Sample records for impact development practices
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NASA Astrophysics Data System (ADS)
Shafique, Muhammad; Kim, Reeho
2017-06-01
Low impact development (LID)/green infrastructure (GI) practices have been identified as the sustainable practices of managing the stormwater in urban areas. Due to the increasing population, most of the cities are more developing which results in the change of natural area into impervious areas (roads, buildings etc.). Moreover, urbanization and climate change are causing many water-related problems and making over cities unsafe and insecure. Under these circumstances, there is a need to introduce new stormwater management practices into developed cities to reduce the adverse impacts of urbanization. For this purpose, retrofitting low impact development practices demands more attention to reduce these water-related problems and trying to make our cities sustainable. In developed areas, there is a little space is available for the retrofitting of LID practices for the stormwater management. Therefore, the selection of an appropriate place to retrofitting LID practices needs more concern. This paper describes the successfully applied retrofitting LID practices around the globe. It also includes the process of applying retrofitting LID practices at the suitable place with the suitable combination. Optimal places for the retrofitting of different LID practices are also mentioned. This paper also highlights the barriers and potential solutions of retrofitting LID practices in urban areas.
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Enhancing a rainfall-runoff model to assess the impacts of BMPs and LID practices on storm runoff.
Liu, Yaoze; Ahiablame, Laurent M; Bralts, Vincent F; Engel, Bernard A
2015-01-01
Best management practices (BMPs) and low impact development (LID) practices are increasingly being used as stormwater management techniques to reduce the impacts of urban development on hydrology and water quality. To assist planners and decision-makers at various stages of development projects (planning, implementation, and evaluation), user-friendly tools are needed to assess the effectiveness of BMPs and LID practices. This study describes a simple tool, the Long-Term Hydrologic Impact Assessment-LID (L-THIA-LID), which is enhanced with additional BMPs and LID practices, improved approaches to estimate hydrology and water quality, and representation of practices in series (meaning combined implementation). The tool was used to evaluate the performance of BMPs and LID practices individually and in series with 30 years of daily rainfall data in four types of idealized land use units and watersheds (low density residential, high density residential, industrial, and commercial). Simulation results were compared with the results of other published studies. The simulated results showed that reductions in runoff volume and pollutant loads after implementing BMPs and LID practices, both individually and in series, were comparable with the observed impacts of these practices. The L-THIA-LID 2.0 model is capable of assisting decision makers in evaluating environmental impacts of BMPs and LID practices, thereby improving the effectiveness of stormwater management decisions. Copyright © 2014 Elsevier Ltd. All rights reserved.
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ERIC Educational Resources Information Center
McCulloch, Alistair; Loeser, Cassandra
2016-01-01
Supervisor induction and continued professional development programmes constitute good practice and are enshrined in institutional policies and national codes of practice. However, there is little evidence about whether they have an impact on either supervisors' learning or day-to-day practice. Set in a discussion of previous literature, this…
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New tools and functionality have been incorporated into the Automated Geospatial Watershed Assessment Tool (AGWA) to assess the impact of urban growth and evaluate the effects of low impact development (LID) practices. AGWA (see: www.tucson.ars.ag.gov/agwa or http://www.epa.gov...
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Modeling Low Impact Development Alternatives with SWIMM
The U.S. Environmental Protection Agency’s Office of Water (OW) is actively promoting the use of Low Impact Development (LID) practices to help protect and restore water quality in urban and developing areas. Such practices support the concepts of green infrastructure and sustain...
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ERIC Educational Resources Information Center
Alkaher, Iris; Avissar, Ilana
2018-01-01
This study focuses on the impact of a sustainability leadership development program (SLDP) designed to develop staff members as leaders who encourage sustainability practices within institutions of higher education (IHE). Using the framework of community of practice (CoP), we explored the program's contribution by interviewing 16 staff members who…
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The Impact of a Staff Development Offering on Nursing Practice.
ERIC Educational Resources Information Center
Foglesong, Dianne H.
1983-01-01
Describes a problem-focused audit used to measure the impact of a staff development offering on pain relief. Concludes that the audit provided concrete evidence that the class on pain did influence nursing practice and affected patients directly. (NRJ)
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ERIC Educational Resources Information Center
Cook, Tina; Boote, Jonathan; Buckley, Nicola; Vougioukalou, Sofia; Wright, Michael
2017-01-01
Action research has been characterised as systematic enquiry into practice, undertaken by those involved, with the aim changing and improving that practice: an approach designed to have impact. Whilst much has been written about the process and practice of "researching," historically "impact" has been somewhat taken for…
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Connecting to Experience: High-Impact Practices for Leadership Development.
Priest, Kerry L; Clegorne, Nicholas A
2015-01-01
Leadership educators can leverage high-impact experiences to enhance student leadership development. This chapter describes three key practices--sociocultural conversations with peers, mentoring, and membership in off-campus organizations--as levers of leadership learning. Illustrations of the practice in context and reflections from practitioners and students are also included. The chapter concludes with considerations of context, developmental readiness, and best practices of experiential education. © 2015 Wiley Periodicals, Inc., A Wiley Company.
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Novel Use of Time Domain Reflectometry in Infiltration-based Low Impact Development Practices
Low impact development (LID) practices are structures that intercept stormwater runoff and infiltrate it through a range of media types, including aggregate, rain garden media, and underlying soils. Hydrologic performance is typically evaluated by comparing inlet and underdrain o...
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ERIC Educational Resources Information Center
Ciuffetelli Parker, Darlene
2017-01-01
The study examines the impact of professional development on the topic of poverty in one high poverty school community located in a small city in southern Ontario, Canada. It considers narrative-based experiences of teachers' collaborative inquiry on literacy practices after a significant amount of professional development was provided to…
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Measuring the Impact of a Community of Practice in Aboriginal Health
ERIC Educational Resources Information Center
Delbridge, Robyn; Wilson, Annabelle; Palermo, Claire
2018-01-01
Effective strategies to enhance the competence of practising health professionals are limited. Communities of Practice are proposed as strategy, yet little is known about their ability to develop cultural competency and practice. This study aimed to measure the impact of a Community of Practice on the self-assessed cultural competency and change…
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ERIC Educational Resources Information Center
Odom, Summer F.; Ho, Sarah P.; Moore, Lori L.
2015-01-01
The Undergraduate Leadership Teaching Assistant (ULTA) experience offers students a high-impact opportunity to develop, practice, and evaluate their leadership knowledge, skills, and abilities. The purpose of this qualitative study was to examine outcomes of the ULTA experience as a high-impact practice for students studying leadership. Weekly…
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ERIC Educational Resources Information Center
Abrahams, Ian; Reiss, Michael J.; Sharpe, Rachael
2014-01-01
Background: Despite the widespread use of practical work in school it has been recognised that more needs to be done to improve its effectiveness in developing conceptual understanding. The "Getting Practical" CPD (Continuing Professional Development) programme was designed to contribute towards an improvement in the effectiveness of…
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Southwestern/Western United States is among the fastest growing urbanized area and faces multiple water resource challenges. Low Impact Development (LID) /Green Infrastructure (GI) practices are increasingly popular technologies for managing stormwater; however, LID is often not ...
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Echevarria, Mercedes
A knowledge translation project involving an academic-practice partnership and guided by action-oriented research was used for exploring barriers that impact management of homebound heart failure patients. The intervention process followed an action research model of interaction, self-reflection, response, and change in direction. External facilitators (academia) and internal facilitators (practice) worked with clinicians to identify a topic for improvement, explore barriers, locate the evidence compare current practice against evidence-based practice recommendations, introduce strategies to "close the gap" between actual practice and the desired practice, develop audit criteria, and reevaluate the impact.
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Stynen, Dave; Jansen, Nicole W H; Slangen, Jos J M; Kant, IJmert
2016-11-01
The impact of development and accommodation practices on older workers' retirement intentions was investigated in this prospective study, together with potential pathways and the role of career stage. A subsample of full-time, older workers (n = 678) from the Maastricht Cohort Study was followed-up for 2 years. Regression analysis was conducted for three age groups. Development practices related positively with later retirement intentions in workers aged 55 to 59 years. The accommodation practice of demotion related negatively with later retirement intentions in worker aged at least 60 years. Decision latitude and work engagement were found to link development and accommodation practices with later retirement intentions in particular in workers aged 55 to 59 years. It was indicated in this prospective study that development and accommodation practices may be useful for prolonging working careers.
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ERIC Educational Resources Information Center
Healey, Mick; Jenkins, Alan
2018-01-01
The focus of this article is on the role of academic developers in supporting and influencing undergraduate research and inquiry, a high-impact activity. We examine the levels at which academic developers can influence undergraduate research and inquiry practices by distinguishing between staff and student practices; disciplinary and departmental…
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USDA-ARS?s Scientific Manuscript database
Burning, grazing, and baling (hay harvesting) are common management practices for tallgrass pasture. To develop and adopt sustainable management practices, it is essential to better understand and quantify the impacts of management practices on plant phenology and carbon fluxes. In this study, we co...
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Zahran, Zainab
2013-09-01
To explore key motivational factors of Jordanian nurses to undertake a Master's degree and explore perceived impact on practice. In Jordan, there are postgraduate educational programmes offering a Master's degree in clinical nursing for registered nurses. These programmes are intended to prepare nurses to practise at an advanced level as potential clinical nurse specialists. Little is known about the motivation of nurses to undertake such Master's degree preparation programmes and their perceived impact on practice. Using an ethnographic design, narratives from semi-structured interviews with participants (n=37) from five Jordanian hospitals and two public universities were collected and thematically analysed. Four main themes emerged from the data: self development; broadening career opportunities; developing practice; and the perceived impact of Master's level nurses on practice. The majority of Jordanian nurses chose to undertake a Master's degree because of a desire for self and practice development. The majority of participants referred to M-level nurses in terms of knowledge transfer, highlighting their clinical teaching and in-service education activities. M-level nurses were also associated with managerial and supervisory roles in clinical practice. Controversy over the impact of M-level nurses in enhancing patient care is not limited to the Jordanian setting. Future research needs to focus on comparative studies between nurses with M-level qualifications and experienced nurses without either M-level qualifications or specialist courses to establish if there is any significant relationship between practice performance and educational preparation and experience. Evaluation research could be undertaken for the purpose of developing measurable and observable criteria related to educational and skill based outcomes. Copyright © 2012 Elsevier Ltd. All rights reserved.
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Thew, Miranda; Thomas, Yvonne; Briggs, Michelle
2018-06-01
Although Role Emerging Placements (REP) are now a common feature in pre-registration occupational therapy curricula, there is a need to expand the understanding of the impact of this experience on employability, practice and career path of qualified occupational therapists. A case finding online survey was used to create a purposive sample for Thematic Analysis of semi-structured interviews with practising occupational therapists from one UK Masters' level pre-registration occupational therapy program. The case finding survey (n = 19) led to recruitment of six participants to be interviewed. The qualitative findings reflected the impact of a REP experience on occupational therapists' employability, practice and career path. The complementary features of the more traditional placement and the role emergent type of placement were considered as being useful and beneficial to qualified practice regardless of setting. However, the REP additionally, had an internal and outward impact. Internally, the therapist gains a passion for occupation-focussed practice and builds confidence to promote both self and the profession. Outwardly, the therapist can offer extra skills in qualified practice, particularly in innovative service development and delivery, thereby offering added value for employability. A REP experience as an occupational therapy student, can develop additional skills for qualified professional practice than traditional practice placements alone. The impact of such a placement matches with the 'Generation Y' traits of young adults who are now starting to emerge into training and the work place, translates well into a variety of working environments and lasts into career development. The placement model of occupation-focussed project development and the less apprentice style learning of a REP may be influential, and could be a suitable model within traditional placements. © 2018 Occupational Therapy Australia.
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ERIC Educational Resources Information Center
El-Hani, Charbel N.; Greca, Ileana M.
2013-01-01
Teachers' professional development is a key factor in improving science education, but it shows limited impact when only a small number of teachers is reached, or when it focuses on only one aspect of teachers' development, such as learning science content, and is disconnected from teachers' practice. In order to increase the impact of our work on…
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Examining Internships as a High-Impact Educational Practice
ERIC Educational Resources Information Center
Keller, Kerri Day
2012-01-01
Colleges and universities across the United States seek new, creative, and impactful ways to enhance student engagement. The study of student engagement has led to the identification of several "high-impact" educational practices that appear to generate higher levels of student performance, learning, and development than the traditional…
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Developing leadership in nursing: the impact of education and training.
Curtis, Elizabeth A; Sheerin, Fintan K; Vries, Jan de
This is the second of two articles on developing leadership in nursing; this article explores the role and impact of training and education on nursing leadership. Nursing leadership education has been identified as much needed, and can be provided by universities (at Masters, diploma and certificate levels), healthcare organizations or hospitals. Research demonstrates that where leadership has been effectively taught and integrated into nursing, it has a positive impact on nurses' leadership skills and practice. It is suggested that healthcare organizations continue to develop and support leadership training, while also seeking ways of maintaining and promoting leadership development in practice.
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Li, Ke; Zhang, Peng; Crittenden, John C; Guhathakurta, Subhrajit; Chen, Yongsheng; Fernando, Harindra; Sawhney, Anil; McCartney, Peter; Grimm, Nancy; Kahhat, Ramzy; Joshi, Himanshu; Konjevod, Goran; Choi, Yu-Jin; Fonseca, Ernesto; Allenby, Braden; Gerrity, Daniel; Torrens, Paul M
2007-07-15
To encourage sustainable development, engineers and scientists need to understand the interactions among social decision-making, development and redevelopment, land, energy and material use, and their environmental impacts. In this study, a framework that connects these interactions was proposed to guide more sustainable urban planning and construction practices. Focusing on the rapidly urbanizing setting of Phoenix, Arizona, complexity models and deterministic models were assembled as a metamodel, which is called Sustainable Futures 2100 and were used to predict land use and development, to quantify construction material demands, to analyze the life cycle environmental impacts, and to simulate future ground-level ozone formation.
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Effect of Professional Development on Classroom Practices in Some Selected Saudi Universities
ERIC Educational Resources Information Center
Alghamdi, AbdulKhaliq Hajjad; Bin Sihes, Ahmad Johari
2016-01-01
"Scientific studies found the impact of professional development on effective classroom practices in Higher Education." This paper hypothesizes no statistically significant effect of lecturers' professional development on classroom practices in some selected Saudi Universities not as highlighted in the model. Hierarchical multiple…
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ERIC Educational Resources Information Center
Morin, Courtnie; Stanley, Candace
2017-01-01
Building upon Kuh's (2008) research on high-impact educational practices, the authors interviewed Dr. Aaron Thompson to discuss effective implementation of these teaching and learning initiatives and the advancement of faculty development programming to support them. Dr. Thompson is the Interim President of Kentucky State University and Council on…
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ERIC Educational Resources Information Center
Hecimovich, Mark; Volet, Simone
2011-01-01
Purpose: The purpose of this paper is to review critically the published research investigating how guided practice into the profession contributes to increased professional confidence in health care students, with a view to identifying its impact on the development of professional confidence. Design/methodology/approach: A literature search was…
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ERIC Educational Resources Information Center
Newton, Xiaoxia A.
2010-01-01
This paper reported results from a generalizability study that examined the process of developing classroom practice indicators used to evaluate the impact of a school district's mathematics reform initiative. The study utilized classroom observational data from 32 second, fourth, eighth, and tenth grade teachers. The study addresses important…
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ERIC Educational Resources Information Center
Showanasai, Parinya; Lu, Jiafang; Hallinger, Philip
2013-01-01
Purpose: The extant literature on school leadership development is dominated by conceptual analysis, descriptive studies of current practice, critiques of current practice, and prescriptions for better ways to approach practice. Relatively few studies have examined impact of leadership development using experimental methods, among which even fewer…
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ERIC Educational Resources Information Center
Odom, Summer F.; Ho, Sarah P.; Moore, Lori L.
2014-01-01
To meet the demands for effective leadership, leadership educators should integrate high-impact practices for students to develop, practice, and evaluate their leadership knowledge, skills, and abilities. The purpose of this application brief is to describe how undergraduate leadership teaching assistant (ULTA) experiences can be a high- impact…
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Best practices for traffic impact studies : final report.
DOT National Transportation Integrated Search
2006-06-01
For many years there have been concerns that some traffic engineers may approach traffic impact studies with an eye : toward assisting developers expedite their development approval rather than delivering an unbiased evaluation of the : impact of the...
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ERIC Educational Resources Information Center
Petridou, Alexandra; Nicolaidou, Maria; Karagiorgi, Yiasemina
2017-01-01
Self-efficacy is extensively discussed within social cognitive theory. This study aimed to explore the impact of professional development and practice on school leaders' self-efficacy in Cyprus. A quasi-experimental design involving 2 groups of novice secondary deputy head teachers was employed. All participants practised leadership at the time,…
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Jokiniemi, Krista; Haatainen, Kaisa; Pietilä, Anna-Maija
2015-12-01
The aim of this study is to describe the factors hindering and facilitating the implementation of the advanced practice registered nurses role at Finnish university hospitals, and to examine the implications for its future development. A descriptive qualitative approach, using thematic individual interviews, was conducted in 2011 with a sample of 11 advanced practice registered nurses. The data were analysed using qualitative content analysis. The advanced practice registered nurses role barriers had an impact on the role development needs. In turn, the facilitating factors helped encounter the challenges of the role, therefore having an impact on both the current role achievement, as well as contributing to the future role development. The factors hindering and facilitating the advanced practice registered nurses role need to be acknowledged to support the role implementation and planning of the future of the role. © 2014 Wiley Publishing Asia Pty Ltd.
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McKillop, Ann; Doughty, Lesley; Atherfold, Cheryl; Shaw, Kathy
2016-01-01
The dynamic nature of healthcare ensures that early career nurses enter an uncertain and complex world of practice and consequently require support to develop their practice, build confidence and reach their potential. The New Zealand Nurse Entry to Practice programme for registered nurses in their first year of practice has been operating since 2005 to enable safe and confident practice, improve the quality of care, and positively impact on recruitment and retention. This academic and clinical programme was offered as a partnership between a university and a clinical provider with postgraduate academic credits gained. The aim of this study was to explore the perceived impact of postgraduate university education for early career nurses in one regional health area of New Zealand. Participants were registered nurses who had completed the early career nurse programme and their clinical preceptors. The research was conducted via an online survey of 248 nurses and three focus groups to explore how the programme was experienced and its impact on knowledge and practice. Early career nurses and their preceptors found that the programme enables improved knowledge and skills of patient assessment, application of critical thinking to clinical practice, perceived improvement in patient care delivery and outcomes, enhanced interprofessional communication and knowledge sharing, and had a positive impact on professional awareness and career planning. This clinical-academic partnership positively impacted on the clinical practice and transition experience of early career nurses and was closely aligned to an organization's strategic plan for nursing workforce development. Copyright © 2015 Elsevier Ltd. All rights reserved.
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The Social Dynamics of Changing Practice
ERIC Educational Resources Information Center
Reeves, Jenny; Forde, Christine
2004-01-01
In this paper we develop a socio-dynamic account for the impact of continuing professional development (CPD) on practice. The model we propose for changing practice challenges the essentially individualised explanation of practical learning offered by a number of writers and researchers in the field of CPD such as Joyce and Showers (1988), Eraut…
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Errante, Margaret R; Gill, Gurjinder S; Rodriguez, Tobias E
2018-01-01
Purpose The purpose of this study was to assess if a clinical group practice model has an impact on enhancing the interpersonal skills of predoctoral dental students, what factors may influence the development of these skills, and what, if any, are innovative and technological solutions that can potentially influence interpersonal skills in predoctoral dental students. Methods This study surveyed the faculty responsible for teaching the dental students in a recently developed group practice model. Out of 18 eligible group practice leaders at one US dental school, 17 respondents (94.4%) completed the survey. In addition, this study asked the faculty to provide qualitative response and recommendations to improve interpersonal skills. Based on the feedback, a focus group was conducted to explore opportunities to further enhance the skills. Results The results of the study suggest that the group practice model has a positive and distinct impact on the development of overall interpersonal skills for students. Further research suggests that the greatest impacted areas of personal development are critical thinking skills and teamwork. However, as a way to make the model more effectual, most faculty suggested the need for additional time, for both students and faculty. To some extent, using technology and innovative teaching pedagogies could potentially address the challenge of limited time. Conclusion Based on the results of the survey, one may conclude that with adequate design and conditions, the group practice model can have a positive effect on the interpersonal skills of its students. PMID:29720884
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Errante, Margaret R; Gill, Gurjinder S; Rodriguez, Tobias E
2018-01-01
The purpose of this study was to assess if a clinical group practice model has an impact on enhancing the interpersonal skills of predoctoral dental students, what factors may influence the development of these skills, and what, if any, are innovative and technological solutions that can potentially influence interpersonal skills in predoctoral dental students. This study surveyed the faculty responsible for teaching the dental students in a recently developed group practice model. Out of 18 eligible group practice leaders at one US dental school, 17 respondents (94.4%) completed the survey. In addition, this study asked the faculty to provide qualitative response and recommendations to improve interpersonal skills. Based on the feedback, a focus group was conducted to explore opportunities to further enhance the skills. The results of the study suggest that the group practice model has a positive and distinct impact on the development of overall interpersonal skills for students. Further research suggests that the greatest impacted areas of personal development are critical thinking skills and teamwork. However, as a way to make the model more effectual, most faculty suggested the need for additional time, for both students and faculty. To some extent, using technology and innovative teaching pedagogies could potentially address the challenge of limited time. Based on the results of the survey, one may conclude that with adequate design and conditions, the group practice model can have a positive effect on the interpersonal skills of its students.
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Federal Register 2010, 2011, 2012, 2013, 2014
2013-07-12
... DEPARTMENT OF EDUCATION Privacy Act of 1974; System of Records--Impact Evaluation of Math... ``Impact Evaluation of Math Professional Development'' (18-13-35). The National Center for Education...-focused math professional development (PD) program on teacher knowledge, teacher practices, and student...
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Goodyear, Victoria A
2017-03-01
It has been argued, extensively and internationally, that sustained school-based continuous professional development (CPD) has the potential to overcome some of the shortcomings of traditional one-off CPD programs. Yet, the evidence base on more effective or less effective forms of CPD is contradictory. The mechanisms by which sustained support should be offered are unclear, and the impacts on teachers' and students' learning are complex and difficult to track. The purpose of this study was to examine the impact of a sustained school-based, tailored, and supported CPD program on teachers' practices and students' learning. Data are reported from 6 case studies of individual teachers engaged in a yearlong CPD program focused on cooperative learning. The CPD program involved participatory action research and frequent interaction/support from a boundary spanner (researcher/facilitator). Data were gathered from 29 video-recorded lessons, 108 interviews, and 35 field journal entries. (a) Individualized (external) support, (b) departmental (internal) support, and (c) sustained support impacted teachers' practices of cooperative learning. The teachers adapted their practices of cooperative learning in response to their students' learning needs. Teachers began to develop a level of pedagogical fluency, and in doing so, teachers advanced students' learning. Because this study demonstrates impact, it contributes to international literature on effective CPD. The key contribution is the detailed evidence about how and why CPD supported 6 individual teachers to learn-differently-and the complexity of the learning support required to engage in ongoing curriculum development to positively impact student learning.
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Plain Language Summary: Earwax (Cerumen Impaction)
Krouse, Helene J; Magit, Anthony E; O'Connor, Sarah; Schwarz, Seth R; Walsh, Sandra A
2017-01-01
This plain language summary serves as an overview in explaining earwax (cerumen). The summary applies to patients older than 6 months with a clinical diagnosis of earwax impaction and is based on the 2017 update of the Clinical Practice Guideline: Earwax (Cerumen Impaction). The evidence-based guideline includes research that supports diagnosis and treatment of earwax impaction. The guideline was developed to improve care by health care providers for managing earwax impaction by creating clear recommendations to use in medical practice.
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Promoting learning transfer in post registration education: a collaborative approach.
Finn, Frances L; Fensom, Sue A; Chesser-Smyth, Patricia
2010-01-01
Pre-registration nurse education in Ireland became a four year undergraduate honors degree programme in 2002 (Government of Ireland, 2000. The Nursing Education Forum Report. Dublin, Dublin Stationary Office.). Consequently, the Irish Government invested significant resources in post registration nursing education in order to align certificate and diploma trained nurses with the qualification levels of new graduates. However, a general concern amongst academic and clinical staff in the South East of Ireland was that there was limited impact of this initiative on practice. These concerns were addressed through a collaborative approach to the development and implementation of a new part-time post registration degree that incorporated an enquiry and practice based learning philosophy. The principles of learning transfer (Ford, K., 1994. Defining transfer of learning the meaning is in the answers. Adult Learning 5 (4), p. 2214.) underpinned the curriculum development and implementation process with the goal of reducing the theory practice gap. This paper reports on all four stages of the curriculum development process: exploration, design, implementation and evaluation (Quinn, F.M., 2002. Principles and Practices of Nurse Education, fourth ed. Nelson Thornes, Cheltenham), and the subsequent impact of learning transfer on practice development. Eclectic approaches of quantitative and qualitative data collection techniques were utilised in the evaluation. The evaluation of this project to date supports our view that this practice based enquiry curriculum promotes the transfer of learning in the application of knowledge to practice, impacting both student and service development.
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ERIC Educational Resources Information Center
Savin-Baden, Maggi
2013-01-01
This paper will present a study that explored the perceived impact of spatial practice in "Second Life" (SL) on teaching and learning from the point of view of participants in higher education (lecturers, developers and researchers). Narrative inquiry was used to access stories and experiences of space and spatial practice from staff…
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Social Impact Management Plans: Innovation in corporate and public policy
DOE Office of Scientific and Technical Information (OSTI.GOV)
Franks, Daniel M., E-mail: d.franks@uq.edu.au; Vanclay, Frank, E-mail: frank.vanclay@rug.nl
Social Impact Assessment (SIA) has traditionally been practiced as a predictive study for the regulatory approval of major projects, however, in recent years the drivers and domain of focus for SIA have shifted. This paper details the emergence of Social Impact Management Plans (SIMPs) and undertakes an analysis of innovations in corporate and public policy that have put in place ongoing processes – assessment, management and monitoring – to better identify the nature and scope of the social impacts that might occur during implementation and to proactively respond to change across the lifecycle of developments. Four leading practice examples aremore » analyzed. The International Finance Corporation (IFC) Performance Standards require the preparation of Environmental and Social Management Plans for all projects financed by the IFC identified as having significant environmental and social risks. Anglo American, a major resources company, has introduced a Socio-Economic Assessment Toolbox, which requires mine sites to undertake regular assessments and link these assessments with their internal management systems, monitoring activities and a Social Management Plan. In South Africa, Social and Labour Plans are submitted with an application for a mining or production right. In Queensland, Australia, Social Impact Management Plans were developed as part of an Environmental Impact Statement, which included assessment of social impacts. Collectively these initiatives, and others, are a practical realization of theoretical conceptions of SIA that include management and monitoring as core components of SIA. The paper concludes with an analysis of the implications for the practice of impact assessment including a summary of key criteria for the design and implementation of effective SIMPs. -- Highlights: • Social impact management plans are effective strategies to manage social issues. • They are developed in partnership with regulatory agencies, investors and community. • SIMPs link assessment to ongoing management and address social and community issues. • SIMPs clarify responsibilities in the management of impacts, opportunities and risks. • SIMPs demonstrate a shift to include management as a core component of SIA practice.« less
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NASA Astrophysics Data System (ADS)
Abrahams, Ian; Reiss, Michael J.; Sharpe, Rachael
2014-09-01
Background:Despite the widespread use of practical work in school it has been recognised that more needs to be done to improve its effectiveness in developing conceptual understanding. The 'Getting Practical' CPD (Continuing Professional Development) programme was designed to contribute towards an improvement in the effectiveness of practical work through initiating changes in teachers' predominantly 'hands-on' approach to practical work to one which manifests a more equitable balance between 'hands-on' and 'minds-on'. Purpose:To evaluate the impact of the Getting Practical: Improving Practical Work in Science CPD programme on teachers' ideas and practice in science practical work in primary and secondary schools in England. Programme description:The CPD programme was designed to improve the effectiveness of science practical work in developing conceptual understanding in primary and secondary schools in England. Sample:Ten teachers of primary science and 20 secondary science teachers. Design and methods:The study employed a condensed fieldwork strategy with data collected using interviews, observational field notes and pre- and post-CPD training observations in practical lessons within 30 schools. Results:Whilst the CPD programme was effective in getting teachers to reflect on the ideas associated with the Getting Practical programme, it was much less effective in bringing about changes in actual teaching practice.
