text:
Evaluation of Polytechnic Entrepreneurship Programs in Malaysia
- Anastasia Marjorie Young
- 3 years ago
- Views:
1 Evaluation of Polytechnic Entrepreneurship Programs in Malaysia Norfadhilah Nasrudin and Norasmah Othman Abstract Entrepreneurship programs can give students the knowledge, skills, and experience necessary to thrive financially in complex and dynamic economics, challenges. Lecturers in such programs play a vital role in stimulating and motivating students. This paper aims to evaluate entrepreneurship programs in polytechnic from the perspective of the lecturers. A total of 109 participants were chosen from polytechnic from six zones in Malaysia. A descriptive survey method was employed using a questionnaire designed to evaluate three dimensions: institution, instruction, and program objectives. The results showed that the institutional dimension received a moderately high rating, with the highest mean obtained for administrator support, the lecturers level of knowledge obtained the lowest mean rating. In the instructional dimension, teaching methods received the highest mean rating, whereas availability of facilities and infrastructures obtained the lowest. Finally, the lecturers indicated a moderately high level of satisfaction with program objectives. These results demonstrate the need to improve certain aspects of the existing entrepreneurship programs. Index Terms Entrepreneurship, entrepreneurship program, program evaluation. I. INTRODUCTION By 2020, Malaysia will become a fully developed nation characterized by a knowledge society, knowledge workers, and knowledge economy (K-economy). A K-economy is necessary in order to transform the country in the face of globalization, which entails both economic uncertainty and global competition. This situation requires students entering the job market to be creative and competitive through entrepreneurial activities [1]. Thus, globalization has created a demand for programs aimed at increasing students entrepreneurial skills [2]. Various entrepreneurship programs have emerged in Higher Education Institutions (HEIs) since 2003, when all public universities were required to prepare students for business ventures in order to increase their competitiveness in the job market. Therefore, every student and graduate today must have the skills and ability to add value to products, services, and processes in order to successfully face competition, both locally and globally. Entrepreneurship program lecturers play a vital role in guiding students to face global challenges. The main focus of entrepreneurship programs in polytechnics is to shape attitudes and develop experience, knowledge, and skills of entrepreneurship in students of different backgrounds [3]-[5]. Manuscript received July 20, 2012; revised August 25, The authors are with Universiti Kebangsaan Malaysia, Bangi, Malaysia ( With this aim, the Transformation Plan of the Polytechnics is expected to produce enterprising graduates with marketable skills by the year 2015 [6]. To realize this objective, the Minister of Higher Education created the Malaysian Polytechnics Entrepreneurship Center (MPEC) on October 30, MPEC determines the policy and direction of entrepreneurship education development at polytechnics through transformation initiatives to enhance student marketability and entrepreneurship. The compilation of entrepreneurial development programs that are organized and relevant are embedded across the curriculum and co-curriculum in order to facilitate the the achievement of MPEC s objectives [7]. Many studies on entrepreneurship education have proven that it can foster an entrepreneurial culture [8]. Therefore, HEI, through the Ministry of Higher Education, has funded infrastructures and provided financial resources, academic staff, research, and innovation as well as lifelong learning education in entrepreneurship [9]. In addition, awareness of the importance of entrepreneurship education in academic and co-curricular activities has increased the number of entrepreneurship training programs in HEI [10]. II. LITERATURE REVIEW A. Entrepreneurship Education According to [11], three important objectives of entrepreneurship education approaches influence programs: (1) to promote better understanding of entrepreneurship, (2) to enhance entrepreneurial skills, and (3) to create more entrepreneurs. To achieve the first objective, the appropriate teaching method is use of the media, lectures, or seminars. To achieve the second objective, students should be given relevant entrepreneurial experience. Accordingly, if entrepreneurship education aims to create more entrepreneurs, then teaching approaches should give students practical exposure in a controlled environment. Therefore, the appropriate pedagogical methods to facilitate and strengthen interest in an entrepreneurial careers include real-life activities outside the classroom [12]. Specifically, the objectives of entrepreneurship programs are (1) to nurture and strengthen the values and culture of entrepreneurship among students, (2) to provide exposure and knowledge about business management, (3) to provide insights into business potential and entrepreneurial opportunities, and (4) to encourage students to pursue entrepreneurship after graduation [13]. This study analyzes lecturer experiences in entrepreneurship programs at Malaysia s polytechnics. 356
2 B. Entrepreneurship Program in Polytechnics To complement entrepreneurship courses or classroom modules, the Polytechnic Department, in collaboration with appropriate bodies, organizes various entrepreneurial activities. In order to improve teaching quality, lecturers should not only practice appropriate teaching methods but also encourage the application of skills in a practical program or mini business project on campus. This will allow students to be more independent; it will also foster appropriate attitudes and entrepreneurial thinking. Lecturers must ensure that students in the program are innovative and competitive, both mentally and physically [14]. Specifically, the Polytechnic Department aims (1) to teach basic entrepreneurship knowledge through seminars, workshops, entrepreneurship opportunities, carnivals, conferences, courses, and training; (2) to identify the level of entrepreneurship of students in the program; (3) to identify students who have entrepreneurial inclinations; (4) to implement entrepreneurship development programs and strengthen students entrepreneurial skills through the incubation process, simulation, and practice (In addition, the consolidated programs should be implemented through guidance by the SMEs and other agencies based on the real business world.); (5) to build an entrepreneurship center in the zone in order to create a measurement instrument, set a key performance index (KPI) for entrepreneurship education programs, perform evaluation and impact studies of graduates, and collect data to evaluate program effectiveness; (6) to provide an environment conducive and practical for entrepreneurship development through a one-stop student center, recognition of success of the entrepreneurial projects, and provision of facilities for graduate entrepreneurs; and (7) to engage in activities that strengthen staff competencies, including social visits, a course trainer, coaching, mentoring, a job attachment program in SMEs or industry, seminars or workshops, invited lecturers or speakers who are successful entrepreneurs or experts, with the aim of developing networks and creative business ideas to increase knowledge and new skills among the lecturer [15]. C. Program Participant Selection Methods The coordinating center of the entrepreneurship program has adopted several methods to recruit qualified participants: 1) Lecturer Nomination Lecturers nominate students who (1) demonstrate interest in entrepreneurship during class activities, (2) have an entrepreneurial attitude, such as being a risk-taker or friendly, (3) have family engaged in business, or (4) are interested in business. 2) Open Advertisement The program is open and advertised to all students, even those who are not enrolled in entrepreneurship courses in the current semester. Advertising posters are displayed across departmental areas one week before the interview sessions. 3) Selection Form All interested students fill out a selection form in which they are asked about their personal background, family, business to be conducted, obstacles to doing business, business capital resources, and vision and mission of the proposed business. 4) General Enterprising Tendency Test V2 (GETv2) The General Enterprising Tendency Test V2 (GETv2) measures the tendency towards entrepreneurship. Students are required to rate their level of agreement on various statements within ten minutes; their answers provide an insight into the entrepreneurial potential of each student. The test scores are used to classify the students according to three types of enterprising tendency: very enterprising, medium, and less enterprising. 5) Interview Session Interviews are conducted by the lecturer, who are appointed by the entrepreneurship center. During the interviews, students are selected based on the information they provided on the selection form, their interest, readiness, mental endurance, ability, and determination. D. Evaluation Model for the Entrepreneurship Program Entrepreneurial activities and programs are more accurate predictor of student intentions and entrepreneurial behavior than are demographic factors, personality, and other situational factors [16], [17]. Entrepreneurship is measured in three ways: 1) evaluating students knowledge and skills based on exams, 2) evaluating courses and teachers through student surveys, and 3) evaluating the employment and income status of participants after the program ends. However, there is no consensus on what criteria should be used to evaluate program effectiveness [18]. Previous studies have used criteria such as time, contextual effects, financial aspects, environmental elements, personal factors, social status, role-model or family factors, interests, and motivations [19]. This study adopts Hammond s objective-based evaluation model. Ref. [20] said this model combines institutional and instructional factors as a relevant factor in the objective attainment level. It attempts to identify what factors contribute to program success or failure. Although the model looks at the cubic interaction of institutional, instructional, and behavioral objectives, only a few cells are relevant for evaluation purposes. Therefore, the authors have adjusted the model to suit the objectives of this study. III. PROBLEM STATEMENT Although entrepreneurship programs have existed for more than two decades, only 1.9% of graduates become self-employed [21], [22]. Although some evidence indicates more HEIs are offering courses and support for entrepreneurship, the effect remains low, as confirmed by [23], [24]. Moreover, 53% of students believe the contents of entrepreneurship modules in polytechnics are not comprehensive and effective, too theoretical, not multi-disciplinary, lack application of the knowledge and skills, do not encourage creativity and innovativeness, and do not emphasize motivational and business management elements [11]. In addition, lecturers often lack expertise, entrepreneurship skills, experience, training, and pedagogical ability [26]-[28]. A recent study on the evaluation of entrepreneurship programs at six polytechnics found that in the objective dimensions, there was, overall, a moderately high level of satisfaction with the lecturers level of knowledge and skills and a moderately good rating for the condition of infrastructures [29]. However, there were 357
