the system.
This study contributes in the raising awareness about using of modern information technologies in the process of quality management in higher education.
Problems of Gifted Students at King Abdullah II Schools for Distinction: Students Perspective
Harris, C.R., 1995. Developing creativity for third world gifted: A head start experiment. Gifted and Talented International, 10(2): 56 – 60.
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Mohammad Nayef Ayasreh , Abdallah Hussein El-Omari (2016). Problems of Gifted Students at King Abdullah II Schools for Distinction: Students Perspective. International Journal of Education and Practice, 4(2): 55-70. DOI: 10.18488/journal.61/2016.4.2/126.96.36.199
The study aims at recognizing the problems which gifted students at King Abdullah II Schools for Distinction (KASD) face. The study sample, 240 male and female students, is randomly selected out of the gifted students with a percentage of 50 % of the study society. A forty item questionnaire is prepared to achieve the study objectives. It is distributed into three fields: Problems related to school, to family, and to students. Study results show that problems which KASD students face are rated medium. Problems related to school come first, second those related to students, and finally those related to family. Statistical significant differences are found in the means of study subjects responses according to the gender variable at the two fields of family and school for the males. However, no significant differences are found in the means of the subjects responses according to the school stage variable (basic and secondary).
This study contributes in the existing literature a research conducted about gifted students through three different perspectives; school, family, and students. It uses an estimation methodology provided by the gifted students themselves, their school and their families. The researchers talked to the students before constructing the questionnaire. It also originates new formula in giftedness and distinction. It is among few studies which have investigated gifted students necessary needs and problems. The study contributes the logical mono differential analysis on the study fields and the total instrument. Its primary contribution is finding that the problems gifted students face, are almost the same. Finally, it documents for distinction and gifted students' problems in Jordan and the Arab World.
Influence of Laboratory Method on Students’ Mathematical Creativity in Yenagoa Local Government Area of Bayelsa State
Behar-Horenstein, L.S., A.C. Ornstein and E.F. Pajak, 2003. Contemporary issues in curriculum. New York: Pearson Education Inc.
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Mann, E.L., 2005. Mathematical Creativity and School Mathematics: Indicators of Mathematical Creativity in middle School PhD Dissertation. Available www.gifted.uconn.
NERDC, 2007. Federal ministry of education 9- year basic education curriculum mathematics for upper basic (Junior Secondary School 1 - 3). Lagos: Nigerian Educational Research and Development Council (NERDC).
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Runco, M.A., 1993. Creativity as an educational objective for disadvantaged students (RBDM 9306). Storrs, CT: The National Research Centre of the Gifted and Talented, University of Connecticut.
Sabbagh, S., 2012. Student creativity in mathematics education in early childhood in Jordan. On line Journal of Counseling ans Education, 2(1): 42-52. [Accessed April 4, 2014].
Ado, I. B. , Nwosu, S. N. (2016). Influence of Laboratory Method on Students’ Mathematical Creativity in Yenagoa Local Government Area of Bayelsa State. International Journal of Education and Practice, 4(2): 47-54. DOI: 10.18488/journal.61/2016.4.2/188.8.131.52
This study investigated the influence of laboratory method on students’ mathematical creativity in junior secondary schools in Yenagoa, Bayelsa State. The study was guided by three research questions and three hypotheses. The Pretest- Postest non-randomise control group design was adopted for the study. A sample of 122 students from two intact classes selected randomly was used for the study. The instruments for data collection were the Mathematics Creativity Test (MCT) and Students Attitude towards Mathematics Questionnaire (SAMQ). The data collected were analysed using mean and standard deviation, and the Analysis of Covariance (ANCOVA). The result indicated that Laboratory method of teaching significantly enhance students’ creativity in mathematics. The method equally enhanced mathematical creativity of both male and female students. Students’ attitude towards mathematics also influenced mathematical creativity significantly. Among others, it was recommended that mathematics teachers should explore the use of laboratory method in teaching various concepts in Junior Secondary School level.