Conclusion:The findings suggest that if change, rather than only an enhanced awareness of the issues, is to be brought about in established teaching practice then there is a need for ongoing support over an extended period of time. Furthermore, the impact of such CPD is more likely to be effective if it is undertaken by a senior member of a department or school with the full support of the SMT.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1056674.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1056674.pdf"><span>Teacher Networks Companion Piece</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hopkins, Ami Patel; Rulli, Carolyn; Schiff, Daniel; Fradera, Marina</p> <p>2015-01-01</p> <p>Network building vitally impacts career development, but in few professions does it impact daily practice more than in teaching. Teacher networks, known as professional learning communities, communities of practice, peer learning circles, virtual professional communities, as well as other names, play a unique and powerful role in education. In…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21787432','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21787432"><span>Development of a practical tool to measure the impact of publications on the society based on focus group discussions with scientists.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Niederkrotenthaler, Thomas; Dorner, Thomas E; Maier, Manfred</p> <p>2011-07-25</p> <p>A 'societal impact factor' that complements the scientific impact factor would contribute to a more comprehensive evaluation of scientific research. In order to develop a practical tool for its assessment, it is important to learn about perceptions of scientists on how to measure a societal impact factor. This qualitative study presents the development of a practical tool to measure the societal impact of publications based on 8 focus group discussions with 24 biomedical scientists at the Medical University Vienna between May 2008 and May 2009. Topics focused on (1) features of an ideal tool, (2) criteria that should be considered in the assessment, and (3) the identification of practical pitfalls. In an iterative exercise involving the repeated application of the drafted tool to scientific papers, criteria for the assessment were refined. A small-scale exercise to evaluate the tool in terms of its comprehensibility, relevance and practicability was conducted using questionnaires for 6 external experts in leading positions of public health, and yielded acceptable results. The tool developed consists of three quantitative dimensions, that is (1) the aim of a publication, (2) the efforts of the authors to translate their research results, and, if translation was accomplished, (3) (a) the size of the area where translation was accomplished (regional, national or international), (b) its status (preliminary versus permanent) and (c) the target group of the translation (individuals, subgroup of population, total population). Focus group discussions with scientists suggested that the societal impact factor of a publication should consider the effect of the publication in a wide set of non-scientific areas, but also the motivation behind the publication, and efforts by the authors to translate their findings. The proposed tool provides some valuable insights for further research and practical applications in the topic area.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3162524','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3162524"><span>Development of a practical tool to measure the impact of publications on the society based on focus group discussions with scientists</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p></p> <p>2011-01-01</p> <p>Background A 'societal impact factor' that complements the scientific impact factor would contribute to a more comprehensive evaluation of scientific research. In order to develop a practical tool for its assessment, it is important to learn about perceptions of scientists on how to measure a societal impact factor. Methods This qualitative study presents the development of a practical tool to measure the societal impact of publications based on 8 focus group discussions with 24 biomedical scientists at the Medical University Vienna between May 2008 and May 2009. Topics focused on (1) features of an ideal tool, (2) criteria that should be considered in the assessment, and (3) the identification of practical pitfalls. In an iterative exercise involving the repeated application of the drafted tool to scientific papers, criteria for the assessment were refined. A small-scale exercise to evaluate the tool in terms of its comprehensibility, relevance and practicability was conducted using questionnaires for 6 external experts in leading positions of public health, and yielded acceptable results. Results The tool developed consists of three quantitative dimensions, that is (1) the aim of a publication, (2) the efforts of the authors to translate their research results, and, if translation was accomplished, (3) (a) the size of the area where translation was accomplished (regional, national or international), (b) its status (preliminary versus permanent) and (c) the target group of the translation (individuals, subgroup of population, total population). Conclusions Focus group discussions with scientists suggested that the societal impact factor of a publication should consider the effect of the publication in a wide set of non-scientific areas, but also the motivation behind the publication, and efforts by the authors to translate their findings. The proposed tool provides some valuable insights for further research and practical applications in the topic area. PMID:21787432</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=body+AND+dimensions+AND+data&pg=6&id=ED521635','ERIC'); return false;" href="https://eric.ed.gov/?q=body+AND+dimensions+AND+data&pg=6&id=ED521635"><span>The Relationship between Transformational Leadership Practices and Developing a Professional Learning Community</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wiestling, Troy L.</p> <p>2010-01-01</p> <p>This quantitative study investigated self-perception of elementary school principals' leadership practices and the impact of these practices on developing and fostering a professional learning community within their schools. Fifty-nine elementary school principals, from school districts located in south central Pennsylvania, participated in this…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2012IJART...1d..33C','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2012IJART...1d..33C"><span>Evaluation of ecofriendly management practices of french beanrust (Uromyces appendiculatus) in organic farming system</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Chhetry, G. K. N.; Mangang, H. C.</p> <p>2012-09-01</p> <p>Organic farming system emphasises on sustainable development of agriculture. The traditional agriculture system was much akin to the organic system but modernization of agriculture made a shift to this trend. The north east region of India is potential organic farming sites. Most of the farming systems are traditional and are organic by default; however crops in organic farming are prone to many fungal diseases. Hence for validation of the impact of organic practices on the disease development of plants, a study has been conducted for three years under natural environmental conditions on bean rust (Uromyces appendiculatus). Study includes ecofriendly practices like: plant extract treatment, intercropping of beans with maize, organic manure application, influence of cropping season and Trichoderma treatment. Rust is a major prevalent disease in the cultivation of beans as in other parts of the world. Detailed study of the disease in the organic environment and the impact of various treatments and agricultural agronomic practices would help in validation of the practices for the management of the disease in the organic farming system. In our study for three consecutive years it has been revealed that the practices of the traditional farmers likeplant extract application, intercropping, and manure application were found to have significant positive effects in reducing rust development in the bean fields. The treatment of farm yard manure resulted in development of lesser area under disease progress curve. The plant extract of Artemisia vulgaris has marked positive impact on reducing rust disease parameters. Foliar application of Trichoderma reduces the disease parameters of rust. This study would enhance information in understanding the impact of organic farming system on bean rust and would help in validitation of sustainable agricultural practices for use in organic farming system.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.osti.gov/biblio/22479770-putting-social-impact-assessment-test-method-implementing-responsible-tourism-practice','SCIGOV-STC'); return false;" href="https://www.osti.gov/biblio/22479770-putting-social-impact-assessment-test-method-implementing-responsible-tourism-practice"><span>Putting social impact assessment to the test as a method for implementing responsible tourism practice</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>McCombes, Lucy, E-mail: l.mccombes@leedsbeckett.ac.uk; Vanclay, Frank, E-mail: frank.vanclay@rug.nl; Evers, Yvette, E-mail: y.evers@tft-earth.org</p> <p></p> <p>The discourse on the social impacts of tourism needs to shift from the current descriptive critique of tourism to considering what can be done in actual practice to embed the management of tourism's social impacts into the existing planning, product development and operational processes of tourism businesses. A pragmatic approach for designing research methodologies, social management systems and initial actions, which is shaped by the real world operational constraints and existing systems used in the tourism industry, is needed. Our pilot study with a small Bulgarian travel company put social impact assessment (SIA) to the test to see if itmore » could provide this desired approach and assist in implementing responsible tourism development practice, especially in small tourism businesses. Our findings showed that our adapted SIA method has value as a practical method for embedding a responsible tourism approach. While there were some challenges, SIA proved to be effective in assisting the staff of our test case tourism business to better understand their social impacts on their local communities and to identify actions to take. - Highlights: • Pragmatic approach is needed for the responsible management of social impacts of tourism. • Our adapted Social impact Assessment (SIA) method has value as a practical method. • SIA can be embedded into tourism businesses existing ‘ways of doing things’. • We identified challenges and ways to improve our method to better suit small tourism business context.« less</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24326933','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24326933"><span>Head impact exposure in youth football: elementary school ages 7-8 years and the effect of returning players.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Young, Tyler J; Daniel, Ray W; Rowson, Steven; Duma, Stefan M</p> <p>2014-09-01</p> <p>To provide data describing the head impact exposure of 7- to 8-year-old football players. Head impact data were collected from 19 players over the course of 2 seasons using helmet-mounted accelerometer arrays. Data were collected from 2 youth football teams in Blacksburg, VA, spanning 2 seasons. A total of 19 youth football players aged 7-8 years. Type of session (practice or game) and the player's experience. Head impact frequency, acceleration magnitude, and impact location for games, practices, and the season as a whole were measured. The average instrumented player sustained 9 ± 6 impacts per practice, 11 ± 11 impacts per game, and 161 ± 111 impacts per season. The average instrumented player had a median impact of 16 ± 2 g and 686 ± 169 rad/s and a 95th percentile impact of 38 ± 13 g and 2052 ± 664 rad/s throughout a season. Impacts of 40 g or greater tended to occur more frequently in practices than in games, and practices had a significantly higher 95th percentile impact magnitude than games (P = 0.023). Returning players had significantly more impacts than first time players (P = 0.007). These data are a further step toward developing effective strategies to reduce the incidence of concussion in youth football and have applications toward youth-specific football helmet designs.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013AGUFM.H21J1200S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013AGUFM.H21J1200S"><span>Modeling the effects of LID practices on streams health at watershed scale</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Shannak, S.; Jaber, F. H.</p> <p>2013-12-01</p> <p>Increasing impervious covers due to urbanization will lead to an increase in runoff volumes, and eventually increase flooding. Stream channels adjust by widening and eroding stream bank which would impact downstream property negatively (Chin and Gregory, 2001). Also, urban runoff drains in sediment bank areas in what's known as riparian zones and constricts stream channels (Walsh, 2009). Both physical and chemical factors associated with urbanization such as high peak flows and low water quality further stress aquatic life and contribute to overall biological condition of urban streams (Maxted et al., 1995). While LID practices have been mentioned and studied in literature for stormwater management, they have not been studied in respect to reducing potential impact on stream health. To evaluate the performance and the effectiveness of LID practices at a watershed scale, sustainable detention pond, bioretention, and permeable pavement will be modeled at watershed scale. These measures affect the storm peak flows and base flow patterns over long periods, and there is a need to characterize their effect on stream bank and bed erosion, and aquatic life. These measures will create a linkage between urban watershed development and stream conditions specifically biological health. The first phase of this study is to design and construct LID practices at the Texas A&M AgriLife Research and Extension Center-Dallas, TX to collect field data about the performance of these practices on a smaller scale. The second phase consists of simulating the performance of LID practices on a watershed scale. This simulation presents a long term model (23 years) using SWAT to evaluate the potential impacts of these practices on; potential stream bank and bed erosion, and potential impact on aquatic life in the Blunn Watershed located in Austin, TX. Sub-daily time step model simulations will be developed to simulate the effectiveness of the three LID practices with respect to reducing potential erosion from stream beds and banks by studying annual average excess shear and reducing potential impact on aquatic life by studying rapid changes and variation in flow regimes in urban streams. This study will contribute to develop a methodology that evaluates the impact of hydrological changes that occur due to urban development, on aquatic life, stream bank and bed erosion. This is an ongoing research project and results will be shared and discussed at the conference.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4513518','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4513518"><span>A mixed methods study of the factors that influence whether intervention research has policy and practice impacts: perceptions of Australian researchers</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Newson, Robyn; King, Lesley; Rychetnik, Lucie; Bauman, Adrian E; Redman, Sally; Milat, Andrew J; Schroeder, Jacqueline; Cohen, Gillian; Chapman, Simon</p> <p>2015-01-01</p> <p>Objectives To investigate researchers’ perceptions about the factors that influenced the policy and practice impacts (or lack of impact) of one of their own funded intervention research studies. Design Mixed method, cross-sectional study. Setting Intervention research conducted in Australia and funded by Australia's National Health and Medical Research Council between 2003 and 2007. Participants The chief investigators from 50 funded intervention research studies were interviewed to determine if their study had achieved policy and practice impacts, how and why these impacts had (or had not) occurred and the approach to dissemination they had employed. Results We found that statistically significant intervention effects and publication of results influenced whether there were policy and practice impacts, along with factors related to the nature of the intervention itself, the researchers’ experience and connections, their dissemination and translation efforts, and the postresearch context. Conclusions This study indicates that sophisticated approaches to intervention development, dissemination actions and translational efforts are actually widespread among experienced researches, and can achieve policy and practice impacts. However, it was the links between the intervention results, further dissemination actions by researchers and a variety of postresearch contextual factors that ultimately determined whether a study had policy and practice impacts. Given the complicated interplay between the various factors, there appears to be no simple formula for determining which intervention studies should be funded in order to achieve optimal policy and practice impacts. PMID:26198428</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28944434','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28944434"><span>Informal E-waste recycling in developing countries: review of metal(loid)s pollution, environmental impacts and transport pathways.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Ackah, Michael</p> <p>2017-11-01</p> <p>Crude or primitive recycling practices are often adopted in material resource recovery from E-waste in developing nations. Significant human health and environmental impacts may occur because of such practices. Literature on metal(loid)s pollution during E-waste processing is fragmented. Here, I review the health and environmental impacts of E-waste recycling operations and transport pathways of metal(loid)s, dispersed during operations. This paper is organised into five sections. Section 1 relates to the background of global E-waste generation and legal/illegal trade, citing specific cases from Ghana and other developing nations. Section 2 provides a brief information on sources of metal(loid)s in E-waste. Section 3 describes characteristics of informal E-waste recycling operations in developing nations. Section 4 examines the health and environmental impacts in E-waste recycling while section 5 evaluates major transport pathways of metal(loid)s contaminants.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5784266','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5784266"><span>High-magnitude head impact exposure in youth football</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Campolettano, Eamon T.; Gellner, Ryan A.; Rowson, Steven</p> <p>2018-01-01</p> <p>OBJECTIVE Even in the absence of a clinically diagnosed concussion, research suggests that neurocognitive changes may develop in football players as a result of frequent head impacts that occur during football games and practices. The objectives of this study were to determine the specific situations in which high-magnitude impacts (accelerations exceeding 40g) occur in youth football games and practices and to assess how representative practice activities are of games with regard to high-magnitude head impact exposure. METHODS A total of 45 players (mean age 10.7 ± 1.1 years) on 2 youth teams (Juniors [mean age 9.9 ± 0.6 years; mean body mass 38.9 ± 9.9 kg] and Seniors [mean age 11.9 ± 0.6 years; mean body mass 51.4 ± 11.8 kg]) wore helmets instrumented with accelerometer arrays to record head impact accelerations for all practices and games. Video recordings from practices and games were used to verify all high-magnitude head impacts, identify specific impact characteristics, and determine the amount of time spent in each activity. RESULTS A total of 7590 impacts were recorded, of which 571 resulted in high-magnitude head impact accelerations exceeding 40g (8%). Impacts were characterized based on the position played by the team member who received the impact, the part of the field where the impact occurred, whether the impact occurred during a game or practice play, and the cause of the impact. High-magnitude impacts occurred most frequently in the open field in both games (59.4%) and practices (67.5%). “Back” position players experienced a greater proportion of high-magnitude head impacts than players at other positions. The 2 teams in this study structured their practice sessions similarly with respect to time spent in each drill, but impact rates differed for each drill between the teams. CONCLUSIONS High-magnitude head impact exposure in games and practice drills was quantified and used as the basis for comparison of exposure in the 2 settings. In this cohort, game impact rates exceeded those for practice. Back players, who were often positioned in the open field, were shown to experience elevated levels of head impact exposure relative to players at other positions. The analysis also suggests that practice intensity, which may be influenced by coaching style, may also affect high-magnitude head impact exposure. Future studies should investigate this aspect as a factor affecting head impact exposure. PMID:29037104</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29037104','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29037104"><span>High-magnitude head impact exposure in youth football.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Campolettano, Eamon T; Gellner, Ryan A; Rowson, Steven</p> <p>2017-12-01</p> <p>OBJECTIVE Even in the absence of a clinically diagnosed concussion, research suggests that neurocognitive changes may develop in football players as a result of frequent head impacts that occur during football games and practices. The objectives of this study were to determine the specific situations in which high-magnitude impacts (accelerations exceeding 40 g) occur in youth football games and practices and to assess how representative practice activities are of games with regard to high-magnitude head impact exposure. METHODS A total of 45 players (mean age 10.7 ± 1.1 years) on 2 youth teams (Juniors [mean age 9.9 ± 0.6 years; mean body mass 38.9 ± 9.9 kg] and Seniors [mean age 11.9 ± 0.6 years; mean body mass 51.4 ± 11.8 kg]) wore helmets instrumented with accelerometer arrays to record head impact accelerations for all practices and games. Video recordings from practices and games were used to verify all high-magnitude head impacts, identify specific impact characteristics, and determine the amount of time spent in each activity. RESULTS A total of 7590 impacts were recorded, of which 571 resulted in high-magnitude head impact accelerations exceeding 40 g (8%). Impacts were characterized based on the position played by the team member who received the impact, the part of the field where the impact occurred, whether the impact occurred during a game or practice play, and the cause of the impact. High-magnitude impacts occurred most frequently in the open field in both games (59.4%) and practices (67.5%). "Back" position players experienced a greater proportion of high-magnitude head impacts than players at other positions. The 2 teams in this study structured their practice sessions similarly with respect to time spent in each drill, but impact rates differed for each drill between the teams. CONCLUSIONS High-magnitude head impact exposure in games and practice drills was quantified and used as the basis for comparison of exposure in the 2 settings. In this cohort, game impact rates exceeded those for practice. Back players, who were often positioned in the open field, were shown to experience elevated levels of head impact exposure relative to players at other positions. The analysis also suggests that practice intensity, which may be influenced by coaching style, may also affect high-magnitude head impact exposure. Future studies should investigate this aspect as a factor affecting head impact exposure.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28291951','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28291951"><span>Utilisation of an electronic portfolio to engage rehabilitation professionals in continuing professional development: results of a provincial survey.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Foucault, Marie-Lyse; Vachon, Brigitte; Thomas, Aliki; Rochette, Annie; Giguère, Charles-Édouard</p> <p>2018-06-01</p> <p>ePortfolios are frequently used to support continuing professional development (CPD) of rehabilitation professionals. Though this tool is now widely implemented in many professions by regulatory organisations, very few studies have investigated the use and impact among rehabilitation professionals. Implementation of comprehensive ePortfolios that are centred on the needs of rehabilitation professionals requires documenting their level of use and perceived outcomes. The objectives were to describe how occupational therapists use a mandatory ePortfolio that has been recently implemented by a regulatory organisation in Quebec (Canada) and the perceived outcomes of this requirement on continuing professional development and practice change. An online survey was sent to all registered occupational therapists in Quebec using the ePortfolio. The survey content was developed based on a literature review and expert consultation. Results were analysed using descriptive statistics. A total of 546 respondents completed the survey. Results show relatively high levels of ease and satisfaction with the tool, but a limited perception of the tool's impacts on the improvement of professional competencies and change in practices. Occupational therapists reported that use of the ePortfolio supports their engagement in CPD but has limited impact on practice. Promotion of work-based learning, team use and mentor support could increase its meaningfulness for professionals. Implications for Rehabilitation To improve attitudes and beliefs about benefits related to portfolio use, rehabilitation practitioners need a very clear understanding of the purpose and usefulness of a portfolio in clinical practice. Most of the respondents saw the ePortfolio as helping them develop and implement a continuing professional development plan and reflect on the changes needed in their practice. Portfolio use in teams and productive reflection should be promoted in order to target shared objectives for continuous practice improvement. Rehabilitation professionals trained in portfolio use during their entry-level studies have a slightly more positive attitude towards portfolio use and impact of this use compared with than clinicians who have not had this training.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=dentistry&pg=3&id=EJ879861','ERIC'); return false;" href="https://eric.ed.gov/?q=dentistry&pg=3&id=EJ879861"><span>Using Dentistry as a Case Study to Examine Continuing Education and Its Impact on Practice</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bullock, Alison; Firmstone, Vickie; Frame, John; Thomas, Hywel</p> <p>2010-01-01</p> <p>Continuing education is a defining characteristic of work in the professions. Yet the approach various professional groups take to continuing professional development (CPD) differs widely in terms of regulatory frameworks and requirements, modes of delivery and funding. Importantly, little is understood about how CPD impacts on practice. This…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Teacher+AND+classroom+AND+practices&pg=2&id=EJ1021725','ERIC'); return false;" href="https://eric.ed.gov/?q=Teacher+AND+classroom+AND+practices&pg=2&id=EJ1021725"><span>Students' Ratings of Teacher Practices</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Stevens, T.; Harris, G.; Liu, X.; Aguirre-Munoz, Z.</p> <p>2013-01-01</p> <p>In this paper, we explore a novel approach for assessing the impact of a professional development programme on classroom practice of in-service middle school mathematics teachers. The particular focus of this study is the assessment of the impact on teachers' employment of strategies used in the classroom to foster the mathematical habits of…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_1");'>1</a></li> <li><a href="#" onclick='return showDiv("page_2");'>2</a></li> <li class="active"><span>3</span></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_3 --> <div id="page_4" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_2");'>2</a></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li class="active"><span>4</span></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="61"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26673614','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26673614"><span>An exploration of role model influence on adult nursing students' professional development: A phenomenological research study.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Felstead, Ian S; Springett, Kate</p> <p>2016-02-01</p> <p>Patients' expectations of being cared for by a nurse who is caring, competent, and professional are particularly pertinent in current health and social care practice. The current drive for NHS values-based recruitment serves to strengthen this. How nursing students' development of professionalism is shaped is not fully known, though it is acknowledged that their practice experience strongly shapes behaviour. This study (in 2013-14) explored twelve adult nursing students' lived experiences of role modelling through an interpretive phenomenological analysis approach, aiming to understand the impact on their development as professional practitioners. Clinical nurses influenced student development consistently. Some students reported that their experiences allowed them to learn how not to behave in practice; a productive learning experience despite content. Students also felt senior staff influence on their development to be strong, citing 'leading by example.' The impact of patients on student professional development was also a key finding. Through analysing information gained, identifying and educating practice-based mentors who are ready, willing, and able to role model professional attributes appear crucial to developing professionalism in nursing students. Those involved in nurse education, whether service providers or universities, may wish to acknowledge the influence of clinical nurse behaviour observed by students both independent of and in direct relation to care delivery and the impact on student nurse professional development. A corollary relates to how students should be guided and briefed/debriefed to work with a staff to ensure their exposure to a variety of practice behaviours. Copyright © 2015 Elsevier Ltd. All rights reserved.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3516797','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3516797"><span>Teaching Neuroscience to Science Teachers: Facilitating the Translation of Inquiry-Based Teaching Instruction to the Classroom</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Roehrig, G. H.; Michlin, M.; Schmitt, L.; MacNabb, C.; Dubinsky, J. M.</p> <p>2012-01-01</p> <p>In science education, inquiry-based approaches to teaching and learning provide a framework for students to building critical-thinking and problem-solving skills. Teacher professional development has been an ongoing focus for promoting such educational reforms. However, despite a strong consensus regarding best practices for professional development, relatively little systematic research has documented classroom changes consequent to these experiences. This paper reports on the impact of sustained, multiyear professional development in a program that combined neuroscience content and knowledge of the neurobiology of learning with inquiry-based pedagogy on teachers’ inquiry-based practices. Classroom observations demonstrated the value of multiyear professional development in solidifying adoption of inquiry-based practices and cultivating progressive yearly growth in the cognitive environment of impacted classrooms. PMID:23222837</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23222837','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23222837"><span>Teaching neuroscience to science teachers: facilitating the translation of inquiry-based teaching instruction to the classroom.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Roehrig, G H; Michlin, M; Schmitt, L; MacNabb, C; Dubinsky, J M</p> <p>2012-01-01</p> <p>In science education, inquiry-based approaches to teaching and learning provide a framework for students to building critical-thinking and problem-solving skills. Teacher professional development has been an ongoing focus for promoting such educational reforms. However, despite a strong consensus regarding best practices for professional development, relatively little systematic research has documented classroom changes consequent to these experiences. This paper reports on the impact of sustained, multiyear professional development in a program that combined neuroscience content and knowledge of the neurobiology of learning with inquiry-based pedagogy on teachers' inquiry-based practices. Classroom observations demonstrated the value of multiyear professional development in solidifying adoption of inquiry-based practices and cultivating progressive yearly growth in the cognitive environment of impacted classrooms.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=parenting+AND+styles+AND+child+AND+development&pg=2&id=EJ1125428','ERIC'); return false;" href="https://eric.ed.gov/?q=parenting+AND+styles+AND+child+AND+development&pg=2&id=EJ1125428"><span>Parenting Practices in Cultural Context: An Ecological Perspective</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Zarnegar, Zohreh</p> <p>2015-01-01</p> <p>Despite general consensus that parenting practices influence the developmental processes of children, many questions about the impacts of parenting practices on child development within the cultural context remain unanswered. This article presents how cultural templates influence parenting practices and developmental processes of young children.…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Economics+AND+One+AND+Lesson&pg=6&id=ED554848','ERIC'); return false;" href="https://eric.ed.gov/?q=Economics+AND+One+AND+Lesson&pg=6&id=ED554848"><span>Promoting Mathematics Teachers' Discourse-Based Assessment Practice in Junior High Schools: An Exploratory Study</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Chen, Chang-Hua</p> <p>2012-01-01</p> <p>This study implements a teacher professional development program with an aim toward developing mathematics teachers' discourse-based assessment practice (DAP) and exploring its possible impact on teacher discourse in sessions and in DAP in the classroom. DAP is a type of formative assessment practice which consists of questioning and feedback.…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26176636','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26176636"><span>Developing a Web-Based Nursing Practice and Research Information Management System: A Pilot Study.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Choi, Jeeyae; Lapp, Cathi; Hagle, Mary E</p> <p>2015-09-01</p> <p>Many hospital information systems have been developed and implemented to collect clinical data from the bedside and have used the information to improve patient care. Because of a growing awareness that the use of clinical information improves quality of care and patient outcomes, measuring tools (electronic and paper based) have been developed, but most of them require multiple steps of data collection and analysis. This necessitated the development of a Web-based Nursing Practice and Research Information Management System that processes clinical nursing data to measure nurses' delivery of care and its impact on patient outcomes and provides useful information to clinicians, administrators, researchers, and policy makers at the point of care. This pilot study developed a computer algorithm based on a falls prevention protocol and programmed the prototype Web-based Nursing Practice and Research Information Management System. It successfully measured performance of nursing care delivered and its impact on patient outcomes successfully using clinical nursing data from the study site. Although Nursing Practice and Research Information Management System was tested with small data sets, results of study revealed that it has the potential to measure nurses' delivery of care and its impact on patient outcomes, while pinpointing components of nursing process in need of improvement.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28099074','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28099074"><span>New Developments in Breast Cancer Screening and Treatment.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Tilstra, Sarah; McNeil, Melissa</p> <p>2017-01-01</p> <p>The clinical update serves as a brief review of recently published, high-impact, and potentially practice-changing journal articles summarized for our readers. In this clinical update, we selected top recent articles regarding breast health that may change the clinical practice of women's health providers. We identified articles by reviewing high-impact medical and women's health journals as well as national practice guidelines. Three of our articles are dedicated to the rapid changes in breast cancer screening. With regard to breast cancer treatment, we focused on two articles that impact who we treat with traditional aggressive regimens.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=picture+AND+better+AND+words&pg=2&id=EJ1161967','ERIC'); return false;" href="https://eric.ed.gov/?q=picture+AND+better+AND+words&pg=2&id=EJ1161967"><span>Using Multidimensional Methods to Understand the Development, Interpretation and Enactment of Quality Assurance Policy within the Educational Development Community</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Smith, Karen</p> <p>2018-01-01</p> <p>Policy texts are representations of practice that both reflect and shape the world around them. There is, however, little higher education research that critically analyses the impact of higher education policy on educational developers and educational development practice. Extending methods from critical discourse analysis by combining textual…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2231788','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2231788"><span>Physical Examination Reporting System</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Rowley, B.A.; Cameron, J.M.; Anderson, D.E.; Nicholas, T.A.; Hogue, R.L.; Hutcheson, J.L.; Peralta, V.H.; Johansen, B.; Walston, D.</p> <p>1978-01-01</p> <p>The following is a description of a Physical Examination Reporting System which was developed in cooperation with physicians from the Department of Family Practice and the Department of Preventive Medicine, Texas Tech University School of Medicine, Lubbock, Texas. This system was designed to evaluate what effect such a report would have on the practice of medicine in underserved areas with regard to health benefit, medical impact, and economic impact. The set of observations was assembled over a three month period by utilizing techniques previously developed in this area as well as the expertise of the TTUSM faculty. This system was developed for impact evaluation purposes. Its actual daily use may require changes in the form, in method of entry, and in format of the report.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26198428','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26198428"><span>A mixed methods study of the factors that influence whether intervention research has policy and practice impacts: perceptions of Australian researchers.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Newson, Robyn; King, Lesley; Rychetnik, Lucie; Bauman, Adrian E; Redman, Sally; Milat, Andrew J; Schroeder, Jacqueline; Cohen, Gillian; Chapman, Simon</p> <p>2015-07-21</p> <p>To investigate researchers' perceptions about the factors that influenced the policy and practice impacts (or lack of impact) of one of their own funded intervention research studies. Mixed method, cross-sectional study. Intervention research conducted in Australia and funded by Australia's National Health and Medical Research Council between 2003 and 2007. The chief investigators from 50 funded intervention research studies were interviewed to determine if their study had achieved policy and practice impacts, how and why these impacts had (or had not) occurred and the approach to dissemination they had employed. We found that statistically significant intervention effects and publication of results influenced whether there were policy and practice impacts, along with factors related to the nature of the intervention itself, the researchers' experience and connections, their dissemination and translation efforts, and the postresearch context. This study indicates that sophisticated approaches to intervention development, dissemination actions and translational efforts are actually widespread among experienced researches, and can achieve policy and practice impacts. However, it was the links between the intervention results, further dissemination actions by researchers and a variety of postresearch contextual factors that ultimately determined whether a study had policy and practice impacts. Given the complicated interplay between the various factors, there appears to be no simple formula for determining which intervention studies should be funded in order to achieve optimal policy and practice impacts. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=THE%2bTEACHER%2bOF%2bHIGHER%2bEDUCATION%3a%2bTRAINING%2bPROFILE&id=EJ1169413','ERIC'); return false;" href="https://eric.ed.gov/?q=THE%2bTEACHER%2bOF%2bHIGHER%2bEDUCATION%3a%2bTRAINING%2bPROFILE&id=EJ1169413"><span>Focus on the Finish Line: Does High-Impact Practice Participation Influence Career Plans and Early Job Attainment?</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Miller, Angie L.; Rocconi, Louis M.; Dumford, Amber D.</p> <p>2018-01-01</p> <p>High-impact practices (HIPs) are important co-curricular educational experiences in post-secondary education, as they promote learning, development, and persistence among students. The goal of this study was to extend the research on HIPs to explore potential connections with HIP participation and career outcomes. Using data from the National…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=clinical&pg=4&id=EJ1049650','ERIC'); return false;" href="https://eric.ed.gov/?q=clinical&pg=4&id=EJ1049650"><span>The Development of a Scale to Assess Practitioner Capacity to Engage in Clinical Education</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Abey, Sally; Lea, Susan; Callaghan, Lynne; Cotton, Debby; Shaw, Steve</p> <p>2015-01-01</p> <p>Clinical educators play an important role in the development of clinical skills during health care undergraduates' practice placements. The supportiveness of the learning environment and the attitude of the clinical educator towards student development are considered to be important factors that impact upon practice placement experience, although…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=knowledgeable+AND+diversity&pg=4&id=EJ629121','ERIC'); return false;" href="https://eric.ed.gov/?q=knowledgeable+AND+diversity&pg=4&id=EJ629121"><span>Crash Test Dummies or Knowledgeable Practitioners? Evaluating the Impact of Professional Development.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Harrison, Roger; Edwards, Richard; Brown, Jonathan</p> <p>2001-01-01</p> <p>Draws on the authors' experience of developing and presenting an Open University Masters level course: Guidance and Counselling in Learning. Explores the diversity of contexts for guidance practices and the assumptions about the relationship between theory and practice that is embedded in various approaches to professional development. (Contains…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ956988.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ956988.pdf"><span>Using a Faith Development Model in College Counseling</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Stanard, Rebecca Powell; Painter, Linda C.</p> <p>2004-01-01</p> <p>The impact of faith on counseling outcomes has been a topic of interest in recent years, however many counselors are not familiar with faith development theory and little practical information on how to integrate that theory into practice is available. This article reviews Fowler's (1981) theory of faith development and offers concrete suggestions…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28424055','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28424055"><span>How participation in surgical mortality audit impacts surgical practice.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Lui, Chi-Wai; Boyle, Frances M; Wysocki, Arkadiusz Peter; Baker, Peter; D'Souza, Alisha; Faint, Sonya; Rey-Conde, Therese; North, John B</p> <p>2017-04-19</p> <p>Surgical mortality audit is an important tool for quality assurance and professional development but little is known about the impact of such activity on professional practice at the individual surgeon level. This paper reports the findings of a survey conducted with a self-selected cohort of surgeons in Queensland, Australia, on their experience of participating in the audit and its impact on their professional practice, as well as implications for hospital systems. The study used a descriptive cross-sectional survey design. All surgeons registered in Queensland in 2015 (n = 919) were invited to complete an anonymous online questionnaire between September and October 2015. 184 surgeons completed and returned the questionnaire at a response rate of 20%. Thirty-nine percent of the participants reported that involvement in the audit process affected their clinical practice. This was particularly the case for surgeons whose participation included being an assessor. Thirteen percent of the participants had perceived improvement to hospital practices or advancement in patient care and safety as a result of audit recommendations. Analysis of the open-ended responses suggested the audit experience had led surgeons to become more cautious, reflective in action and with increased confidence in best practice, and recognise the importance of effective communication and clear documentation. This is the first study to examine the impact of participation in a mortality audit process on the professional practice of surgeons. The findings offer evidence for surgical mortality audit as an effective strategy for continuous professional development and for improving patient safety initiatives.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Types+AND+batteries&pg=7&id=EJ743925','ERIC'); return false;" href="https://eric.ed.gov/?q=Types+AND+batteries&pg=7&id=EJ743925"><span>Impacts of Good Practices on Cognitive Development, Learning Orientations, and Graduate Degree Plans during the First Year of College</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cruce, Ty M.; Wolniak, Gregory C.; Seifert, Tricia A.; Pascarella, Ernest T.</p> <p>2006-01-01</p> <p>This study estimated separately the unique effects of three dimensions of good practice and the global effects of a composite measure of good practices on the cognitive development, orientations to learning, and educational aspirations of students during their first year of college. Analyses of longitudinal data from a representative sample of…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1146839.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1146839.pdf"><span>Exploring Change in EFL Teachers' Perceptions of Professional Development</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mohammadi, Mohammad; Moradi, Khaled</p> <p>2017-01-01</p> <p>Continuous professional development (CPD) is important for teachers in attaining sustainable education. Accordingly, exploring teachers' perceptions could be a significant endeavor as teachers' beliefs impact their classroom practices, thereby, impacting student learning and, thus have educational implications. Therefore, this study was designed…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=self+AND+improvement&pg=2&id=EJ1127242','ERIC'); return false;" href="https://eric.ed.gov/?q=self+AND+improvement&pg=2&id=EJ1127242"><span>Using a Practical Instructional Development Process to Show That Integrating Lab and Active Learning Benefits Undergraduate Analytical Chemistry</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Goacher, Robyn E.; Kline, Cynthia M.; Targus, Alexis; Vermette, Paul J.