3 practical gaps in the implementation of the entrepreneurship programs, reflecting an imbalance in the entrepreneurship educational mission and the program objectives aimed at producing future entrepreneurs. Therefore, this study seeks to explore how lecturers evaluate the human and non-human factors of entrepreneurship programs in relation to the program objectives. Figure 1 presents the conceptual framework used: polytechnic programs in Malaysia participated. In total, 120 participants were selected from six to seven departments of each polytechnic program using the purposive sampling technique; 109 mailed questionnaires were returned (90% response rate) [31]. The questionnaires consisted of 94 items to evaluate the dimensions of institution, instruction, and objective on a five-point Likert scale, adapted from [22]. Table I shows the interpretation of the mean score of each dimension. TABLE I: INTERPRETATION OF THE MEAN SCORE [3] Mean Score Interpretation Low (L) Moderately low (ML) Moderately high () High (H) Fig. 1. The conceptual framework. As Fig. 1 shows, the institutional dimension consists of lecturers beliefs about the level of knowledge and skills, experiences, abilities, influences, and support from four categories of stakeholders involved in the program, namely, administrators, lecturer, families, and communities. The instructional dimension comprises four items: appropriateness of the content organization, appropriateness of the teaching method, availability and condition of campus facilities and infrastructures, and appropriateness of the time organization. The objective dimension addresses lecturer satisfaction with the program implementation, where a higher level of satisfaction indicates greater achievement of the program objectives. Based on the results of evaluation for each dimension, the researchers will recommend either continuing or terminating the entrepreneurship program. The decision will aid stakeholders in polytechnic schools as well as the management team at the ministry level to improve future programs and activities, because one of the twelve trends in program evaluation is to empower a program stakeholders [30]. A. General Objective: IV. OBJECTIVES OF THE STUDY To evaluate the Polytechnic Entrepreneurship Program. Specific Objectives: 1) Determine the level of knowledge, skills, experiences, influences and support of the stakeholders in the institutional dimension. 2) Determine the appropriateness of both the content and delivery methods of the entrepreneurship program, the sufficiency of time organization, and the availability of program infrastructures and facilities. 3) Determine the lecturers satisfaction level with regard to the objective dimension. V. METHODOLOGY This study employs a descriptive survey method to evaluate entrepreneurship programs. Lecturer from six The validity of the questionnaire was verified using the view of experts and its reliability was verified by Cronbach s Alpha. The overall Cronbach s Alpha value is The reliability also was obtained for each indicator of administrator (0.93), family and community (0.91), lecturer (0.98), content organization (0.97), teaching method (0.96), facilities and infrastructures (0.95), time organization (0.94), and objective dimension (0.94). All values are above the minimum value of reliability suggested by [34]. VI. RESULTS AND DISCUSSION A majority of the lecturer are female (71.6%), have parents in business (67.9%), hold a college degree (48.6%), teach business studies (55%), and have more than six years of teaching experience (61.5%). In addition, 82.6% were involved in and/or were managing entrepreneurship programs, but 52.3% did not have business experience. A. Institutional Dimension Human factors, educators, and infrastructure determine the outcome of any learning environment [35]. Table II shows that, overall, lecturers moderately agreed on the role played by stakeholders in the program. The highest mean rating (3.82) is for the questionnaire items that evaluate administrator support, indicating that administrators gave moderate support to lecturers. However, the lowest mean rating (3.48) is obtained for staff members perceptions of their own knowledge and skills level. TABLE II: MEAN, STANDARD DEVIATION AND THE INTERPRETATION OF INSTITUTIONAL DIMENSION 1 Administrator Families and community Lecturers As Table III shows, most lecturers highly agreed that administrators showed interest and commitment (4.01). However, they agreed only moderately with statements that the administrators did the following: provide opportunities and encouragement (3.87), give priority (3.83), encourage 358
4 discussion on problems (3.81), always discuss the attitude and culture of entrepreneurship (3.79), give appropriate credit (3.73), and ensure the availability and good condition of the infrastructure (3.72). TABLE III: LECTURER EVALUATION OF ADMINISTRATOR SUPPORT 3 Administrator shows interest H and commitment to improving the quality of the entrepreneurship program. 6 Administrator always provides opportunities and encouragement to the lecturer to help plan and implement the entrepreneurship program. 1 Administrator gives priority to the entrepreneurship program at the polytechnic school. 2 Administrator encourages lecturers to discuss problems and provide comments and suggestions to improve the quality of entrepreneurship activity. 4 Administrator includes all parties in discussions about the attitude and culture of entrepreneurship among students and lecturers. 5 Administrator always gives credits to the lecturers who contribute towards improving the quality of education and the entrepreneurship program. 7 Administrators ensure that all facilities are appropriate Table IV summarizes the lecturer view on the influence of families and communities on students career decision: The key person in students lives is the most influential factor (m=3.83), followed by the local community (3.81). The lowest influential factor (3.72) is the students immediate family. These findings indicate that people around the students and surrounding supports can stimulate their interest in having an entrepreneurship career [36], [37]. TABLE IV: LECTURER EVALUATION OF FAMILY AND COMMUNITY INFLUENCE ON STUDENT CAREER CHOICE 1 I believe that a key person in my students lives thinks that entrepreneurship is a career choice. 4 The local community influences my students choice of pursuing an entrepreneurship career. The polytechnic community 5 encourages my students to choose an entrepreneurship career. I believe my students best friends feel that they should 3 pursue a career as an entrepreneur. Students immediate families think they should pursue a 2 career as an entrepreneur Table V shows the findings regarding lecturers entrepreneurial skills and knowledge. Their basic entrepreneurial skills, such as technical, business, interpersonal, self-assessment, motivation, and communication skills, scored the highest mean (3.62). However, their financial management knowledge and skills were tied for the lowest mean (3.39). This shows that the lecturers knowledge and skills are only moderate and fairly comprehensive, which may prevent students development of good business practices. The result contradicts the findings of [3], that a person should develop deep knowledge of entrepreneurship after becoming involved in it and receive more exposure through education or training in entrepreneurship. According to [14], educators must develop their own entrepreneurial skills before they can teach these skills to students. This is proven by [23], which focused on the role of lecturer at Malaysian universities. Knowledgeable, skilled, and visionary entrepreneur trainers are essential to further developing students entrepreneurial attributes through entrepreneurship programs [41]. TABLE V: LECTURER SELF-EVALUATION OF ENTREPRENEURIAL SKILLS AND KNOWLEDGE No. Items Mean Level 1 Basic skills Marketing knowledge Marketing skills Financial management knowledge Financial management skills 3.39 B. Instructional Dimension The instructional dimension comprises four items, as shown in Table VI. In the lecturer evaluations, appropriateness of the content organization and teaching method scored a high mean of 4.00 and 4.05, respectively. Thus, the lecturers agreed that the program should teach the skills of leadership, motivation, business, finance, marketing, and entrepreneurial thinking. Further, they agreed with the idea of an active, explorative, and experiential teaching approach. These results are congruent with [26], [27], [42]. The studies believed appropriate teaching methods create opportunities for students to learn entrepreneurship and increase their confidence. In addition, students develop greater aspirations towards entrepreneurship careers. Therefore, HEI lecturers should understand and apply teaching methods that effectively accommodate different learning styles of learning. However, in the questionnaire responses, lecturer evaluations of the availability of the facilities and infrastructures as well as the appropriateness of the time organization were only moderately high, with mean scores of 3.55 and 3.74, respectively. TABLE VI: MEAN, STANDARD DEVIATION, AND INTERPRETATION OF INSTRUCTIONAL DIMENSION 1 Content organization H 2 Teaching method H 3 Facilities and infrastructure Time organization Table VII shows that most of the facilities and infrastructures exist and are both appropriate and in moderate condition, with mean ratings above 3.60 (except for computer usage and inventory storage, which have means below 3.50). Entrepreneurship educational needs, environmental support, 359
5 space, physical facilities, and infrastructure are important in providing students with hands-on experience. Lecturers believed that the condition of such infrastructures in polytechnics can be improved. These findings provide important information about which parts of the program should be changed. According to [41], programs must offer an environment that nurtures future entrepreneurs, including infrastructural support, whether physical, financial, technical, or technological. TABLE VII: LECTURER EVALUATION OF PROGRAM FACILITIES AND INFRASTRUCTURE 1 Entrepreneurial center to coordinate all activities of entrepreneurship programs exist and are appropriate. Electronic and printed media used 2 are appropriate and satisfactory. Equipment to carry out entrepreneurial activities is 3 appropriate and satisfactory. Strategic business location is visited Rooms used for entrepreneurship 4 activities are appropriate and comfortable Retail space and the existing kiosks are appropriate and satisfactory Information board for notices and promotions exist and are 6 satisfactory. Computers are provided to facilitate the implementation and operation of 7 the program. Stores for inventory and products are satisfactory Table VIII shows the evaluation of program time organization. The duration of program operation received the lowest mean rating (3.72), whereas the program schedule received the highest (3.75). This shows that entrepreneurship program success depends in part on time management, because consistent and adequate exposure to entrepreneurship can stimulate student interest [17], [46], [48]. TABLE VIII: LECTURER EVALUATION OF THE PROGRAM S ORGANIZATION OF TIME 1. Schedule programs or courses that are conducted are appropriate and adequate (number of days). 2. Sessions for an entrepreneurship program carried out are appropriate and adequate (day or night) Duration of operations is appropriate and adequate (number of hours). C. Objective Dimension As Table IX shows, most of the items reflect a moderately high level of lecturer satisfaction, with the highest mean obtained for teaching methods (3.84), followed by family and community influence on motivating students to pursue entrepreneurship careers (m= 3.83). The lowest rating (3.62) was given for program facilities and infrastructures. All elements, whether academic or non-academic, human or non-human, should interact positively to enhance student learning in entrepreneurship programs. TABLE IX: MEAN, STANDARD DEVIATION AND THE INTERPRETATION OF OBJECTIVE DIMENSION No. Items Mean Level 5 Teaching method Families and community Content organization Administrator Time organization Lecturer Facilities and infrastructures Overall, the entrepreneurship programs in this study are well implemented. Based on the findings presented here, the researchers recommend continuing the entrepreneurship program with a few improvements, especially in areas that received the weakest mean ratings from lecturers. Hence, the stakeholders of the program need to focus on each of the human and non-human factors related to the evaluation. In order to achieve program objectives, stakeholders should consider and improve all the factors discussed above. Consequently, all lecturer, including both lecturers and visiting lecturers have a major commitment to improve their respective programs to achieve the KPI set by the Director of the Polytechnics Education Department. Section VII lists the authors recommendations. VII. RECOMMENDATIONS A. Recommendations for Management of Polytechnics 1) Administrator and ministry management should consider the viewpoint of lecturer in decision making and designing the appropriate modus operandi of each program. 2) Administrators should attend entrepreneurship program development meetings. 3) Administrators and top management should fully understand program objectives and lend full support to ensure they are attained. 4) Administrators should practice flexibility and allow lecturers to take initiative. 5) The management of polytechnic schools should recognize and reward star performers, including lecturers. 6) The management of polytechnic schools should regularly upgrade the condition and availability of campus infrastructures and facilities. 7) Administrators should ensure that all lecturers attend at least two entrepreneurship courses or trainings conducted through collaborations with university academicians or industry experts. 8) The management of polytechnic should hold an entrepreneurship in-house training for lecturers professional development. 9) The management should require lecturers to have knowledge and exposure to the technical aspects of entrepreneurship. 10) The management should always match the objectives of the program with lecturer expectations and the institutional culture. 11) The management should encourage involvement of the 360
6 male lecturers in the program. B. Recommendations for Lecturers Lecturers should increase their personal knowledge and experiences in entrepreneurship. 1) They should attend seminars and workshops organized by other institutions of higher learning or by the related ministry. 2) They should possess the latest and appropriate skills in entrepreneurship pedagogy. 3) They prioritize the development of entrepreneurial skills, especially those related to business finance, marketing, and management. 4) They should seek practical experience as real entrepreneurs. 5) They should develop a thorough plan and begin program activities as early as possible in order to effectively implement the program throughout the academic year. 6) They should be satisfied and comfortable with their daily tasks within the program. C. Recommendations for Future Study 1) Future research must make use of a valid instrument in data collection and analysis. 2) More in-depth research should include industry sectors and cost analysis in the variables. 3) Researchers should conduct a comparative analysis of student versus lecturer evaluations in order to reveal evaluation patterns regarding the attainment of entrepreneurship program objectives. VIII. CONCLUSION This study evaluates entrepreneurship programs in polytechnic, considering both human and non-human factors. Both factor types are based on the lecturer responses within polytechnics culture and practices. For a program to be effective, all stakeholders must actively participate in the implementation and improvement of entrepreneurship program activities. Any areas that have been evaluated with a mean score of 4.00 or less need corrective solutions in order to successfully achieve the program mission and objectives. ACKNOWLEDGMENT The authors would like to thank the Department of Polytechnics Education Malaysia and the lecturer of the polytechnics involved. REFERENCES [1] J. W. Moravec, A new paradigm of knowledge production in higher education, On the Horizon, vol. 16, no. 3, pp , [2] O. Norasmah, O. Norhafiza, and I. Rahmah, in The International Proceedings of the Economics Development and Research: Economics, Trade and Development, Singapore: IACST Press, 2012, vol. 36, pp [3] O. Norasmah, Keberkesanan program keusahawanan remaja di sekolah menengah, Ph.D. thesis, Universiti Putra Malaysia, Malaysia, [4] M. B. Rafidah, Penerapan kemahiran keusahawanan dalam kalangan pelajar politeknik, Universiti Tun Hussein Onn Malaysia, [5] O. Norasmah and K. Faridah, Entrepreneurship behaviour amongst Malaysian University students, Pertanika: Journal of Social Sciences & Humanities, vol. 18, no. 1, pp , [6] Department of Polytechnics and Community College Education. Statistik status pekerjaan graduan warganegara IPT, [Online]. Available: [7] Y. Md. Nor, Opening speech text: The Malaysia Polytechnics Entrepreneurship Centre (MPEC), Politeknik Sultan Salahuddin Abdul Aziz Shah, Shah Alam, October 30, [8] A. Mohamad Isa, The effectiveness of the implementation of entrepreneurship studies at Polytechnics in Malaysia, Unpublished Master s Thesis, University of Stirling, UK, [9] Ministry of Higher Education Malaysia, The National Higher Education Strategic Plan Beyond Putrajaya: Kementerian Pengajian Tinggi Malaysia, [10] H. Mohd Khairuddin and W. Syed Azizi, Small and Medium-sized Enterprises in Malaysia: Development Issues, Kuala Lumpur: Prentice Hall Pearson, [11] U. Hytti and C. O Gorman, What is enterprise education? An analysis of the objectives and methods of enterprise education programmes in four European countries, Education & Training, vol. 46, no. 1, pp , [12] A. B. Ida Kamalawati. Entrepreneurship education intvet curriculum. [Online]. Available at: malawati_entrepreneurship%20education%20in%20tvet%20curri culum.pdf [13] N. Mohamed Khaled, Opening speech text: Malaysia Polytechnics Entrepreneurship Centre (MPEC), Politeknik Sultan Salahuddin Abdul Aziz Shah, Shah Alam, October 30, [14] H. Rasmuna, Evaluation of the Implementation of the Module of Basic Entrepreneurship in College Community, Ministry of Hogher Education, in The International Proceedings of the Economics Development and Research: Economics, Trade and Development. Singapore: IACST Press, 2012, vol. 36, pp [15] Department of Polytechnics Education, Report of the Department of Polytechnics Education: 2010 Program Action Plan, [16] H. Schout and S. Harkema, Entrepreneurial learning: Practice as a source for learning and business success, in Proceedings of the 5th European Conference on Innovation & Entrepreneurship, 2010, pp [17] A. Fayolle, B. Gailly, and N. Lassas-Clerc, Assessing the impact of entrepreneurship education programmes: A new methodology, Journal of European Industrial Training, vol. 30, no. 9, pp , [18] B. Worthern and J. Sanders, Educational Evaluation: Theory and Practice, Ohio: Wadsworth Publishing Company. [19] W. McMullan and A. Boberg, The relative effectiveness of projects in teaching entrepreneurship, Journal of Small Business and Entrepreneurship, vol. 9, no. 9, pp , [20] W. J. Popham, Educational Evaluation. Englewood Cliffs, New Jersey: Prentice-Hall, 1975, ch. 2, pp [21] Department of Polytechnics Education, Hala tuju Transformasi Politeknik: Ke arah Kelestarian Penghasilan Modal Insan Negara. Putrajaya: Kementerian Pengajian Tinggi, [22] O. Norasmah, H. Halimah, L. P. Zaidatol Akmaliah, and B. Noraishah, Entrepreneurial Attitude Index for Teenagers in Malaysia. Final Report Project IRPA. No EA [23] D. Mohd Salleh, Pembangunan Keusahawanan: Cabaran kepada Pendidikan Tinggi. Siri Syarahan Pengukuhan Profesor. Sintok: Penerbit Universiti Utara Malaysia, [24] O. Norasmah, M. A. Ahmad Azmi, and M. J. Mohd Fauzi, Entrepreneurial Index of Malaysian Universities Students, in Entrepreneurship & Business Competitiveness, M. J. Mohd Fauzi, I. Yahaya, T. Siohong, and M. L. P. June, 2007, pp [25] A. Siti Noor, A. H. Noor Hanisa, and A. H. Salwuan, Keberkesanan proses pembelajaran modul keusahawanan dan aktiviti keusahawanan kepada niat untuk memilih kerjaya dalam bidang keusahawanan: Kajian Kes Politeknik Kota Bahru, in Proceedings Transformation Technical Education Seminar. Sungai Petani: CeTMA, UUM, Jabatan Pengajian Politeknik, 2010, pp [26] I. Mohd Zahari, Developing entrepreneurship education: Empirical findings from Malaysia Polytechnics, Ph.D. thesis, University of Hull, UK, [27] A. Azizee, M. Mazura, and J. Mohd Salihin, Keberkesanan kursus keusahawanan (P3117) di kalangan graduan politeknik Malaysia, in Proceedings Seminar Transformasi Pendidikan Teknikal. MyTEDT 10'. Sungai Petani: CeTMA, UUM, [28] N. Norfadhilah and O. Norasmah, Entrepreneurship Program Evaluation in Polytechnics: Lecturers Perspectives, in The 361
7 International Proceedings of the Economics Development and Research: Economics, Trade and Development. Singapore: IACST Press, 2012 vol. 36, pp [29] R. L. Hogan, The historical development of program evaluation: Exploring the past and present, Online Journal of Workforce Education and Development, vol. 2, no. 4, pp. 1-14, Fall [30] L. Cohen, L. Manion, and L. Morrisson, Research Methods in Education, 7th ed. Routledge: London, [31] U. Sekaran, Research Methods for Business: A skill building approach, 4th ed. India: John Wiley & Sons, 2007, pp [32] Z. Sabarudin and W. Y. Wan Fadzilah, Teaching management and its contribution student satisfaction in private higher institutions of learning, International Journal of Trade, Economics and Finance, vol. 2, no. 5, pp , [33] U. P. Chum, Penilaian Program Perintis Usahawan di Sekolah Rendah, Ph.D. thesis, Universiti Kebangsaan Malaysia, [34] L. P. Zaidatol Akmaliah and H. Hisyamuddin, Memperkasa tekad keusahawanan pelajar. Serdang: Penerbit Universiti Putera Malaysia, [35] M. J. Mohd Fauzi, Trade Liberalization, Competitiveness and Entrepreneurial Development: Strategizing SMEs for the World Market, in Entrepreneurship & Business Competitiveness, M. J. Mohd Fauzi, I. Yahaya, T. Siohong, and M. L. P. June. Bangi, Malaysia: Fakulti Ekonomi dan Perniagaan, Universiti Kebangsaan Malaysia, 2007, pp [36] L. McLarty, H. Highley, and S. Alderson, Evaluation of Enterprise Education in England Research Information. England: Research reports DFE-RR015, [37] M. W. Ladzani and J. J. Vuuren, Entrepreneurship training for emerging SMEs in South Africa, Journal of Small Business Management, vol. 40, no. 2, pp , [38] The Norwegian University of Science and Technology, Entrepreneurship in Higher Education Especially in Non-Business Studies, Final Report of Expert Group. European Commission, Norasmah Othman obtained her bachelor s degree in finance from the University of Minnesota, Minnesota, USA. She received her master s in finance from the University of New Haven, Connecticut, USA and her Ph.D. in entrepreneurship education and assessment from Universiti Putra Malaysia, Malaysia. She is currently an Associate Professor in Business and Entrepreneurship Education at Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Malaysia. She has written many journals articles, books, book chapters and papers at the national and international levels in the area of entrepreneurship education. Norfadhilah Nasrudin received her Bachelor of Commerce degree from the University of New Castle, Australia. She obtained her master s in education from Universiti Kebangsaan, Malaysia. She is a lecturer in Entrepreneurship Education at the Teacher Training Institute, Technical Education Campus, Bandar Tun Razak, Kuala Lumpur, Malaysia. She is presently working towards her Ph.D. in business and eentrepreneurship education at Universiti Kebangsaan Malaysia, Malaysia. She has written articles, journals articles, and proceedings at the international and national level. She has also presented several papers at international and national conferences. Her research interests include teaching and learning entrepreneurship, entrepreneurship programs and program evaluation. 362