</p> <p>2017-01-01</p> <p>We describe how a practical instructional development process helped a first-year assistant professor rapidly develop, implement, and assess the impact on her Analytical Chemistry course caused by three changes: (a) moving the lab into the same semester as the lecture, (b) developing a more collaborative classroom environment, and (c) increasing…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/11737501','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/11737501"><span>Pre- and post-test evaluation of a project to facilitate research development in practice in a hospital setting.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Clifford, C; Murray, S</p> <p>2001-12-01</p> <p>This paper describes a project designed to facilitate the use of research in nursing practice in one acute hospital. A university team worked in collaboration with staff from the hospital to develop and evaluate the impact of development work designed to enhance knowledge and use of research in practice. A research utilization questionnaire was administered as a pre-test (stage 1); a development phase was implemented (stage 2) and a post-test survey (stage 3) was administered to evaluate the impact of the development work. In stage 1, the total population of nursing and midwifery staff in the hospital (n=473) were targeted and 235 returned the questionnaire, giving a response rate of 50%. Data from the pre-test and focus group discussions with staff were used to plan stage 2 of the project. The development stage involved an educational strand in which open learning research materials were made available to staff, who were also offered tutorial support in their learning. A second strand supported the development of clinical research projects and funds were identified for clinical staff to apply for project development awards to enable them to develop skills in research and development activity under the supervision of a research fellow. Stage 3 involved a post-test survey of staff who had completed the questionnaire in stage 1 (n=81). There were no significant differences in findings between the pre-test and post-test. Qualitative data from those involved in the clinical projects in stage 2 indicated factors impacting on the feasibility of undertaking research in practice.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.osti.gov/biblio/21077725-thresholds-criteria-evaluating-communicating-impact-significance-environmental-statements-see-evil-hear-evil-speak-evil','SCIGOV-STC'); return false;" href="https://www.osti.gov/biblio/21077725-thresholds-criteria-evaluating-communicating-impact-significance-environmental-statements-see-evil-hear-evil-speak-evil"><span>Thresholds and criteria for evaluating and communicating impact significance in environmental statements: 'See no evil, hear no evil, speak no evil'?</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Wood, Graham</p> <p>2008-01-15</p> <p>The evaluation and communication of the significance of environmental effects remains a critical yet poorly understood component of EIA theory and practice. Following a conceptual overview of the generic dimensions of impact significance in EIA, this paper reports upon the findings of an empirical study of recent environmental impact statements that considers the treatment of significance for impacts concerning landscape ('see no evil') and noise ('hear no evil'), focussing specifically upon the evaluation and communication of impact significance ('speak no evil') in UK practice. Particular attention is given to the use of significance criteria and thresholds, including the development ofmore » a typology of approaches applied within the context of noise and landscape/visual impacts. Following a broader discussion of issues surrounding the formulation, application and interpretation of significance criteria, conclusions and recommendations relevant to wider EIA practice are suggested.« less</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_2");'>2</a></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li class="active"><span>4</span></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_4 --> <div id="page_5" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li class="active"><span>5</span></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="81"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Contraceptives+AND+adolescence&pg=2&id=EJ365689','ERIC'); return false;" href="https://eric.ed.gov/?q=Contraceptives+AND+adolescence&pg=2&id=EJ365689"><span>Cognitive Development and Adolescent Contraception: Integrating Theory and Practice.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Gruber, Enid; Chambers, Christopher V.</p> <p>1987-01-01</p> <p>Asserts that cognitive skills that develop during adolescence are crucial to successful contraceptive practice and that practitioners must understand special developmental setting in which adolescent sexual growth and experimentation occur in order to impact contraceptive use. Demonstrates how health and medical providers can work together to…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1058165.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1058165.pdf"><span>Creating a Model for High Impact Practices at a Large, Regional, Comprehensive University: A Case Study</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McMahan, Shari</p> <p>2008-01-01</p> <p>Student engagement in High Impact Practices (HIPs) has been gaining the attention of higher education leaders and researchers. When students are actively engaged in the learning process they report greater gains in learning and personal development. Students involved in HIPs show better retention, higher GPA and succeed in graduating college in a…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Impact+AND+environmental+AND+Mexico&id=EJ813685','ERIC'); return false;" href="https://eric.ed.gov/?q=Impact+AND+environmental+AND+Mexico&id=EJ813685"><span>Policy Development, Theory and Practice in Environmental Adult Education: Reflections on the Learning for Environmental Action Programme from 1995 to the Present</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Clover, Darlene E.</p> <p>2006-01-01</p> <p>Contemporary neo-conservative and globalisation practices and policies have a powerful impact on every aspect of human life. Policies enacted by the governments to accumulate wealth have destroyed natural environments like nothing before. As the negative impact of neo-conservatism and globalisation grew on people's lives and environment, the…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=understanding+AND+interest+AND+rate&pg=4&id=EJ1011306','ERIC'); return false;" href="https://eric.ed.gov/?q=understanding+AND+interest+AND+rate&pg=4&id=EJ1011306"><span>The Impact of Communities of Practice in Support of Early-Career Academics</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cox, Milton D.</p> <p>2013-01-01</p> <p>This paper traces the history and impact of communities of practice (CoPs) in supporting early-career academics, although the primary focus here in the United States is on the faculty learning community (FLC) model, a special type of CoP in higher education. The initial development of this model, beginning in 1979, takes place over two decades at…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=ALS&pg=3&id=EJ1118663','ERIC'); return false;" href="https://eric.ed.gov/?q=ALS&pg=3&id=EJ1118663"><span>What Am I to Action Learning and What Is Action Learning to Me?</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Doherty, Daniel</p> <p>2016-01-01</p> <p>This account of practice charts one organisation development practitioner's experience of the influence of action learning (AL) at various points in his career, from the early 1970s to the present day. It explores the impact of AL upon his practice over the years, chronicling various episodes which had strongest impact. It contrasts AL as it was…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=%22Classroom+Observation%22+AND+%22active+learning%22&pg=7&id=ED550385','ERIC'); return false;" href="https://eric.ed.gov/?q=%22Classroom+Observation%22+AND+%22active+learning%22&pg=7&id=ED550385"><span>Exploring the Contextual Factors Related to Transfer of Learning in a High School Implementation of the eMINTS Program</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kaplan, Lorie F.</p> <p>2011-01-01</p> <p>Truly impacting teacher practices is a challenge for educational professional development (PD) providers. Typically, little attention is paid to the factors within the environment to which the educators return and how those factors will impact participants' ability to integrate what they have learned into their teaching practices. Even for…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27301248','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27301248"><span>Assessing the health impact of transnational corporations: its importance and a framework.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Baum, Frances E; Sanders, David M; Fisher, Matt; Anaf, Julia; Freudenberg, Nicholas; Friel, Sharon; Labonté, Ronald; London, Leslie; Monteiro, Carlos; Scott-Samuel, Alex; Sen, Amit</p> <p>2016-06-15</p> <p>The adverse health and equity impacts of transnational corporations' (TNCs) practices have become central public health concerns as TNCs increasingly dominate global trade and investment and shape national economies. Despite this, methodologies have been lacking with which to study the health equity impacts of individual corporations and thus to inform actions to mitigate or reverse negative and increase positive impacts. This paper reports on a framework designed to conduct corporate health impact assessment (CHIA), developed at a meeting held at the Rockefeller Foundation Bellagio Center in May 2015. On the basis of the deliberations at the meeting it was recommended that the CHIA should be based on ex post assessment and follow the standard HIA steps of screening, scoping, identification, assessment, decision-making and recommendations. A framework to conduct the CHIA was developed and designed to be applied to a TNC's practices internationally, and within countries to enable comparison of practices and health impacts in different settings. The meeting participants proposed that impacts should be assessed according to the TNC's global and national operating context; its organisational structure, political and business practices (including the type, distribution and marketing of its products); and workforce and working conditions, social factors, the environment, consumption patterns, and economic conditions within countries. We anticipate that the results of the CHIA will be used by civil society for capacity building and advocacy purposes, by governments to inform regulatory decision-making, and by TNCs to lessen their negative health impacts on health and fulfil commitments made to corporate social responsibility.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018RScEd.tmp...32P','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018RScEd.tmp...32P"><span>Meeting the Demands of Science Reforms: A Comprehensive Professional Development for Practicing Middle School Teachers</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Pringle, Rose M.; Mesa, Jennifer; Hayes, Lynda</p> <p>2018-03-01</p> <p>Preparing teachers to teach science consistent with current reforms in science education is a daunting enterprise given a lack of high-quality science professional development (PD) adaptable across various contexts (Wilson 2013). This study examines the impact of a comprehensive professional development program on middle school teachers' disciplinary content knowledge and instructional practices. In this mixed methods investigation, data sources included classroom observations, content knowledge assessments, surveys, and a range of interviews. The teachers in the program showed significant improvements in their disciplinary content knowledge and demonstrated through their enactment of a reform-based curriculum, a range of ability levels to translate their knowledge into instructional practices consistent with the principles espoused in the PD. We conclude that programs that attend to elements of effective PD identified in the literature can positively impact middle school science teachers' enactment of reform-based science teaching. Our findings extend these elements to include the strategic engagement of school and district leadership and the provision of a safe learning space for teachers to collectively engage in reciprocal learning and critical practice. This study has worldwide implications for designing PD for science teachers and for extending our understanding of the impact of each element.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25552272','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25552272"><span>Does health intervention research have real world policy and practice impacts: testing a new impact assessment tool.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Cohen, Gillian; Schroeder, Jacqueline; Newson, Robyn; King, Lesley; Rychetnik, Lucie; Milat, Andrew J; Bauman, Adrian E; Redman, Sally; Chapman, Simon</p> <p>2015-01-01</p> <p>There is a growing emphasis on the importance of research having demonstrable public benefit. Measurements of the impacts of research are therefore needed. We applied a modified impact assessment process that builds on best practice to 5 years (2003-2007) of intervention research funded by Australia's National Health and Medical Research Council to determine if these studies had post-research real-world policy and practice impacts. We used a mixed method sequential methodology whereby chief investigators of eligible intervention studies who completed two surveys and an interview were included in our final sample (n = 50), on which we conducted post-research impact assessments. Data from the surveys and interviews were triangulated with additional information obtained from documentary analysis to develop comprehensive case studies. These case studies were then summarized and the reported impacts were scored by an expert panel using criteria for four impact dimensions: corroboration; attribution, reach, and importance. Nineteen (38%) of the cases in our final sample were found to have had policy and practice impacts, with an even distribution of high, medium, and low impact scores. While the tool facilitated a rigorous and explicit criterion-based assessment of post-research impacts, it was not always possible to obtain evidence using documentary analysis to corroborate the impacts reported in chief investigator interviews. While policy and practice is ideally informed by reviews of evidence, some intervention research can and does have real world impacts that can be attributed to single studies. We recommend impact assessments apply explicit criteria to consider the corroboration, attribution, reach, and importance of reported impacts on policy and practice. Impact assessments should also allow sufficient time between impact data collection and completion of the original research and include mechanisms to obtain end-user input to corroborate claims and reduce biases that result from seeking information from researchers only.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=bandura+AND+social+AND+learning+AND+theory&pg=3&id=EJ1166537','ERIC'); return false;" href="https://eric.ed.gov/?q=bandura+AND+social+AND+learning+AND+theory&pg=3&id=EJ1166537"><span>The Impact of a Practice-Teaching Professional Development Model on Teachers' Inquiry Instruction and Inquiry Efficacy Beliefs</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lotter, Christine R.; Thompson, Stephen; Dickenson, Tammiee S.; Smiley, Whitney F.; Blue, Genine; Rea, Mary</p> <p>2018-01-01</p> <p>This study examined changes in middle school teachers' beliefs about inquiry, implementation of inquiry practices, and self-efficacy to teach science through inquiry after participating in a year-long professional development program. The professional development model design was based on Bandura's (1986) social cognitive theory of learning and…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23996539','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23996539"><span>Learning reflexively from a health promotion professional development program in Canada.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Tremblay, Marie-Claude; Richard, Lucie; Brousselle, Astrid; Beaudet, Nicole</p> <p>2014-09-01</p> <p>In recent decades, reflexivity has received much attention in the professional education and training literature, especially in the public health and health promotion fields. Despite general agreement on the importance of reflexivity, there appears to be no consensus on how to assess reflexivity or to conceptualize the different forms developed among professionals and participants of training programs. This paper presents an analysis of the reflexivity outcomes of the Health Promotion Laboratory, an innovative professional development program aimed at supporting practice changes among health professionals by fostering competency development and reflexivity. More specifically, this paper explores the difference between two levels of reflexivity (formative and critical) and highlights some implications of each for practice. Data were collected through qualitative interviews with participants from two intervention sites. Results showed that involvement in the Health Promotion Laboratory prompted many participants to modify their vision of their practice and professional role, indicating an impact on reflexivity. In many cases, new understandings seem to have played a formative function in enabling participants to improve their practice and their role as health promoters. The reflective process also served a critical function culminating in a social and moral understanding of the impacts on society of the professionals' practices and roles. This type of outcome is greatly desired in health promotion, given the social justice and equity concerns of this field of practice. By redefining the theoretical concept of reflexivity on two levels and discussing their impacts on practice, this study supports the usefulness of both levels of reflexivity. © The Author (2013). Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/16741675','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/16741675"><span>Commentary on Becoming a Daughter: Trauma is a powerful teacher.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Veach, Patricia McCarthy</p> <p>2006-06-01</p> <p>Personal life crises profoundly impact genetic counselor practice. In this commentary, themes from Matloff's (in press) article, Becoming a Daughter are highlighted and expanded upon. These themes include: personal impact of a life crisis, and professional impact vis a vis empathy countertransference, self-disclosure, nondirectiveness, and self-confidence. Strategies that help genetic counselors manage personal life crises within their clinical practice and also promote their professional development are emphasized, including normalization of life crises, self-reflection, boundary-setting, and use of peer supervision and consultation.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=%3dNational+AND+geographic&pg=3&id=EJ747386','ERIC'); return false;" href="https://eric.ed.gov/?q=%3dNational+AND+geographic&pg=3&id=EJ747386"><span>Beliefs, Classroom Practices, and Professional Development Activities of Teacher Consultants</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kenreich, Todd W.</p> <p>2004-01-01</p> <p>After more than a decade of funding from the "National Geographic Society," questions have increasingly been raised about the effectiveness of geographic alliances as vehicles for professional development in geographic education. This study explores the impact of participation in a summer institute on teacher beliefs and practices in…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=space+AND+research+AND+papers&pg=5&id=EJ1058343','ERIC'); return false;" href="https://eric.ed.gov/?q=space+AND+research+AND+papers&pg=5&id=EJ1058343"><span>Examining Mathematics Teacher Educators' Emerging Practices in Online Environments</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kastberg, Signe; Lynch-Davis, Kathleen; D'Ambrosio, Beatriz</p> <p>2014-01-01</p> <p>Teacher professional development and course work using asynchronous online environments seems promising, yet little is known about how mathematics teacher educators (MTEs) develop practices for such spaces. Research has shown that views of learning impact design of online learning spaces, enabling and constraining particular student action. More…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=213104&keyword=big+AND+data&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=213104&keyword=big+AND+data&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>SUSTAIN – A Framework for Placement of Best Management Practices in Urban Watersheds to Protect Water Quality</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>SUSTAIN (System for Urban Stormwater Treatment and Analysis INtegration) is a decision support system to facilitate selection and placement of best management practices (BMPs) and low impact development (LID) techniques at strategic locations in urban watersheds. It was develope...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=consumer+AND+reports&pg=7&id=EJ1109488','ERIC'); return false;" href="https://eric.ed.gov/?q=consumer+AND+reports&pg=7&id=EJ1109488"><span>Developing a Postgraduate Work-Based Curriculum Using an Intervention Mapping Approach</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Stewart, Victoria; Campbell, Matthew; Wheeler, Amanda J.</p> <p>2016-01-01</p> <p>Advanced practitioner skill development has become an important focus in health service delivery as increasingly complex consumer needs, practice environments and national professional registration requirements impact on professional work practices. Increasingly, work-based or workplace learning experiences are being seen as an effective means for…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=time+AND+series+AND+design+AND+study&pg=6&id=ED576138','ERIC'); return false;" href="https://eric.ed.gov/?q=time+AND+series+AND+design+AND+study&pg=6&id=ED576138"><span>Co-Teaching: The Importance of Professional Development</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Barnes, Greg</p> <p>2017-01-01</p> <p>Purpose: The purpose of this qualitative case study was to determine the impact co-teaching professional development has had on teacher attitude and classroom practices in a secondary, middle school setting. Methodology: This qualitative case study design included the use of best practice checklists and personal interviews. Educators from a middle…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Academy+AND+Strategic+AND+Management+AND+Journal&id=ED431961','ERIC'); return false;" href="https://eric.ed.gov/?q=Academy+AND+Strategic+AND+Management+AND+Journal&id=ED431961"><span>Linking HRD Practice and Research.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>1999</p> <p></p> <p>This document contains four symposium papers on linking human resource development (HRD) theory and practice. "Partnership Research: Ensuring More Useful HRD Collaborations" (Ronald L. Jacobs), which proceeds from the premise that most HRD research has limited impact on practice because research problems are usually generated devoid of a…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.ars.usda.gov/research/publications/publication/?seqNo115=332080','TEKTRAN'); return false;" href="http://www.ars.usda.gov/research/publications/publication/?seqNo115=332080"><span>Impact of model development, calibration and validation decisions on hydrological simulations in West Lake Erie Basin</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ars.usda.gov/research/publications/find-a-publication/">USDA-ARS?s Scientific Manuscript database</a></p> <p></p> <p></p> <p>Watershed simulation models are used extensively to investigate hydrologic processes, landuse and climate change impacts, pollutant load assessments and best management practices (BMPs). Developing, calibrating and validating these models require a number of critical decisions that will influence t...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://hdl.handle.net/2060/20150022453','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20150022453"><span>An Innovative Solution to NASA's NEO Impact Threat Mitigation Grand Challenge and Flight Validation Mission Architecture Development</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Wie, Bong; Barbee, Brent; Pitz, Alan; Kaplinger, Brian; Hawkins, Matt; Winkler, Tim; Premaratne, Pavithra; Vardaxis, George; Lyzhoft, Joshua; Zimmerman, Ben</p> <p>2015-01-01</p> <p>To develop an innovative yet practically implementable mitigation technique for the most probable impact threat of an asteroid or comet with short warning time(i.e., when we don't have sufficient warning times for a deflection mission)</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li class="active"><span>5</span></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_5 --> <div id="page_6" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li class="active"><span>6</span></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="101"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1034755.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1034755.pdf"><span>Modeling Instruction: The Impact of Professional Development on Instructional Practices</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Barlow, Angela T.; Frick, Tasha M.; Barker, Heather L.; Phelps, Amy J.</p> <p>2014-01-01</p> <p>Modeling Instruction holds the potential for transforming science instruction and improving student achievement. Key to the success of Modeling Instruction, however, is the fidelity of implementation of its curriculum. This qualitative study examined the impact of Modeling Instruction professional development on participating teachers'…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1051526.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1051526.pdf"><span>The Impact of a Teacher Development Program for Strategic Reading on EFL Teachers' Instructional Practice (El impacto de un programa de desarrollo profesional en lectura estratégica en la práctica instruccional de docentes de inglés como lengua extranjera)</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Khonamri, Fatemeh; Salimi, Mahin</p> <p>2010-01-01</p> <p>Research on teacher development has been the focus of attention in recent decades. The overall aim of this study was to explore the impact of reading strategy training on high school teachers' reading instructional practices. The study was conducted in the EFL context of Iran. To meet this aim, four EFL high school teachers voluntarily took part…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4103966','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4103966"><span>Behavioral Health and Disasters: Looking to the Future</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Palinkas, Lawrence A.</p> <p>2014-01-01</p> <p>Along with other manmade and natural disasters, oil spills produce profound and long-term impacts on the behavioral health of their survivors. While previous and ongoing research has focused on producing evidence of the breadth and depth of these impacts, future efforts must begin to translate this evidence into developing and implementing policies, programs and practices that effectively contribute to their prevention and mitigation. Drawing upon a conceptual framework of the behavioral health impacts of oil spills developed from data collected in the aftermath of the Exxon Valdez oil spill in 1989, this paper examines potential interventions designed to prevent or mitigate biopsychosocial, interpersonal and intrapersonal impacts on behavioral health. Future efforts to translate behavioral health research into effective practice will require the formation and maintenance of academic-community partnerships for the purpose of building resilience to these impacts and providing targeted services to those most vulnerable to their long-term consequences. PMID:24443145</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24511889','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24511889"><span>The impact of electronic health record use on physician productivity.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Adler-Milstein, Julia; Huckman, Robert S</p> <p>2013-11-01</p> <p>To examine the impact of the degree of electronic health record (EHR) use and delegation of EHR tasks on clinician productivity in ambulatory settings. We examined EHR use in primary care practices that implemented a web-based EHR from athenahealth (n = 42) over 3 years (695 practice-month observations). Practices were predominantly small and spread throughout the country. Data came from athenahealth practice management system and EHR task logs. We developed monthly measures of EHR use and delegation to support staff from task logs. Productivity was measured using work relative value units (RVUs). Using fixed effects models, we assessed the independent impacts on productivity of EHR use and delegation. We then explored the interaction between these 2 strategies and the role of practice size. Greater EHR use and greater delegation were independently associated with higher levels of productivity. An increase in EHR use of 1 standard deviation resulted in a 5.3% increase in RVUs per clinician workday; an increase in delegation of EHR tasks of 1 standard deviation resulted in an 11.0% increase in RVUs per clinician workday (P <.05 for both). Further, EHR use and delegation had a positive joint impact on productivity in large practices (coefficient, 0.058; P <.05), but a negative joint impact on productivity in small practices (coefficient, -0.142; P <.01). Clinicians in practices that increased EHR use and delegated EHR tasks were more productive, but practice size determined whether the 2 strategies were complements or substitutes.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=quality+AND+education+AND+Online&pg=7&id=EJ1154675','ERIC'); return false;" href="https://eric.ed.gov/?q=quality+AND+education+AND+Online&pg=7&id=EJ1154675"><span>The Impact of Quality Matters Professional Development on Teaching across Delivery Formats</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kearns, Lorna R.; Mancilla, Rae</p> <p>2017-01-01</p> <p>This study explored the impact of professional development workshops for online course design on faculty's pedagogical practices in online, face-to-face (f2f), and blended instructional modes. It specifically focused on trainings offered by the Quality Matters (QM) organization on a rubric for assessing quality in online course development. A…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/18368021','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/18368021"><span>The impact of corporate practices on health: implications for health policy.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Freudenberg, Nicholas; Galea, Sandro</p> <p>2008-04-01</p> <p>Although corporate practices play a substantial role in shaping health and health behavior, public health researchers have rarely systematically studied these practices as a social determinant of health. We consider case studies of three products - trans fat, a food additive and a preservative; Vioxx, a pain killer; and sports utility vehicles - to illustrate the role of corporate policies and practices in the production of health and disease and the implications for health policy. In recent years, public health advocates, researchers, and lawyers have used strategies to reduce the adverse health impact of corporate practices. Systematic analysis of these experiences yields insights that can guide the development of health policies that increase opportunities for primary prevention by discouraging harmful corporate practices.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=impacts&pg=3&id=EJ1170513','ERIC'); return false;" href="https://eric.ed.gov/?q=impacts&pg=3&id=EJ1170513"><span>The Impact of Teacher Study Groups in Vocabulary on Teaching Practice, Teacher Knowledge, and Student Vocabulary Knowledge: A Large-Scale Replication Study</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Jayanthi, Madhavi; Dimino, Joseph; Gersten, Russell; Taylor, Mary Jo; Haymond, Kelly; Smolkowski, Keith; Newman-Gonchar, Rebecca</p> <p>2018-01-01</p> <p>The purpose of this replication study was to examine the impact of the Teacher Study Group (TSG) professional development in vocabulary on first-grade teachers' knowledge of vocabulary instruction and observed teaching practice, and on students' vocabulary knowledge. Sixty-two schools from 16 districts in four states were randomly assigned to…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Scheme&pg=2&id=EJ1178507','ERIC'); return false;" href="https://eric.ed.gov/?q=Scheme&pg=2&id=EJ1178507"><span>The Perceived Impact on Academics' Teaching Practice of Engaging with a Higher Education Institution's CPD Scheme</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Botham, Kathryn Ann</p> <p>2018-01-01</p> <p>A study was undertaken to identify via questionnaire (42) and interview (6) academic staff perceptions of the impact on their practice of engagement with an institutional Continuing Professional Development (CPD) Scheme aligned to the UK PSF and leading to HEA Fellowship. This paper focuses on three key themes in relation to teaching and learning…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2009PhDT.......218B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2009PhDT.......218B"><span>Learning from the best: Overcoming barriers to reforms-based elementary science teaching</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Banchi, Heather May</p> <p></p> <p>This study explored the characteristics of elementary science teachers who employ reforms-based practices. Particular attention was paid to the consistency of teachers' practices and their beliefs, the impact of professional development experiences on practices, and how teachers mitigated barriers to reforms-based instruction. Understanding how successful elementary science teachers develop fills a gap in the science reforms literature. Participants included 7 upper elementary science teachers from six different schools. All schools were located within two suburban school districts in the south-Atlantic United States and data was collected during the spring of 2008. Data collection included use of the Reformed Teaching Observation Protocol (RTOP) to evaluate the level of reforms-based instruction, as well as 35 hours of classroom observation field notes and 21 hours of audio-taped teacher interviews. The variety of data sources allowed for triangulation of evidence. The RTOP was analyzed using descriptive statistics and classroom observations and interview data were analyzed using Erickson's (1986) guidelines for analytic induction. Findings indicated (a) reforms-based elementary science teaching was attainable, (b) beliefs and practices were consistent and both reflected reforms-based philosophies and practices, (c) formal professional development experiences were limited and did not foster reforms-based practices, (d) informal professional development pursued by teachers had a positive impact on practices, (e) barriers to reforms-based instruction were present but mitigated by strong beliefs and practical strategies like curriculum integration. These findings suggest that there are common, salient characteristics of reforms-based teachers' beliefs, practices, and professional development experiences. These commonalities contribute to an understanding of how reforms-based teachers develop, and inform efforts to move all elementary teachers in the direction of reforms-based science teaching.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2012PhDT.......363C','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2012PhDT.......363C"><span>Professional development and teacher impacts: The NSF GK-12 experience</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Camasta, Susan Fullett</p> <p></p> <p>Professional development is a central piece in the continuing education of teachers. The purpose of this study was to examine professional development for teachers, in particular, the impact of one program that has the potential to positively influence educators as their careers evolve. Twenty-seven teachers who served as participants in the National Science Foundation (NSF) Graduate STEM (science, technology, engineering and mathematics) Fellows in K-12 Education Program (GK-12) volunteered to be interviewed about their experiences as teacher partners with graduate student Fellows who were considered experts in their content area and research methods. The teachers taught 1st through 12th grades in 22 different schools, and represented nine GK-12 programs in six states. The data collected in this qualitative study indicate enduring impacts on teachers and those included: affective impacts, as well as impacts on their practice, their colleagues and their professional involvement. In addition, Fellow and student impacts were reported. The teacher reports indicate that the design and goals of the GK-12 program---which is meant to impact graduate student Fellows, teachers and students---are consistent with the literature on best-practice professional development including facilitating teacher change. Thus, this program can serve as a model for designing effective professional development. A limitation of this study is that most of the data collected were from teacher reports.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=mother+AND+authoritarian&pg=2&id=EJ668511','ERIC'); return false;" href="https://eric.ed.gov/?q=mother+AND+authoritarian&pg=2&id=EJ668511"><span>Socialization Goals, Parenting Practices, and Peer Competence in Chinese and English Preschoolers.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Pearson, Emma; Rao, Nirmala</p> <p>2003-01-01</p> <p>Examined relations between Hong Kong and English mothers' socialization goals and childrearing practices and their impact upon preschool peer competence. Found significant correlations between socialization toward filial piety and authoritarian practices, and valuing socioemotional development and authoritative parenting for both groups. Chinese…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=quantitative+AND+one+AND+group+AND+pretest+AND+posttest+AND+research+AND+design&pg=3&id=ED557476','ERIC'); return false;" href="https://eric.ed.gov/?q=quantitative+AND+one+AND+group+AND+pretest+AND+posttest+AND+research+AND+design&pg=3&id=ED557476"><span>The Effectiveness of Professional Development Using a Checklist of Common Core State Standards for Mathematical Practice for Designing and Delivering Instruction on Algebra I Achievement</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Peretin, Janeen</p> <p>2014-01-01</p> <p>This study was designed to determine whether or not the use of focused professional development using a checklist based on the Common Core State Standards Mathematical Practices impacted students' math scores as measured by an assessment that requires the use of the practices. Additionally, the researcher sought to determine whether or not the use…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/20851267','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/20851267"><span>Efficiency in mental health practice and research.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Lagomasino, Isabel T; Zatzick, Douglas F; Chambers, David A</p> <p>2010-01-01</p> <p>Limited financial resources, escalating mental health-related costs and opportunities for capitalizing on advances in health information technologies have brought the theme of efficiency to the forefront of mental health services research and clinical practice. In this introductory article to the journal series stemming from the 20th NIMH Mental Health Services Research Conference, we first delineate the need for a new focus on efficiency in both research and clinical practice. Second, we provide preliminary definitions of efficiency for the field and discuss issues related to measurement. Finally, we explore the interface between efficiency in mental health services research and practice and the NIMH strategic objectives of developing improved interventions for diverse populations and enhancing the public health impact of research. Case examples illustrate how perspectives from dissemination and implementation research may be used to maximize efficiencies in the development and implementation of new service delivery models. Allowing findings from the dissemination and implementation field to permeate and inform clinical practice and research may facilitate more efficient development of interventions and enhance the public health impact of research. Copyright © 2010 Elsevier Inc. All rights reserved.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.ars.usda.gov/research/publications/publication/?seqNo115=350058','TEKTRAN'); return false;" href="http://www.ars.usda.gov/research/publications/publication/?seqNo115=350058"><span>A new framework for modeling decentralized low impact developments using Soil and Water Assessment Tool</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ars.usda.gov/research/publications/find-a-publication/">USDA-ARS?s Scientific Manuscript database</a></p> <p></p> <p></p> <p>Assessing the performance of Low Impact Development (LID) practices at a catchment scale is important in managing urban watersheds. Few modeling tools exist that are capable of explicitly representing the hydrological mechanisms of LIDs while considering the diverse land uses of urban watersheds. ...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=279905&Lab=NRMRL&keyword=filters&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=279905&Lab=NRMRL&keyword=filters&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>Phosphorous Attenuation in Urban Best Management (BMP) and Low Impact Development (LID) Practices</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>While all living organisms require phosphorous (P) to live and grow, adding too much P to the environment can cause unintended and undesirable effects, such as eutrophication of surface waters and harmful algal blooms. Urban best management (BMP) and low impact development (LI...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=267771&keyword=Pollution+AND+Soil&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=267771&keyword=Pollution+AND+Soil&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>A Meta-Analysis of Hedonic Studies to Assess the Property Value Effects of Low Impact Development</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>Stormwater runoff from urban areas is a significant source of water pollution in the United States. Many states are promoting low impact development (LID) practices, which provide a variety of direct and ancillary ecosystem services. We describe a meta-analysis designed to evalua...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28937917','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28937917"><span>Head impact exposure measured in a single youth football team during practice drills.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Kelley, Mireille E; Kane, Joeline M; Espeland, Mark A; Miller, Logan E; Powers, Alexander K; Stitzel, Joel D; Urban, Jillian E</p> <p>2017-11-01</p> <p>OBJECTIVE This study evaluated the frequency, magnitude, and location of head impacts in practice drills within a youth football team to determine how head impact exposure varies among different types of drills. METHODS On-field head impact data were collected from athletes participating in a youth football team for a single season. Each athlete wore a helmet instrumented with a Head Impact Telemetry (HIT) System head acceleration measurement device during all preseason, regular season, and playoff practices. Video was recorded for all practices, and video analysis was performed to verify head impacts and assign each head impact to a specific drill. Eleven drills were identified: dummy/sled tackling, install, special teams, Oklahoma, one-on-one, open-field tackling, passing, position skill work, multiplayer tackle, scrimmage, and tackling drill stations. Generalized linear models were fitted to log-transformed data, and Wald tests were used to assess differences in head accelerations and impact rates. RESULTS A total of 2125 impacts were measured during 30 contact practices in 9 athletes (mean age 11.1 ± 0.6 years, mean mass 44.9 ± 4.1 kg). Open-field tackling had the highest median and 95th percentile linear accelerations (24.7 g and 97.8 g, respectively) and resulted in significantly higher mean head accelerations than several other drills. The multiplayer tackle drill resulted in the highest head impact frequency, with an average of 0.59 impacts per minute per athlete, but the lowest 95th percentile linear accelerations of all drills. The front of the head was the most common impact location for all drills except dummy/sled tackling. CONCLUSIONS Head impact exposure varies significantly in youth football practice drills, with several drills exposing athletes to high-magnitude and/or high-frequency head impacts. These data suggest that further study of practice drills is an important step in developing evidence-based recommendations for modifying or eliminating certain high-intensity drills to reduce head impact exposure and injury risk for all levels of play.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=digital+AND+immigrants&pg=6&id=ED514129','ERIC'); return false;" href="https://eric.ed.gov/?q=digital+AND+immigrants&pg=6&id=ED514129"><span>A Multiple-Case Study on the Impact of Teacher Professional Development for Online Teaching on Face-to-Face Classroom Teaching Practices</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Parra, Julia Lynn</p> <p>2010-01-01</p> <p>Today's teachers need preparation, support, and professional development to help them change their curriculum and teaching practices. One area of potential for this preparation, support, and professional development is currently being evidenced in the field of online teaching and learning. In preparing teachers for teaching online, research…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016AGUFM.H21C1415L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016AGUFM.H21C1415L"><span>Investigation of Preferential Flow in Low Impact Development Practice</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Liu, L.; Cao, R.; Wang, C.; Jiang, W.; Wang, J.; Xia, Z.</p> <p>2016-12-01</p> <p>The characteristics of preferential flow in soil affect Low Impact Development (LID) practices in two aspects. On the one hand, preferential flow may facilitate drainage of stormwater by causing non-uniform movement of water through a small portion of media (such as cracks and holes), and thus leading to much faster transport of water and solutes in one specific direction than others. On the other hand, within a certain ranges, preferential flow may weaken the subgrade capacity of pressure and/or shear stress resistance. Therefore, for the purpose of improving LID practices, there may exist an optimum scenario with a high allowable flowrate and least negative impact of resistance capacity for a soil layer. This project aims to assist the LID design by exploring the features of preferential flow in different soil compositions, studying how different flow paths affect the stability of subgrade, preliminarily analyzing the sensitivity of preferential flow impacting on drainage capacity and subgrade stability in the LID, and further optimizing LID practices. Accordingly, the concepts of Essential Direction Path, Unessential Direction Path and the Sensitivity Coefficient are defined and analyzed to simulate a hypothetical funneling scenario in LID practice. Both irrigation apparatus experiments and numerical models are utilized in this research to investigate the features of preferential flow, effective strength and overall shear strength. The main conclusions include: (1) Investigation of preferential flow characteristics in essential direction path and unessential direction path, respectively; (2) Optimum design of preferential flow in LID practice; (3) Transport capacity determination of preferential flow path in different soils; (4) Study of preferential flow impact on roadbed stability. KEY WORDS: Preferential Flow, Subgrade stability, LID, Sensitivity Coefficient, Funneling Preferential Flow Path</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25348511','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25348511"><span>The impact of Cochrane Systematic Reviews: a mixed method evaluation of outputs from Cochrane Review Groups supported by the UK National Institute for Health Research.