Entrepreneurship Program Evaluation in Polytechnics: Teaching Staffs Perspectives
2012 2 nd International Conference on Economics, Trade and Development IPEDR vol.36 (2012) (2012) IACSIT Press, Singapore Entrepreneurship Program Evaluation in Polytechnics: Teaching Staffs PerspectivesMore information
Evaluation of the Implementation of the Module Basic of Entrepreneurship In College Community Ministry of Higher Education
2012 2 nd International Conference on Economics, Trade and Development IPEDR vol.36 (2012) (2012) IACSIT Press, Singapore Evaluation of the Implementation of the Module Basic of Entrepreneurship In CollegeMore information
Entrepreneurship Module in Community Colleges Malaysia
Entrepreneurship Module in Community Colleges Malaysia Rasmuna Hussain and Norasmah Othman Abstract The needs in developing the knowledgeable and skillful human capitals are vital. The government plansMore information
Department of Mathematics Sultan Idris Education University Perak, Malaysia
THE QUALITY OF TEACHING AMONG SECONDARY BOARDING SCHOOLS MATHEMATICS TEACHERS Norazman Arbin 1, Sazelli Abdu l Ghani 1, Mohd Syafarudy Abu 2, Firdaus Mohamad Hamzah 3, Siti Noor Asyikin Mohd Razali 4 1More information
Soft Skills Implementation in Construction Management Program: A Comparative Study of Lecturers and Students Perspective
Soft Skills Implementation in Construction Management Program: A Comparative Study of and Students Perspective H.Mohd Affandi, F. Hassan, Z. Ismail and M.F. Mustaffa Kamal Faculty of Architecture, PlanningMore information
ENTREPRENEURIAL INTENTION AMONG MALAYSIAN ENGINEERING GRADUATES: MALE VERSUS FEMALE Abbas, L. N. Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, Malaysia firstname.lastname@example.com information
Entrepreneurship Behaviour amongst Malaysian University Students
Pertanika J. Soc. Sci. & Hum. 18 (1): 23-32 (2010) ISSN: 0128-7702 Universiti Putra Malaysia Press Entrepreneurship Behaviour amongst Malaysian University Students Norasmah, Othman * and Faridah, K. DepartmentMore information
Consulting-Based Entrepreneurship Education in Malaysian Higher Education Institutions
2011 International Conference on Social Science and Humanity IPEDR vol.5 (2011) (2011) IACSIT Press, Singapore Consulting-Based Entrepreneurship Education in Malaysian Higher Education Institutions MazuraMore information
King Saud University. Deanship of Graduate Studies. College of Business Administration. Council of Graduate Programs in Business Administration
King Saud University Deanship of Graduate Studies King Saud University Deanship of Graduate Studies College of Business Administration Council of Graduate Programs in Business Administration Master ofMore information
Entrepreneurship Education in Indonesia s Higher Education Institutions: A Solution for Problems Faced by The Next Generation
Entrepreneurship Education in Indonesia s Higher Education Institutions: A Solution for Problems Faced by The Next Generation Retno Ardianti Petra Christian University, Indonesia firstname.lastname@example.com information
Students Entrepreneurial Inclination at a Malaysian Polytechnic: A Preliminary Investigation
Students Entrepreneurial Inclination at a Malaysian Polytechnic: A Preliminary Investigation Ahmad Yasruddin Md Yasin (Corresponding Author) Research and Innovation Unit. Kota Bharu Polytechnic Km 24,More information
EFFECTS OF LEARNING STYLES ON STUDENTS PERCEPTIONS OF ENTREPRENEURSHIP COURSE RELEVANCE AND TEACHING METHODS Abayomi Kazeem Akinboye,* Zaidatol Akmaliah Lope Pihie** *Department of Science and TechnicalMore information
Entrepreneurial Intentions among Business Students in Batangas State University
Asia Pacific Journal of Multidisciplinary Research Volume 2, No. 4, August 2014 Entrepreneurial Intentions among Business Students in Batangas State University ANGELICA M. RAMOS, MBA Master in BusinessMore information
1 THE INDUSTRIES AND STUDENTS PERCEPTIONS ON INTEGRATED HUMAN DEVELOPMENT MODEL ABDUL WAHAB, Muhammad Nubli * -ABDUL RAZAK, Munira -ZULKIPLE, Sarah MALEZYA/MALAYSIA/МАЛАЙЗИЯ ABSTRACT The field of technologyMore information
RETRAINING UNEMPLOYED GRADUATES THROUGH ENTREPRENEURSHIP PROGRAM. Mohamad Ali bin Baba Masita Misdi Noraini Kaprawi
RETRAINING UNEMPLOYED GRADUATES THROUGH ENTREPRENEURSHIP PROGRAM Mohamad Ali bin Baba Masita Misdi Noraini Kaprawi Faculty of Technical Education Universiti Tun Hussein Onn Malaysia email@example.com,More information
Enhancing Animation Studies in Creative Technology Education Through an Entrepreneurship Approach: The UMK Experience
Enhancing Animation Studies in Creative Technology Education Through an Entrepreneurship Approach: The UMK Experience Ab Aziz Shuaib, Ahmad Tarmizi Azizan Universiti Malaysia Kelantan, Malaysia firstname.lastname@example.com information
INCLINATION OF ENTREPRENEURSHIP AMONG MBA WOMEN STUDENTS IN NAMAKKAL DISTRICT, TAMIL NADU ABSTRACT Dr. V. RATHIKA Assistant Professor, Dept of Management, K. S. Rangasamy College of Arts and Science, Tiruchengode-6370125More information
TEACHERS INSTRUCTIONAL PRACTICES IN TEACHING ENGLISH AT MALAYSIAN PRIMARY SCHOOLS Juliana Othman University of Malaya (MALAYSIA) firstname.lastname@example.com Abstract Recent trends in Malaysian s educational policyMore information
Literacy among the Secondary Schools Students in Malaysia
Literacy among the Secondary Schools Students in Malaysia Fong Peng Chew, Member, IACSIT Abstract This study is aimed at exploring the literacy rate in Malay language, English and mathematics among theMore information
PROSIDING PERKEM IV, JILID 2 (2009) 145-150 ISSN: 2231-962X MARKETING PRACTICES AMONG MALAYSIAN SME S IN AGRO- BASED INDUSTRY AZHAR AHMAD ABSTRACT Studies have shown that one of the major problems in developingMore information
1 DIPLOMA IN BUSINESS STUDIES (E-COMMERCE) PROGRAMME OVERVIEW T he truly revolutionary impact of the Internet Revolution is just beginning to be felt. E-Commerce is the explosive emergence of the internetMore information
National Standards of Practice for Entrepreneurship Education
National Standards of Practice for Entrepreneurship Education Facilitate student motivation Enhance opportunities for work and life Increase invention and innovation Strengthen economies Effective entrepreneurshipMore information
THE INTERNATIONAL JOURNAL OF BUSINESS & MANAGEMENT Management Education and Entrepreneurial Skill Set A Study among MBA Students of Bangalore J. Krithika Research Scholar, R&D Centre, Bharathiar University,More information
Integrated Dual Degree Programme
Curriculum Model Integrated Dual Degree Programme (B.Tech + MBA) K L UNIVERSITY Green Fields, Vaddeswaram 522 502, Guntur District, A.P., INDIA. Ph: 08645 246948, Fax: 08645 247249 CONTENTS S. No PageMore information
Youth Polytechnic Education and Entrepreneurship in Kenya; (Are we Promoting Entrepreneurs?)
Youth Polytechnic Education and Entrepreneurship in Kenya; (Are we Promoting Entrepreneurs?) Celina Kathure Murithi Jomo Kenyatta University of Agriculture and Technology (MSC Entrepreneurship); SchoolMore information
The Effectiveness of Administration and Cocurriculum in Sport to the Involvement of Students in Vocational College in Malaysia
The Effectiveness of Administration and Cocurriculum in Sport to the Involvement of Students in Vocational College in Malaysia Melati Binti Yaacob 1, Hairul Nurasyikin Binti Haron 2 1 Technical EducationMore information
School of Business The American University in Cairo. EDUNIVERSAL Convention October 2013 Bangalore, India
School of Business The American University in Cairo EDUNIVERSAL Convention October 2013 Bangalore, India The American University in Cairo: An International Learning Environment An American liberal artsMore information
Mathematics Education Program in Malaysian Universities: Curriculum Emphasis and Preparedness of Students to Become Teachers Abstract Introduction
Mathematics Education Program in Malaysian Universities: Curriculum Emphasis and Preparedness of Students to Become Teachers Aida Suraya Md.Yunus PhD, Ramlah Hamzah PhD, Habsah Ismail PhD Faculty of EducationalMore information
Professional Global Entrepreneurship Development Program for Schools (Building Confidence)
Professional Global Entrepreneurship Development Program for Schools (Building Confidence) (Non-award Program) Australian Institute of Entrepreneurship (AIE) The Australian Institute of EntrepreneurshipMore information
Course Descriptions for the Business Essentials Program
Course Descriptions for the Business Essentials Program Upon completion of one, two, three or four quarters, students will earn Certificates of Completion. All courses listed are required in order to earnMore information
Strategic Plan 2012 2020
Department of Economics College of Arts and Sciences Texas Tech University Strategic Plan 2012 2020 Mission The Department of Economics is dedicated to excellence in teaching, research, and service. TheMore information
The Relationship between Emotional Intelligence and Teaching Effectiveness of Lecturers in Public and Private Universities in Malaysia
The Relationship between Emotional Intelligence and Teaching Effectiveness of Lecturers in Public and Private Universities in Malaysia Siti Asiah Md. Shahid, Syahrina Hayati Md. Jani, Mary Thomas, andMore information
Entrepreneurship. Entrepreneurship. Innovative. Innovative. Enabling successful enterprise through practical training and development
Innovative Enabling successful enterprise through practical training and development Innovative Enabling successful enterprise through practical training and development Enabling Successful EnterpriseMore information
Colleges in the entrepreneurial economy: A review of enterprise provision in FE
Colleges in the entrepreneurial economy: A review of enterprise provision in FE was commissioned to conduct this research by the Department for Education-funded Enterprise Network which is managed by theMore information
4.8.3 Marketing. Program Description
4.8.3 Marketing Vision The Marketing Program strives to become a reputable and one of the leading marketing program in the Asia Pacific region by 2020, with strong competence in innovation management andMore information