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Bunn, Frances; Trivedi, Daksha; Alderson, Phil; Hamilton, Laura; Martin, Alice; Iliffe, Steve</p> <p>2014-10-27</p> <p>There has been a growing emphasis on evidence-informed decision-making in health care. Systematic reviews, such as those produced by the Cochrane Collaboration, have been a key component of this movement. The UK National Institute for Health Research (NIHR) Systematic Review Programme currently supports 20 Cochrane Review Groups (CRGs). The aim of this study was to identify the impacts of Cochrane reviews published by NIHR-funded CRGs during the years 2007-2011. We sent questionnaires to CRGs and review authors, interviewed guideline developers and used bibliometrics and documentary review to get an overview of CRG impact and to evaluate the impact of a sample of 60 Cochrane reviews. We used a framework with four categories (knowledge production, research targeting, informing policy development and impact on practice/services). A total of 1,502 new and updated reviews were produced by the 20 NIHR-funded CRGs between 2007 and 2011. The clearest impacts were on policy with a total of 483 systematic reviews cited in 247 sets of guidance: 62 were international, 175 national (87 from the UK) and 10 local. Review authors and CRGs provided some examples of impact on practice or services, for example, safer use of medication, the identification of new effective drugs or treatments and potential economic benefits through the reduction in the use of unproven or unnecessary procedures. However, such impacts are difficult to objectively document, and the majority of reviewers were unsure if their review had produced specific impacts. Qualitative data suggested that Cochrane reviews often play an instrumental role in informing guidance, although a poor fit with guideline scope or methods, reviews being out of date and a lack of communication between CRGs and guideline developers were barriers to their use. Health and economic impacts of research are generally difficult to measure. We found that to be the case with this evaluation. Impacts on knowledge production and clinical guidance were easier to identify and substantiate than those on clinical practice. Questions remain about how we define and measure impact, and more work is needed to develop suitable methods for impact analysis.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li class="active"><span>6</span></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_6 --> <div id="page_7" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li class="active"><span>7</span></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="121"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23735460','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23735460"><span>Planning practice in support of economically and environmentally sustainable roads in floodplains: the case of the Mekong delta floodplains.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Douven, Wim; Buurman, Joost</p> <p>2013-10-15</p> <p>Road development in relatively undisturbed floodplain systems, such as the floodplains of the Mekong River, will impact hydraulics and interrupt the natural flow of water. This affects the ecology and environment, and the livelihoods of people who depend on fishing and agriculture. On the other hand, floods can severely damage road infrastructure in years with large floods and can cause high annual maintenance costs. Improving road development practices in floodplains is a complex, multidimensional task involving hydraulic and geotechnical analysis, ecosystem analysis, socio-economic analysis, policy analysis, etc. This paper analyses the planning practice of road development and rehabilitation and how this practice can be improved in support of economically and environmentally sustainable roads in floodplains. It is concluded that although ample technical, planning and environmental assessment guidelines exist, guidelines need updating to address cumulative impacts at floodplain level and factors hampering the implementation in guidelines should be addressed in the guideline design (process). Copyright © 2013 Elsevier Ltd. All rights reserved.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Culture+AND+gender+AND+Sports&pg=6&id=EJ818179','ERIC'); return false;" href="https://eric.ed.gov/?q=Culture+AND+gender+AND+Sports&pg=6&id=EJ818179"><span>Collaborative Learning in Physical Education Teachers' Early-Career Professional Development</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Keay, Jeanne</p> <p>2006-01-01</p> <p>Background/context: Professional development is an important element of professional practice and teachers are expected to engage in activities that not only improve practice but also have a positive impact on pupil learning. Physical educators worldwide have acknowledged the need to improve the continuing education of teachers and have called…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1136339.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1136339.pdf"><span>Teaching Practice and the Personal and Socio-Professional Development of Prospective Teachers</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Schoeman, S.; Mabunda, P. L.</p> <p>2012-01-01</p> <p>This study investigates the interplay between individual and contextual variables during teaching practice and its impact on the personal and socio-professional development of prospective teachers. The purpose of the study was to survey how prospective teachers experienced the process of becoming aware of their emerging identities as teachers, and…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=62078&keyword=high+AND+flow+AND+oxygen&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=62078&keyword=high+AND+flow+AND+oxygen&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>THE ECOLOGICAL EFFECTIVENESS OF PONDS AND WETLANDS AS "BEST MANAGEMENT PRACTICES (BMPS)" FOR STREAMS IN DEVELOPING LANDSCAPES</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>Ponds and constructed wetlands, also referred to as detention/retention basins, have a long history as best management practices (BMPs) used to mitigate the impacts of stormwater runoff from developed lands on receiving waters. Initially designed for flood control by peak flow at...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=methodology+AND+investigation&id=EJ1046109','ERIC'); return false;" href="https://eric.ed.gov/?q=methodology+AND+investigation&id=EJ1046109"><span>But Does It Work? Reflective Activities, Learning Outcomes and Instrumental Learning in Continuing Professional Development</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Roessger, Kevin M.</p> <p>2015-01-01</p> <p>This paper examines the relationship between reflective practice and instrumental learning within the context of continuing professional development (CPD). It is argued that instrumental learning is a unique process of adult learning, and reflective practice's impact on learning outcomes in instrumental learning contexts remains unclear. A…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2011JSTEd..22..203S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2011JSTEd..22..203S"><span>Exploring a Model of Situated Professional Development: Impact on Classroom Practice</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Singer, Jonathan; Lotter, Christine; Feller, Robert; Gates, Harry</p> <p>2011-04-01</p> <p>A hallmark of current science education reform involves teaching through inquiry. However, the widespread use of inquiry-based instruction in many classrooms has not occurred (Roehrig and Luft in Int J Sci Educ 26:3-24, 2004; Schneider et al. in J Res Sci Teach 42:283-312, 2005). The purpose of this study was to investigate the impact of a professional development program on middle school science teachers' ability to enact inquiry-based pedagogical practices. Data were generated through evaluation of teacher practice using the Reformed Teaching Observation Protocol (RTOP) (Sawada et al. in School Sci Math 102:245-253, 2002) at three distinct junctures, before, during, and after the professional development treatment. Analysis of teacher-participant post-institute reflections was then utilized to determine the perceived role of the various institute components. Statistical significant changes in RTOP scores indicated that the teachers were able to successfully transfer the enactment of the inquiry-based practices into their classrooms. The subsequent discussion provides connection between these pedagogical changes with use of professional development strategies that provide a situated learning environment.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://rosap.ntl.bts.gov/view/dot/15637','DOTNTL'); return false;" href="https://rosap.ntl.bts.gov/view/dot/15637"><span>Air quality impacts of intercity freight. Volume 2 : appendices</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntlsearch.bts.gov/tris/index.do">DOT National Transportation Integrated Search</a></p> <p></p> <p>1998-07-01</p> <p>This document presents best practices and practical advice on how to acquire the software components of Intelligent Transportation Systems (ITS). The executive summary briefly describes the themes and activities developed during the project developme...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=chronicle&id=EJ1114498','ERIC'); return false;" href="https://eric.ed.gov/?q=chronicle&id=EJ1114498"><span>A PDS Narrative: Fostering Renewal, Democracy, and Social Justice in Education</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Rowe, Karen; Urban, Elizabeth; Middleton, Valerie</p> <p>2016-01-01</p> <p>This article chronicles the inception, growth, and continued impact of a Professional Development School partnership based on teaching practices that acculturate preservice and practicing teachers into teaching for participation in a democracy.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.osti.gov/biblio/22479750-life-cycle-thinking-impact-assessmentcurrent-practice-lca-gains','SCIGOV-STC'); return false;" href="https://www.osti.gov/biblio/22479750-life-cycle-thinking-impact-assessmentcurrent-practice-lca-gains"><span>Life cycle thinking in impact assessment—Current practice and LCA gains</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Bidstrup, Morten, E-mail: Bidstrup@plan.aau.dk</p> <p></p> <p>It has been advocated that life cycle thinking (LCT) should be applied in impact assessment (IA) to a greater extent, since some development proposals pose a risk of significant impacts throughout the interconnected activities of product systems. Multiple authors have proposed the usage of life cycle assessment (LCA) for such analytical advancement, but little to no research on this tool application has been founded in IA practice so far. The aim of this article is to elaborate further on the gains assigned to application of LCA. The research builds on a review of 85 Danish IA reports, which were analysedmore » for analytical appropriateness and application of LCT. Through a focus on the non-technical summary, the conclusion and the use of specific search words, passages containing LCT were searched for in each IA report. These passages were then analysed with a generic framework. The results reveal that LCT is appropriate for most of the IAs, but that LCA is rarely applied to provide such a perspective. Without LCA, the IAs show mixed performance in regard to LCT. Most IAs do consider the product provision of development proposals, but they rarely relate impacts to this function explicitly. Many IAs do consider downstream impacts, but assessments of upstream, distant impacts are generally absent. It is concluded that multiple analytical gains can be attributed to greater application of LCA in IA practice, though some level of LCT already exists. - Highlights: • Life cycle thinking is appropriate across the types and topics of impact assessment. • Yet, life cycle assessment is rarely used for adding such perspective. • Impact assessment practice does apply some degree of life cycle thinking. • However, application of life cycle assessment could bring analytical gains.« less</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=erickson&pg=5&id=ED515608','ERIC'); return false;" href="https://eric.ed.gov/?q=erickson&pg=5&id=ED515608"><span>Learning from the Best: Overcoming Barriers to Reforms-Based Elementary Science Teaching</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Banchi, Heather May</p> <p>2009-01-01</p> <p>This study explored the characteristics of elementary science teachers who employ reforms-based practices. Particular attention was paid to the consistency of teachers' practices and their beliefs, the impact of professional development experiences on practices, and how teachers mitigated barriers to reforms-based instruction. Understanding how…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=treatment+AND+gas&pg=2&id=EJ833060','ERIC'); return false;" href="https://eric.ed.gov/?q=treatment+AND+gas&pg=2&id=EJ833060"><span>Evidence-Based Practice and Evaluation: From Insight to Impact</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Dunsmuir, Sandra; Brown, Emma; Iyadurai, Suzi; Monsen, Jeremy</p> <p>2009-01-01</p> <p>With the growing emphasis on accountability and evidence-based practice, evaluation has become increasingly important in the contexts in which educational psychologists (EPs) practice. This paper describes a Target Monitoring and Evaluation (TME) system, derived from Goal Attainment Scaling (GAS) which was developed to evaluate outcomes of a wide…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=certifications+AND+products&pg=6&id=EJ1011563','ERIC'); return false;" href="https://eric.ed.gov/?q=certifications+AND+products&pg=6&id=EJ1011563"><span>National Board Certification and Developmentally Appropriate Practices: Perceptions of Impact</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McKenzie, Ellen Nancy</p> <p>2013-01-01</p> <p>The study investigated a relationship between National Board certification and perceived use of developmentally appropriate practices (DAP). A self-developed survey, the Early-childhood Teacher Inventory of Practices, was e-mailed to participants. Participants included 246 non-National Board-certified (non-NBCT) and 135 National Board-certified…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1149478.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1149478.pdf"><span>Fostering Critical Thinking Practices at Primary Science Classrooms in Nepal</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Acharya, Kamal Prasad</p> <p>2016-01-01</p> <p>This article examines the socio-cultural activities that have direct and indirect impacts on critical thinking practices in primary science classrooms and what kinds of teachers' activities help to foster the development of critical thinking practices in children. Meanwhile, the constructivist and the socio-cultural theoretical dimensions have…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=%22Classroom+Observation%22+AND+%22active+learning%22&pg=6&id=EJ838899','ERIC'); return false;" href="https://eric.ed.gov/?q=%22Classroom+Observation%22+AND+%22active+learning%22&pg=6&id=EJ838899"><span>Reflective Practices in Foreign Language Teacher Education: A View through Micro and Macro Windows</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Geyer, Naomi</p> <p>2008-01-01</p> <p>As professional development models of teacher education that allow for self-directed, collaborative, inquiry-based learning are increasingly replacing more traditional top-down models, researchers acknowledge the impact of teachers' reflective practices. Although many different types of reflective practices are reported, the differences across…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25553544','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25553544"><span>Evaluating the effectiveness of management practices on hydrology and water quality at watershed scale with a rainfall-runoff model.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Liu, Yaoze; Bralts, Vincent F; Engel, Bernard A</p> <p>2015-04-01</p> <p>The adverse influence of urban development on hydrology and water quality can be reduced by applying best management practices (BMPs) and low impact development (LID) practices. This study applied green roof, rain barrel/cistern, bioretention system, porous pavement, permeable patio, grass strip, grassed swale, wetland channel, retention pond, detention basin, and wetland basin, on Crooked Creek watershed. The model was calibrated and validated for annual runoff volume. A framework for simulating BMPs and LID practices at watershed scales was created, and the impacts of BMPs and LID practices on water quantity and water quality were evaluated with the Long-Term Hydrologic Impact Assessment-Low Impact Development 2.1 (L-THIA-LID 2.1) model for 16 scenarios. The various levels and combinations of BMPs/LID practices reduced runoff volume by 0 to 26.47%, Total Nitrogen (TN) by 0.30 to 34.20%, Total Phosphorus (TP) by 0.27 to 47.41%, Total Suspended Solids (TSS) by 0.33 to 53.59%, Lead (Pb) by 0.30 to 60.98%, Biochemical Oxygen Demand (BOD) by 0 to 26.70%, and Chemical Oxygen Demand (COD) by 0 to 27.52%. The implementation of grass strips in 25% of the watershed where this practice could be applied was the most cost-efficient scenario, with cost per unit reduction of $1m3/yr for runoff, while cost for reductions of two pollutants of concern was $445 kg/yr for Total Nitrogen (TN) and $4871 kg/yr for Total Phosphorous (TP). The scenario with very high levels of BMP and LID practice adoption (scenario 15) reduced runoff volume and pollutant loads from 26.47% to 60.98%, and provided the greatest reduction in runoff volume and pollutant loads among all scenarios. However, this scenario was not as cost-efficient as most other scenarios. The L-THIA-LID 2.1 model is a valid tool that can be applied to various locations to help identify cost effective BMP/LID practice plans at watershed scales. Copyright © 2014 Elsevier B.V. All rights reserved.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21655491','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21655491"><span>Patient initiated aggression - prevalence and impact for general practice staff.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Herath, Pushpani; Forrest, Laura; McRae, Ian; Parker, Rhian</p> <p>2011-06-01</p> <p>Patient initiated aggression toward general practice staff can cause distress among staff, however, it is unknown how frequently practice staff experience patient aggression in the workplace. The aim of this study is to determine the national prevalence of patient aggression toward general practice staff. A clustered cross sectional survey involving general practice staff working in Australia. A questionnaire was posted to 1109 general practices nationally and 217 questionnaires were completed and returned (19.6% response rate). It was found that verbal aggression is commonly experienced by practice staff, particularly receptionists, whereas physical aggression is infrequent. Staff working in larger practices experience more verbal aggression and property damage or theft and it was reported that verbal aggression has a greater impact on staff wellbeing than physical aggression. This study provides some national evidence of the prevalence of patient aggression toward general practice staff. This may inform the development of policy and procedures.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014PhDT.......255C','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014PhDT.......255C"><span>The Power of Reflective Professional Development in Changing Elementary School Teachers' Instructional Practices</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Cavedon, Carolina Christmann</p> <p></p> <p>With the new goal of K-12 education being to prepare students to be college and career ready at the end of high school, education needs to start changing at the elementary school level. The literature suggests that teachers need reflective professional development (PD) to effectively teach to the new standards and to demonstrate change to their current instructional practices. This mixed-method multiple-case study investigated the impacts of a reflective professional development (PD) in changing elementary school teachers' instructional practices. Teachers Instructional Portfolios (TIPs) were scored with a TIP rubric based on best practices in teaching mathematics problem-solving and science inquiry. The TIPs were also analyzed with a qualitative coding scheme. Case descriptions were written and all the collected data were used to explain the impacts of the reflective PD on changes in teachers' instructional practices. While we found no predictive patterns in relation to teachers changing their classroom practices based on the reflective PD, we claim that teachers' desire to change might contribute to improvements in instruction. We also observed that teachers' self-assessment scores tend to be higher than the actual TIP scores corroborating with the literature on the usage of self-assessment to evaluate teachers' instructional practices.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21915274','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21915274"><span>Impact of increasing capacity for generating and using research on maternal and perinatal health practices in South East Asia (SEA-ORCHID Project).</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Lumbiganon, P; McDonald, S J; Laopaiboon, M; Turner, T; Green, S; Crowther, C A</p> <p>2011-01-01</p> <p>Maternal and neonatal mortality and morbidity remain unacceptably high in many low and middle income countries. SEA-ORCHID was a five year international collaborative project in South East Asia which aimed to determine whether health care and health outcomes for mothers and babies could be improved by developing capacity for research generation, synthesis and use. Nine hospitals in Indonesia, Malaysia, the Philippines and Thailand participated in SEA-ORCHID. These hospitals were supported by researchers from three Australian centres. Health care practices and outcomes were assessed for 1000 women at each hospital both before and after the intervention. The capacity development intervention was tailored to the needs and context of each hospital and delivered over an 18 month period. Main outcomes included adherence to forms of care likely to be beneficial and avoidance of forms of care likely to be ineffective or harmful. We observed substantial variation in clinical practice change between sites. The capacity development intervention had a positive impact on some care practices across all countries, including increased family support during labour and decreased perineal shaving before birth, but in some areas there was no significant change in practice and a few beneficial practices were followed less often. The results of SEA-ORCHID demonstrate that investing in developing capacity for research use, synthesis and generation can lead to improvements in maternal and neonatal health practice and highlight the difficulty of implementing evidence-based practice change.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.osti.gov/biblio/22246899-proposal-improve-ecological-compensation-practice-road-railway-projects-spain','SCIGOV-STC'); return false;" href="https://www.osti.gov/biblio/22246899-proposal-improve-ecological-compensation-practice-road-railway-projects-spain"><span>A proposal to improve ecological compensation practice in road and railway projects in Spain</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Villarroya, Ana, E-mail: avillarroya@alumni.unav.es; Puig, Jordi, E-mail: jpbaguer@unav.es</p> <p>2013-09-15</p> <p>To reduce ecological impacts caused by development projects, avoidance, minimization and compensation techniques have to be taken together into consideration along Environmental Impact Assessment (EIA) procedures. This paper explores the particular role that ecological compensation has had in recent road and railway EIA procedures in Spain, as seen through the review of a set of recent EIA Records of Decision (RODs) that confirms precedent findings. Noticing that residual impacts are not paid much attention, and that there is no evidence of a solid public participation in ecological impact evaluation, it proposes to increase the awareness on residual impacts, as amore » way to make easier public access to the allegedly most sensitive moment of EIA implementation: (residual) impact evaluation. -- Highlights: ► Ecological compensation practice in Spain is much lower than avoidance or mitigation. ► Residual impacts are overlooked in EIA processes and public participation is low. ► An increased awareness of residual impacts may also promote public participation. ► Current context needs these small steps to move towards better compensation practice.« less</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28003026','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28003026"><span>A nurse-led clinic for patients consulting with osteoarthritis in general practice: development and impact of training in a cluster randomised controlled trial.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Healey, Emma L; Main, Chris J; Ryan, Sarah; McHugh, Gretl A; Porcheret, Mark; Finney, Andrew G; Morden, Andrew; Dziedzic, Krysia S</p> <p>2016-12-21</p> <p>Despite a lack of service provision for people with osteoarthritis (OA), each year 1 in 5 of the general population consults a GP about a musculoskeletal condition such as OA. Consequently this may provide an opportunity for practice nurses to take an active role in helping patients manage their condition. A nurse led clinic for supporting patients with OA was developed for the MOSAICS study investigating how to implement the NICE 2014 OA Guideline core recommendations. This paper has two main objectives, firstly to provide an overview of the nurse-led OA clinic, and secondly to describe the development, key learning objectives, content and impact of the training to support its delivery. A training programme was developed and delivered to provide practice nurses with the knowledge and skill set needed to run the nurse-led OA clinic. The impact of the training programme on knowledge, confidence and OA management was evaluated using case report forms and pre and post training questionnaires. The pre-training questionnaire identified a gap between what practice nurses feel they can do and what they should be doing in line with NICE OA guidelines. Evaluation of the training suggests that it enabled practice nurses to feel more knowledgeable and confident in supporting patients to manage their OA and this was reflected in the clinical management patients received in the nurse-led OA clinics. A significant gap between what is recommended and what practice nurses feel they can currently provide in terms of OA management was evident. The development of a nurse training programme goes some way to develop a system in primary care for delivering the core recommendations by NICE. The cluster trial linked to this training was conducted from May 2012 through February 2014 by the Arthritis Research UK Primary Care Centre, Keele University, UK (Trial registration number ISRCTN06984617 ).</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li class="active"><span>7</span></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_7 --> <div id="page_8" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li class="active"><span>8</span></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="141"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED452318.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED452318.pdf"><span>Drugs and Disparity: The Racial Impact of Illinois' Practice of Transferring Young Drug Offenders to Adult Court. Building Blocks for Youth.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ziedenberg, Jason</p> <p></p> <p>This report describes the racial impact of Illinois' practice of transferring young drug offenders to adult court. The state's Safe School Zone Act of 1986 and subsequent bills enacted by the legislature provide that youth age 15-16 years charged with drug sales within 1,000 feet of a school or public housing development are automatically…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26878221','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26878221"><span>Modeling flood reduction effects of low impact development at a watershed scale.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Ahiablame, Laurent; Shakya, Ranish</p> <p>2016-04-15</p> <p>Low impact development (LID) is a land development approach that seeks to mimic a site's pre-development hydrology. This study is a case study that assessed flood reduction capabilities of large-scale adoption of LID practices in an urban watershed in central Illinois using the Personal Computer Storm Water Management Model (PCSWMM). Two flood metrics based on runoff discharge were developed to determine action flood (43 m(3)/s) and major flood (95 m(3)/s). Four land use scenarios for urban growth were evaluated to determine the impacts of urbanization on runoff and flooding. Flood attenuation effects of porous pavement, rain barrel, and rain garden at various application levels were also evaluated as retrofitting technologies in the study watershed over a period of 30 years. Simulation results indicated that increase in urban land use from 50 to 94% between 1992 and 2030 increased average annual runoff and flood events by more than 30%, suggesting that urbanization without sound management would increase flood risks. The various implementation levels of the three LID practices resulted in 3-47% runoff reduction in the study watershed. Flood flow events that include action floods and major floods were also reduced by 0-40%, indicating that LID practices can be used to mitigate flood risk in urban watersheds. The study provides an insight into flood management with LID practices in existing urban areas. Copyright © 2016 Elsevier Ltd. All rights reserved.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25746295','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25746295"><span>The experiences and adaptations of abortion providers practicing under a new TRAP law: a qualitative study.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Mercier, Rebecca J; Buchbinder, Mara; Bryant, Amy; Britton, Laura</p> <p>2015-06-01</p> <p>Abortion laws are proliferating in the United States, but little is known about their impact on abortion providers. In 2011, North Carolina instituted the Woman's Right to Know (WRTK) Act, which mandates a 24-h waiting period and counseling with state-prescribed information prior to abortion. We performed a qualitative study to explore the experiences of abortion providers practicing under this law. We conducted semistructured interviews with 31 abortion providers (17 physicians, 9 nurses, 1 physician assistant, 1 counselor and 3 clinic administrators) in North Carolina. Interviews were audio-recorded and transcribed. Interview transcripts were analyzed using a grounded theory approach. We identified emergent themes, coded all transcripts and developed a thematic framework. Two major themes define provider experiences with the WRTK law: provider objections/challenges and provider adaptations. Most providers described the law in negative terms, though providers varied in the extent to which they were affected. Many providers described extensive alterations in clinic practices to balance compliance with minimization of burdens for patients. Providers indicated that biased language and inappropriate content in counseling can negatively impact the patient-physician relationship by interfering with trust and rapport. Most providers developed verbal strategies to mitigate the emotional impacts for patients. Abortion providers in North Carolina perceive WRTK to have a negative impact on their clinical practice. Compliance is burdensome, and providers perceive potential harm to patients. The overall impact of WRTK is shaped by interaction between the requirements of the law and the adaptations providers make in order to comply with the law while continuing to provide comprehensive abortion care. Laws like WRTK are burdensome for providers. Providers adapt their clinical practices not only to comply with laws but also to minimize the emotional and practical impacts on patients. The effects on providers, frequently not a central consideration, should be considered in ongoing debates regarding abortion regulation. Copyright © 2015. Published by Elsevier Inc.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=paradigmas&id=ED310487','ERIC'); return false;" href="https://eric.ed.gov/?q=paradigmas&id=ED310487"><span>How To Make a Curriculum: The 1987 Guidelines for Curriculum Development in the Norwegian High School--A New Paradigma in Curriculum Development Practice?</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Gundem, Bjorg B.</p> <p></p> <p>This paper relates to a research project on the history and current practice of curriculum administration in Norway. An elaboration is provided on the changing high school system and the growing impact of curriculum scholarship on curriculum development. The discussion revolves around three objectives: (1) to determine if the newly formulated set…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=116331&keyword=art+NOT+science&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=116331&keyword=art+NOT+science&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>INTRODUCTION</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>This chapter introduces the book, "Life Cycle Impact Assessment: Striving Towards Best Available Practice" which is a summary of the contributions of the second SETAC-Europe Working Group on Life Cycle Impact Assessment (WIA-2) to the development and recognition of best...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=formative+AND+assessment+AND+students&pg=2&id=EJ1027103','ERIC'); return false;" href="https://eric.ed.gov/?q=formative+AND+assessment+AND+students&pg=2&id=EJ1027103"><span>The Impact of an Alternative Professional Development Model on Teacher Practices in Formative Assessment and Student Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Robinson, Jack; Myran, Steve; Strauss, Richard; Reed, William</p> <p>2014-01-01</p> <p>Among contemporary means of enhancing student learning, formative assessment is perhaps one of the most important and effective. While formative assessment ideas and practices have been shown to have a proven record enhancing student learning, these practices are slow to be fully integrated into teachers' day-to-day classroom practices. This study…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.nrel.gov/grid/distribution-integration.html','SCIGOVWS'); return false;" href="https://www.nrel.gov/grid/distribution-integration.html"><span>Distribution Integration | Grid Modernization | NREL</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.science.gov/aboutsearch.html">Science.gov Websites</a></p> <p></p> <p></p> <p>There is Strength: Measuring and Mitigating <em>Solar</em> <em>PV</em> Impacts in Southern California Using Power Factors distributed energy resources, such as <em>PV</em>, began more than a decade ago and has included numerous high-impact partnered with utilities to develop best practices for <em>solar</em> integration, to developing technical screening</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED558468.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED558468.pdf"><span>New Instruments for Studying the Impacts of Science Teacher Professional Development</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Trygstad, Peggy J.; Banilower, Eric R.; Smith, P. Sean; Nelson, Courtney L.</p> <p>2014-01-01</p> <p>The logic model that implicitly drives most professional development (PD) efforts asserts that PD leads to changes in teacher knowledge and beliefs, which leads to improved classroom practice, and ultimately, better student outcomes. However, efforts to study the impacts of PD programs are often hampered by the scarcity of high-quality…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=technology+AND+improve+AND+science+AND+classroom+AND+instruction&pg=3&id=EJ1062928','ERIC'); return false;" href="https://eric.ed.gov/?q=technology+AND+improve+AND+science+AND+classroom+AND+instruction&pg=3&id=EJ1062928"><span>Ensuring Effective Impact of Continuing Professional Development: Saudi Science Teachers' Perspective</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Qablan, Ahmad; Mansour, Nassar; Alshamrani, Saeed; Aldahmash, Abdulwali; Sabbah, Saed</p> <p>2015-01-01</p> <p>Many researchers critique that continuing professional development programs in Saudi Arabia are neither well organized nor are systematic. This study came to assess the impact of CPD opportunities in the country to better suit the professional needs of Saudi science teachers and support them in implementing the reformed instructional practices.…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=organizational+AND+support&pg=6&id=EJ776292','ERIC'); return false;" href="https://eric.ed.gov/?q=organizational+AND+support&pg=6&id=EJ776292"><span>Impact of an English-as-a-Second-Language Professional Development Program</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Eun, Barohny; Heining-Boynton, Audrey L.</p> <p>2007-01-01</p> <p>The authors investigated the impact of professional development programs for English-as-a-second-language (ESL) teachers on their classroom practice and on the way that teacher efficacy and organizational support at the school level relate by interacting with years of teaching experience. The authors collected data by using questionnaires…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=quantitative+AND+post+AND+test+AND+research+AND+design&pg=7&id=ED580525','ERIC'); return false;" href="https://eric.ed.gov/?q=quantitative+AND+post+AND+test+AND+research+AND+design&pg=7&id=ED580525"><span>Teacher Participation in Online Professional Development: Exploring Academic Year Classroom Impacts</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Opfer, Thomas</p> <p>2017-01-01</p> <p>The purpose of this mixed methods case study research was to investigate the reasons teachers chose online professional development (OPD) focusing on technology integration and how this OPD impacted teachers' classroom practices over a six month period. Previous research identified that OPD provides flexibility beyond what traditional face-to-face…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/16776440','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/16776440"><span>Nursing clinical developments units--A strategy to promote the relationship between practice and academia.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Happell, Brenda</p> <p>2006-05-01</p> <p>Bridging the theory-practice gap has historically been acknowledged as a priority for the nursing profession. Enhancing nurses' attitudes regarding the relevance of theory to practice has been considered as crucial in order that the relationship between theory and practice becomes strong and complimentary. A review of the literature suggests that strategies such as joint clinical and academic positions have not had a significant impact in this respect. Nursing Clinical Development Units (NCDUs) were introduced in the United Kingdom as an initiative to promote the recognition and utilisation of research findings as an inherent component of nursing practice. However, there is limited literature addressing the impact of NCDUs on relationships between academia and the clinical field. The aim of this paper is to present the findings of a qualitative evaluation conducted with participants (n=14) of an NCDU program in Victoria, Australia. The findings suggest that this initiative can significantly enhance relationships with, and attitudes towards, academia.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5544277','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5544277"><span>Synchronized practice helps bearded capuchin monkeys learn to extend attention while learning a tradition</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Eshchar, Yonat; Visalberghi, Elisabetta; Resende, Briseida; Laity, Kellie; Izar, Patrícia</p> <p>2017-01-01</p> <p>Culture extends biology in that the setting of development shapes the traditions that individuals learn, and over time, traditions evolve as occasional variations are learned by others. In humans, interactions with others impact the development of cognitive processes, such as sustained attention, that shape how individuals learn as well as what they learn. Thus, learning itself is impacted by culture. Here, we explore how social partners might shape the development of psychological processes impacting learning a tradition. We studied bearded capuchin monkeys learning a traditional tool-using skill, cracking nuts using stone hammers. Young monkeys practice components of cracking nuts with stones for years before achieving proficiency. We examined the time course of young monkeys’ activity with nuts before, during, and following others’ cracking nuts. Results demonstrate that the onset of others’ cracking nuts immediately prompts young monkeys to start handling and percussing nuts, and they continue these activities while others are cracking. When others stop cracking nuts, young monkeys sustain the uncommon actions of percussing and striking nuts for shorter periods than the more common actions of handling nuts. We conclude that nut-cracking by adults can promote the development of sustained attention for the critical but less common actions that young monkeys must practice to learn this traditional skill. This work suggests that in nonhuman species, as in humans, socially specified settings of development impact learning processes as well as learning outcomes. Nonhumans, like humans, may be culturally variable learners. PMID:28739944</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017AGUFM.H53E1510M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017AGUFM.H53E1510M"><span>Impact of Crop Conversions on Runoff and Sediment Output in the Lower Mississippi River Basin</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Momm, H.; Bingner, R. L.; Elkadiri, R.; Yaraser, L.; Porter, W.</p> <p>2017-12-01</p> <p>Farming management practices influence sediment and agrochemical loads exiting fields and entering downstream water bodies. These practices impact multiple physical processes responsible for sediment and nutrient detachment, transport, and deposition. Recent changes in farming practices in the Southern United States coincide with increased grain production, replacing traditional crops such as cotton with corn and soybeans. To grow these crops in the South, adapted crop management practices are needed (irrigation, fertilizer, etc.). In this study, the impact of grain crop adoption on hydrologic processes and non-point source pollutant production is quantified. A watershed located in the Big Sunflower River drainage basin (14,179 km2) - a part of the greater Lower Mississippi River basin - was selected due to its economic relevance, historical agricultural output, and depiction of recent farming management trends. Estimates of runoff and sediment loads were produced using the U.S. Department of Agriculture supported Annualized Agriculture Non-Point Source Pollution (AnnAGNPS) watershed pollution and management model. Existing physical conditions during a 16-year period (2000-2015) were characterized using 3,992 sub-catchments and 1,602 concentrated flow paths. Algorithms were developed to integrate continuous land use/land cover information, variable spatio-temporal irrigation practices, and crop output yield in order to generate a total of 2,922 unique management practices and corresponding soil-disturbing operations. A simulation representing existing conditions was contrasted with simulations depicting alternatives of management, irrigation practices, and temporal variations in crop yield. Quantification of anthropogenic impacts to water quality and water availability at a watershed scale supports the development of targeted pollution mitigation and custom conservation strategies.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.osti.gov/biblio/21499129-integrating-impact-assessment-conflict-management-urban-planning-experiences-from-finland','SCIGOV-STC'); return false;" href="https://www.osti.gov/biblio/21499129-integrating-impact-assessment-conflict-management-urban-planning-experiences-from-finland"><span>Integrating impact assessment and conflict management in urban planning: Experiences from Finland</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Peltonen, Lasse, E-mail: lasse.peltonen@tkk.f; Sairinen, Rauno, E-mail: rauno.sairinen@joensuu.f</p> <p>2010-09-15</p> <p>The article examines the interlinkages between recent developments in conflict management and impact assessment procedures in the context of urban planning in Finland. It sets out by introducing the fields of impact assessment and conflict mediation. It then proceeds to discuss the development of impact assessment practices and the status of conflict mediation in Finnish land use planning. The case of Korteniitty infill development plan in Jyvaeskylae is used to demonstrate how the Finnish planning system operates in conflict situations - and how social impact assessment can contribute to managing planning conflicts. The authors ask how the processes of impactmore » assessment contribute to conflict management. Based on the Finnish experience, it is argued that social impact assessment of land use plans can contribute to conflict management, especially in the absence of institutionalised conflict mediation processes. In addition, SIA may acquire features of conflict mediation, depending on extent and intensity of stakeholder participation in the process, and the quality of linkages it between knowledge production and decision-making. Simultaneously, conflict mediation practices and theoretical insights can inform the application of SIA to help it address land use conflicts more consciously.« less</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24018003','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24018003"><span>[Relations between maternal food practices and diet of preschool age Quebec children].</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Dulude, Geneviève; Marquis, Marie</p> <p>2013-01-01</p> <p>The goal of this study is to examine the relationships between mothers' food practices and the diets of their preschool children. Daycare facilities on the Island of Montréal recruited 122 mothers to complete a self-administered questionnaire that addressed the impact of parents' food practices on their children's diets, particularly the frequency of intake and food preferences. Correlations were observed between three maternal food practices--restrictions, pressure to eat and food reward--and children's eating behaviour. These three practices correlated with less desirable eating behaviours in children. This study suggests that in Quebec, mothers' food practices have a direct impact on the food practices of their children. Mothers must therefore be informed about the counterproductive nature of some food practices and given tools to develop healthier food strategies by focusing on children's appetites and emphasizing the pleasure of eating.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Martins+AND+et+AND+al&pg=5&id=ED419460','ERIC'); return false;" href="https://eric.ed.gov/?q=Martins+AND+et+AND+al&pg=5&id=ED419460"><span>Motivating Students. Staff and Educational Development Series.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Brown, Sally, Ed.; Armstrong, Steve, Ed.; Thompson, Gail, Ed.</p> <p></p> <p>Twenty papers on motivating college students are grouped into four sections: (1) the impact of teaching on student motivation; (2) motivating diverse students; (3) the impact of university practices on motivation; and (4) the impact of assessment on motivation. After an introductory selection by Sally Brown, Steve Armstrong, and Gail Thompson, the…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=cops&id=EJ1089480','ERIC'); return false;" href="https://eric.ed.gov/?q=cops&id=EJ1089480"><span>The Dynamics of an Online Community of Practice Involving Teachers and Researchers</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Marques, Margarida Morais; Loureiro, Maria João; Marques, Luís</p> <p>2016-01-01</p> <p>In the literature, communities of practice (CoPs) are recognised as having potential to promote teachers' professional development. However, the study of the dynamics of CoPs with teachers and researchers, and their impact on teachers' professional development, is still scarce. Contributing to fill this gap, this paper presents a single case study…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.fs.usda.gov/treesearch/pubs/12192','TREESEARCH'); return false;" href="https://www.fs.usda.gov/treesearch/pubs/12192"><span>Overview of approaches to sustain forest productivity during forest road development and timber harvesting activities</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.fs.usda.gov/treesearch/">Treesearch</a></p> <p>Charles R. Blinn; Rick Dahlamn; James A. Mattson; Michael A. Thompson</p> <p>1999-01-01</p> <p>Various approaches are available to minimize impacts on forest productivity during forest road building and timber harvesting activities. These approaches include a variety of practices and technologies. They include practices such as reducing road and trail development, using designated trails, and leaving slash at the stump on nutrient deficient sites. Technology...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=shower&pg=3&id=ED558716','ERIC'); return false;" href="https://eric.ed.gov/?q=shower&pg=3&id=ED558716"><span>Tenured and Non-Tenured Teacher Perceptions on the Impact of District Designed Professional Development Courses on Classroom Practice</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Whitman, Joan Wrobleski</p> <p>2013-01-01</p> <p>Designers of professional development training often presume that teachers are able to apply new concepts classroom practice, but fail to include teacher voice, provide systemic follow-up, collegial support, and evaluation (Guskey, 2002; Joyce & Calhoun, 2010; McAdams, 2007). The study investigated differences between new, non-tenured and…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li class="active"><span>8</span></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_8 --> <div id="page_9" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li class="active"><span>9</span></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="161"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Design+AND+Thinking&pg=6&id=EJ921832','ERIC'); return false;" href="https://eric.ed.gov/?q=Design+AND+Thinking&pg=6&id=EJ921832"><span>Researching Design Practices and Design Cognition: Contexts, Experiences and Pedagogical Knowledge-in-Pieces</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kali, Yael; Goodyear, Peter; Markauskaite, Lina</p> <p>2011-01-01</p> <p>If research and development in the field of learning design is to have a serious and sustained impact on education, then technological innovation needs to be accompanied--and probably guided--by good empirical studies of the design practices and design thinking of those who develop these innovations. This article synthesises two related lines of…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=rugby&pg=2&id=EJ881193','ERIC'); return false;" href="https://eric.ed.gov/?q=rugby&pg=2&id=EJ881193"><span>The Impact of Game Sense Pedagogy on Australian Rugby Coaches' Practice: A Question of Pedagogy</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Light, Richard Lawrence; Robert, John Evans</p> <p>2010-01-01</p> <p>Background: Recent developments in games and sport teaching such as that of Teaching Games for Understanding, Play Practice and Game Sense suggest that they can make a significant contribution toward the development of tactical understanding, ability to read the game, decision-making and a general "sense of the game", yet empirical…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=PPD&pg=2&id=ED542259','ERIC'); return false;" href="https://eric.ed.gov/?q=PPD&pg=2&id=ED542259"><span>Guiding Educators to Praxis: Moving Teachers beyond Theory to Practice</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Castillo, Melissa J.</p> <p>2012-01-01</p> <p>The purpose of this study was to explore and report on the impact of coaching as an embedded part of professional development has on teacher learning and practice in the context of educating English Language Learners (ELLs). A close examination was made of what teachers, coaches and principals believe to be effective professional development and…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=%22practice+based+learning%22&pg=3&id=EJ1024484','ERIC'); return false;" href="https://eric.ed.gov/?q=%22practice+based+learning%22&pg=3&id=EJ1024484"><span>The Differential Impact of Observational Learning and Practice-Based Learning on the Development of Oral Presentation Skills in Higher Education</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>De Grez, Luc; Valcke, Martin; Roozen, Irene</p> <p>2014-01-01</p> <p>The present study focuses on the design and evaluation of an innovative instructional approach to developing oral presentation skills. The intervention builds on the observational learning theoretical perspective. This perspective is contrasted with the traditional training and practice approach. Two sequencing approaches--learners starting with…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25369841','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25369841"><span>Supporting families of parents with mental illness in general practice.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Baulderstone, Michaela J; Morgan, Bradley S; Fudge, Elizabeth A</p> <p>2013-08-05</p> <p>The general-practice setting provides a unique opportunity to positively influence the impact of mental illness on individuals and families. Intervention can begin from the moment an individual seeks professional help. Using a family-focused approach, and supporting parents to develop practical strategies to promote resilience in their children, can aid parents' recovery and promote the optimal emotional wellbeing of their children. We suggest a family-orientated therapeutic approach relevant to the general-practice setting, with particular consideration of the value of communicating with children according to the child's stage of emotional development.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED431445.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED431445.pdf"><span>What Are Nebraska's Public Policies on Funding Postsecondary Education?</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Nebraska Coordinating Commission for Postsecondary Education, Lincoln.</p> <p></p> <p>This document explores Nebraska's current public policies and practices that impact the funding of postsecondary education. These policies and practices have developed over time in response to the needs of the state. Many of the policies are statute and have not been formally adopted, but are reflective of legislative practice, past patterns…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5624314','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5624314"><span>The Impact of Genomics on Public Health Practice: The Case for Change</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Zimmern, R.L.; Khoury, M.J.</p> <p>2017-01-01</p> <p>Public health practice will not be able in the 21st century to ignore the impact of genomics, cell and molecular biology. It will need to take into consideration issues that include, among others: the complementary nature of social and biological models of disease, genetic exceptionalism, the readiness of public and patient to respond to genomic information, the relationship between individuals and populations, and concepts of population stratification. Health systems will need to adapt their practice and organisation to include new sequencing technologies, bioinformatic expertise and proper evaluation of genetic and molecular tests. Links with the commercial sector will increase in importance. The impact on developing countries cannot be ignored and will require special attention. PMID:22488453</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.osti.gov/biblio/22479765-advancing-practice-health-impact-assessment-canada-obstacles-opportunities','SCIGOV-STC'); return false;" href="https://www.osti.gov/biblio/22479765-advancing-practice-health-impact-assessment-canada-obstacles-opportunities"><span>Advancing the practice of health impact assessment in Canada: Obstacles and opportunities</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>McCallum, Lindsay C., E-mail: lindsay.mccallum@mail.utoronto.ca; Intrinsik Environmental Sciences Inc., 6605 Hurontario Street, Mississauga, Ontario L5T0A3; Ollson, Christopher A., E-mail: collson@intrinsik.com</p> <p></p> <p>Health Impact Assessment (HIA) is recognized as a useful tool that can identify potential health impacts resulting from projects or policy initiatives. Although HIA has become an established practice in some countries, it is not yet an established practice in Canada. In order to enable broader support for HIA, this study provides a comprehensive review and analysis of the peer-reviewed and gray literature on the state of HIA practice. The results of this review revealed that, although there is an abundance of publications relating to HIA, there remains a lack of transparent, consistent and reproducible approaches and methods throughout themore » process. Findings indicate a need for further research and development on a number of fronts, including: 1) the nature of HIA triggers; 2) consistent scoping and stakeholder engagement approaches; 3) use of evidence and transparency of decision-making; 4) reproducibility of assessment methods; 5) monitoring and evaluation protocols; and, 6) integration within existing regulatory frameworks. Addressing these issues will aid in advancing the more widespread use of HIA in Canada. - Highlights: • Reviewed current state of practice in the field of HIA • Identified key obstacles and opportunities for HIA advancement • Major issues include lack of consistent approach and methodology. • No national regulatory driver hinders opportunity for widespread use of HIA. • Identified research opportunities vital to developing HIA practice in Canada.« less</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=pharmaceutical+AND+science&pg=2&id=EJ219771','ERIC'); return false;" href="https://eric.ed.gov/?q=pharmaceutical+AND+science&pg=2&id=EJ219771"><span>Impact of Practice-Based Instruction on Graduate Programs in the Pharmaceutical Sciences.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Schumacher, Gerald E.</p> <p>1979-01-01</p> <p>A practice- and science-based program of graduate education and scholarship for pharmaceutical science is proposed. Recommendations include the elimination of weak graduate programs, increased industrial support, and development of the clinical scientist. (SF)</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2011PhDT.......104C','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2011PhDT.......104C"><span>A qualitative inquiry into the development and facilitation of a science education learning community through participation in an online graduate program</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Callihan, Laurie Ann Perryman</p> <p></p> <p>This study is a qualitative inquiry considering the development and facilitation of a science education community of practice according to the definition of Wenger (1998, 1999) through participation in the graduate online science education program (GOSEP) Master's Degree track. Three research questions were considered: (1) In what ways do interactions within the GOSEP community of practice impact development of the teacher/student from outsider to novice to apprentice to master (Wenger, 1999)? (2) In what ways does personal development impact the community of practice? (3) In what ways do the interactions of professors with students impact the development of a community of practice in the GOSEP? The qualitative research frame was Integral Methodological Pluralism along with a hermeneutical approach to textual analysis and an autoethnographic viewpoint. The participants included seven students and two professors from the GOSEP. Data analyzed was in situ Blackboard(TM) and other online venues from classes dating Fall 2007 through Summer 2009 as well as semi-structured interviews, follow-ups, and member-check surveys. Results supported the assertions that (1) a community of practice (CoP) existed in the GOSEP, (2) the CoP assisted individual learning and growth from apprentice to novice to master, (3) that the CoP was most healthy and supported apprentice to master growth when a diversity of adult developmental levels existed in the group, and (4) the interactions of the professors in allowing the students to take on master roles and limiting their own control within the CoP contributed to the healthy development of students from apprentice to novice to master. Implications of this research suggest that the CoP model of online learning is effective and productive in allowing students to gain experience and knowledge in the skills, background knowledge, theory, and practice of becoming masters in the practice for which the community is designed to study. Future research engaging online CoPs with greater numbers, longer periods of study, and comparative studies with other types of online programs is suggested.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://rosap.ntl.bts.gov/view/dot/22575','DOTNTL'); return false;" href="https://rosap.ntl.bts.gov/view/dot/22575"><span>Research notes : best practices for traffic impact studies.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntlsearch.bts.gov/tris/index.do">DOT National Transportation Integrated Search</a></p> <p></p> <p>2006-11-01</p> <p>Traffic Impact Studies (TISs) are used by the Oregon Department of Transportation (ODOT) and staff of other transportation agencies to forecast future system effects from proposed development projects and to predict the useful life of a transportatio...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014AGUFM.H51G0695V','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014AGUFM.H51G0695V"><span>Evaluating the Impact of Modern Copper Mining on Ecosystem Services in Southern Arizona</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Virgone, K.; Brusseau, M. L.; Ramirez-Andreotta, M.; Coeurdray, M.; Poupeau, F.</p> <p>2014-12-01</p> <p>Historic mining practices were conducted with little environmental forethought, and hence generated a legacy of environmental and human-health impacts. However, an awareness and understanding of the impacts of mining on ecosystem services has developed over the past few decades. Ecosystem services are defined as benefits that humans obtain from ecosystems, and upon which they are fundamentally dependent for their survival. Ecosystem services are divided into four categories including provisioning services (i.e., food, water, timber, and fiber); regulating services (i.e., climate, floods, disease, wastes, and water quality); supporting services (i.e., soil formation, photosynthesis, and nutrient cycling) and cultural services (i.e., recreational, aesthetic, and spiritual benefits) (Millennium Ecosystem Assessment, 2005). Sustainable mining practices have been and are being developed in an effort to protect and preserve ecosystem services. This and related efforts constitute a new generation of "modern" mines, which are defined as those that are designed and permitted under contemporary environmental legislation. The objective of this study is to develop a framework to monitor and assess the impact of modern mining practices and sustainable mineral development on ecosystem services. Using the sustainability performance indicators from the Global Reporting Initiative (GRI) as a starting point, we develop a framework that is reflective of and adaptive to specific local conditions. Impacts on surface and groundwater water quality and quantity are anticipated to be of most importance to the southern Arizona region, which is struggling to meet urban and environmental water demands due to population growth and climate change. We seek to build a more comprehensive and effective assessment framework by incorporating socio-economic aspects via community engaged research, including economic valuations, community-initiated environmental monitoring, and environmental human-health education programs.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.osti.gov/biblio/21499697-health-impact-assessment-australia-review-directions-progress','SCIGOV-STC'); return false;" href="https://www.osti.gov/biblio/21499697-health-impact-assessment-australia-review-directions-progress"><span>Health impact assessment in Australia: A review and directions for progress</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Harris, Patrick, E-mail: patrick.harris@unsw.edu.a; Spickett, Jeff, E-mail: J.Spickett@curtin.edu.a</p> <p>2011-07-15</p> <p>This article provides an overview of Health Impact Assessment (HIA) within Australia. We discuss the development and current position of HIA and offer some directions for HIA's progression. Since the early 1990s HIA activity in Australia has increased and diversified in application and practice. This article first highlights the emergent streams of HIA practice across environmental, policy and health equity foci, and how these have developed within Australia. The article then provides summaries of current practice provided by each Australian state and territory. We then offer some insight into current issues that require further progression or resolution if HIA ismore » to progress effectively in Australia. This progress rests both on developing broad system support for HIA across government, led by the health sector, and developing system capacity to undertake, commission or review HIAs. We argue that a unified and clear HIA approach is required as a prerequisite to gaining the understanding and support for HIA in the public and private sectors and the wider community.« less</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013AAS...22210804B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013AAS...22210804B"><span>The Impact of the Next Generation Science Standards on Future Professional Development and Astronomy Education Research</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Buxner, Sanlyn</p> <p>2013-06-01</p> <p>The Next Generation Science Standards will have a profound impact on the future science education of students and professional development for teachers. The science and engineering practices, crosscutting concepts, and disciplinary core ideas laid out in the Framework for K-12 Science Education (NRC, 2011) will change the focus and methods of how we prepare teachers to meet these new standards. Extending beyond just the use of inquiry in the classroom, teachers will need support designing and implementing integrated experiences for students that require them to apply knowledge of content and practices. Integrating the three dimensions central to the new standards will pose curricular challenges and create opportunities for innovative space science projects and instruction. The science research and technology community will have an important role in supporting authentic classroom practices as well as training and support of teachers in these new ways of presenting science and technology. These changes will require a new focus for teacher professional development and new ways to research impacts of teacher training and changes in classroom practice. In addition, new and innovative tools will be needed to assess mastery of students’ knowledge of practices and the ways teachers effectively help students achieve these new goals. The astronomy education community has much to offer as K-12 and undergraduate level science educators rethink and redefine what it means to be scientifically literate and figure out how to truly measure the success of these new ways of teaching science.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29369267','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29369267"><span>Advancing Professional Development Through a Community of Practice: the New England Network for Faculty Affairs.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Power, Christine M; Thorndyke, Luanne E; Milner, Robert J; Lowney, Kathleen; Irvin, Charles G; Fonseca-Kelly, Zoe; Benjamin, Emelia J; Bhasin, Robina M; Connelly, Maureen T</p> <p>2018-01-01</p> <p>In an era of competing priorities, funding is increasingly restricted for offices of faculty affairs and development. Opportunities for professional staff to grow and network through attendance at national meetings and to share best practices are limited. We sought to describe a community of practice established to enhance the professional development of faculty affairs professionals and to document its impact. We outlined the process of formation of the New England Network for Faculty Affairs (NENFA), reviewed the pedagogical approaches to professional development, and surveyed members to evaluate the impact of NENFA on their activities, professional network and their institutions. After a successful 2011 initial meeting, NENFA created an organizing committee and conducted a needs assessment among potential members. NENFA's charter, mission, goals, and structure were based on survey results. NENFA's regional community of practice grew to 31 institutions and held 10 meetings over 5 years. Meetings have examined a faculty development topic in depth using multiple learning formats to engage participants from academic medical centers and allied professions. Results from a 2015 member survey confirmed the value of NENFA. Multiple members documented changes in practice as a result of participating. NENFA has been sustained by volunteer leadership, collaboration, and the value that the group has brought to its members. We propose that a "community of practice" offers an effective model for collaborative learning among individuals at different institutions within a competitive health care environment. We recommend that the approach be replicated in other regions.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014PhDT........50J','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014PhDT........50J"><span>The impact of professional development on classroom teaching for science educators participating in a long term community of practice</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Jensen, Aaron C.</p> <p></p> <p>Efforts to modify and improve science education in the United States have seen minimal success (Crawford, 2000; Borko & Putman, 1996; Puntambekar, Stylianou & Goldstein, 2007; Lustick, 2011). One important reason for this is the professional development that teachers go through in order to learn about and apply these new ideas is generally of poor quality and structured incorrectly for long-term changes in the classroom (Little, 1993; Fullen, 1996; Porter, 2000; Jeanpierre, Oberhauser, & Freeman, 2005). This grounded theory study explores a science community of practice and how the professional development achieved through participation in that community has effected the instruction of the teachers involved, specifically the incorporation of researched based effective science teaching instructional strategies. This study uses personal reflection papers written by the participants, interviews, and classroom observations to understand the influence that the science community of practice has had on the participants. Results indicate that participation in this science community of practice has significant impact on the teachers involved. Participants gained greater understanding of science content knowledge, incorporated effective science instructional strategies into their classroom, and were able to practice both content knowledge and strategies in a non-threatening environment thus gaining a greater understanding of how to apply them in the classrooms. These findings motivate continued research in the role that communities of practice may play in teacher professional develop and the effectiveness of quality professional development in attaining long-term, sustained improvement in science education.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22448996','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22448996"><span>The impact of 'Generation Y' occupational therapy students on practice education.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Hills, Caroline; Ryan, Susan; Smith, Derek R; Warren-Forward, Helen</p> <p>2012-04-01</p> <p>Many occupational therapy students can be classified as 'Generation Y', a group whose characteristics are perceived as being confident, optimistic and 'techno-savvy'. This study aimed to explore practice educator perceptions of 'Generation Y' students. A questionnaire survey was sent to all practice educators affiliated with the university. The survey contained fixed choice questions on demographics and educators' knowledge of the term 'Generation Y', followed by open-ended questions on practice educator perceptions of occupational therapy 'Generation Y' students and the educational strategies used in practice education. Anonymous responses were analysed using descriptive statistics, attribute coding and content analysis. Most educators considered that there was, in fact, a 'Generation Y student', describing them as confident with technology, over confident in their skill level and easily bored. Practice educators raised concerns regarding students' casual communication, poor professional behaviour, shallow professional reasoning and difficulty when receiving negative feedback. Overall, the results of this study suggest that 'Generation Y' students are having both a negative and a positive impact on practice education in occupational therapy. For educators, management of the overconfident student and professional reasoning development should be addressed in university practice education workshops. For students, the need for clarification of placement expectations on professional behaviour and communication was indicated. Students may also require 'listening to feedback' skill development prior to practice education. Universities and practice educators should consider the development of technological resources for practice education, including simulation, to meet the needs of the, now recognised 'Generation Y' student. © 2011 The Authors. Australian Occupational Therapy Journal © 2011 Occupational Therapy Australia.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.osti.gov/biblio/6414036-environmental-impact-assessment-practices-sub-saharan-africa-cases-from-kenya','SCIGOV-STC'); return false;" href="https://www.osti.gov/biblio/6414036-environmental-impact-assessment-practices-sub-saharan-africa-cases-from-kenya"><span></span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Ngunjiri, P.G.</p> <p></p> <p>The aim for this research is to review environmental impact assessment (EIA) practices in sub-Saharan Africa, drawing upon appropriate theoretical and methodological work on EIA. This study uses a comparative evaluation method to examine the extent of environmental impact assessment (EIA) in project analysis. It uses site and services low cost housing projects from Kenya. The research has three major components: (1) review of environmental practice in Sub-Saharan Africa through literature review and case studies; (2) review of general literature on EIA as practiced by international agencies and developed countries; and (3) formulation of more suitable guidelines for EIA proceduresmore » in Sub-Saharan Africa.« less</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19038128','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19038128"><span>Developing nursing practice through work-based learning.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Clarke, David J; Copeland, Lisa</p> <p>2003-12-01</p> <p>Developing nursing practice in any area demands skills, knowledge, support and a long term commitment to the achievement of best practice. It is easy to become overwhelmed by the competing demands for client care and service delivery. It is not always easy to see how good ideas, clinical concerns and professionally led objectives, can be realised in practice. Ongoing professional development activities, including formal educational programmes can contribute to individual staff members' ability to take on practice development projects. Too often however, educational programmes are seen as making little real difference to clinical practice. Work-based learning, a relatively new approach in higher education in the United Kingdom, presents opportunities for Universities and healthcare providers to work in partnership to realise the shared aims of developing nursing practice. Specific examples, drawn from the personal experiences of one of the authors, will examine the contribution of a work-based learning approach to integrating learning and developing practice in the field of cancer care. The work-based learning approach can bring about tangible benefits for patients, practitioners and organisations, but only if the organisational and contextual factors which impact on practice and its development are properly considered and managed through effective partnerships.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=programme+AND+development&pg=2&id=EJ1129786','ERIC'); return false;" href="https://eric.ed.gov/?q=programme+AND+development&pg=2&id=EJ1129786"><span>Evaluating the Impact of an Academic Teacher Development Program: Practical Realities of an Evidence-Based Study</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Rathbun, Gail A.; Leatherman, Jane; Jensen, Rebecca</p> <p>2017-01-01</p> <p>This study aimed to assess the impact of an entire academic teacher development programme at a Midwestern masters comprehensive university in the United States over a period of five years by examining changes in teaching and student outcomes of nine randomly selected programme participants. Researchers analysed syllabi, course evaluations, grade…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li class="active"><span>9</span></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_9 --> <div id="page_10" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li class="active"><span>10</span></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="181"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=oedipus+AND+complex&id=ED050221','ERIC'); return false;" href="https://eric.ed.gov/?q=oedipus+AND+complex&id=ED050221"><span>Not by the Color of Their Skin; The Impact of Racial Differences on the Child's Development.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McDonald, Marjorie</p> <p></p> <p>Contents of this book include: Part I: "The Nursery School and Its Racial Integration"--introduction, establishing physical and psychological integration; staff meetings; observing and working through; Part II: "Theory and Practice"--skin color anxiety: the skin and its importance in personality development; skin color anxiety, the visual impact,…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED569154.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED569154.pdf"><span>Focusing on Mathematical Knowledge: The Impact of Content-Intensive Teacher Professional Development. NCEE 2016-4010</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Garet, Michael S.; Heppen, Jessica B.; Walters, Kirk; Parkinson, Julia; Smith, Toni M.; Song, Mengli; Garrett, Rachel; Yang, Rui; Borman, Geoffrey D.</p> <p>2016-01-01</p> <p>This report examines the impact of content-intensive Professional Development (PD) on teachers' math content knowledge, their instructional practice, and their students' achievement. The study's PD had three components, totaling 93 hours. The core of the PD was "Intel Math," an intensive 80-hour workshop delivered in summer 2013 that…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=strategic+AND+human+AND+resource+AND+management&id=EJ845885','ERIC'); return false;" href="https://eric.ed.gov/?q=strategic+AND+human+AND+resource+AND+management&id=EJ845885"><span>Strategic Intellectual Capital Development: A Defining Paradigm for HRD?</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Holton, Elwood F., III; Yamkovenko, Bogdan</p> <p>2008-01-01</p> <p>The performance paradigm of human resource development (HRD) practice has served the field well, particularly in enhancing the relevance and impact of HRD interventions. However, in this article, it is argued that the time has come for a new defining paradigm to advance the field of HRD to a higher level of organizational impact. This article…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=apa+AND+manual+AND+PSYCHOLOGY&id=EJ754607','ERIC'); return false;" href="https://eric.ed.gov/?q=apa+AND+manual+AND+PSYCHOLOGY&id=EJ754607"><span>Ethics Standards Impacting Test Development and Use: A Review of 31 Ethics Codes Impacting Practices in 35 Countries</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Leach, Mark M.; Oakland, Thomas</p> <p>2007-01-01</p> <p>Ethics codes are designed to protect the public by prescribing behaviors professionals are expected to exhibit. Although test use is universal, albeit reflecting strong Western influences, previous studies that examine the degree issues pertaining to test development and use and that are addressed in ethics codes of national psychological…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED434675.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED434675.pdf"><span>Using the Internet To Support Lifelong Learning: The Role of the Librarian.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Newton, Robert; Marcella, Rita; MacLennan, Alan; Middleton, Iain</p> <p></p> <p>This paper illustrates practical situations in which librarians are beginning to have an impact on developments on the Internet and ultimately have an impact on lifelong learning by providing organized interfaces to resources. In the area of information skills training, it is argued that the librarian must contribute actively by developing these…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://hdl.handle.net/2060/20110011932','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20110011932"><span>Meteoroid/Orbital Debris Shield Engineering Development Practice and Procedure</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Zwitter, James G.; Adams, Marc A.</p> <p>2011-01-01</p> <p>A document describes a series of models created for the determination of the probability of survival of critical spacecraft components from particle strike damage caused by hypervelocity impact of meteoroids and/or orbital debris. These models were integrated with both shield design and hypervelocity impact testing to develop adequate protection of said components to meet mission survivability requirements.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29758441','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29758441"><span>Does Enquiry Based Learning (EBL) impact on clinical practice? A qualitative exploration of midwifery graduates' perceptions.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Nallen, Kathleen; Spence, Dale; Porter, Sam</p> <p>2018-08-01</p> <p>To elicit perceptions of midwifery graduates regarding the impact of Enquiry Based Learning (EBL) on their clinical practice. A qualitative approach utilising semi-structured interviews and content analysis. A midwifery education provider in the Republic of Ireland. Purposive sampling was employed to recruit fourteen midwifery graduates, from a total of twenty eight, from two cohorts who had successfully completed a Higher Diploma in Midwifery programme. Findings centred on the theme 'Effect of EBL on clinical practice', with positive perceptions of EBL reported in relation to its connexion to midwifery practice. Findings affirm the view that EBL augments linkage of theory to clinical practice in addition to linking clinical practice to theory. Consequently, competent practitioners are cultivated and an array of transferable skills developed, thus demonstrating the significant contribution of EBL in enriching clinical practice. Copyright © 2018 Elsevier Ltd. All rights reserved.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=335451&Lab=NERL&keyword=simulation+AND+processes&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=335451&Lab=NERL&keyword=simulation+AND+processes&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>Scaling wetland green infrastructure?practices to watersheds using modeling approaches</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>Green infrastructure practices are typically implemented at the plot or local scale. Wetlands in the landscape can serve important functions at these scales and can mediate biogeochemical and hydrological processes, particularly when juxtaposed with low impact development (LID)....</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://rosap.ntl.bts.gov/view/dot/18661','DOTNTL'); return false;" href="https://rosap.ntl.bts.gov/view/dot/18661"><span>Low impact development (LID) and transportation stormwater practices</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntlsearch.bts.gov/tris/index.do">DOT National Transportation Integrated Search</a></p> <p></p> <p>2010-12-01</p> <p>The proposed project is a combination of a research/design/best practices compilation and ranking in the format of a : design decision tool that can be used by Region X transportation designers and other researchers with respect to : current, and fut...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3042055','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3042055"><span>Corporate Externalities: A Challenge to the Further Success of Prevention Science</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p></p> <p>2011-01-01</p> <p>The full benefit of prevention science will not be realized until we learn how to influence organizational practices. The marketing of tobacco, alcohol, and food and corporate advocacy for economic policies that maintain family poverty are examples of practices we must influence. This paper analyzes the evolution of such practices in terms of their selection by economic consequences. A strategy for addressing these critical risk factors should include: (a) systematic research on the impact of corporate practices on each of the most common and costly psychological and behavior problems; (b) empirical analyses of the consequences that select harmful corporate practices; (c) assessment of the impact of policies that could affect problematic corporate practices; and (d) research on advocacy organizations to understand the factors that influence their growth and to help them develop effective strategies for influencing corporate externalities. PMID:21225461</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2627442','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2627442"><span>Leading a change process to improve health service delivery.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Bahamon, Claire; Dwyer, Joseph; Buxbaum, Ann</p> <p>2006-01-01</p> <p>In the fields of health and development, donors channel multiple resources into the design of new practices and technologies, as well as small-scale programmes to test them. But successful practices are rarely scaled up to the level where they beneficially impact large, impoverished populations. An effective process for change is to use the experiences of new practices gained at the programme level for full-scale implementation. To make an impact, new practices need to be applied, and supported by management systems, at many organizational levels. At every level, potential implementers and likely beneficiaries must first recognize some characteristics that would benefit them in the new practices. An effective change process, led by a dedicated internal change agent, comprises several well-defined phases that successively broaden and institutionalize the use of new practices. PMID:16917654</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://rosap.ntl.bts.gov/view/dot/16013','DOTNTL'); return false;" href="https://rosap.ntl.bts.gov/view/dot/16013"><span>Availability and training of seafarers</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntlsearch.bts.gov/tris/index.do">DOT National Transportation Integrated Search</a></p> <p></p> <p>2003-01-01</p> <p>The prime objective of this study is to evaluate how recent developments in ship technology and management practices have impacted, and will continue to impact, on maritime crewing and training, in OECD countries, both ashore and at sea, over the nex...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29538722','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29538722"><span>A knowledge translation project on community-centred approaches in public health.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Stansfield, J; South, J</p> <p>2018-03-01</p> <p>This article examines the development and impact of a national knowledge translation project aimed at improving access to evidence and learning on community-centred approaches for health and wellbeing. Structural changes in the English health system meant that knowledge on community engagement was becoming lost and a fragmented evidence base was seen to impact negatively on policy and practice. A partnership started between Public Health England, NHS England and Leeds Beckett University in 2014 to address these issues. Following a literature review and stakeholder consultation, evidence was published in a national guide to community-centred approaches. This was followed by a programme of work to translate the evidence into national strategy and local practice.The article outlines the key features of the knowledge translation framework developed. Results include positive impacts on local practice and national policy, for example adoption within National Institute for Health and Care Evidence (NICE) guidance and Local Authority public health plans and utilization as a tool for local audit of practice and commissioning. The framework was successful in its non-linear approach to knowledge translation across a range of inter-connected activity, built on national leadership, knowledge brokerage, coalition building and a strong collaboration between research institute and government agency.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27504039','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27504039"><span>Enhanced Patient-Centred Care: Physiotherapists' Perspectives on the Impact of International Clinical Internships on Canadian Practice.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Mesaroli, Giulia; Bourgeois, Anne-Marie; McCurry, Ellen; Condren, Allison; Petropanagos, Peter; Fraser, Michelle; Nixon, Stephanie A</p> <p>2015-01-01</p> <p>To explore the perspectives of physiotherapists who participated in an international clinical internship (ICI) in low- or middle-income countries (LMICs) during their physiotherapy (PT) training in a Canadian PT programme regarding the ICI's impact on their PT practice in Canada. This qualitative descriptive study used in-depth semi-structured interviews. Data were organized using NVivo; inductive and deductive coding were used to analyze data and develop broader themes. The 13 practising Canadian physiotherapists interviewed described three enhanced capacities: (1) critical reflection on culture, values and practice; (2) communication skills; and (3) creativity and resourcefulness. These capacities were perceived to transfer to Canadian practice by enhancing participants' ability to deliver patient-centred care, specifically through an enhanced understanding of patients' values and social determinants of health, regardless of the Canadian setting or patient population. For PT students considering an ICI, the study findings provide insight into the perceived impact of ICIs on Canadian practice. For PT academic programmes, the findings can guide decisions on the extent of investment in ICIs as learning opportunities that will enhance practice in Canada.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29261516','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29261516"><span>Neonatal Neuroprotection: Bringing Best Practice to the Bedside in the NICU.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Lockridge, Terrie</p> <p></p> <p>Preterm birth interrupts the precise process of fetal maturation, forcing critical neurologic growth to continue within the Neonatal Intensive Care Unit (NICU). Concern for the impact of the NICU experience on the developing brain led to a unit-based Quality Improvement (QI) project to promote best outcomes for our graduates. The objective was to implement a standard of care for neonatal neuroprotection in a large urban tertiary center. A multidisciplinary committee researched and developed the Neonatal Neuroprotective Best Practice Guidelines to identify optimal interventions, as well as provide physiologic rationales to reinforce importance of these practices. An educational initiative accompanied release of this document to support consistency in clinical practice and to stress the critical role that every caregiver played in a child's outcome. As the Best Practice Guidelines encompassed virtually all aspects of caregiving in the NICU, it was impractical to measure the impact of such a broad range of interventions in a methodical manner. The full effect of these interventions will not likely be evident until NICU graduates have grown into childhood and adolescence. These constraints limited the scope of this QI project to the practicalities of identifying neuroprotective best practice and bringing it to the bedside. When combined with evidence-based medical and nursing care, neuroprotective care represents the best means of facilitating normal development and minimizing disability for our NICU graduates.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=difficulties+AND+science+AND+subjects&pg=2&id=EJ1166654','ERIC'); return false;" href="https://eric.ed.gov/?q=difficulties+AND+science+AND+subjects&pg=2&id=EJ1166654"><span>We Don't Get Any Training: The Impact of a Professional Development Model on Teaching Practices of Chemistry and Biology Graduate Teaching Assistants</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mutambuki, Jacinta M.; Schwartz, Renee</p> <p>2018-01-01</p> <p>This study investigated the implementation of best teaching practices by science graduate teaching assistants [GTAs] (3 chemists and 2 biologists) in five inquiry-based, interdisciplinary chemistry-biology experiments during a six-week professional development (PD) program, Engage PD. Additionally, we examined GTAs' experiences in implementing…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=influence+AND+teacher+AND+cognitive+AND+development&pg=3&id=EJ1136968','ERIC'); return false;" href="https://eric.ed.gov/?q=influence+AND+teacher+AND+cognitive+AND+development&pg=3&id=EJ1136968"><span>Mapping Physical Education Teachers' Professional Learning and Impacts on Pupil Learning in a Community of Practice in South Korea</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Yoon, Keejoon; Armour, Kathleen M.</p> <p>2017-01-01</p> <p>Background: A new national physical education (PE) curriculum has been developed in South Korea and PE teachers have been challenged to deliver new transferable educational outcomes in character development through PE. In one geographical area, in order to support teachers to make required changes, a Communities of Practice (CoP) approach to…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=informal+AND+science+AND+education+AND+school&pg=7&id=EJ1054142','ERIC'); return false;" href="https://eric.ed.gov/?q=informal+AND+science+AND+education+AND+school&pg=7&id=EJ1054142"><span>The Impact of a Professional Development Programme on Primary Teachers' Classroom Practice and Pupils' Attitudes to Science</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Smith, Greg</p> <p>2015-01-01</p> <p>This study investigates the relationship, if any, between teacher participation in a targeted professional development programme and changes in participants' instructional practice and their pupils' attitudes to learning primary science. The programme took place over a 2-year period in 15 small rural schools in the West of Ireland. Data sources…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=%22Classroom+Observation%22+AND+%22active+learning%22&pg=6&id=EJ863443','ERIC'); return false;" href="https://eric.ed.gov/?q=%22Classroom+Observation%22+AND+%22active+learning%22&pg=6&id=EJ863443"><span>Possible Effects of Professional Development on Turkish Teachers' Self-Efficacy and Classroom Practice</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bumen, Nilay T.</p> <p>2009-01-01</p> <p>The purpose of this study was to analyze the impact of a professional development (PD) program on teacher self-efficacy and classroom practice. Thirty-eight in-service teachers from a foundation school in Izmir participated in this study. Multiple sets of data for this study came from the Turkish teachers' sense of efficacy scale, classroom…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016PhDT........15A','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016PhDT........15A"><span>The impact of Next Generation Science Standards (NGSS) professional development on the self-efficacy of science teachers</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Akella, Somi Devi M.