21 UNDERGRADUATE EDUCATION: A GAP ANALYSIS OF STUDENTS EXPECTATIONS AND SATISFACTION Halimah Awang, Noor Azina Ismail University of Malaya, Malaysia E-mail: email@example.com, email@example.com AbstractMore information
Malaysian Tourism and Hospitality Graduates Competencies: Exploring the Human Resource Managers Perceptions
Malaysian Tourism and Hospitality Graduates Competencies: Exploring the Human Resource Managers Perceptions Nurhazani Mohd Shariff 1, Azlan Zainol Abidin 2 1 School of Tourism, Hospitality & EnvironmentalMore information
Workplace Performance of Hotel and Restaurant Management Interns of West Visayas State University, Calinog, Iloilo, Philippines
Workplace Performance of Hotel and Restaurant Management Interns of West Visayas State University, Calinog, Iloilo, Philippines 1 Raymund B. Moreno and 2 Ma. Nellie L. Mapa 1 email@example.com, 2 firstname.lastname@example.com information
AIE delivers award and non-award programs for students in business, human resource management and entrepreneurship
Australian Institute of Entrepreneurship (AIE) The Australian Institute of Entrepreneurship (AIE), in Melbourne, is a registered Vocational Education and Training Enterprise since 2007.AIE is also a CommonwealthMore information
Emerging Modes of Cooperation between Private Enterprises and Universities
Grant agreement no.: 2012-2948/001-001 Emerging Modes of Cooperation between Private Enterprises and Universities National Report of Bulgaria (draft version) This project has been funded with support fromMore information
Information and Communication Technology: The Role of. Teacher Education Division
Information and Communication Technology: The Role of Teacher Education Division By Mohamad bin Hassan (Lecturer, Tuanku Bainun Teacher Training College, Teacher Education Division, Ministry of EducationMore information
Implementation of TQM in Manufacturing Industries in the Kingdom of Saudi Arabia
Implementation of TQM in Manufacturing Industries in the Kingdom of Saudi Arabia Anisur Rahman 1 and Muhammad T. Attar 2 1,2 Griffith School of Engineering, Griffith University, Gold Coast Campus, QLDMore information
Council conclusions on entrepreneurship in education and training. EDUCATION, YOUTH, Culture and Sport Council meeting Brussels, 12 December 2014
Council of the European Union PRESS EN COUNCIL CONCLUSIONS Brussels, 12 December 2014 Council conclusions on entrepreneurship in education and training EDUCATION, YOUTH, Culture and Sport Council meetingMore information
International Journal of Education and Research Vol. 2 No. 11 November 2014 OUTCOME-BASED EDUCATION IMPLEMENTATION IN MALAYSIAN POLYTECHNIC
International Journal of Education and Research Vol. 2 No. 11 November 2014 OUTCOME-BASED EDUCATION IMPLEMENTATION IN MALAYSIAN POLYTECHNIC Muhamad Rumzi MAMAT Department of Polytechnic Education, MinistryMore information
Antecedence for Valuable MBA Projects: A Case Study of Graduate School of Business, Universiti Sains Malaysia
Antecedence for Valuable MBA Projects: A Case Study of Graduate School of Business, Universiti Sains Malaysia Rajendran Muthuveloo Graduate School of Business, Universiti Sains Malaysia, Penang, MalaysiaMore information
CoBLAS: Inculcating Entrepreneurial Culture among Higher Education Institutions Students
International Journal of Social Science and Humanity, Vol., No., May oblas: Inculcating Entrepreneurial ulture among Higher Education Institutions Students Mazura Mansor and Norasmah Othman Abstract HigherMore information
LSBU Leadership Development Strategy
LSBU Leadership Development Strategy Leadership has never been more important at LSBU, stakeholder expectations are rising, we urgently need to improve our rating in league tables, resources are tighterMore information
Approved by Academic Affairs May 2010 DEPARTMENT OF MARKETING COLLEGE OF BUSINESS ADMINSTRATION POLICY ON REAPPOINTMENT, TENURE, AND PROMOTION (RTP) I. DEPARTMENT OF MARKETING RTP POLICY A. Preamble B.More information
THE UNIVERSITY OF TENNESSEE AT MARTIN DEPARTMENT OF EDUCATIONAL STUDIES Instructor: David Dietrich, Ph.D. Office: 219 McWherter, Jackson State Community College, Jackson, TN 38301 Phone: 731.267.2949 orMore information
Embedding technopreneurship with mechatronics engineering in outcomebased curriculum development for postgraduate education in Malaysia
Volume 13, Number 3, 2011 WIETE 2011 Global Journal of Engineering Education Embedding technopreneurship with mechatronics engineering in outcomebased curriculum development for postgraduate educationMore information
Engineering Attractiveness
1 SEFI Deans Meeting Birmingham, 29 & 30 March 2012 Engineering Attractiveness Mervyn Jones Imperial College London Outline 2 Introduction Issues in Engineering Attractiveness Student perceptions a surveyMore information
Teaching Phonetics with Online Resources
Teaching Phonetics with Online Resources Tien-Hsin Hsing National Pingtung University of Science of Technology, Taiwan email@example.com Received October 2014; Revised December 2014 ABSTRACT. ThisMore information
The Effects of a Mastery Learning Strategy on Knowledge Acquisition Among Aboriginal Students: An Experimental Approach
International Journal of Vocational Education and Training Research 2015; 1(2): 22-26 Published online August 12, 2015 (http://www.sciencepublishinggroup.com/j/ijvetr) doi: 10.11648/j.ijvetr.20150102.12More information
THE ROLE OF CONSUMERS NEEDS AND WANTS IN THE DESIGN OF MBA (MARKETING) CURRICULUM: OPPOSING VIEWS FROM STUDENTS VS. EMPLOYERS IN THE DESIRED COURSE Assistant Professor Kawpong Polyorat, Ph.D. DepartmentMore information
COLLEGE OF ADMINISTRATIVE AND FINANCIAL SCIENCES (CAFS) Bachelor of Science in Business Informatics (MBA) Batch 2010-2011 SY 2013-2014 Employer Survey
COLLEGE OF ADMINISTRATIVE AND FINANCIAL SCIENCES (CAFS) Bachelor of Science in Business Informatics (MBA) Batch 2010-2011 SY 2013-2014 Employer Survey Purpose Determine employers assessment on their experiencesMore information
The Stages Of Entrepreneurship Personality Criteria Among Malaysian High School Students
The Stages Of Entrepreneurship Personality Criteria Among Malaysian High School Students Kamis, Hariri, University Pendidikan Sultan Idris of Malaysia Jusoh, Osman, University Pendidikan Sultan Idris ofMore information
Industrial Training on English Oral Communication Skills
Available online at www.sciencedirect.com Procedia - Social and Behavioral Sciences 66 ( 2012 ) 283 289 The 8th International Language for Specific Purposes (LSP) Seminar - Aligning Theoretical KnowledgeMore information
International education and student success: Developing a framework for the global educator
International education and student success: Developing a framework for the global educator Abstract Ebinepre Cocodia, PhD Garvan Institute, Sydney NSW 2010 Australia email@example.com This paperMore information
Relevant Educational Qualifications for Entrepreneurship Lecturers in Higher Learning Institutions (HLIs): A study of HLIs in Malaysia and Nigeria
Relevant Educational Qualifications for Entrepreneurship Lecturers in Higher Learning Institutions (HLIs): A study of HLIs in Malaysia and Nigeria Suleiman Mohammed Lame Wan Fauziah Wan Yusoff FacultyMore information
EXCELLENCE AND DYNAMISM. University of Jyväskylä 2017
EXCELLENCE AND DYNAMISM University of Jyväskylä 2017 Approved at the University Board Meeting of 25 March 2010 FOREWORD The compilation of a University Strategy extending until 2017 could hardly haveMore information
ACADEMIC PROGRAMS OVERVIEW Content: 1. Introduction 2. BA (Hons) International Hotel Business Management 2.1 Concept 2.2 Program Overview 2.3 Program Requirements 2.4 Who is the program for? 2.5 AdmissionMore information
Implementing E-Learning Designed Courses in General Education
Implementing E-Learning Designed Courses in General Education Prasart Nuangchalerm 1, Krissada Sakkumduang 2, Suleepornn Uhwha 3 and Pacharawit Chansirisira 4 1 Department of Curriculum and Instruction,More information
Critical Success Factor of Graduate Employability Programs
Critical Success Factor of Graduate Employability Programs B. Aida, A. W. Norailis, and R. Rozaini Abstract The realm of emerging globalization urges the competitiveness in all aspects, including the educationMore information
ENTREPRENEURSHIP DEVELOPMENT PROGRAMME about us The Centre for Executive Education (CEE) is set as a way to realise our mission to become the centre of excellence for human capital development throughMore information
Master of Entrepreneurship (M.A.) at SRH University Berlin. Program Overview. Prof. Dr. Ronald Glasberg WS 2012/13 STATE APPROVED UNIVERSITY
at SRH University Berlin Program Overview WS 2012/13 STATE APPROVED UNIVERSITY Table of Content I_Program Concept o Aims/Methodology o Target Audience o Admission Criteria II_Program Structure o OverviewMore information
PROGRAMME SPECIFICATION KEY FACTS Programme name Master of Public Health Award Master of Public Health (MPH) School Health Sciences Department or equivalent Health Services Research and Management ProgrammeMore information
GOVERNMENT ADMINITERED SMALL BUSINESS FUNDS: THE PERSPECTIVE OF COMMERCIAL BANK OFFICERS IN MALAYSIA ABSTRACT Dr. Yusnidah Ibrahim Dr. Sudin Haron University Utara Malaysia Notwithstanding the increasingMore information
The Impact of Management Information Systems on the Performance of Governmental Organizations- Study at Jordanian Ministry of Planning
The Impact of Management Information Systems on the Performance of Governmental Organizations- Study at Jordanian Ministry of Planning Dr. Shehadeh M.A.AL-Gharaibeh Assistant prof. Business AdministrationMore information
Implementing E-Learning Designed Courses in General Education
Implementing E-Learning Designed Courses in General Education Prasart Nuangchalerm 1, Krissada Sukkhamduang 2, Suleeporn Uhwa 2, Pacharawit Chansirisira 3 1 Department of Curriculum and Instruction, FacultyMore information
School of Accounting Florida International University Strategic Plan 2012-2017
School of Accounting Florida International University Strategic Plan 2012-2017 As Florida International University implements its Worlds Ahead strategic plan, the School of Accounting (SOA) will pursueMore information
Study Program Handbook International Business Administration
Study Program Handbook International Business Administration Bachelor of Arts Jacobs University Undergraduate Handbook IBA - Matriculation Fall 2015 Page: ii Contents 1 The International Business AdministrationMore information
Motivational Factors Affecting Entrepreneurial Decision: A Comparison between Malaysian Women Entrepreneurs and Women Non Entrepreneurs
85 Motivational Factors Affecting Entrepreneurial Decision: A Comparison between Malaysian Women Entrepreneurs and Women Non Entrepreneurs Kavitha Raman, Anantharaman, R.N. Faculty of Business and Law,More information
Management Fundamentals in Healthcare Organizations
Management Fundamentals in Healthcare Organizations University of Minnesota School of Public Health LEARNING MODEL The learning model underlying the Management Fundamentals Certificate is an applicationMore information
DEFIANCE COLLEGE Business Department Strategic Plan 2013-2016. Mission Statement
DEFIANCE COLLEGE Strategic Plan 2013-2016 The at Defiance is part of the Division of Business, Education, and Social Work. The department includes majors in Business Administration and Accounting; minorsMore information
An Exploratory Study on the Implementation of POPBL among Lecturers of Higher Education Institutions in Malaysia.