</p> <p></p> <p>In 2012, the National Research Council introduced the Next Generation Science Standards (NGSS), which were created to improve the K-12 education in the U.S. and stress the importance of providing professional development (PD) to acquire the knowledge, skills, and self-efficacy to design lessons to meet high standards of teaching and learning. Bandura's (1977) theory of self-efficacy posits that people are motivated to perform an action if they are confident that they can perform the action successfully. The purpose of this survey research was to investigate the impact of professional development on the self-efficacy of science teachers with regard to the NGSS practice of Analyzing and Interpreting Data as well as to probe teachers' perceptions of barriers to their self-efficacy in applying this practice. The study found that focused and targeted PD helped improve participants' self-efficacy in incorporating the NGSS practices and addressed several barriers to teacher self-efficacy. In response to findings, Akella's Science Teaching Efficacy Professional Development (ASTEPD) model is proposed as a tool to guide PD practice and, thus, helps improve teacher self-efficacy.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li class="active"><span>10</span></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_10 --> <div id="page_11" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li class="active"><span>11</span></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="201"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=national+AND+parks&pg=2&id=ED552715','ERIC'); return false;" href="https://eric.ed.gov/?q=national+AND+parks&pg=2&id=ED552715"><span>The Impact of Field Experiences in Yellowstone National Park on Practice in Secondary Classrooms</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McGrew, Christopher N.</p> <p>2012-01-01</p> <p>The current study focused on how six participants of a 2009 professional development activity at Yellowstone National Park described their experience and classroom instructional impact. The author focused on words and phrases illustrating perspective gathering, reflection and public performance to determine the impact of both the experience at…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.osti.gov/biblio/22589258-effectiveness-mitigation-hierarchy-environmental-impact-studies-marine-ecosystems-case-study-france','SCIGOV-STC'); return false;" href="https://www.osti.gov/biblio/22589258-effectiveness-mitigation-hierarchy-environmental-impact-studies-marine-ecosystems-case-study-france"><span>The effectiveness of the mitigation hierarchy in environmental impact studies on marine ecosystems: A case study in France</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Jacob, Céline, E-mail: celine.jacob@cefe.cnrs.fr; CREOCEAN, Les Belvédères, Bâtiment B, 128, Avenue de Fès, 34080 Montpellier; Pioch, Sylvain, E-mail: sylvain.pioch@gmail.com</p> <p></p> <p>While the development of maritime economic activity is increasingly encouraged, the consideration of its impacts constitutes a real challenge. The limitations of the implementation of the mitigation hierarchy have been widely discussed in scientific literature, yet data on marine biodiversity offset practices remains scarce. In this study, we investigated the use of Environmental Impact Assessments (EIAs) as suitable instruments to achieve the No Net Loss objective. Drawing on a French approach developed for the initial assessment of the European Marine Strategy Framework Directive, we examined the pressures and impacts related to various marine development projects and the effectiveness of themore » mitigation hierarchy in limiting these. An analysis of 55 recent French environmental impact studies showed that only 7% of the proposed measures had the aim of offsetting predicted degradation of sites of remarkable biodiversity. This can be partly explained by the lack of a clear definition of ‘significant impact’, which varies greatly depending on what is impacted, in turn allowing socio-economic activities to benefit more easily from offset. Furthermore, offsetting does not always constitute the final step of the mitigation hierarchy, highlighting the need to reinforce avoidance and reduction steps. Although we acknowledge the role of EIA in mitigating the negative impacts of development projects, synergies with other European marine environmental policies such as the Marine Strategy Framework Directive (MSFD) and the Maritime Spatial Planning directive (MSP) should be developed in order to improve current practices. - Highlights: • Avoidance measures were not well represented in the Environmental Impact Assessments studied. • Few significant residual impacts and measures to offset these were described. • Common biodiversity did not benefit from offset measures. • The equivalency of proposed marine offsets is questionable.« less</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.fs.usda.gov/treesearch/pubs/1956','TREESEARCH'); return false;" href="https://www.fs.usda.gov/treesearch/pubs/1956"><span>Silvicultural Practices in Forests of the Southern United States: Insect and Disease Considerations</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.fs.usda.gov/treesearch/">Treesearch</a></p> <p>T. Evan Nebeker; Theodor D. Leininger; James S. Meadows</p> <p>1999-01-01</p> <p>The relationship between silvicultural practices, e.g. thinning, and pest organisms (insects and diseases) has been investigated extensively in pine species but to a lesser degree in hardwoods. Of critical interest is the potential negative impact to the residual stand resulting from insect damage and diseases that develop as a consequence of silvicultural practices....</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED478622.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED478622.pdf"><span>Defining Tools for Teacher Reflection: The Assessment of Learner-Centered Practices (ALCP).</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McCombs, Barbara L.</p> <p></p> <p>This paper focuses on the development and validation of survey tools that help teachers engage in a guided reflection process. The guided reflection process assists teachers at all levels, kindergarten through college, to reflect on (1) their own beliefs and practices; (2) how these practices are perceived by their students; and (3) the impact of…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=japan&pg=4&id=EJ1157852','ERIC'); return false;" href="https://eric.ed.gov/?q=japan&pg=4&id=EJ1157852"><span>Japanese as a Second Language Assessment in Japan: Current Issues and Future Directions</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hatasa, Yukiko; Watanabe, Tomoko</p> <p>2017-01-01</p> <p>This article reviews assessment practices of Japanese as a second language as taught in Japan since the 1980s. It begins with an explanation of the social and political conditions that have impacted assessment practices in Japan and then addresses current assessment practices and issues. This analysis first examines large-scale tests developed in…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=self-reflection+AND+metacognition&pg=5&id=ED578839','ERIC'); return false;" href="https://eric.ed.gov/?q=self-reflection+AND+metacognition&pg=5&id=ED578839"><span>The Writing-Based Practice: The Development of Social and Emotional Awareness in Adolescents</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Parkin, Johanna</p> <p>2017-01-01</p> <p>Although a great deal of research exists regarding various components of the Writing-Based Practice along with best practice of writing instruction, the research that does exist only examines how writing instruction impacts writing. This research study, however, examined whether there is a potential connection between a writing immersion program,…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=personalized+AND+medicine&pg=2&id=EJ1008244','ERIC'); return false;" href="https://eric.ed.gov/?q=personalized+AND+medicine&pg=2&id=EJ1008244"><span>Addressing the Challenge of Diversity in the Graduate Ranks: Good Practices Yield Good Outcomes</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Thompson, Nancy L.; Campbell, Andrew G.</p> <p>2013-01-01</p> <p>In this paper, we examine the impact of implementing three systemic practices on the diversity and institutional culture in biomedical and public health PhD training at Brown University. We hypothesized that these practices, designed as part of the National Institutes of Health-funded Initiative to Maximize Student Development (IMSD) program in…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26689443','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26689443"><span>'Do You Practice What You Preach?' A Qualitative Exploration of Therapists' Personal Practice of Compassion Focused Therapy.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Gale, Corinne; Schröder, Thomas; Gilbert, Paul</p> <p>2017-01-01</p> <p>Therapists' personal practice of therapy techniques can impact on a range of areas, including: empathy for the client, therapeutic understanding, therapist skills and self-awareness. Compassion Focused Therapy (CFT) draws extensively on personal practice during training, and on-going personal practice is encouraged. However, the impact of this has not been examined. To explore therapists' experiences of personal practice in relation to CFT, and the impact this has upon them and their therapeutic work. A qualitative approach was adopted, using inductive thematic analysis. Ten therapists, who had trained in CFT, took part in a semi-structured interview to explore their experiences of personal practice. Five main themes were identified. These highlighted that: (1) experiences of personal practice often felt strange to start with but were surprisingly powerful; (2) with practice, the exercises became more automatic and could be adopted as a 'way of life'; (3) personal practice was felt to increase both self-compassion and compassion for others; (4) personal practice often helped participants to feel more present for their clients; and (5) participants were more aware of what they were bringing to therapy. This exploratory study demonstrated that personal practice is an important part of CFT training and can have a positive impact upon therapists both personally and professionally. It is concluded that the results justify further research in order to establish the applicability of these findings with a larger sample. Copyright © 2015 John Wiley & Sons, Ltd. Personal practice facilitates experiential learning and is an important element of CFT training, which impacts on both personal and professional development. CFT trainers need to ensure that sufficient time is provided for both personal practice and reflection. CFT trainees should be aware that initial reactions to personal practice can be powerful and sometimes unsettling. As for therapy itself, working through fears, blocks and resistances is important. Personal practice is a valuable self-care strategy, and therapists are encouraged to engage in personal practice after training. Copyright © 2015 John Wiley & Sons, Ltd.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018ERL....13d4003G','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018ERL....13d4003G"><span>Analyzing the greenhouse gas impact potential of smallholder development actions across a global food security program</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Grewer, Uwe; Nash, Julie; Gurwick, Noel; Bockel, Louis; Galford, Gillian; Richards, Meryl; Costa Junior, Ciniro; White, Julianna; Pirolli, Gillian; Wollenberg, Eva</p> <p>2018-04-01</p> <p>This article analyses the greenhouse gas (GHG) impact potential of improved management practices and technologies for smallholder agriculture promoted under a global food security development program. Under ‘business-as-usual’ development, global studies on the future of agriculture to 2050 project considerable increases in total food production and cultivated area. Conventional cropland intensification and conversion of natural vegetation typically result in increased GHG emissions and loss of carbon stocks. There is a strong need to understand the potential greenhouse gas impacts of agricultural development programs intended to achieve large-scale change, and to identify pathways of smallholder agricultural development that can achieve food security and agricultural production growth without drastic increases in GHG emissions. In an analysis of 134 crop and livestock production systems in 15 countries with reported impacts on 4.8 million ha, improved management practices and technologies by smallholder farmers significantly reduce GHG emission intensity of agricultural production, increase yields and reduce post-harvest losses, while either decreasing or only moderately increasing net GHG emissions per area. Investments in both production and post-harvest stages meaningfully reduced GHG emission intensity, contributing to low emission development. We present average impacts on net GHG emissions per hectare and GHG emission intensity, while not providing detailed statistics of GHG impacts at scale that are associated to additional uncertainties. While reported improvements in smallholder systems effectively reduce future GHG emissions compared to business-as-usual development, these contributions are insufficient to significantly reduce net GHG emission in agriculture beyond current levels, particularly if future agricultural production grows at projected rates.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27624388','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27624388"><span>Inter-professional education of prospective speech-language therapists and primary school teachers through shared professional practice placements.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Wilson, Leanne; McNeill, Brigid; Gillon, Gail T</p> <p>2017-07-01</p> <p>Preliminary studies of inter-professional education (IPE) among student speech-language therapists (SLTs) and student teachers suggest that workshop-based applications are beneficial in preparing participants for elements of collaborative practice. Situating IPE within the students' professional practice placements may provide another useful avenue to develop attitudes, knowledge and skills for inter-professional collaboration. Research examining the impact of different approaches to IPE is required to advance our understanding of effective design and evaluation of such initiatives. To understand how student SLTs and student teachers develop competency for collaborative practice when co-working during professional practice placements to support children's speech and literacy development. A case study design was used to monitor the impact of the IPE. Student SLTs (n = 4) were paired with student teachers (n = 4) to participate in shared professional practice placements in junior school classrooms. An inductive thematic analysis of interviews conducted with participants after the IPE was employed to explore the development of competencies in collaborative practice. Change in inter-disciplinary knowledge and perceptions over the IPE was evaluated via survey to further explore the development of collaborative competencies. Integration of qualitative and quantitative findings suggested that participants began to develop four broad areas of collaborative competency: understanding of professional roles and expertise, communication skills to support shared decision-making, inter-dependency in supporting children's learning, and flexibility to implement alternative instructional practices. Interview analysis also revealed factors related to the facilitators and learning contexts that supported and/or limited the collaboration between participants. Shared placement experiences between student SLTs and student teachers may be an effective method for building participants' competencies in multiple aspects of collaborative practice. Active facilitation by both SLT and classroom teacher supervisors alongside careful consideration of learning contexts (e.g., classroom structure) will help to ensure that learning is maximized for prospective professionals. © 2016 Royal College of Speech and Language Therapists.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27933429','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27933429"><span>Establishing the values for patient engagement (PE) in health-related quality of life (HRQoL) research: an international, multiple-stakeholder perspective.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Haywood, Kirstie; Lyddiatt, Anne; Brace-McDonnell, Samantha J; Staniszewska, Sophie; Salek, Sam</p> <p>2017-06-01</p> <p>Active patient engagement is increasingly viewed as essential to ensuring that patient-driven perspectives are considered throughout the research process. However, guidance for patient engagement (PE) in HRQoL research does not exist, the evidence-base for practice is limited, and we know relatively little about underpinning values that can impact on PE practice. This is the first study to explore the values that should underpin PE in contemporary HRQoL research to help inform future good practice guidance. A modified 'World Café' was hosted as a collaborative activity between patient partners, clinicians and researchers: self-nominated conference delegates participated in group discussions to explore values associated with the conduct and consequences of PE. Values were captured via post-it notes and by nominated note-takers. Data were thematically analysed: emergent themes were coded and agreement checked. Association between emergent themes, values and the Public Involvement Impact Assessment Framework were explored. Eighty participants, including 12 patient partners, participated in the 90-min event. Three core values were defined: (1) building relationships; (2) improving research quality and impact; and (3) developing best practice. Participants valued the importance of building genuine, collaborative and deliberative relationships-underpinned by honesty, respect, co-learning and equity-and the impact of effective PE on research quality and relevance. An explicit statement of values seeks to align all stakeholders on the purpose, practice and credibility of PE activities. An innovative, flexible and transparent research environment was valued as essential to developing a trustworthy evidence-base with which to underpin future guidance for good PE practice.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://rosap.ntl.bts.gov/view/dot/3357','DOTNTL'); return false;" href="https://rosap.ntl.bts.gov/view/dot/3357"><span>AERIS : State-of-the-Practice Scan of Environmental Models</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntlsearch.bts.gov/tris/index.do">DOT National Transportation Integrated Search</a></p> <p></p> <p>2011-06-24</p> <p>This report has been developed under the Track 1 effort of Phase 1 of the AERIS program and presents the findings of the state-of-the-practice scan of environmental models to estimate environmental impacts (emissions, fuel consumption, etc.) due to c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://rosap.ntl.bts.gov/view/dot/34811','DOTNTL'); return false;" href="https://rosap.ntl.bts.gov/view/dot/34811"><span>Microsimulation of the Impact of Access Management Practices to Pedestrians</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntlsearch.bts.gov/tris/index.do">DOT National Transportation Integrated Search</a></p> <p></p> <p>2018-12-31</p> <p>The study applied microsimulation to analyze the impact of access management (AM) to the operational performances of vehicles and pedestrians. A conceptual model was developed in VISSIM and VISWALK to examine the effect of access and signals density ...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://rosap.ntl.bts.gov/view/dot/14879','DOTNTL'); return false;" href="https://rosap.ntl.bts.gov/view/dot/14879"><span>Methodologies for Evaluating Environmental Benefits of Intelligent Transportation Systems</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntlsearch.bts.gov/tris/index.do">DOT National Transportation Integrated Search</a></p> <p></p> <p>2001-05-01</p> <p>This report provides an overview of the current state of practice in evaluation of air quality impacts and also in emissions modeling. This report also describes the recent developments in emissions modeling. The air quality impacts of various ITS st...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.epa.gov/research/stormwater-calculator-swc-webinar','PESTICIDES'); return false;" href="https://www.epa.gov/research/stormwater-calculator-swc-webinar"><span>Stormwater Calculator (SWC) webinar</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.epa.gov/pesticides/search.htm">EPA Pesticide Factsheets</a></p> <p></p> <p></p> <p>Jason Berner presents EPA’s National Stormwater Calculator developed to help support local, state and national stormwater management objectives and regulatory efforts to reduce runoff using green infrastructure practices as low impact development controls.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27220828','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27220828"><span>The impact of extensive loss of telecommunications on general practice: A case study in rural Victoria.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Tran, Nancy H; Pedler, Daryl</p> <p>2017-04-01</p> <p>To describe the impact of major loss of telecommunications on general practice in a rural region of Australia. A multi-stage qualitative study. Purposively selected participants were invited to contribute to initial data collection using an online survey, followed by interviews with selected participants. Thematic analysis of the data was performed by both research team members. South-western Victoria, Australia. Individuals from organisations involved in Telstra recovery efforts, disaster management, health care and general practice staff. The survey collected freeform responses from participants. Semi-structured interviews further explored a variety of experiences from purposively selected participants. Organisations and practices in the region were prepared for major disasters, but not for the unusual and 'limited' disaster of losing telecommunications, including lack of Internet access and loss of telephone services. Although alternative measures were found for telecommunications, there was still a significant impact on many health-care-related activities and general practice functionality during the outage period. In particular, there was an increase in duties for administrative staff to compensate for loss of telecommunications. Patient traffic for many services decreased due to uncertainty about availability and continuation of business. The Warrnambool outage could be used as a case study illustrating the dramatic impact of communication loss. Major impacts include changes in patient traffic, increased administrative duties and slowing of patient care. When developing or assessing disaster management plans, general practices should consider the impact of telecommunication loss on functionality and prepare appropriate alternative, accessible and reliable measures. © 2016 National Rural Health Alliance Inc.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1091689.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1091689.pdf"><span>Problem Based Learning in Cooperative Situation (PBLCS) and Its Impact on Development of Personal Intelligence</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Talib, Ahmad; Bini Kailani, Ismail</p> <p>2014-01-01</p> <p>The objective of this study was focused on the observation on the practice of PBLCS learning model, and its impact on the development of personal intelligence (interpersonal and intrapersonal) students. This study used a quasi-experimental design with one factor measurement. The study population was students of class XI, IPA (Natural Science) SMAN…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=teaching+AND+Science+AND+primary&pg=2&id=EJ1087981','ERIC'); return false;" href="https://eric.ed.gov/?q=teaching+AND+Science+AND+primary&pg=2&id=EJ1087981"><span>Changing Practice: An Evaluation of the Impact of a Nature of Science Inquiry-Based Professional Development Programme on Primary Teachers</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Murphy, Clíona; Smith, Greg; Varley, Janet; Razi, Özge</p> <p>2015-01-01</p> <p>This study investigates how a two-year continuing professional development (CPD) programme, with an emphasis on teaching about science through inquiry, impacted the experiences of, approaches to and attitudes towards teaching science of 17 primary teachers in Dublin. Data sources included interview, questionnaire and reflective journal strategies.…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=methodology+AND+investigation&pg=5&id=EJ1048281','ERIC'); return false;" href="https://eric.ed.gov/?q=methodology+AND+investigation&pg=5&id=EJ1048281"><span>Distinguishing Models of Professional Development: The Case of an Adaptive Model's Impact on Teachers' Knowledge, Instruction, and Student Achievement</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Koellner, Karen; Jacobs, Jennifer</p> <p>2015-01-01</p> <p>We posit that professional development (PD) models fall on a continuum from highly adaptive to highly specified, and that these constructs provide a productive way to characterize and distinguish among models. The study reported here examines the impact of an adaptive mathematics PD model on teachers' knowledge and instructional practices as well…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=microsoft+AND+office&pg=3&id=EJ881398','ERIC'); return false;" href="https://eric.ed.gov/?q=microsoft+AND+office&pg=3&id=EJ881398"><span>Evidencing Impact of Educational Developments: The "Influence Wheel" and Its Use in a CETL Context</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>King, Virginia</p> <p>2010-01-01</p> <p>Large-scale educational development initiatives are widely used to trial and introduce change. One such is the Centre for Excellence in Teaching and Learning (CETL) initiative in England, now drawing to a close. An interim evaluation of this initiative revealed some excellent practice but no major impact. As CETLs strive to gain or sustain…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li class="active"><span>11</span></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_11 --> <div id="page_12" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li class="active"><span>12</span></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="221"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=social%2bnetworks%2benvironment&pg=2&id=ED203982','ERIC'); return false;" href="https://eric.ed.gov/?q=social%2bnetworks%2benvironment&pg=2&id=ED203982"><span>A Workshop on Family Impact Analysis for the Research Forum of the White House Conference on Families.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hubbell, Ruth</p> <p></p> <p>Family impact analyses are focused on one basic question: What will a given law, policy or practice do to families? There are two major activities in the process of analyzing family impact that has been developed by participants in the Family Impact Seminar: the first involves figuring out exactly how a law, policy, or system under study actually…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24270296','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24270296"><span>Development and implementation of clinical algorithms in occupational health practice.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Ghafur, Imran; Lalloo, Drushca; Macdonald, Ewan B; Menon, Manju</p> <p>2013-12-01</p> <p>Occupational health (OH) practice is framed by legal, ethical, and regulatory requirements. Integrating this information into daily practice can be a difficult task. We devised evidence-based framework standards of good practice that would aid clinical management, and assessed their impact. The clinical algorithm was the method deemed most appropriate to our needs. Using "the first OH consultation" as an example, the development, implementation, and evaluation of an algorithm is described. The first OH consultation algorithm was developed. Evaluation demonstrated an overall improvement in recording of information, specifically consent, recreational drug history, function, and review arrangements. Clinical algorithms can be a method for assimilating and succinctly presenting the various facets of OH practice, for use by all OH clinicians as a practical guide and as a way of improving quality in clinical record-keeping.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016IJSEd..38.1150R','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016IJSEd..38.1150R"><span>Enhancing literacy practices in science classrooms through a professional development program for Canadian minority-language teachers</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Rivard, Léonard P.; Gueye, Ndeye R.</p> <p>2016-05-01</p> <p>Literacy in the Science Classroom Project was a three-year professional development (PD) program supporting minority-language secondary teachers' use of effective language-based instructional strategies for teaching science. Our primary objective was to determine how teacher beliefs and practices changed over time and how these were enacted in different classrooms. We also wanted to identify the challenges and enablers to implementing these literacy strategies and practices at the classroom, school, and district levels. Data collection involved both qualitative and quantitative methodologies: student questionnaires; interviews with teachers, principals, and mentor; and focus groups with students. The findings suggest that the program had an impact on beliefs and practices commensurate with the workshop participation of individual teachers. These language-enhanced teacher practices also had a positive impact on the use of talking, reading and writing by students in the science classroom. Finally, continuing PD support may be needed in certain jurisdictions for strengthening minority-language programs given the high teacher mobility in content-area classrooms evident in this study.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28242113','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28242113"><span>Evaluating the impacts of agricultural land management practices on water resources: A probabilistic hydrologic modeling approach.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Prada, A F; Chu, M L; Guzman, J A; Moriasi, D N</p> <p>2017-05-15</p> <p>Evaluating the effectiveness of agricultural land management practices in minimizing environmental impacts using models is challenged by the presence of inherent uncertainties during the model development stage. One issue faced during the model development stage is the uncertainty involved in model parameterization. Using a single optimized set of parameters (one snapshot) to represent baseline conditions of the system limits the applicability and robustness of the model to properly represent future or alternative scenarios. The objective of this study was to develop a framework that facilitates model parameter selection while evaluating uncertainty to assess the impacts of land management practices at the watershed scale. The model framework was applied to the Lake Creek watershed located in southwestern Oklahoma, USA. A two-step probabilistic approach was implemented to parameterize the Agricultural Policy/Environmental eXtender (APEX) model using global uncertainty and sensitivity analysis to estimate the full spectrum of total monthly water yield (WYLD) and total monthly Nitrogen loads (N) in the watershed under different land management practices. Twenty-seven models were found to represent the baseline scenario in which uncertainty of up to 29% and 400% in WYLD and N, respectively, is plausible. Changing the land cover to pasture manifested the highest decrease in N to up to 30% for a full pasture coverage while changing to full winter wheat cover can increase the N up to 11%. The methodology developed in this study was able to quantify the full spectrum of system responses, the uncertainty associated with them, and the most important parameters that drive their variability. Results from this study can be used to develop strategic decisions on the risks and tradeoffs associated with different management alternatives that aim to increase productivity while also minimizing their environmental impacts. Copyright © 2017 Elsevier Ltd. All rights reserved.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=hospital+AND+clinic&pg=4&id=EJ783061','ERIC'); return false;" href="https://eric.ed.gov/?q=hospital+AND+clinic&pg=4&id=EJ783061"><span>Adopting Health Behavior Change Theory throughout the Clinical Practice Guideline Process</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ceccato, Natalie E.; Ferris, Lorraine E.; Manuel, Douglas; Grimshaw, Jeremy M.</p> <p>2007-01-01</p> <p>Adopting a theoretical framework throughout the clinical practice guideline (CPG) process (development, dissemination, implementation, and evaluation) can be useful in systematically identifying, addressing, and explaining behavioral influences impacting CPG uptake and effectiveness. This article argues that using a theoretical framework should…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Educational+AND+administration&pg=4&id=EJ1100224','ERIC'); return false;" href="https://eric.ed.gov/?q=Educational+AND+administration&pg=4&id=EJ1100224"><span>Leveraging Standards to Promote Program Quality</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Young, Michelle D.; Mawhinney, Hanna; Reed, Cynthia J.</p> <p>2016-01-01</p> <p>Standards provide a foundation for thinking about leadership development and practice. This article explores three sets of standards that impact educational leadership preparation: (a) the recently revised Interstate School Leaders Licensure Consortium (ISLLC) standards, which are now known as the Practice Standards for Educational Leaders (PSEL);…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29850029','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29850029"><span>The extent, quality and impact of patient and public involvement in primary care research: a mixed methods study.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Blackburn, Steven; McLachlan, Sarah; Jowett, Sue; Kinghorn, Philip; Gill, Paramjit; Higginbottom, Adele; Rhodes, Carol; Stevenson, Fiona; Jinks, Clare</p> <p>2018-01-01</p> <p>In the UK, more patients go to primary care than other parts of the health service. Therefore it is important for research into primary care to include the insights and views of people who receive these services. To explore the extent, quality and impact of patient and public involvement (PPI) in primary care research, we examined documents of 200 projects and surveyed 191 researchers.We found that about half of studies included PPI to develop research ideas and during the study itself. Common activities included designing study materials, advising on methods, and managing the research. Some studies did not undertake the PPI activities initially planned and funded for. PPI varied by study design, health condition and study population. We found pockets of good practice: having a PPI budget, supporting PPI contributors, and PPI informing recruitment issues. However, good practice was lacking in other areas. Few projects offered PPI contributors training, used PPI to develop information for participants about study progress and included PPI to advise on publishing findings.Researchers reported beneficial impacts of PPI. Most impact was reported when the approach to PPI included more indicators of good practice. The main cost of PPI for researchers was their time. Many reported difficulties providing information about PPI.In partnership with PPI contributors, we have used these findings to develop:a new Cost and Consequences Framework for PPI highlighting financial and non-financial costs, benefits and harms of PPIFifteen co-produced recommendations to improve the practice and delivery of PPI. Background: To improve the lives of patients in primary care requires the involvement of service users in primary care research. We aimed to explore the extent, quality and impact of patient and public involvement (PPI) in primary care research. Methods: We extracted information about PPI from grant applications, reports and an electronic survey of researchers of studies funded by the NIHR School for Primary Care Research (SPCR). We applied recognised quality indicators to assess the quality of PPI and assessed its impact on research. Results: We examined 200 grant applications and reports of 181 projects. PPI was evident in the development of 47 (24%) grant applications. 113 (57%) grant applications included plans for PPI during the study, mostly in study design, oversight, and dissemination. PPI during projects was reported for 83 (46%) projects, including designing study materials and managing the research. We identified inconsistencies between planned and reported PPI. PPI varied by study design, health condition and study population.Of 46 (24%) of 191 questionnaires completed, 15 reported PPI activity. Several projects showed best practice according to guidelines, in terms of having a PPI budget, supporting PPI contributors, and PPI informing recruitment issues. However few projects offered PPI contributors training, used PPI to develop information for participants about study progress, and had PPI in advising on dissemination.Beneficial impacts of PPI in designing studies and writing participant information was frequently reported. Less impact was reported on developing funding applications, managing or carrying out the research. The main cost of PPI for researchers was their time. Many researchers found it difficult to provide information about PPI activities.Our findings informed:a new Cost and Consequences Framework for PPI in primary care research highlighting financial and non-financial costs, plus the benefits and harms of PPIFifteen co-produced recommendations to improve PPI in research and within the SPCR. Conclusions: The extent, quality and impact of PPI in primary care research is inconsistent across research design and topics. Pockets of good practice were identified making a positive impact on research. The new Cost and Consequences Framework may help others assess the impact of PPI.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23725076','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23725076"><span>Are there financial savings associated with supplementing current diagnostic practice for preeclampsia with a novel test? Learnings from a modeling analysis from a German payer perspective.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Hadker, Nandini; Garg, Suchita; Costanzo, Cory; van der Helm, Wim; Creeden, James</p> <p>2013-05-01</p> <p>To quantify the financial impact of adding a novel serum test to the current diagnostic toolkit for preeclampsia (PE) detection in Germany. A decision-analytic model was created to quantify the economic impact of adding a recently developed novel diagnostic test for PE (Roche Diagnostics, Rotkreuz, Switzerland) to current diagnostic practice in Germany. The model simulated a cohort of 1000 pregnant patients receiving obstetric care and quantified the budget impact of adding the novel test to current German PE detection and management practices. The model estimates that the costs associated with managing a typical pregnancy in Germany are €941 when the novel test is used versus €1579 with standard practice. This represents savings of €637 per pregnant woman, even when the test is used as a supplementary diagnostic tool. The savings are attributed to the novel test's ability to better classify patients relative to current practice, specifically, its ability to reduce false negatives by 67% and false positives by 71%. The novel PE test has the potential to provide substantial cost savings to German healthcare payers, even when used as an addition to standard practice. Better classification of patients at risk for developing PE and declassification of those that are not compared to current practice leads to economic savings for the healthcare system. Furthermore, by reducing the rates of false-positive and false-negative classification relative to current standard of care, the test helps better target healthcare spending and lowers overall costs associated with PE care.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=application+AND+theory+AND+reasoned+AND+action&id=EJ729069','ERIC'); return false;" href="https://eric.ed.gov/?q=application+AND+theory+AND+reasoned+AND+action&id=EJ729069"><span>Invigorating Pedagogic Change. Suggestions from Findings of the Development of Secondary Science Teachers' Practice and Cognisance of the Learning Process</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McGregor, Debra; Gunter, Barry</p> <p>2006-01-01</p> <p>A long-term, 2 year in-service provision to develop pupils thinking capability was provided for 91 secondary schools during the period 1998-2002. The science teachers involved reported that the in-service experience impacted on their pedagogic practice. The evidence was gathered through reflective surveys and interviews. The in-service programme…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=collaborative+AND+learning&pg=6&id=EJ1037635','ERIC'); return false;" href="https://eric.ed.gov/?q=collaborative+AND+learning&pg=6&id=EJ1037635"><span>The Role of Collaborative Learning on Training and Development Practices within the Australian Men's Shed Movement: A Study of Five Men's Sheds</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cavanagh, Jillian; Southcombe, Amie; Bartram, Tim</p> <p>2014-01-01</p> <p>This study examines the role and impact of collaborative learning on training and development practices in Australian Men's Sheds. We use a case study approach, underpinned by Peters and Armstrong's theoretical framework of collaborative learning in adult education, to investigate five Men's Sheds. Semi-structured interviews were carried out with…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=practice+AND+pedagogical&pg=4&id=EJ1087418','ERIC'); return false;" href="https://eric.ed.gov/?q=practice+AND+pedagogical&pg=4&id=EJ1087418"><span>The Challenge of Developing Creativity in a Chinese Context: The Effectiveness of Adapting Western Creative Pedagogy to Inform Creative Practice</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cheung, Rebecca Hun Ping</p> <p>2016-01-01</p> <p>The purpose of this qualitative study was to explore how teachers deal with a pedagogical framework developed in the West which aimed at supporting Chinese teachers' creativity-fostering pedagogy and the impacts of the framework in regard to teachers' pedagogical practice. Three Chinese preschool teachers were followed for six months. Interviews,…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://rosap.ntl.bts.gov/view/dot/19742','DOTNTL'); return false;" href="https://rosap.ntl.bts.gov/view/dot/19742"><span>Estimation of traffic impacts at work zones : state of the practice.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntlsearch.bts.gov/tris/index.do">DOT National Transportation Integrated Search</a></p> <p></p> <p>2006-01-01</p> <p>Assessing the safety and mobility impacts of work zones across the project development phases of road construction and maintenance projects is an emphasis area of the Federal Highway Administration's Final Rule on Work Zone Safety and Mobility1 (Fina...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://hdl.handle.net/2060/20150011480','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20150011480"><span>An Optimal Mitigation Strategy Against the Asteroid Impact Threat with Short Warning Time</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Wie, Bong; Barbee, Brent; Pitz, Alan; Kaplinger, Brian; Hawkins, Matt; Winkler, Tim; Premaratne, Pavithra; Vardaxis, George; Lyzhoft, Joshua; Zimmerman, Ben</p> <p>2015-01-01</p> <p>To develop an innovative yet practically implementable mitigation technique for the most probable impact threat of an asteroid or comet with short warning time (i.e., when we don't have sufficient warning times for a deflection mission).</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23752321','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23752321"><span>Technology, health and the home: eHealth and the community nurse.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Peate, Ian</p> <p>2013-05-01</p> <p>Twenty-first century methods of communication are changing. Technology and the way it is used has the potential to revolutionise health care. In the same way information technology (IT) has had a massive impact on commerce and industry, it is also having a substantial impact on the practice of community nurses and the ways in which care is delivered. In order for the impact of IT to be a positive one, community nurses and other health professionals will have to learn and develop a range of new skills. Nurses can and should be directing and becoming involved in the ways in which the IT revolution unfolds. Nurses working with systems development teams also need to make known their needs making clear what information the various IT systems have to contain and how these will fit in with their nursing practice.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=spa&pg=3&id=EJ799299','ERIC'); return false;" href="https://eric.ed.gov/?q=spa&pg=3&id=EJ799299"><span>Critical Reflective Practice as a Pivot in Transforming Science Education: A Report of Teacher-Researcher Collaborative Interactions in Response to Assessment Reforms</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Towndrow, Phillip A.</p> <p>2008-01-01</p> <p>This paper investigates the impact of a current educational policy initiative in Singapore called "Science Practical Assessment" (SPA). SPA is designed to overcome the limitations of single, high-stakes examinations by placing emphasis on research processes, entrepreneurship and the development of science practical skills. Structurally,…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Health+AND+insurance+AND+selection&pg=2&id=ED469573','ERIC'); return false;" href="https://eric.ed.gov/?q=Health+AND+insurance+AND+selection&pg=2&id=ED469573"><span>Paradise nearly Gained. Volume 2: Case Studies of Impact and Diversity for Frontline Management Initiative Practice.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Barratt-Pugh, Llandis; Soutar, Geoffrey N.</p> <p></p> <p>This document presents the case studies from a multi-phase study of the impact of Australia's Frontline Management Initiative (FMI), which provides a framework for competency-based development of frontline managers in Australian enterprises. Nineteen organizational case studies and one individual case study of the FMI's impacts are included. The…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.osti.gov/servlets/purl/10186427','SCIGOV-STC'); return false;" href="https://www.osti.gov/servlets/purl/10186427"><span>Possible global environmental impacts of solid waste practices</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Davis, M.M.; Holter, G.M.; DeForest, T.J.</p> <p>1994-09-01</p> <p>Pollutants resulting from the management of solid waste have been shown to affect the air, land, oceans, and waterways. In addition, solid wastes have other, more indirect impacts such as reduction in feedstocks of natural resources, because useful materials are disposed of rather than recycled. The objective of this study is to evaluate solid waste management practices that have negative implications on the global environment and develop recommendations for reducing such impacts. Recommendations identifying needed changes are identified that will reduce global impacts of solid waste practices in the future. The scope of this study includes the range of non-hazardousmore » solid wastes produced within our society, including municipal solid waste (MSW) and industrial solid waste (ISW), as well as industry-specific wastes from activities such as construction, demolition, and landclearing. Most solid waste management decisions continue to be made and implemented at very local levels, predominantly with a short-term focus to respond to relatively immediate pressures of landfill shortages, funding problems, political considerations, and the like. In this rush to address immediate local problems, little consideration is being given to potential impacts, either short- or long-term, at the national or global level resulting from solid waste management practices. More and more, the cumulative impacts from local decisions concerning solid waste management are beginning to manifest themselves in broader, longer-term impacts than are being addressed by the decision-makers or, at the very least, are presenting a greater and greater potential for such impacts.« less</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.osti.gov/biblio/20783329-biodiversity-environmental-assessment-current-practice-tools-prediction','SCIGOV-STC'); return false;" href="https://www.osti.gov/biblio/20783329-biodiversity-environmental-assessment-current-practice-tools-prediction"><span>Biodiversity in environmental assessment-current practice and tools for prediction</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Gontier, Mikael; Balfors, Berit; Moertberg, Ulla</p> <p></p> <p>Habitat loss and fragmentation are major threats to biodiversity. Environmental impact assessment and strategic environmental assessment are essential instruments used in physical planning to address such problems. Yet there are no well-developed methods for quantifying and predicting impacts of fragmentation on biodiversity. In this study, a literature review was conducted on GIS-based ecological models that have potential as prediction tools for biodiversity assessment. Further, a review of environmental impact statements for road and railway projects from four European countries was performed, to study how impact prediction concerning biodiversity issues was addressed. The results of the study showed the existing gapmore » between research in GIS-based ecological modelling and current practice in biodiversity assessment within environmental assessment.« less</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=189814&Lab=NRMRL&keyword=hi&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=189814&Lab=NRMRL&keyword=hi&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>Evaluating Benefits of LID Practices at Multiple Spatial Scales Using SUSTAIN</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>Low impact development (LID) is a storm water management approach that essentially mimics the way nature works: infiltrate, filter, store, evaporate, and detain runoff close to its source. LID practices are distributed in nature, and they work on decentralized micro-scales and m...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Human+AND+connection&pg=4&id=EJ1123813','ERIC'); return false;" href="https://eric.ed.gov/?q=Human+AND+connection&pg=4&id=EJ1123813"><span>A Tiered Model for Linking Students to the Community</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Meyer, Laura Landry; Gerard, Jean M.; Sturm, Michael R.; Wooldridge, Deborah G.</p> <p>2016-01-01</p> <p>A tiered practice model (introductory, pre-internship, and internship) embedded in the curriculum facilitates community engagement and creates relevance for students as they pursue a professional identity in Human Development and Family Studies. The tiered model integrates high-impact teaching practices (HIP) and student engagement pedagogies…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li class="active"><span>12</span></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_12 --> <div id="page_13" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li class="active"><span>13</span></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="241"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=heuristics&pg=5&id=EJ1039480','ERIC'); return false;" href="https://eric.ed.gov/?q=heuristics&pg=5&id=EJ1039480"><span>How to Make Guided Discovery Learning Practical for Student Teachers</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Janssen, Fred J. J. M.; Westbroek, Hanna B.; van Driel, Jan H.</p> <p>2014-01-01</p> <p>Many innovative teaching approaches lack classroom impact because teachers consider the proposals impractical. Making a teaching approach practical requires instrumentality (procedures), congruence (local fit), and affordable cost (limited time and resources).This paper concerns a study on the development and effects of a participatory design…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=260795&keyword=working+AND+performance&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=260795&keyword=working+AND+performance&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>Water Quality Performance of Three Side-by-Side Permeable Pavement Surface Materials: Three Year Update</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>Communities are increasingly installing structural low impact development (LID) practices to mange stormwater and reduce pollutant loads associated with stormwater runoff. Permeable pavement is a LID practice that has limited research on working-scale, side-by-side performance o...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=mathematics+AND+methods&pg=3&id=EJ989674','ERIC'); return false;" href="https://eric.ed.gov/?q=mathematics+AND+methods&pg=3&id=EJ989674"><span>Giving Reason to Prospective Mathematics Teachers</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>D'Ambrosio, Beatriz; Kastberg, Signe</p> <p>2012-01-01</p> <p>This article describes the development of the authors' understanding of the contradictions in their mathematics teacher education practice. This understanding emerged from contrasting analyses of the impact of the authors' practices in mathematics content courses versus mathematics methods courses. Examples of the authors' work with two students,…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=clinical&id=EJ1104170','ERIC'); return false;" href="https://eric.ed.gov/?q=clinical&id=EJ1104170"><span>Professional Development through Clinical Supervision</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Farhat, Amal</p> <p>2016-01-01</p> <p>Studies have shown that clinical supervisory practices result in implementation of new skills in teachers' classroom performance. This study examines the impact of two clinical supervisory cycles on teachers' performance in classroom management. Multiple data collection tools were used to determine the impact of clinical supervisory interventions…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=emotional+AND+child+AND+abuse&pg=6&id=EJ964898','ERIC'); return false;" href="https://eric.ed.gov/?q=emotional+AND+child+AND+abuse&pg=6&id=EJ964898"><span>Beware Emotional Maltreatment</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>King, Margaret A.; Janson, Gregory R.</p> <p>2011-01-01</p> <p>Emotional maltreatment is a less visible form of abuse that frequently occurs in schools, but is often ignored or dismissed as an acceptable form of discipline or sanctioned classroom-management practice. The impact of emotional maltreatment on children is significant and impacts personality development, relationships, and learning. Principals, as…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED563295.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED563295.pdf"><span>Methods That Examine the Extent to Which the Quality of Children's Experiences in Elementary School Moderate the Long-Term Impacts of Head Start</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mashburn, Andrew J.; Downer, Jason T.</p> <p>2013-01-01</p> <p>The goals of the Head Start Impact Study (HSIS) are to: (1) determine the impacts of Head Start on children's school readiness and parental practices that support children's development; and (2) to determine under what circumstances Head Start achieves its greatest impacts and for which children (US Department of Health and Human Services, 2010).…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1117613.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1117613.pdf"><span>An Analysis of How Building a Collaborative Community of Professional Social Studies Teachers through Targeted Ambient Professional Development Impacts Social Studies Classroom Practices</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Thomas-Brown, Karen; Shaffer, LaShorage; Werner, Sharon</p> <p>2016-01-01</p> <p>This study examined the impact of a yearlong ambient professional development (PD) program-The Wayne Schools Global Geography Project (WSGG-project)-that focused on improving teacher quality through PD and classroom observations for in-service social studies teachers. The project targeted middle and high school social studies teachers and used…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=science+AND+knowledge&pg=4&id=EJ1120952','ERIC'); return false;" href="https://eric.ed.gov/?q=science+AND+knowledge&pg=4&id=EJ1120952"><span>Investigating the Impact of NGSS-Aligned Professional Development on PreK-3 Teachers' Science Content Knowledge and Pedagogy</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Tuttle, Nicole; Kaderavek, Joan N.; Molitor, Scott; Czerniak, Charlene M.; Johnson-Whitt, Eugenia; Bloomquist, Debra; Namatovu, Winnifred; Wilson, Grant</p> <p>2016-01-01</p> <p>This pilot study investigates the impact of a 2-week professional development Summer Institute on PK-3 teachers' knowledge and practices. This Summer Institute is a component of [program], a large-scale early-childhood science project that aims to transform PK-3 science teaching. The mixed-methods study examined concept maps, lesson plans, and…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23181375','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23181375"><span>The impact of nursing leadership and management on the control of HIV/AIDS: an ethnographic study.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Nawafleh, Hani; Francis, Karen; Chapman, Ysanne</p> <p>2012-10-01</p> <p>This paper reports on an aspect of a larger ethnographic study that sought to investigate the impact of HIV/AIDS on the practice of primary care nurses in Jordan. Nursing leadership and the style of management adopted by senior nursing and medical administrators at the Ministry of Heath were identified as factors impacting on the practice of the nurses and their capacity to raise community awareness and contribute to the prevention and control of HIV/AIDS. The study was undertaken in three rural and three urban primary health care centres (PHCC). Data collection included participant observation, key informant interviews, and document analysis. These data informed the development of descriptive ethnographic accounts that allowed for the subsequent identification of common and divergent themes reflective of factors recognized as influencing the practice of the nurse participants.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24987717','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24987717"><span>Investigating underlying principles to guide health impact assessment.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Fakhri, Ali; Maleki, Mohammadreza; Gohari, Mahmoodreza; Harris, Patrick</p> <p>2014-06-01</p> <p>Many countries conduct Health Impact Assessment (HIA) of their projects and policies to predict their positive and negative health impacts. In recent years many guides have been developed to inform HIA practice, largely reflecting local developments in HIA. These guides have often been designed for specific contexts and specific need, making the choice between guides difficult. The objective of the current study is to identify underlying principles in order to guide HIA practice in Iran. This study was conducted in three stages: 1) Studies comparing HIA guidelines were reviewed to identify criteria used for comparison seeking emphasized principles. 2) The HIA characteristics extracted from published papers were categorized in order to determine the principles that could guide HIA practice. 3) Finally, these principles were agreed by experts using nominal group technique. The review of the studies comparing HIA guides demonstrated there are no clear comparison criteria for reviewing HIA guides and no study mentioned HIA principles. Investigating the HIA principles from peer-reviewed papers, we found 14 issues. These were, considering of general features in planning and conducting HIAs such as HIA stream, level, timing and type, considering of the wider socio-political and economic context, considering of economic, technical and legal aspects of HIA and capacities for HIA, rationality and comprehensiveness, using appropriate evidence, elaborating on HIA relation to other forms of Impact Assessment, considering of equity, and encouraging intersectoral and interdisciplinary cooperation, involvement of stakeholders and transparency as underlying principles to guide HIA practice. The results emphasize how critical these technical as well as tactical considerations are in the early scoping step of an HIA which plans the conduct of the HIA in reponse to local contextual issues. Determining the principles of HIA from peer-reviewed papers provides an opportunity for guiding HIA practice comprehensively. It seems to be feasible to develop a universal guide that covers all principles required.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.osti.gov/biblio/6260656-energy-development-religious-freedom-act','SCIGOV-STC'); return false;" href="https://www.osti.gov/biblio/6260656-energy-development-religious-freedom-act"><span>Energy development and the Religious Freedom Act</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Arnold, H.</p> <p></p> <p>The possible impact of energy development on the freedom to practice religion led to the passage of the Religious Freedom Act of 1978, which established a federal policy of noninterference. Except for the Tellico Dam controversy, most of the challenges to DOE projects have been related to geothermal sites. Public Law 95-341 recognizes the significance of religious practices to Indian culture and identity and as an inherent First Amendment right. DOE's response to the law was to set up an Office of Indian Affairs and to plan conformance with the policy. Native Americans are identified as American Indians, Native Hawaiians,more » Aleuts, and Eskimos whose religious practices frequently involve the elements. The true religious leaders must be identified and dealt with in each situation. Early identification of potential religious impacts is important to the future success of many projects. (DCK)« less</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22633385','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22633385"><span>Implementing AORN recommended practices for product selection.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Conrardy, Julie A</p> <p>2012-06-01</p> <p>This article focuses on the revised AORN "Recommended practices for product selection in perioperative practice settings." Hospitals and ambulatory surgery facilities should have protocols in place for product evaluation that includes a multidisciplinary team approach. The process for product evaluation and selection includes gathering information; establishing consistent requirements for product evaluation; performing a financial impact analysis; investigating a plan to standardize products; conducting an environmental impact analysis; determining whether to purchase single-use, reposable, or reusable products or reprocess single-use devices; developing an evaluation process based on objective criteria; and developing and implementing a comprehensive plan to introduce and use new products. Use of an evaluation tool that is based on objective criteria is one way to obtain valuable input during product evaluations. Because of varied roles and experiences, the perioperative RN is an integral member of the product selection committee. Published by Elsevier Inc.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016AGUFM.H41A1274L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016AGUFM.H41A1274L"><span>Optimal implementation of green infrastructure practices to reduce adverse impacts of urban areas on hydrology and water quality</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Liu, Y.; Collingsworth, P.; Pijanowski, B. C.; Engel, B.</p> <p>2016-12-01</p> <p>Nutrient loading from Maumee River watershed is a significant reason for the harmful algal blooms (HABs) problem in Lake Erie. Although studies have explored strategies to reduce nutrient loading from agricultural areas in the Maumee River watershed, the nutrient loading in urban areas also needs to be reduced. Green infrastructure practices are popular approaches for stormwater management and useful for improving hydrology and water quality. In this study, the Long-Term Hydrologic Impact Assessment-Low Impact Development 2.1 (L-THIA-LID 2.1) model was used to determine how different strategies for implementing green infrastructure practices can be optimized to reduce impacts on hydrology and water quality in an urban watershed in the upper Maumee River system. Community inputs, such as the types of green infrastructure practices of greatest interest and environmental concerns for the community, were also considered during the study. Based on community input, the following environmental concerns were considered: runoff volume, Total Suspended Solids (TSS), Total Phosphorous (TP), Total Kjeldahl Nitrogen (TKN), and Nitrate+Nitrite (NOx); green infrastructure practices of interest included rain barrel, cistern, green roof, permeable patio, porous pavement, grassed swale, bioretention system, grass strip, wetland channel, detention basin, retention pond, and wetland basin. Spatial optimization of green infrastructure practice implementation was conducted to maximize environmental benefits while minimizing the cost of implementation. The green infrastructure practice optimization results can be used by the community to solve hydrology and water quality problems.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017PhDT........12Q','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017PhDT........12Q"><span>Becoming a Physicist: How Identities and Practices Shape Physics Trajectories</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Quan, Gina M.</p> <p></p> <p>This dissertation studies the relationships and processes which shape students' participation within the discipline of physics. Studying this early disciplinary participation gives insight to how students are supported in or pushed out of physics, which is an important step in cultivating a diverse set of physics students. This research occurs within two learning environments that we co-developed: a physics camp for high school girls and a seminar for undergraduate physics majors to get started in physics research. Using situated learning theory, we conceptualized physics learning to be intertwined with participation in physics practices and identity development. This theoretical perspective draws our attention to relationships between students and the physics community. Specifically, we study how students come to engage in the practices of the community and who they are within the physics community. We find that students' interactions with faculty and peers impact the extent to which students engage in authentic physics practices. These interactions also impact the extent to which students develop identities as physicists. We present implications of these findings for the design of physics learning spaces. Understanding this process of how students become members of the physics community will provide valuable insights into fostering a diverse set of successful trajectories in physics.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=accelerated+AND+testing&pg=3&id=ED551607','ERIC'); return false;" href="https://eric.ed.gov/?q=accelerated+AND+testing&pg=3&id=ED551607"><span>A Comparative Study of the Impact of School Characteristics on the Development of Gifted Student Potential</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cantrell, Martha Kelly</p> <p>2012-01-01</p> <p>The impact of gifted education services is not monitored by accountability measures required by the No Child Left Behind Act (NCLB, 2002), and giftedness is not a suspect class in equity concerns (Leslie, 2009). Therefore, a research base that measures the impact of well-designed practices on student outcomes may serve as the strongest…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=job+AND+retention&pg=7&id=EJ1037745','ERIC'); return false;" href="https://eric.ed.gov/?q=job+AND+retention&pg=7&id=EJ1037745"><span>Alternatives to Social Promotion and Retention</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lynch, Matthew</p> <p>2013-01-01</p> <p>Studies indicate that retention negatively impacts students' behavior, attitude, and attendance, but it is still practiced in schools around the country. Social promotion undermines students' futures when they fail to develop critical study and job-related skills; however, it too is still practiced in many schools throughout the United…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED269259.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED269259.pdf"><span>The Territorial Sea: Prospects for the United States.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Littleton, Richard K.</p> <p></p> <p>The history of the territorial sea and legislative practices associated with its boundaries are examined in this study. The survey includes information related to: (l) the history of territorial zones (tracing evolutionary development and impacts); (2) United States practices (examining the purpose of authority asserted in the territorial sea);…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1111834.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1111834.pdf"><span>Deep Impact: How a Job-Embedded Formative Assessment Professional Development Model Affected Teacher Practice</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Stewart, Thomas A.; Houchens, Gary W.</p> <p>2014-01-01</p> <p>This study supports the work of Black and Wiliam (1998), who demonstrated that when teachers effectively utilize formative assessment strategies, student learning increases significantly. However, the researchers also found a "poverty of practice" among teachers, in that few fully understood how to implement classroom formative…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Health+AND+services+AND+management+AND+resource+AND+development&pg=5&id=EJ800554','ERIC'); return false;" href="https://eric.ed.gov/?q=Health+AND+services+AND+management+AND+resource+AND+development&pg=5&id=EJ800554"><span>People Management Practices in the Public Health Sector: Developments from Victoria, Australia</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Stanton, Pauline; Bartram, Timothy; Harbridge, Raymond</p> <p>2004-01-01</p> <p>This study investigates the impact on human resource management (HRM) practices in the public health sector in Victoria, Australia of two different government policy environments. First, it explores the Liberal Coalition Government's decentralisation of public health sector management, from 1992-1999 and second, the Labor Government's…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Women+AND+participation+AND+business&pg=2&id=EJ665668','ERIC'); return false;" href="https://eric.ed.gov/?q=Women+AND+participation+AND+business&pg=2&id=EJ665668"><span>Creating Opportunities: Good Practice in Small Business Training for Australian Rural Women.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Simpson, Lyn; Daws, Leonie; Wood, Leanne</p> <p>2002-01-01</p> <p>To overcome barriers to participation in small business training faced by rural Australian women, training needs and delivery issues were identified and a good practice matrix was developed with the following components: marketing, content, delivery, support, impact, and innovation. Underlying principles included unique needs, diversity, use of…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li class="active"><span>13</span></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_13 --> <div id="page_14" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li class="active"><span>14</span></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="261"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=impact+AND+internet+AND+society&pg=5&id=EJ734608','ERIC'); return false;" href="https://eric.ed.gov/?q=impact+AND+internet+AND+society&pg=5&id=EJ734608"><span>Communities of Practice and Professional Development</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Chalmers, Lex; Keown, Paul</p> <p>2006-01-01</p> <p>The Internet has had a transformative effect on many aspects of contemporary living. While there may be a tendency to overstate the impacts of this technology, workplaces and work practices in many societies have been greatly affected by almost instant access to massive amounts of information, delivered through broadening bandwidth. This paper…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=233290&keyword=construction+AND+ecological&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=233290&keyword=construction+AND+ecological&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>Assessing the effectiveness of green infrastructure stormwater best management practices in New England at the small watershed scale.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>Methods are needed to evaluate the effectiveness of existing Stormwater Best Management Practices (BMPs) and Low Impact Development and to predict the relative effectiveness of proposed stormwater management plans in maintaining the habitat and biotic integrity of streams in New ...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29359997','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29359997"><span>Scotland's GP paediatric scholarship: an evaluation.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>MacVicar, Ronald; Borland, Lyndsey; McHale, Sharon; Goh, Dayeel; Potter, Alex</p> <p>2018-05-01</p> <p>In a previous publication we described the implementation and early evaluation of general practice paediatric scholarships in Scotland. We suggested that it was too early to be able to determine whether this significant investment will produce a return for Scotland in terms of enhanced roles in providing, leading or developing children's services in primary care or at the primary care/secondary care interface. This paper presents the results of a survey of the impact of the scholarship for the first six cohorts of the scholarship (119 General Practitioners). The response rate was 76%. Of the 90 respondents, almost half (44) have developed roles or areas of special paediatric interest either within or out with the practice, or in three cases both within and out with the practice. A total of 37 (43%) of those that continue to work within general practice reported that they have developed areas of special interest of benefit to the practice. Qualitative analysis of free text questions suggested that scholars had benefited from their experience in terms of increased confidence in dealing with child health problems, developing links with secondary care colleagues, and personal gain with respect to role development. What is already known in this area: Changes in GP Training have been suggested in order to provide a workforce that can meet the needs of infants, children and young people. Studies have shown a positive impact of paediatric trainees and GP trainees learning together. Little attention has however been given to the potential to support trained GPs to develop their expertise in child health. What this work adds: Early evaluation of the Scottish Paediatric Scholarship suggested a high degree of satisfaction. This more robust evaluation suggests that almost half (44/90 respondents) have developed roles or areas of special paediatric interest either within or out with the practice, or in three cases both within and out with the practice. Suggestions for future work in this area: A longer follow-up supported by more rigorous qualitative evaluation would be beneficial in understanding to what extent, and how scholars have played an enhanced role in providing, leading or developing children's services in primary care, and what role the scholarship has played in realising this. In addition an assessment of value for money would be important to ensure that the significant investment in the scholarship by NHS Scotland has had demonstrable impact. Ethical statement: As an evaluation of a focused CPD programme, ethical approval was not considered to be necessary.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28693392','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28693392"><span>The impact of leadership development on GP mental health commissioning.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Dickerson, Emma; Fenge, Lee-Ann; Rosenorn-Lanng, Emily</p> <p>2017-07-03</p> <p>Purpose This paper aims to explore the learning needs of general practitioners (GPs) involved in commissioning mental health provision in England, and offer an evaluation of a leadership and commissioning skills development programme for Mental Health Commissioners. Design/methodology/approach Retrospective mixed method, including online mixed method survey, rating participants' knowledge, skills, abilities, semi-structured telephone interviews and third-party questionnaires were used. Results were analysed for significant differences using the Wilcoxon Signed Ranks test. Open-ended responses and interview transcripts were analysed thematically. Findings Indicative results showed that participants perceived significant impacts in ability across eight key question groups evaluated. Differences were found between the perceived and observed impact in relation to technical areas covered within the programme which were perceived as the highest scoring impacts by participants. Research limitations/implications The indicative results show a positive impact on practice has been both perceived and observed. Findings illustrate the value of this development programme on both the personal development of GP Mental Health Commissioners and commissioning practice. Although the findings of this evaluation increase understanding in relation to an important and topical area, larger scale, prospective evaluations are required. Impact evaluations could be embedded within future programmes to encourage higher participant and third-party engagement. Future evaluations would benefit from collection and analysis of attendance data. Further research could involve patient, service user and carer perspectives on mental health commissioning. Originality value Results of this evaluation could inform the development of future learning programmes for mental health commissioners as part of a national approach to improve mental health provision.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/FR-2013-07-22/pdf/2013-17446.pdf','FEDREG'); return false;" href="https://www.gpo.gov/fdsys/pkg/FR-2013-07-22/pdf/2013-17446.pdf"><span>78 FR 43898 - Agency Information Collection Activities: Proposed Collection; Comment Request</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collection.action?collectionCode=FR">Federal Register 2010, 2011, 2012, 2013, 2014</a></p> <p></p> <p>2013-07-22</p> <p>... volume control credits were added to Stormwater Management. Incorporating low impact development practices will result in cleaner rainwater runoff. It will also delay urban runoff into floodplains, resulting in reduced stormwater volume that can otherwise have a detrimental scouring impact on a stream's...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=%22Classroom+Observation%22+AND+%22active+learning%22&pg=4&id=EJ1021890','ERIC'); return false;" href="https://eric.ed.gov/?q=%22Classroom+Observation%22+AND+%22active+learning%22&pg=4&id=EJ1021890"><span>The Impact of Collaborative Reflections on Teachers' Inquiry Teaching</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lin, Huann-shyang; Hong, Zuway-R.; Yang, Kuay-keng; Lee, Sung-Tao</p> <p>2013-01-01</p> <p>This study investigates the impact of collaborative reflections on teachers' inquiry teaching practices and identifies supportive actions relating to their professional development. Three science teachers in the same elementary school worked as a cooperative and collaborative group. They attended workshops and worked collaboratively through…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28253903','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28253903"><span>Pathways to research impact in primary healthcare: What do Australian primary healthcare researchers believe works best to facilitate the use of their research findings?</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Reed, Richard L; McIntyre, Ellen; Jackson-Bowers, Eleanor; Kalucy, Libby</p> <p>2017-03-02</p> <p>Primary healthcare researchers are under increasing pressure to demonstrate measurable and lasting improvement in clinical practice and healthcare policy as a result of their work. It is therefore important to understand the effectiveness of the research dissemination strategies used. The aim of this paper is to describe the pathways for research impact that have been achieved across several government-funded primary healthcare projects, and the effectiveness of these methods as perceived by their Chief Investigators. The project used an online survey to collect information about government-funded primary healthcare research projects. Chief Investigators were asked how they disseminated their findings and how this achieved impact in policy and practice. They were also asked to express their beliefs regarding the most effective means of achieving research impact and describe how this occurred. Chief Investigators of 17 projects indicated that a number of dissemination strategies were used but that professional networks were the most effective means of promoting uptake of their research findings. Utilisation of research findings for clinical practice was most likely to occur in organisations or among individual practitioners who were most closely associated with the research team, or when research findings were included in educational programmes involving clinical practice. Uptake of both policy- and practice-related research was deemed most successful if intermediary organisations such as formal professional networks were engaged in the research. Successful primary healthcare researchers had developed critical relationships with intermediary organisations within primary healthcare before the initiation of the research and had also involved them in the design. The scale of research impact was influenced by the current policy environment, the type and significance of the results, and the endorsement (or lack thereof) of professional bodies. Chief Investigators believed that networks were the most effective means of research dissemination. Researchers who were embedded in professional, clinical or policy-focussed intermediary organisations, or had developed partnerships with clinical services, which had a vested interest in the research findings, were more able to describe a direct impact of their research. This suggests that development of these relationships and engagement of these stakeholders by primary healthcare researchers is a vital step for optimal research utilisation in the primary healthcare setting.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26698325','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26698325"><span>The impact of risk management practice upon the implementation of recovery-oriented care in community mental health services: a qualitative investigation.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Holley, Jessica; Chambers, Mary; Gillard, Steven</p> <p>2016-08-01</p> <p>Recovery-oriented care has become guiding principle for mental health policies and practice in the UK and elsewhere. However, a pre-existing culture of risk management practice may impact upon the provision of recovery-oriented mental health services. To explore how risk management practice impacts upon the implementation of recovery-oriented care within community mental health services. Semi-structured interviews using vignettes were conducted with eight mental health worker and service user dyads. Grounded theory techniques were used to develop explanatory themes. Four themes arose: (1) recovery and positive risk taking; (2) competing frameworks of practice; (3) a hybrid of risk and recovery; (4) real-life recovery in the context of risk. In abstract responses to the vignettes, mental health workers described how they would use a positive-risk taking approach in support of recovery. In practice, this was restricted by a risk-averse culture embedded within services. Mental health workers set conditions with which service users complied to gain some responsibility for recovery. A lack of strategic guidance at policy level and lack of support and guidance at practice level may result in resistance to implementing ROC in the context of RMP. Recommendations are made for policy, training and future research.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25995519','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25995519"><span>Developing pharmacy student communication skills through role-playing and active learning.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Luiz Adrian, Julie Ann; Zeszotarski, Paula; Ma, Carolyn</p> <p>2015-04-25</p> <p>To evaluate the impact on pharmacy students of a communication course, which used role-playing to develop active-learning skills. Students role-playing pharmacists in patient care scenarios were critiqued by students and pharmacist faculty members. Grading was performed using the rubric inspired by Bruce Berger's Communication Skills for Pharmacists. Written skills were evaluated using student written critique questionnaires. Students completed precourse and postcourse self-assessment surveys. Preceptor evaluations were analyzed for course impact. Students demonstrated improvement in oral skills based on role-play scores (45.87/50) after practice sessions. The average score based on the student questionnaire was 9.31/10. Gain was demonstrated in all defined course objectives. Impact on introductory pharmacy practice experience (IPPE) communication objectives was insignificant. Student evaluations for course and teaching strategy reflected a high average. Study results demonstrated improvement in oral and written communication skills that may help improve interprofessional teamwork between pharmacists and other health care providers.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25600159','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25600159"><span>Conceptualizing the impacts of dual practice on the retention of public sector specialists - evidence from South Africa.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Ashmore, John; Gilson, Lucy</p> <p>2015-01-19</p> <p>'Dual practice', or multiple job holding, generally involves public sector-based health workers taking additional work in the private sector. This form of the practice is purported to help retain public health care workers in low and middle-income countries' public sectors through additional wage incentives. There has been little conceptual or empirical development of the relationship between dual practice and retention. This article helps begin to fill this gap, drawing on empirical evidence from a qualitative study focusing on South African specialists. Fifty-one repeat, in-depth interviews were carried out with 28 doctors (predominantly specialists) with more than one job, in one public and one private urban hospital. Findings suggest dual practice can impact both positively and negatively on specialists' intention to stay in the public sector. This is through multiple conceptual channels including those previously identified in the literature such as dual practice acting as a 'stepping stone' to private practice by reducing migration costs. Dual practice can also lead specialists to re-evaluate how they compare public and private jobs, and to overworking which can expedite decisions on whether to stay in the public sector or leave. Numerous respondents undertook dual practice without official permission. The idea that dual practice helps retain public specialists in South Africa may be overstated. Yet banning the practice may be ineffective, given many undertake it without permission in any case. Regulation should be better enforced to ensure dual practice is not abused. The conceptual framework developed in this article could form a basis for further qualitative and quantitative inquiry.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4245599','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4245599"><span>Advancing Efforts to Achieve Health Equity: Equity Metrics for Health Impact Assessment Practice</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Heller, Jonathan; Givens, Marjory L.; Yuen, Tina K.; Gould, Solange; Benkhalti Jandu, Maria; Bourcier, Emily; Choi, Tim</p> <p>2014-01-01</p> <p>Equity is a core value of Health Impact Assessment (HIA). Many compelling moral, economic, and health arguments exist for prioritizing and incorporating equity considerations in HIA practice. Decision-makers, stakeholders, and HIA practitioners see the value of HIAs in uncovering the impacts of policy and planning decisions on various population subgroups, developing and prioritizing specific actions that promote or protect health equity, and using the process to empower marginalized communities. There have been several HIA frameworks developed to guide the inclusion of equity considerations. However, the field lacks clear indicators for measuring whether an HIA advanced equity. This article describes the development of a set of equity metrics that aim to guide and evaluate progress toward equity in HIA practice. These metrics also intend to further push the field to deepen its practice and commitment to equity in each phase of an HIA. Over the course of a year, the Society of Practitioners of Health Impact Assessment (SOPHIA) Equity Working Group took part in a consensus process to develop these process and outcome metrics. The metrics were piloted, reviewed, and refined based on feedback from reviewers. The Equity Metrics are comprised of 23 measures of equity organized into four outcomes: (1) the HIA process and products focused on equity; (2) the HIA process built the capacity and ability of communities facing health inequities to engage in future HIAs and in decision-making more generally; (3) the HIA resulted in a shift in power benefiting communities facing inequities; and (4) the HIA contributed to changes that reduced health inequities and inequities in the social and environmental determinants of health. The metrics are comprised of a measurement scale, examples of high scoring activities, potential data sources, and example interview questions to gather data and guide evaluators on scoring each metric. PMID:25347193</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=19820040555&hterms=distributed+design+practice&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D10%26Ntt%3Ddistributed%2Bdesign%2Bpractice','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19820040555&hterms=distributed+design+practice&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D10%26Ntt%3Ddistributed%2Bdesign%2Bpractice"><span>The impact of distributed computing on education</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Utku, S.; Lestingi, J.; Salama, M.</p> <p>1982-01-01</p> <p>In this paper, developments in digital computer technology since the early Fifties are reviewed briefly, and the parallelism which exists between these developments and developments in analysis and design procedures of structural engineering is identified. The recent trends in digital computer technology are examined in order to establish the fact that distributed processing is now an accepted philosophy for further developments. The impact of this on the analysis and design practices of structural engineering is assessed by first examining these practices from a data processing standpoint to identify the key operations and data bases, and then fitting them to the characteristics of distributed processing. The merits and drawbacks of the present philosophy in educating structural engineers are discussed and projections are made for the industry-academia relations in the distributed processing environment of structural analysis and design. An ongoing experiment of distributed computing in a university environment is described.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27600512','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27600512"><span>Developing, delivering and evaluating primary mental health care: the co-production of a new complex intervention.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Reeve, Joanne; Cooper, Lucy; Harrington, Sean; Rosbottom, Peter; Watkins, Jane</p> <p>2016-09-06</p> <p>Health services face the challenges created by complex problems, and so need complex intervention solutions. However they also experience ongoing difficulties in translating findings from research in this area in to quality improvement changes on the ground. BounceBack was a service development innovation project which sought to examine this issue through the implementation and evaluation in a primary care setting of a novel complex intervention. The project was a collaboration between a local mental health charity, an academic unit, and GP practices. The aim was to translate the charity's model of care into practice-based evidence describing delivery and impact. Normalisation Process Theory (NPT) was used to support the implementation of the new model of primary mental health care into six GP practices. An integrated process evaluation evaluated the process and impact of care. Implementation quickly stalled as we identified problems with the described model of care when applied in a changing and variable primary care context. The team therefore switched to using the NPT framework to support the systematic identification and modification of the components of the complex intervention: including the core components that made it distinct (the consultation approach) and the variable components (organisational issues) that made it work in practice. The extra work significantly reduced the time available for outcome evaluation. However findings demonstrated moderately successful implementation of the model and a suggestion of hypothesised changes in outcomes. The BounceBack project demonstrates the development of a complex intervention from practice. It highlights the use of Normalisation Process Theory to support development, and not just implementation, of a complex intervention; and describes the use of the research process in the generation of practice-based evidence. Implications for future translational complex intervention research supporting practice change through scholarship are discussed.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=professional+AND+development&pg=3&id=EJ1055960','ERIC'); return false;" href="https://eric.ed.gov/?q=professional+AND+development&pg=3&id=EJ1055960"><span>Helping Teachers Help Themselves: Professional Development That Makes a Difference</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Patton, Kevin; Parker, Melissa; Tannehill, Deborah</p> <p>2015-01-01</p> <p>For school administrators to facilitate impactful teacher professional development, a shift in thinking that goes beyond the acquisition of new skills and knowledge to helping teachers rethink their practice is required. Based on review of the professional development literature and our own continued observations of professional development, this…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=event&pg=3&id=EJ1108948','ERIC'); return false;" href="https://eric.ed.gov/?q=event&pg=3&id=EJ1108948"><span>Encouraging Faculty Attendance at Professional Development Events</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Burdick, Dakin; Doherty, Tim; Schoenfeld, Naomi</p> <p>2015-01-01</p> <p>For faculty development events to have the greatest impact on campus practice, faculty developers need to attract and include as many faculty members as possible at their events. This article describes the testing of a checklist regarding faculty attendance at professional development events through a survey of 238 faculty members at small…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23650541','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23650541"><span>Potential of best practice to reduce impacts from oil and gas projects in the Amazon.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Finer, Matt; Jenkins, Clinton N; Powers, Bill</p> <p>2013-01-01</p> <p>The western Amazon continues to be an active and controversial zone of hydrocarbon exploration and production. We argue for the urgent need to implement best practices to reduce the negative environmental and social impacts associated with the sector. Here, we present a three-part study aimed at resolving the major obstacles impeding the advancement of best practice in the region. Our focus is on Loreto, Peru, one of the largest and most dynamic hydrocarbon zones in the Amazon. First, we develop a set of specific best practice guidelines to address the lack of clarity surrounding the issue. These guidelines incorporate both engineering-based criteria and key ecological and social factors. Second, we provide a detailed analysis of existing and planned hydrocarbon activities and infrastructure, overcoming the lack of information that typically hampers large-scale impact analysis. Third, we evaluate the planned activities and infrastructure with respect to the best practice guidelines. We show that Loreto is an extremely active hydrocarbon front, highlighted by a number of recent oil and gas discoveries and a sustained government push for increased exploration. Our analyses reveal that the use of technical best practice could minimize future impacts by greatly reducing the amount of required infrastructure such as drilling platforms and access roads. We also document a critical need to consider more fully the ecological and social factors, as the vast majority of planned infrastructure overlaps sensitive areas such as protected areas, indigenous territories, and key ecosystems and watersheds. Lastly, our cost analysis indicates that following best practice does not impose substantially greater costs than conventional practice, and may in fact reduce overall costs. Barriers to the widespread implementation of best practice in the Amazon clearly exist, but our findings show that there can be great benefits to its implementation.