The 4 th International Research Symposium on Problem-Based Learning (IRSPBL) 2013 An Exploratory Study on the Implementation of POPBL among Lecturers of Higher Education Institutions in Malaysia. Wan AzizunMore information
Management School. MSc/PG Dip/PG Cert. MSc Business and Management. University of Stirling Management School
Management School MSc/PG Dip/PG Cert MSc Business and Management University of Stirling Management School I am passionate about helping our students to excel and achieve whatever they wish in their careers.More information
Developing and Validating Customer Relationship Management (CRM) Practices Construct
International Journal of Business and Behavioral Sciences Vol., No.; January 0 Developing and Validating Customer Relationship Management (CRM) Practices Construct Zuliana Zulkifli, *Izah Mohd Tahir FacultyMore information
Revisioning Graduate Teacher Education in North Carolina Master of Arts in Elementary Education Appalachian State University
Revisioning Graduate Teacher Education in North Carolina Master of Arts in Elementary Education Appalachian State University A. A description of how the proposed program has been revisioned to reflectMore information
International Journal of Scientific & Engineering Research Volume 3, Issue 8, August-2012 1 ISSN 2229-5518
International Journal of Scientific & Engineering Research Volume 3, Issue 8, August-2012 1 Role of Interactive Computer Programming Courseware in Facilitating Teaching and Learning Process Based on PerceptionMore information
MISSION / VISION / VALUES FRAMEWORK The Mission / Vision / Values Framework builds on the strengths of Concordia today and provides the vision and strategies to build an even stronger and more vital ConcordiaMore information
User Acceptance of a Key Performance Indicators Monitoring System (KPI-MS) in Higher Education: An Application of the Technology Acceptance Model
2011 2nd International Conference on Education and Management Technology IPEDR vol.13 (2011) (2011) IACSIT Press, Singapore User Acceptance of a Key Performance Indicators Monitoring System (KPI-MS) inMore information
Applying Elements of Outdoor Education in Teacher Education Innovation
Asian Social Science; Vol. 9, No. 16; 2013 ISSN 1911-2017 E-ISSN 1911-2025 Published by Canadian Center of Science and Education Applying Elements of Outdoor Education in Teacher Education Innovation MohdMore information
EXECUTIVE MASTER IN. Increasing corporate value in today s complex digital world through reputation management and communication with stakeholders.
EXECUTIVE MASTER IN CORPORATE COMMUNICATION Increasing corporate value in today s complex digital world through reputation management and communication with stakeholders. COURSE DESCRIPTION At a GlanceMore information
MALAYSIAN QUALIFICATIONS FRAMEWORK. Point of Reference and Joint Understanding of Higher Education Qualifications in Malaysia
MALAYSIAN QUALIFICATIONS FRAMEWORK Point of Reference and Joint Understanding of Higher Education Qualifications in Malaysia CONTENTS Glossary PAGE ii INTRODUCTION Definition and Features 1 Benefits 1More information
The University of Toledo College of Engineering. Strategic Directions 2005-2015
The University of Toledo College of Engineering Strategic Directions 2005-2015 November 9, 2005 The University of Toledo College of Engineering Strategic Directions 2005-2015 Table of Contents EXECUTIVEMore information
at Cologne Business School
www.cbs.de/en MBA and EMBA Programmes at Cologne Business School Academic excellence Cologne Business School Who we are The Hallmarks of a CBS Education CBS offrers students a rigorous and forward-mindedMore information
Programme Curriculum for Master Programme in Entrepreneurship
Programme Curriculum for Master Programme in Entrepreneurship 1. Identification Name of programme Master Programme in Entrepreneurship Scope of programme 60 ECTS Level Master level Programme code DecisionMore information
Implementing Entrepreneurship Programs Utilizing a Change Management Model
Implementing Entrepreneurship Programs Utilizing a Change Management Model Presented By Mary M. Secor Executive Director of Workplace Learning Crisis Prevention Institute email@example.com ImplementationMore information
Curriculum Proposal Training Assessment Forms Center for Teaching and Learning
Curriculum Proposal Training Assessment Forms Center for Teaching and Learning Monica Varner, Ph.D. Director of Assessment and Institutional Effectiveness and Center for Teaching and Learning AssociateMore information
SETARA: Malaysian Experience with Rating. Muhamad Jantan Director, Institutional Development Division, UNIVERSITI SAINS MALAYSIA PENANG
SETARA: Malaysian Experience with Rating Muhamad Jantan Director, Institutional Development Division, UNIVERSITI SAINS MALAYSIA PENANG AGENDA Introductory Remarks Malaysia Socio-Economic Profiles CurrentMore information
International Conference Roles of Islamic Studies in Post Globalized Societies 21 st -23 rd December 2010 www.cis.psu.ac.th/rispgso THE ROLES OF THE ISLAMIC STUDIES PROGRAMS OF THE NATIONAL UNIVERSITYMore information
GLOBAL REPUTATION. PROVEN IMPACT. The Kelley Evening MBA Offering today s working professionals a unique, graduate learning experience, the Kelley School of Business Evening MBA program is nationally recognizedMore information
A CASE STUDY ON SECONDARY SCHOOL STUDENTS RELUCTANCE IN SEEKING COUNSELLING. Mohd Aizat Omar Mohd Shukri Hussin Izzah Farhani Md Khalid ABSTRACT
A CASE STUDY ON SECONDARY SCHOOL STUDENTS RELUCTANCE IN SEEKING COUNSELLING by Mohd Aizat Omar Mohd Shukri Hussin Izzah Farhani Md Khalid ABSTRACT The purpose of this study was to investigate secondaryMore information
INDIAN INSTITUTE OF PLANTATION MANAGEMENT BANGALORE (An Autonomous Organization Promoted by the Ministry of Commerce & Industry, GOI) BACKGROUND Offers a uniquely designed POST GRADUATE CERTIFICATE INMore information
Management information systems development for the Office of the President of Nakhon Phanom University
Management information systems development for the Office of the President of Nakhon Phanom University ABSTRACT Prayoon Teppitaksak Mahasarakham University Kowat Tesaputa Mahasakham University SurithongMore information
Curriculum for The Master of Science Programme in Technology in Entrepreneurial Engineering
The Faculty of Engineering and Science The Study Board for Industry and Global Business Development Curriculum for The Master of Science Programme in Technology in Entrepreneurial Engineering Aalborg UniversityMore information
Master of Arts in Criminal Justice
Mission The mission of the Curry College Master of Arts in (MACJ) program is to provide students with the intellectual and pragmatic skills needed to become effective leaders, reflective practitioners,More information
Total Quality Management in the Malaysian Automobile Industry
Total Quality Management in the Malaysian Automobile Industry Ismah Osman Faculty of Business Management, Universiti Teknologi MARA 40450, Shah Alam, Selangor, Malaysia Tel: 60-3-554-4446 E-mail: firstname.lastname@example.com information
PRO-NET. A Publication of Building Professional Development Partnerships for Adult Educators Project. April 2001
Management Competencies and Sample Indicators for the Improvement of Adult Education Programs A Publication of Building Professional Development Partnerships for Adult Educators Project PRO-NET April 2001More information


text:
Green Polypropylene Injection Molding Plastic Rapid Prototyping
How to make the transparent with color paint ?
1: CNC machining ?
It is ok ,but cost expensive because polishing step time so long .this step increase the cost ,
2: 3D printing ?
So expensive and not good effect .
3: Vacuum casting (Best way and good effect achieve)
advantage: Cheap price
Good effect .can be matter and gloss
Fast making . make the original parts by cnc machining ,and then vacuum casting .it would be
faster if the quantity more then 10pcs.
So if something which cannot made by cnc machining ,but it need to transparent .we think the best way is
vacuum cacsting .
Why choose us ?
1. High quality
2. Prototype factory directly
3. Advanced tecnology and equipment .
4. Certificate : ISO9001:2008
Green Polypropylene Injection Molding Plastic Rapid Prototyping Images

subset: commoncrawl


text:
Aero Marine PR CRYSTAL CLEAR
Professional Grade Windshield Cleaning Products To The Marine Industry
Aero-Marine, LLC Introduces AM CRYSTAL CLEAR Professional Grade Windshield Cleaning Products To The Marine Industry
Ontario, Calif. August 15, 2011 Aero-Marine, LLC the Leading Optical Clarity manufacturer of Custom Acrylic Windshields for the Power Boating/Marine Industry has introduced a full line of cleaning products to help boating enthusiasts clean and protect their windshields.
The full line of products includes:
Step 1 - AM CRYSTAL CLEAR Plastic Cleaner - cleans the dirt, water spots and fingerprints, etc. from the windshield or plastic application.
Step 2 - AM CRYSTAL CLEAR Plastic Finishing Wax seals the clean windshield or plastic application.
Carmen Bélanger-Martin, President of Aero-Marine, LLC has worked with chemists for several months to develop the AM CRYSTAL CLEAR Plastic Cleaner and AM CRYSTAL CLEAR Finishing Wax product line. Over the years I received requests from manufacturers and boating enthusiasts on how to care for their windshields, canopies or automotive moon roofs. It was important to provide a solution that would be easy to use, affordable and would actually do the job right. The AM CRYSTAL CLEAR product line answers as well as provides a solution to all of their questions on preserving and caring for their windshield or plastic applications.
To purchase AM CRYSTAL CLEAR Plastic Cleaner and AM CRYSTAL CLEAR Plastic Finishing Wax go to www.aeromarineone.com or contact Aero-Marine: 909.947.7133 or [email protected] for pricing information.
Last edited by KennyOffShore; 08-26-2011 at 02:22 PM.
« Previous Thread | Next Thread »
You may not post new threads
You may not post replies
You may not post attachments
You may not edit your posts
BB code is On
Smilies are On
[IMG] code is On
HTML code is On
Trackbacks are On
Pingbacks are On
Refbacks are On
Linear Mode


text:
ret1 is a Man interested in meeting Women for: Fetish, Groupsex, Sexual Relations, Online Flirting, Other
Laid back guy,looking to meet ppl and have a good time but it seems like im talking to the same person with different faces.i dunno but pls dont waste ur time and mine cuz i will not email u at ur hotmail address for u to get it sooner,wonder where they come up with those transperent lies anyways im not about the bs or games just wanna chill, meet ppl, and have a good time. Holla if ur real if not dont sweatit.Peace
just here to meetup and have a good time dont wanna be redirected to register somewhere else to talk, so if ur real and want to keep it real feel free lets have a GOOOOOOOOO ...
|Tell you later
|Fords, New Jersey
|Body Type
|Tell You Later
|Hair Color
|Tell You Later
|Eye Color
|Tell You Later
|Tell You Later
Register Free - A Limited Time Offer
Find similar Men looking for fun in Fords!
RudeBway141 / 28
jack.black04 / 29
Thousands of new members sign up and create adult dating profiles every day so if your looking for sexy singles, join now and contact fellow Fling members looking to hook up and get laid tonight. Use our award winning, real-time video chat to get acquainted before you meet in person, or watch webcams that allow you to party with members live. Our mission is to make it easy and safe for you to browse personals, share photos and meet others online in Fords, New Jersey.
Once you're a member, you can share sexy pic, explore fantasies, hang out in our live video webcam chat, and browse through our database of millions of members for swingers and singles looking for dates. Fling takes extra precautions to make sure you're only chatting with real, verified people in Fords. Find your fling right now!
Browse Members in Fords
Hookup with ret1 in Fords


text: Ingredients 1 sheet puff pastry, thawed in the refrigerator overnight 4 asparagus spears, hard ends removed and cut into 3-inch by 1/4-inch matchsticks 2 medium carrots, peeled and cut into 3-inch by 1/4-inch matchsticks 2 leeks, white and light green parts only, cut into 3-inch by 1/4-inch matchsticks 4 large eggs 1/2 cup plain Greek yogurt 2 tablespoons Dijon mustard 2 tablespoons whole grain mustard 1/4 teaspoon kosher salt 1/4 teaspoon black pepper Directions Place rack in center of oven and preheat oven to 400 degrees F. Line a large baking sheet with parchment paper or a silpat mat. Spray a 10-inch tart pan or shallow pie dish with non-stick cooking spray. On a lightly floured surface, roll the pastry into a 13-inch square. Fit pastry into the prepared dish, press into place and trim off any excess that flows over the top. (I like to do this by running a rolling pin right across the top of the pan). Line the pastry with foil, pressing the foil directly on the pastry's surface, then fill with pie weights or dry beans. Bake for 10 minutes, then remove from oven. Remove foil and weights. Let cool. Increase oven temperature to 425 degrees F. Place a steamer basket in a large saucepan, then fill the pan with water so that it nearly reaches but does not quite touch the steamer basket. Cover saucepan and bring to a boil, then drop in the cut asparagus, carrots, and leeks. Cover and let steam until the vegetables are easily pierced with a knife, about 5 minutes. Remove from saucepan, drain, and pat dry. In a medium bowl, whisk together the eggs, yogurt, Dijon mustard, whole grain mustard, salt and pepper. Set the prebaked pastry on the prepared baking sheet if it is not there already. Pour in the egg filling, then arrange the vegetables on top. Bake quiche for 20-25 minutes, until evenly puffed and lightly golden and a knife inserted in the center comes out clean. Transfer to a cooling rack and let rest 5 minutes before slicing. Serve warm or at room temperature.


text:
Laura Childs
Gunpowder Green
Laura Childs
Gunpowder Green
Release Date: 3/5/2002
LIST PRICE: $7.99 (you save $1.60)
Tea shop owner Theodosia Browning knows that something's brewing in the high society of Charleston—something other than her newest tea…
The Indigo Tea Shop, Charleston's favorite spot of tea, has just come out with its latest flavor: Gunpowder Green. Theodosia Browning cannot wait to hear its praises as it is unveiled at the annual yacht race. But when she hears the crack of an antique gun meant to end the race, a member of Charleston's elite falls dead. Theodosia has a hunch that his demise was no accident—and will go out of her way to prove it. But if she doesn't act fast, Theo will find herself in hot water with some boiling-mad Charlestonians—and more than a little gun-chai…
Includes a delicious recipe and tea-making tips!
"This mystery series could single-handedly propel the tea shop business in this country to the status of wine bars and bustling coffee houses."—Buon Gusto, Minneapolis, MN
"Engages the audience from the start…Laura Childs provides the right combination between tidbits on tea and an amateur sleuth cozy that will send readers seeking a cup of Death By Darjeeling, the series previous novel."—Midwest Book Review


text:
Arlene H. Berry
A Penetrating Analysis
of Corruption
HEALTHCARE System..!
The truth about Corruption in the Ministry of Community Safety and Correctional Services via the Office of the Chief Coroner for Ontario: This Ministry's mandate is a commitment to "ensuring that Ontario's communities are supported and protected by law enforcement and public safety systems that are safe, secure, effective, efficient and accountable". This of course is bullshit. In fact, nothing could be further from the truth.
Ontario has a long and sad history of socially unacceptable medical corruption and criminal coverup under shield of the College of Physicians and Surgeons of Ontario that has sought to institutionalize rip-offs with OHIP, and to keep sick people sick and their families oblivious to it, and to shield bad doctors from medical procedure mistake(s) and criminal accountability.
Make No Mistake: Medical Errors Can Be Deadly Serious.
Neither the government, the medical profession, nor the press desire to lift the manhole cover on this Sewer of corruption, needless suffering, and unnecessary deaths. Perhaps it's time they had their moral codes thoroughly overhauled.
Shame: A Major Reason Why Most Medical Doctors Don't Change Their Views
When medical science abandons safe medical practices for highly dangerous ones we have a serious situation that we need to look at under a microscope.
A definitive review and close reading of medical peer-review journals, and government health statistics shows that Canadian and American medicine frequently causes more harm than good. Perhaps the words "health care" give us the illusion that medicine is about health. Allopathic medicine is not a purveyor of healthcare but of disease-care.
Iatrogenic means "caused by medical treatment". The term iatro comes from the Greek word "iatros", for medical or medicinal.
Iatrogenic death occurs when people die due to errors or negligence caused by doctors and pharmacists. Thousands of patients in our hospitals or under doctors care die annually and scores of others suffer serious injury because of medical "mistakes" and "doctor-caused" injury and illness is clearly the leading cause of death in Canada. All Canadians should be outraged at this monstrous wasting of human life.
It is estimated that one in every 200 patients in our hospitals has an iatrogenic death annually, even homicide can go undetected because autopsies are not being performed and there are no safeguards in place. The truth is that many diseases, including cancer can be traced to "iatrogenic" causes. In fact, more patients die from the treatments they receive than from the malaise doctors so dubiously seek to cure, with iatrogenic deaths attributed to "natural, non-specific or undetermined" causes.
Since fewer than 10 percent of medical mistakes are reported to hospital authorities, or any other authorities for that matter, the patients, or their families are never told that the injuries were caused by the doctors. That means greater than 90 percent of iatrogenic deaths go undiscovered, hence no disciplinary action is ever taken on any of the doctors involved in these incidents. It is also a measure of honesty and integrity in the medical profession, a profession that has its roots in occult formulas, medieval magic, and quackery of all kinds.
The 1960's saw physicians in Canada go on strike and the mortality rate dropped.
Beware of the backstage workings of Ontario's medical establishment, and in particular, the College of Physicians and Surgeons of Ontario and its conflicting interest relationship with the Office of the province's Chief Coroner.
That the purpose of a coroner's investigation is to determine cause of death, or that the prime function of the coroner's office is to prevent deaths is grossly misrepresented. Alarmingly, the Coroner's Act precludes coroners from finding fault or assigning blame, a perversion incorporated into the Act to "shield" bad doctors from medical wrongdoing.
The truth is that the coroner's office is used as a dumping ground for cases embarrassing either to the government or the medical profession, as in the case of Arlene H. Berry, who died suddenly, and unexpectedly at the age of 41. She was the victim of a horrific chain of medical negligence that is nothing short of criminal. No autopsy was performed. A family request for a formal inquest was also denied.
That it is still possible to bury things in the coroner's office is both shocking and appalling. My experience with the coroner is that this office is "totally corrupt", and involved in "massive coverups" of it's own, primarily involving iatrogenic (doctor-caused) deaths. One might ask how many iatrogenic deaths are uncovered as a direct result of a coroner's investigation? How many reported by the office of the Chief Coroner in his annual report? The answer is NONE.
According to a CMAJ-JAMC report on medical ethics "The profession has accepted that dishonesty is necessary because of the dire consequences of being truthful."
Among disgraceful physicians attached to the public purse include more than 400 appointed local "cash-for-life" (up to age 70) coroners throughout the province who report to the regional coroner who ultimately reports to the chief coroner of Ontario.
Although a coroner's responsibility is to the public, his allegiance is first to the government and medical profession, corruption notwithstanding.
"The coroner's office has been regarded for too many years as a "convenient rug under which embarrassing cases could be swept, safely hidden from public scrutiny."
- Dr. Morton Shulman - Taken from his books entitled: Can't Somebody Shut Him Up? - Shulman, Morton Dr. & Kastner, Susan and Coroner.
The coroner's office works under a "cloak of secrecy". They tell the police, the press, and the public only what they want them to know. Downplaying by omission is common since the basic selection/omission process necessarily omits what they don't want the public to know, with coverups and criticisms suppressed.
The coroner perceives his findings to be unalterable. One might argue that such findings are not credible because no matter what the facts, he would still conclude no findings of medical wrongdoing, evidence of altered and falsified medical records notwithstanding.
The purpose of an inquest is not only to determine the cause of death, but look for ways to prevent similar deaths in future. To hold an inquest means hearing evidence from all of the witnesses who have information about a death. The decision not to hold an inquest is up to the coroner, but dirty politics dictate the course of that direction, with determination of holding an inquest at the whim of the coroner, and those who pull his string, akin to censorship, and "concealment".
The coroner regards an inquest "unnecessary" whenever there is a likelihood that the public will become enraged because they are afraid of the anger and embarrassment that will result - consider a few iatrogenic causes: Iatrogenic death by Water Intoxication, or Dehydration, Acute Pulmonary Oxygen Toxicity, Oxygen Depravation, SIRS and SEPSIS due to clinical insult, Drug Induced Cardiomyopathy with contraindicated medications, Withholding Life Support and scores of medical secret methods employed by doctors and nurses to kill their patients to coverup their negligence, or outright stupidity.
"In one case, an effort was made by an official of the Attorney General's department to hand pick an inquest jury, by-passing the normal selection system. One proposed juror was connected with the company involved in the death under investigation."
- Dr. Morton Shulman
If common sense prevails, medical opinion must be logically sustainable, but most often it is not, and so is seen to be flawed. If medical opinion were to be accepted without scrutiny, health professionals could legislate themselves right out of liability for negligence. For this reason multiple medico-legal opinions are sometimes necessary. To compound the problem, one cannot find a doctor who will testify against another doctor, and the coroner's office is no exception. They all belong to the same fraternity of freebooters that focuses on use of deception, dishonesty and outright lies to protect "it's own".
Coroners rely explicitly on the opinion of others, because they have none of their own. The bald truth is that specialists in a given field are "not always expert in that field". What they don't understand is what they are too lazy or incompetent to find out, Dr. McLellan.
As a death investigator, the coroner, with his immature posture of infallibility does not have first hand knowledge of the topic on which he professes to affirm, yet he concurs with opinions of others that lie outside the field of his own expertise, with his own opinion, if he had one, being of secondary value.
Bias is the single most serious problem when dealing with expert opinion and doctors are the worst offenders. There is no such thing as an unbiased expert, and scientific misconduct goes far beyond discriminating against ethnic groups to include targeting the "have-nots" of society. Lawyers often regard certain doctors as "hired guns", who take cash for comment.
The coroner, in his biased efforts to prejudice the results of his investigation does not give his "hand-picked" expert all of the facts. All communication is limited, slanted, or biased to include or exclude relevant information. But omission can also be used as a deliberate way of concealing. By withholding vital information, such as iatrogenic radiation injury to the nervous system, for example, he tells the expert only what he wants him to know. The expert knows this, and so analyses and returns his opinion according to data input.
With a simple "meeting of the minds", the expert proceeds to tailor or lard the report to justify the opinion that is in his opinion, being sought, often using parallel links in the given theory to obfuscate the truth.
While pretending to educate the coroner in the technical matters at hand, the objective of the biased expert is to make it appear as though the coroner understands the technical issues, while also giving as little information as possible.
Once there is a perception of understanding the expert infers from the opinion expressed that the coroner is the one making an independent decision and that his opinion will be correct rather than just agreeing with him. Of course this is just theatre which allows professional bias to skew the results.
"The opinions expressed herein by the author do not necessarily take into account all the facts and circumstances surrounding the death."
"The final conclusions of the Coroner's investigation may differ significantly from the opinion expressed herein".
Further findings suggest that expert opinion, in the absence of consensus "evidence-based medicine", and published literature, is totally worthless.
A medical expert renders his opinion in his own "self-serving" interest, given his own values, and how much credence should be given to such opinion may well be subject to debate. It is in the analysis of "self-interest" that values most clearly play their role. For example, the coroner's expert invariably has insinuated himself into a case or "conspiracy" for money, some with "revolving door" payoffs.
The coroner in his "dubious" dealings with other doctors would invariably have wheedled himself, predictably, upon the favours of one or more of his self-aggrandize and flatter colleaugues, i.e., classmate or golfing buddy, or other conflicting interest minion he knows personally due to being involved with one doctor or hospital or another, such as from Sunnybrook Hospital, for example, Dr. McLellan.
One might ask whether it is possible, in his field of expertise for legitimate differences of opinion to occur between qualified experts. Since the answer is invariably "yes", the opinion expressed is not necessarily the correct one, is it? The expert therefore is not a wholly dependable source of information.
Any medical professional who, in rendering his opinion as to cause of death, volunteers his unsolicited belief as to another doctor's conduct or standard of care, finding in favour of his fellow colleague invites being labeled retrospectively with the most nefarious motive.
In this regard, one might well ask what is the frequency with which such expert sells his opinion for monetary gain, including the side for which he predominantly finds, and whether he consistently finds in favour of his fellow colleagues. One might also ask what is his relationship to the coroner.
As can be seen, the coroner's expert is, if not a charlatan, at least not what he is purported to be. In fact, he is nothing more than a paid shill and thus unworthy of belief. Indeed there is no need for him to show up at the coroner's office - he would simply have mailed his opinion together with his time and charges.
Coroners are keen to play a role in decision-making but generally lacking when it comes to problem solving where expediency is a "means-end". Being closed minded may predispose.
The coroner sometimes uses the police to assist with an investigation, but the police rely on the coroners to interpret what they have uncovered. The coroner has no expertise in forensic science and the police have none in medicine. They tell each other only what they want each other to know. The coroner has the final say and will say what he is told to say by the hierarchy. Coroners neither investigate a complaint thoroughly, impartially, or accurately, unless considerable legal and public pressure is brought to bear. And in the absence of an autopsy or fact-finding post mortem, a coroner's report can be a mixture of half-truths and bald falsehoods.
Much about what we have come to learn about disease, including statistical information, was discovered and confirmed through autopsies. But as it now stands, doctors seek to confirm their findings through human experimentation, i.e., by trial and error, using unsuspecting patients as their test subjects.
Autopsy findings help measure the overall quality of care in a hospital and community. But autopsies are seldom performed, except in medico-legal cases or where they are specifically requested, and in fact doctors try to discourage them, usually because they themselves have something to hide.
Coroners don't do post-mortems, they know almost nothing about pathology. They are performed by a pathologist, who reports his findings to the "attending" physician. Talk about a "conflict of interest" should the attending physician or medical negligence be at fault.
Coroners are a partisan group of professional disinformation artists with a vested interest concealed behind a neutral, bland, inoffensive name who tend to operate in self-congratulatory and complementary packs or teams whose prime function is to prevent rational and complete examination of evidence which would hang them or any of their self-aggrandize and flatter colleagues. They are white coats in black hats acting as provincial government officials, licenced to practice ignorance, mayhem and unpardonable blunder with immunity from liability for wrongdoing.
Coroners, as with other physicians, are incredibly polished, and they are all charmers, but they are basically narrow, shallow people who don't give a damn about iatrogenic death, or the pain and suffering that doctors have caused. Further findings suggest that coroners, like many other doctors, suffer from metacognitive skill deficit disorder, a syndrome that spans a broad continuum of metacognitive incompetence or lack of capacity to distinguish accuracy from error. Not only do these doctors reach erroneous conclusions and make bad choices, but their incompetence robs them of the metacognitive ability to realize it. Faulty reasoning may predispose.
With iatrogenic death falsely ascribed to illness, chalked up to natural, non-specific or undetermined causes, skewed by indiscreet investigative case histories, medical omission and bold-faced lies (to include falsified information on death certificates) undoubtedly surfeit and permeate the coroner's files with disgust to excess.
Ontario's coroners have adopted as their motto "We Speak For The Dead To Protect The Living", a quotation from Thomas D'Arcy McGee, a journalist and poet as well as a politician. In my opinion, if the dead could speak there would be dire consequences for the living, and many Canadian doctors would be facing "prison terms".
That the "Office of the Chief Coroner for Ontario serves the living through high quality death investigations and inquests to ensure that no death will be overlooked, concealed or ignored", is an insult to one's intelligence - an absolute afront to one's dignity. The truth is that the Coroner's office only supervises inquiries into deaths of persons "other than those under medical attention" at time of death. In short, Ontario's doctors can thus get away with murder, and they do indeed. The philosophy "don't cause any trouble for the government and especially not for the medical profession" is the philosophy of the Ontario government.
Mike Harris gutted the health care system in Ontario and used those monies to grease the political cogwheel, to feather his own nest and squandered the rest to the detriment of health care throughout the province, precipitating a rash of doctor-caused illness and untold deaths in hospitalized patients.
If the truth be known, the elite in Ontario are effectively immune to law. The law is a tool (as is the office of the Chief Coroner) to serve the ends of the powerful, where selective enforcement is the norm.
Bad policies based on misguided notions and a patronizing, pseudo-moralizing Harris government paternalism have produced disastrous consequences for health care in Ontario. Corrupt politicians and cabinet ministers cynically exploit the resulting suffering to maintain their positions of power, reinforcing their misguided policies. Police on the street end up bearing the brunt of selective enforcement due to political intervention, and political ass kissing while innocent lives are being destroyed and hideous crimes are being committed by bad doctors and nurses , in the name of "medicine".
The modern physician has already become one of man's most potent killers and cripplers, and iatrogenic (doctor-caused) disease is in effect epidemic.
In failing to exercise simple prudence to protect the public from medical atrocities, the Ontario government itself is criminally negligent.
The reason police investigations into medical negligence and mishaps involving criminal negligence cases are not especially effective, is that their investigators are either uninformed, ignorant, or completely outclassed by a group of professional disinformation artists (liars), trained to subvert justice. It is the disinformation artists and those who pull their strings who have a vested motive for concealing the truth. Further findings suggest that the outcome of any meaningful investigation into doctor-caused death is "dictated" by the extent of political intervention, and cover-ups go straight to the top, the Attorney General of Ontario, et al.
Although the medical disciplinary machinery exists, it does not function due to dysfunctions in the self-regulatory system overrun by unchecked abuse.
Self-regulation is a failure. Despite record numbers of complaints against bad doctors to official bodies and severe criticism from the press, the government has never taken serious action against the College. Why?
The annals of medico-legal literature on civil malpractice and litigation are comprehensive, each bearing another gothic medical horror story.
In May of 2001, "The Toronto Star began undertaking a serious investigation into the College and exposed that 99% of all complaints are either dismissed or handled in secrecy."
"My experience with this system is that this agency is totally corrupt, and involved in massive coverups... The investigators who handle the complaints for the College of Physicians and Surgeons are either uninformed, ignorant or criminal in their investigations." Thunder Bay On-line
The Toronto Star - recent multiple front page headline series, How System Helps Shield Bad Doctors (May 5-7, 2001 and follow-ups) revealed heart-wrenching butchery, incompetence and coverups."
What we need is a sustained, non-partisan political consensus to clean out the medical establishment's dirty secrets, give all victims of medical malpractice redress, punish medical negligence, dispense with self-regulation, police the doctors, turn coronership over to the electorate, and start fresh without the baggage of secret, unacknowledged medical atrocities.
"A pier review against an incompetent or corrupt physician is composed primarily of equally incompetent or corrupt pier review pannels. The medical complaints system in Ontario is cloaked in secrecy." - Malcolm Everett
Get The Facts
Truths, Half-truths & Lies.
Health Care Truths
Demon Doctors Physicians as Serial Killers
Canada Supreme Court Sends "Mercy Killer" to Jail
Dangerous Doctors: How to Find Them Before They Kill You
Doctors' Strike: Death Rates Fall
Doctors can carry dangerous bugs from patient to patient ...
Iatrogenic Death Fred Foldvary
White Wall of Silence...
Book Details - Wall of Silence
Disposing of patients to protect doctors
Breaking Down the Wall of Silence by Alice Miller and Simon Worrall
Killer Doctors
The Politics of DEATH
Under Siege | canada.com Network
canada health scientists - DRUG Safety Whistleblowers In Canada
Medico-legal Conspiracies & Medical Fraud - exposed
Cancer quackery exposed - Don't be fooled by shady doctors
MDs , ALLOPATHIC MEDICINE , IATROGENIC DISEASE , MALPRACTICE AND ...
CQ - Canadian Quackery Watch -
THE POISONED NEEDLE by Eleanor McBean
If doctors don't understand ethics, it's time to start teaching them...
Addendum - Re: The Arlene Berry Death Coverup
Rx for Injustice!
Coroner orders review of Toronto pathologist. It seems clear, Ontario's Chief Coroner should be reviewed!


text:
Hi guys,
My surgeon tells me that he will be putting me in a body brace after my revision surgery to help protect my torso and to give my body a little nudge to remember that this is the position everything is supposed to be in :-)
I never had a cast or body brace when I was younger or after my scoliosis surgery in 1997 so don't really know what to expect.
Is anyone currently in a brace having just had scoliosis surgery?
I'm sure I'll find out when it happens but I was wondering the weight of a normal brace, length, feel etc. Does it go around your body or do you put your arms through it and put it on like a vest, does it rub your skin so that you need a thin vest underneath the brace?
Thanks to anyone that posts