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23751946','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23751946"><span>A methodological approach for deriving regional crop rotations as basis for the assessment of the impact of agricultural strategies using soil erosion as example.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Lorenz, Marco; Fürst, Christine; Thiel, Enrico</p> <p>2013-09-01</p> <p>Regarding increasing pressures by global societal and climate change, the assessment of the impact of land use and land management practices on land degradation and the related decrease in sustainable provision of ecosystem services gains increasing interest. Existing approaches to assess agricultural practices focus on the assessment of single crops or statistical data because spatially explicit information on practically applied crop rotations is mostly not available. This provokes considerable uncertainties in crop production models as regional specifics have to be neglected or cannot be considered in an appropriate way. In a case study in Saxony, we developed an approach to (i) derive representative regional crop rotations by combining different data sources and expert knowledge. This includes the integration of innovative crop sequences related to bio-energy production or organic farming and different soil tillage, soil management and soil protection techniques. Furthermore, (ii) we developed a regionalization approach for transferring crop rotations and related soil management strategies on the basis of statistical data and spatially explicit data taken from so called field blocks. These field blocks are the smallest spatial entity for which agricultural practices must be reported to apply for agricultural funding within the frame of the European Agricultural Fund for Rural Development (EAFRD) program. The information was finally integrated into the spatial decision support tool GISCAME to assess and visualize in spatially explicit manner the impact of alternative agricultural land use strategies on soil erosion risk and ecosystem services provision. Objective of this paper is to present the approach how to create spatially explicit information on agricultural management practices for a study area around Dresden, the capital of the German Federal State Saxony. Copyright © 2013 Elsevier Ltd. All rights reserved.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25500470','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25500470"><span>Simplifying impact of urban development on sewer systems.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Kleidorfer, Manfred; Sitzenfrei, Robert; Rauch, Wolfgang</p> <p>2014-01-01</p> <p>Linking urban development and urban drainage models is a more and more popular approach when impacts of pavement of urban areas on sewer system performance are evaluated. As such an approach is a difficult task, this is not a feasible procedure for everyday engineering practice. We propose an alternative method, based on a developed simple near-quadratic relationship, which directly translates change (increase or decrease) of paved area into a change in the return period (RP) of the design rainfall event or design rainfall intensity. This formula is simple to use and compatible with existing design guidelines. A further advantage is that the calculated design RP can also be used to communicate the impact of a change in impervious areas to stakeholders or the public community. The method is developed using a set of 250 virtual and two real-world case studies and hydrodynamic simulations. It is validated on a small catchment for which we compare system performance and redesigned pipe diameters. Of course such a simplification contains different uncertainties. But these uncertainties have to be seen in the context of overall uncertainties when trying to predict city development into the future. Hence it still is a significant advantage compared to today's engineering practice.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28240121','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28240121"><span>Evaluating the impact on practice of a west of Berkshire protected learning time initiative in primary care.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Stenner, Karen; Iacovou, Nicci</p> <p>2006-01-01</p> <p>WHAT IS ALREADY KNOWN IN THIS AREA • Research indicates that Protected Learning Time (PLT) events in primary care enable professionals to network and share ideas. • A variety of educational techniques have been shown to improve performance of: individual practitioners in other settings. • Beyond one-off examples, there is little published evidence that PLT helps to improve practice. WHAT THIS WORK ADDS • It describes a range of ways in which PLT has impacted on practice at the level of the individual, the team and the wider organisation. • It highlights the main benefits of large event PLT according to participants at a Berkshire initiative. The benefits include increased awareness of services, increased understanding of illnesses and improved treatment. SUGGESTIONS FOR FUTURE RESEARCH • Do large PLT events have different outcomes from practice-based PLT? • How does PLT impact on the development of a learning culture? • How can large; learning events best meet the needs of different groups of professionals? • What impact, if any, does the closure of surgeries for PLT have on use of out-of-hours services or subsequent workload?</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=feminists&id=EJ1123216','ERIC'); return false;" href="https://eric.ed.gov/?q=feminists&id=EJ1123216"><span>"Reacting to the Past" to Be Proactive in the Present: Feminist Roots of High-Impact Practices</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lidinsky, April</p> <p>2014-01-01</p> <p>In this article, the author explains a high-impact role-playing pedagogy developed at Barnard College called "Reacting to the Past," which she uses to introduce first-year and general education students to feminist history, current feminist issues, and feminist pedagogy.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li class="active"><span>14</span></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_14 --> <div id="page_15" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li class="active"><span>15</span></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="281"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Code+AND+three+AND+definition&pg=3&id=EJ463046','ERIC'); return false;" href="https://eric.ed.gov/?q=Code+AND+three+AND+definition&pg=3&id=EJ463046"><span>More Questions than Answers: A Response to Stephens, Reeder, and Elder.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bhaerman, Robert D.</p> <p>1992-01-01</p> <p>Responds to the three main articles in this issue with questions concerning the development and use of policy-impact codes (rural-urban classification systems) for specific purposes in policymaking, research, and practice. Questions the necessity for policy-impact codes to ensure equity, adequacy, responsiveness, and appropriateness of rural…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Journal+AND+natural+AND+products+AND+chemistry&pg=4&id=EJ408836','ERIC'); return false;" href="https://eric.ed.gov/?q=Journal+AND+natural+AND+products+AND+chemistry&pg=4&id=EJ408836"><span>The Impact of Biotechnology upon Chemistry in Pharmacy Schools.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Henkel, James G.; And Others</p> <p>1990-01-01</p> <p>Applications of biotechnology to the pharmaceutical industry are examined, and its impact on the research and practical domains of medicinal and natural products chemistry is discussed. Specific curricular implications for undergraduate and graduate study in pharmacy are outlined, and suggestions for faculty development in biotechnology are made.…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.fs.usda.gov/treesearch/pubs/53374','TREESEARCH'); return false;" href="https://www.fs.usda.gov/treesearch/pubs/53374"><span>Impact of surface coal mining on soil hydraulic properties</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.fs.usda.gov/treesearch/">Treesearch</a></p> <p>X. Liu; J. Q. Wu; P. W. Conrad; S. Dun; C. S. Todd; R. L. McNearny; William Elliot; H. Rhee; P. Clark</p> <p>2016-01-01</p> <p>Soil erosion is strongly related to soil hydraulic properties. Understanding how surface coal mining affects these properties is therefore important in developing effective management practices to control erosion during reclamation. To determine the impact of mining activities on soil hydraulic properties, soils from undisturbed areas, areas of roughly graded mine...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=%22the+assessment%22+AND+impact&pg=2&id=EJ1175041','ERIC'); return false;" href="https://eric.ed.gov/?q=%22the+assessment%22+AND+impact&pg=2&id=EJ1175041"><span>Learning about Assessment: The Impact of Two Courses for Higher Education Staff</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Reimann, Nicola</p> <p>2018-01-01</p> <p>This interview-based study investigated the impact of two academic development courses about assessment. Participants learnt concepts and terminology that enabled them to better understand and communicate about assessment. The courses also stimulated critical thinking about assessment practices and conceptual change, with 'assessment for learning'…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.osti.gov/biblio/962161-aviation-security-cargo-inspection-queuing-simulation-model-material-flow-accountability','SCIGOV-STC'); return false;" href="https://www.osti.gov/biblio/962161-aviation-security-cargo-inspection-queuing-simulation-model-material-flow-accountability"><span>Aviation security cargo inspection queuing simulation model for material flow and accountability</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Olama, Mohammed M; Allgood, Glenn O; Rose, Terri A</p> <p></p> <p>Beginning in 2010, the U.S. will require that all cargo loaded in passenger aircraft be inspected. This will require more efficient processing of cargo and will have a significant impact on the inspection protocols and business practices of government agencies and the airlines. In this paper, we develop an aviation security cargo inspection queuing simulation model for material flow and accountability that will allow cargo managers to conduct impact studies of current and proposed business practices as they relate to inspection procedures, material flow, and accountability.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA176888','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA176888"><span>A Model for the Development of an Organization’s Information System (IS) Security System</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>1986-12-01</p> <p>INTRODUCTION — = 52 B. A RISK ASSESSMENT 52 1. Background 52 2. Threat Identification -— — 53 3. Impact Analysis 54 C. LOGICAL DESIGN • — 59 D. PRACTICAL DESIGN...OF ESTIMATED IMPACT AND FREQUENCY • 93 APPENDIX H: COMBINED MATRIX OF 1, F, AND ALE 9 4 APPENDIX I: SECURITY RESOURCES (CONTROLS) 9 5 APPENDIX J...that have been developed, the computer’s impact is sometimes hard to discern. Except in recent years, with the increasing use of microcomputers, the</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2580282','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2580282"><span>The Financial Impact of Using TMR in a Private Group Practice</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Templeton, Joan; Bernes, Marshall; Ostrowski, Maureen</p> <p>1982-01-01</p> <p>The installation of a computerized financial system is usually preceded by a cost-benefit analysis showing a positive impact on the facility's financial picture. The administration expects reduction in some operating costs (exclusive of the system and the installation costs) and an improvement in collecting accounts receivable. When California Primary Physicians installed TMR, certain costs were reduced, and the business office did become more efficient. However, because TMR is an integrated medical/financial system, other financial benefits accrued to the practice that billing systems would never be able to provide. This paper discusses the financial impact of TMR on cost reduction, accounts receivable collection, revenue tracking, and program development and marketing.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/20693335','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/20693335"><span>Scientific impact: opportunity and necessity.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Cohen, Marlene Z; Alexander, Gregory L; Wyman, Jean F; Fahrenwald, Nancy L; Porock, Davina; Wurzbach, Mary E; Rawl, Susan M; Conn, Vicki S</p> <p>2010-08-01</p> <p>Recent National Institutes of Health changes have focused attention on the potential scientific impact of research projects. Research with the excellent potential to change subsequent science or health care practice may have high scientific impact. Only rigorous studies that address highly significant problems can generate change. Studies with high impact may stimulate new research approaches by changing understanding of a phenomenon, informing theory development, or creating new research methods that allow a field of science to move forward. Research with high impact can transition health care to more effective and efficient approaches. Studies with high impact may propel new policy developments. Research with high scientific impact typically has both immediate and sustained influence on the field of study. The article includes ideas to articulate potential scientific impact in grant applications as well as possible dissemination strategies to enlarge the impact of completed projects.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4770863','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4770863"><span>The path to impact of operational research on tuberculosis control policies and practices in Indonesia</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Probandari, Ari; Widjanarko, Bagoes; Mahendradhata, Yodi; Sanjoto, Hary; Cerisha, Ancila; Nungky, Saverina; Riono, Pandu; Simon, Sumanto; Farid, Muhammad Noor; Giriputra, Sardikin; Putra, Artawan Eka; Burhan, Erlina; Wahyuni, Chatarina U.; Mustikawati, Dyah; Widianingrum, Christina; Tiemersma, Edine W.; Alisjahbana, Bachti</p> <p>2016-01-01</p> <p>Background Operational research is currently one of the pillars of the global strategy to control tuberculosis. Indonesia initiated capacity building for operational research on tuberculosis over the last decade. Although publication of the research in peer-reviewed journals is an important indicator for measuring the success of this endeavor, the influence of operational research on policy and practices is considered even more important. However, little is known about the process by which operational research influences tuberculosis control policy and practices. Objective We aimed to investigate the influence of operational research on tuberculosis control policy and practice in Indonesia between 2004 and 2014. Design Using a qualitative study design, we conducted in-depth interviews of 50 researchers and 30 policy makers/program managers and performed document reviews. Transcripts of these interviews were evaluated while applying content analysis. Results Operational research contributed to tuberculosis control policy and practice improvements, including development of new policies, introduction of new practices, and reinforcement of current program policies and practices. However, most of these developments had limited sustainability. The path from the dissemination of research results and recommendations to policy and practice changes was long and complex. The skills, interests, and political power of researchers and policy makers, as well as health system response, could influence the process. Conclusions Operational research contributed to improving tuberculosis control policy and practices. A systematic approach to improve the sustainability of the impact of operational research should be explored. PMID:26928217</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26928217','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26928217"><span>The path to impact of operational research on tuberculosis control policies and practices in Indonesia.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Probandari, Ari; Widjanarko, Bagoes; Mahendradhata, Yodi; Sanjoto, Hary; Cerisha, Ancila; Nungky, Saverina; Riono, Pandu; Simon, Sumanto; Farid, Muhammad Noor; Giriputra, Sardikin; Putra, Artawan Eka; Burhan, Erlina; Wahyuni, Chatarina U; Mustikawati, Dyah; Widianingrum, Christina; Tiemersma, Edine W; Alisjahbana, Bachti</p> <p>2016-01-01</p> <p>Operational research is currently one of the pillars of the global strategy to control tuberculosis. Indonesia initiated capacity building for operational research on tuberculosis over the last decade. Although publication of the research in peer-reviewed journals is an important indicator for measuring the success of this endeavor, the influence of operational research on policy and practices is considered even more important. However, little is known about the process by which operational research influences tuberculosis control policy and practices. We aimed to investigate the influence of operational research on tuberculosis control policy and practice in Indonesia between 2004 and 2014. Using a qualitative study design, we conducted in-depth interviews of 50 researchers and 30 policy makers/program managers and performed document reviews. Transcripts of these interviews were evaluated while applying content analysis. Operational research contributed to tuberculosis control policy and practice improvements, including development of new policies, introduction of new practices, and reinforcement of current program policies and practices. However, most of these developments had limited sustainability. The path from the dissemination of research results and recommendations to policy and practice changes was long and complex. The skills, interests, and political power of researchers and policy makers, as well as health system response, could influence the process. Operational research contributed to improving tuberculosis control policy and practices. A systematic approach to improve the sustainability of the impact of operational research should be explored.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/15610474','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/15610474"><span>National Service Frameworks and UK general practitioners: street-level bureaucrats at work?</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Checkland, Kath</p> <p>2004-11-01</p> <p>This paper argues that the past decade has seen significant changes in the nature of medical work in general practice in the UK. Increasing pressure to use normative clinical guidelines and the move towards explicit quantitative measures of performance together have the potential to alter the way in which health care is delivered to patients. Whilst it is possible to view these developments from the well-established sociological perspectives of deprofessionalisation and proletarianisation, this paper takes a view of general practice as work, and uses the ideas of Lipsky to analyse practice-level responses to some of these changes. In addition to evidence-based clinical guidelines, National Service Frameworks, introduced by the UK government in 1997, also specify detailed models of service provision that health care providers are expected to follow. As part of a larger study examining the impact of National Service Frameworks in general practice, the response of three practices to the first four NSFs were explored. The failure of NSFs to make a significant impact is compared to the practices' positive responses to purely clinical guidelines such as those developed by the British Hypertension Society. Lipsky's concept of public service workers as 'street-level bureaucrats' is discussed and used as a framework within which to view these findings.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24950298','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24950298"><span>Head impact exposure in youth football: middle school ages 12-14 years.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Daniel, Ray W; Rowson, Steven; Duma, Stefan M</p> <p>2014-09-01</p> <p>The head impact exposure experienced by football players at the college and high school levels has been well documented; however, there are limited data regarding youth football despite its dramatically larger population. The objective of this study was to investigate head impact exposure in middle school football. Impacts were monitored using a commercially available accelerometer array installed inside the helmets of 17 players aged 12-14 years. A total of 4678 impacts were measured, with an average (±standard deviation) of 275 ± 190 impacts per player. The average of impact distributions for each player had a median impact of 22 ± 2 g and 954 ± 122 rad/s², and a 95th percentile impact of 54 ± 9 g and 2525 ± 450 rad/s². Similar to the head impact exposure experienced by high school and collegiate players, these data show that middle school football players experience a greater number of head impacts during games than practices. There were no significant differences between median and 95th percentile head acceleration magnitudes experienced during games and practices; however, a larger number of impacts greater than 80 g occurred during games than during practices. Impacts to the front and back of the helmet were most common. Overall, these data are similar to high school and college data that have been collected using similar methods. These data have applications toward youth football helmet design, the development of strategies designed to limit head impact exposure, and child-specific brain injury criteria.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28554125','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28554125"><span>The inclusion of biodiversity in environmental impact assessment: Policy-related progress limited by gaps and semantic confusion.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Bigard, Charlotte; Pioch, Sylvain; Thompson, John D</p> <p>2017-09-15</p> <p>Natural habitat loss and fragmentation, as a result of development projects, are major causes of biodiversity erosion. Environmental impact assessment (EIA) is the most commonly used site-specific planning tool that takes into account the effects of development projects on biodiversity by integrating potential impacts into the mitigation hierarchy of avoidance, reduction, and offset measures. However, the extent to which EIA fully address the identification of impacts and conservation stakes associated with biodiversity loss has been criticized in recent work. In this paper we examine the extent to which biodiversity criteria have been integrated into 42 EIA from 2006 to 2016 for small development projects in the Montpellier Metropolitan territory in southern France. This study system allowed us to question how EIA integrates biodiversity impacts on a scale relevant to land-use planning. We examine how biodiversity inclusion has changed over time in relation to new policy for EIA and how the mitigation hierarchy is implemented in practice and in comparison with national guidelines. We demonstrate that the inclusion of biodiversity features into EIA has increased significantly in relation to policy change. Several weaknesses nevertheless persist, including the continued absence of substitution solution assessment, a correct analysis of cumulative impacts, the evaluation of impacts on common species, the inclusion of an ecological network scale, and the lack of monitoring and evaluation measures. We also show that measures for mitigation hierarchy are primarily associated with the reduction of impacts rather than their avoidance, and avoidance and offset measures are often misleadingly proposed in EIA. There is in fact marked semantic confusion between avoidance, reduction and offset measures that may impair stakeholders' understanding. All in all, reconsideration of stakeholders routine practices associated with a more strategic approach towards impact anticipation and avoidance at a land-use planning scale is now necessary for the mitigation hierarchy to become a clear and practical hierarchy for "no net loss" objectives based on conservation priorities. Copyright © 2017 Elsevier Ltd. All rights reserved.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=326011&Lab=NHEERL&keyword=technical+AND+training&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=326011&Lab=NHEERL&keyword=technical+AND+training&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>Watershed Management Optimization Support Tool (WMOST) Workshop</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>To assist communities in the evaluation of green infrastructure, low impact development, and land conservation practices as part of an Integrated Water Resources Management (IWRM) approach, the U.S. Environmental Protection Agency (US EPA) supported the development of the Watersh...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=199369&keyword=Implementation+AND+process+AND+management+AND+system&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=199369&keyword=Implementation+AND+process+AND+management+AND+system&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>SUSTAIN - A BMP Process and Placement Tool for Urban Watersheds (Poster)</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>To assist stormwater management professionals in planning for best management practices (BMPs) and low-impact developments (LIDs) implementation, USEPA is developing a decision support system, called the System for Urban Stormwater Treatment and Analysis INtegration (SUSTAIN). ...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26908963','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26908963"><span>Implications of dual practice for universal health coverage.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>McPake, Barbara; Russo, Giuliano; Hipgrave, David; Hort, Krishna; Campbell, James</p> <p>2016-02-01</p> <p>Making progress towards universal health coverage (UHC) requires that health workers are adequate in numbers, prepared for their jobs and motivated to perform. In establishing the best ways to develop the health workforce, relatively little attention has been paid to the trends and implications of dual practice - concurrent employment in public and private sectors. We review recent research on dual practice for its potential to guide staffing policies in relation to UHC. Many studies describe the characteristics and correlates of dual practice and speculate about impacts, but there is very little evidence that is directly relevant to policy-makers. No studies have evaluated the impact of policies on the characteristics of dual practice or implications for UHC. We address this lack and call for case studies of policy interventions on dual practice in different contexts. Such research requires investment in better data collection and greater determination on the part of researchers, research funding bodies and national research councils to overcome the difficulties of researching sensitive topics of health systems functions.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3901788','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3901788"><span>Empirical impact evaluation of the WHO Global Code of Practice on the International Recruitment of Health Personnel in Australia, Canada, UK and USA</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p></p> <p>2013-01-01</p> <p>Background The active recruitment of health workers from developing countries to developed countries has become a major threat to global health. In an effort to manage this migration, the 63rd World Health Assembly adopted the World Health Organization (WHO) Global Code of Practice on the International Recruitment of Health Personnel in May 2010. While the Code has been lauded as the first globally-applicable regulatory framework for health worker recruitment, its impact has yet to be evaluated. We offer the first empirical evaluation of the Code’s impact on national and sub-national actors in Australia, Canada, United Kingdom and United States of America, which are the English-speaking developed countries with the greatest number of migrant health workers. Methods 42 key informants from across government, civil society and private sectors were surveyed to measure their awareness of the Code, knowledge of specific changes resulting from it, overall opinion on the effectiveness of non-binding codes, and suggestions to improve this Code’s implementation. Results 60% of respondents believed their colleagues were not aware of the Code, and 93% reported that no specific changes had been observed in their work as a result of the Code. 86% reported that the Code has not had any meaningful impact on policies, practices or regulations in their countries. Conclusions This suggests a gap between awareness of the Code among stakeholders at global forums and the awareness and behaviour of national and sub-national actors. Advocacy and technical guidance for implementing the Code are needed to improve its impact on national decision-makers. PMID:24228827</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=community+AND+tourism&id=EJ1180122','ERIC'); return false;" href="https://eric.ed.gov/?q=community+AND+tourism&id=EJ1180122"><span>Learning with an App? It's a Walk in the Park</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Pombo, Lúcia</p> <p>2018-01-01</p> <p>This article describes how the EduPARK Research and Development Project promotes articulation between research, teachers, professional practice, and initial and advanced teacher training, constituting a very useful theoretical and practical framework, with impact not only in schools, but also in the community and in the tourism sector. The EduPARK…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1126038.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1126038.pdf"><span>Use of Reflective Journals in Development of Teachers' Leadership and Teaching Skills</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Göker, Suleyman Davut</p> <p>2016-01-01</p> <p>Focusing on the contribution of reflective practice to teaching practice amongst student teachers, this study examines the impact of reflective journal entries of 16 student teachers from Faculty of Education at the Artvin Coruh University in Turkey. Quantitative and qualitative research approaches were employed for this study including open-ended…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23393430','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23393430"><span>Prognosis Research Strategy (PROGRESS) 3: prognostic model research.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Steyerberg, Ewout W; Moons, Karel G M; van der Windt, Danielle A; Hayden, Jill A; Perel, Pablo; Schroter, Sara; Riley, Richard D; Hemingway, Harry; Altman, Douglas G</p> <p>2013-01-01</p> <p>Prognostic models are abundant in the medical literature yet their use in practice seems limited. In this article, the third in the PROGRESS series, the authors review how such models are developed and validated, and then address how prognostic models are assessed for their impact on practice and patient outcomes, illustrating these ideas with examples.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li class="active"><span>15</span></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_15 --> <div id="page_16" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li class="active"><span>16</span></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="301"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=esl&pg=3&id=EJ1153508','ERIC'); return false;" href="https://eric.ed.gov/?q=esl&pg=3&id=EJ1153508"><span>Enhancing the Impact of Evidence-Based Publications on K-12 ESL Teacher Practices</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Abbott, Marilyn L.; Lee, Kent; Rossiter, Marian J.</p> <p>2017-01-01</p> <p>The reading of current research-informed publications is an essential component of teacher professional development that has the potential to lead to or reinforce the implementation of effective instructional practices. To our knowledge, no studies have examined kindergarten to grade 12 (K-12) ESL teacher engagement in professional reading related…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=psychology&pg=4&id=EJ1110425','ERIC'); return false;" href="https://eric.ed.gov/?q=psychology&pg=4&id=EJ1110425"><span>Coaching Psychology: An Approach to Practice for Educational Psychologists</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Adams, Mark</p> <p>2016-01-01</p> <p>Coaching psychology is a distinct sub-discipline of academic and applied psychology that focuses on the enhancement of performance, development and well-being in the broader population. Applied in educational contexts, the practice of coaching psychology has the potential to have a positive impact by supporting children and adults to achieve…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Hogg&pg=3&id=EJ1044983','ERIC'); return false;" href="https://eric.ed.gov/?q=Hogg&pg=3&id=EJ1044983"><span>Course Structure Matters in Initial Teacher Education: Student Teachers' Perceptions of Impacts on Their Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hogg, Linda; Yates, Anne</p> <p>2013-01-01</p> <p>This formative evaluation within a graduate initial teacher education program sought to identify student teachers' perceptions of lecturer practice and its influence on their developing practice. Data collected from course and teaching evaluations and focus group interviews suggested that microstructural course elements--lectures, tutorials, and…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=self+AND+development&pg=7&id=ED579868','ERIC'); return false;" href="https://eric.ed.gov/?q=self+AND+development&pg=7&id=ED579868"><span>Cultivating Efficacious Teachers: A Case Study of the Impact of Socialization on Self-Efficacy Belief Development</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lowder, Garrett</p> <p>2017-01-01</p> <p>Education preparation institutions have long sought the most effective preparation practices for preparing tomorrow's educators. Unfortunately, understanding best practices in teacher preparation is fraught with ambiguity. Key facets of instruction on theory and clinical experience are understood to be necessary elements of preparation, and…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED572374.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED572374.pdf"><span>A Case Study on the Impact of Teacher Mathematical Knowledge on Pedagogical Practices</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hughes, Sally</p> <p>2016-01-01</p> <p>This study explores the implications for mathematical knowledge and pedagogical practices of primary teachers in Papua New Guinea making a shift from a transmission approach to a connectionist approach to teaching mathematics. The research participants were engaged in a professional development program designed to support the teaching and learning…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=science+AND+knowledge&pg=2&id=EJ1092890','ERIC'); return false;" href="https://eric.ed.gov/?q=science+AND+knowledge&pg=2&id=EJ1092890"><span>Elementary Teachers' Science Knowledge and Instructional Practices: Impact of an Intervention Focused on English Language Learners</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lee, Okhee; Llosa, Lorena; Jiang, Feng; Haas, Alison; O'Connor, Corey; Van Booven, Christopher D.</p> <p>2016-01-01</p> <p>As part of a three-year curricular and professional development intervention focused on English language learners (ELLs), this study examined the intervention's effect on teachers' science knowledge and instructional practices after one year of implementation. The P-SELL (Promoting Science Among English Language Learners) intervention comprised…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1158096.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1158096.pdf"><span>Promising Practices: Building the Next Generation of School Leaders</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bryant, Jennifer Edic; Escalante, Karen; Selva, Ashley</p> <p>2017-01-01</p> <p>This study applies transformational leadership theory practices to examine the purposeful ways in which principals work to build the next generation of teacher leaders in response to the shortage of K-12 principals. Given the impact principals have on student development and the shortage of those applying for the principalship, the purpose of this…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED520868.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED520868.pdf"><span>The Impact of a Developmental Framework in Number on Primary Teachers' Classroom Practice</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bobis, Janette</p> <p>2010-01-01</p> <p>This paper presents the findings of an investigation into the influence primary teachers' knowledge of a researched-based framework describing children's cognitive development in early number has on their teaching practices. Survey and interview data from twenty-eight teachers were collected to determine teachers' perceptions of their…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=research+AND+instruments+AND+measure+AND+organizational+AND+culture&pg=2&id=ED517866','ERIC'); return false;" href="https://eric.ed.gov/?q=research+AND+instruments+AND+measure+AND+organizational+AND+culture&pg=2&id=ED517866"><span>A New Era of Leadership: Preparing Leaders for Urban Schools & the 21st Century</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Abbott, Sunday C.</p> <p>2010-01-01</p> <p>The purpose of this study was to investigate the impact of principal participation in the Davis Principal Coaching Initiative, an executive leadership capacity building development program, on leader practice and professional practice of teachers. This mixed-method comparative case study investigated the following five research questions: (1) How…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ826090.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ826090.pdf"><span>Florida's EETT Leveraging Laptops Initiative and Its Impact on Teaching Practices</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Dawson, Kara; Cavanaugh, Cathy; Ritzhaupt, Albert D.</p> <p>2008-01-01</p> <p>This study measures changes in teaching practices that occurred during a school year that included laptop implementation and professional development. The changes were documented through direct observations of more than 400 classrooms in more than 50 K-12 schools in 11 Florida districts. Trained observers used two valid observation instruments to…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ849709.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ849709.pdf"><span>Conducting Science Inquiry in Primary Classrooms: Case Studies of Two Preservice Teachers' Inquiry-Based Practices</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Leonard, Jacqueline; Boakes, Norma; Moore, Cara M.</p> <p>2009-01-01</p> <p>This study examined the impact of an intervention designed to promote inquiry-based instruction among early childhood/elementary preservice teachers in Earth science. Preservice teachers participated in training sessions and community-based internships to deepen Earth science content knowledge and develop inquiry-based practices. Analyses of Earth…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24013087','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24013087"><span>Place shaping to create health and wellbeing using health impact assessment: health geography applied to develop evidence-based practice.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Learmonth, Alyson; Curtis, Sarah</p> <p>2013-11-01</p> <p>In a political milieu where there is pressure towards localised and participative decisionmaking, and an environment of global recession and environmental degradation, it is crucial that population health considerations inform strategic decisions. The paper puts forward 'place shaping to create health and wellbeing' as a strategic tool, drawing on ideas that are fundamental in health geography, and argues that this is an important emerging application of Health Impact Assessment (HIA), as part of evidence-based practice. These views developed primarily from case study work in the North East of England aiming to enhance health and wellbeing in a population with significant health disadvantages. © 2013 Elsevier Ltd. All rights reserved.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25862340','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25862340"><span>Support for adolescent spirituality: contributions of religious practice and trait mindfulness.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Cobb, Eleanor; Kor, Ariel; Miller, Lisa</p> <p>2015-06-01</p> <p>Spirituality and the surge of its development in adolescence have been established in the research. To date, however, these studies look at tendencies across full samples of adolescence rather than investigating multiple subgroups or multiple pathways of spiritual development. The current study uses latent class analysis to identify subgroup portraits of spiritual life in adolescence, based upon a range of dimensions of spiritual experience, religious practice, and mindfulness. Mindfulness, as a dispositional trait, is examined alongside the impact of religious practice on the level of spiritual experience (relationship with the Higher Power, spiritual values, and spiritual self). The findings suggest there is a complimentary contribution to spiritual life in adolescence from religious practice and mindfulness, with both as supportive pathways for spiritual development. Adolescents with the highest level of spiritual experience benefit from both religious practice and trait mindfulness, suggesting that taken together, there is an additive and augmenting contribution.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016JSTEd..27..717T','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016JSTEd..27..717T"><span>Investigating the Impact of NGSS-Aligned Professional Development on PreK-3 Teachers' Science Content Knowledge and Pedagogy</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Tuttle, Nicole; Kaderavek, Joan N.; Molitor, Scott; Czerniak, Charlene M.; Johnson-Whitt, Eugenia; Bloomquist, Debra; Namatovu, Winnifred; Wilson, Grant</p> <p>2016-11-01</p> <p>This pilot study investigates the impact of a 2-week professional development Summer Institute on PK-3 teachers' knowledge and practices. This Summer Institute is a component of [program], a large-scale early-childhood science project that aims to transform PK-3 science teaching. The mixed-methods study examined concept maps, lesson plans, and classroom observations to measure possible changes in PK-3 teachers' science content knowledge and classroom practice from 11 teachers who attended the 2014 Summer Institute. Analysis of the concept maps demonstrated statistically significant growth in teachers' science content knowledge. Analysis of teachers' lesson plans demonstrated that the teachers could design high quality science inquiry lessons aligned to the Next Generation Science Standards following the professional development. Finally, examination of teachers' pre- and post-Summer Institute videotaped inquiry lessons showed evidence that teachers were incorporating new inquiry practices into their teaching, especially regarding classroom discourse. Our results suggest that an immersive inquiry experience is effective at beginning a shift towards reform-aligned science and engineering instruction but that early elementary educators require additional support for full mastery.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2010ESASP.680E.103G','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2010ESASP.680E.103G"><span>Impacts of Culture on International Negotiations</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Goodin, James Ronald</p> <p>2010-09-01</p> <p>This paper provides practical suggestions for developing a healthy and complete working relationship between the system safety practitioner and international business partners, international vendors and international customers.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.osti.gov/biblio/21499132-ecological-compensation-environmental-impact-assessment-spain','SCIGOV-STC'); return false;" href="https://www.osti.gov/biblio/21499132-ecological-compensation-environmental-impact-assessment-spain"><span>Ecological compensation and Environmental Impact Assessment in Spain</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Villarroya, Ana, E-mail: avillarroya@alumni.unav.e; Puig, Jordi, E-mail: jpbaguer@unav.e</p> <p>2010-11-15</p> <p>To achieve meaningful sustainable development, Environmental Impact Assessment (EIA) should avoid the net losses in the environment resource base. But EIA practice does not always avoid the losses caused by the implementation of the projects under EIA regulation. Some environmental impacts are, simply, admitted, even without enforcing any form of compensation. When applied, compensation is sometimes just a monetary payment to offset the environmental loss. This paper looks for evidence on the role that compensation is given at present in EIA practice in Spain, and for some of its conceptual and regulatory roots. Specifically, it explores how compensation is addressedmore » in 1302 records of decision (RODs) on those projects subject to the Spanish EIA regulation published during the years 2006 and 2007, to know how far Spain is from preserving the environmental resource base managed through this particular aspect of EIA practice. As a result, it is concluded that the practice of ecological compensation in EIA in Spain is much lower than it could be expected in a theoretical sustainability context committed to avoid net losses in the environment resource base, mainly due to an EIA practice focused on on-site mitigation that allows these net losses.« less</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=agenda+AND+21&pg=2&id=EJ923081','ERIC'); return false;" href="https://eric.ed.gov/?q=agenda+AND+21&pg=2&id=EJ923081"><span>Higher Education for Sustainable Development in China</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Niu, Dongjie; Jiang, Dahe; Li, Fengting</p> <p>2010-01-01</p> <p>Purpose: The purpose of this paper is to analyse the significance of developments across Chinese higher education in the field of education and learning for sustainable development (SD) and to assess the relative impact of these initiatives. Design/methodology/approach: This is a review of policy and practice to examine developments, challenges,…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.ars.usda.gov/research/publications/publication/?seqNo115=337816','TEKTRAN'); return false;" href="http://www.ars.usda.gov/research/publications/publication/?seqNo115=337816"><span>Conditions that impact artificial hybridization of Arachis hypogaea L.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ars.usda.gov/research/publications/find-a-publication/">USDA-ARS?s Scientific Manuscript database</a></p> <p></p> <p></p> <p>Modern farming is dependent on continual development of improved cultivars and efficient cultural management practices. In addition, dissecting genetic components of heritable traits also relies on the development of large mapping populations. Artificial hybridization is the critical initial step ...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.epa.gov/nps/stormwater-management-federal-facilities-under-section-438-energy-independence-and-security-act','PESTICIDES'); return false;" href="https://www.epa.gov/nps/stormwater-management-federal-facilities-under-section-438-energy-independence-and-security-act"><span>Stormwater Management for Federal Facilities under Section 438 of the Energy Independence and Security Act</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.epa.gov/pesticides/search.htm">EPA Pesticide Factsheets</a></p> <p></p> <p></p> <p>Federal agencies are required to reduce stormwater runoff from federal development and redevelopment projects to protect water resources. Options include a variety of stormwater management practices like green infrastructure or low impact development</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=theory+AND+development&pg=4&id=EJ1112776','ERIC'); return false;" href="https://eric.ed.gov/?q=theory+AND+development&pg=4&id=EJ1112776"><span>College Student Development in Digital Spaces</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Brown, Paul Gordon</p> <p>2016-01-01</p> <p>This chapter explores how digital and social technologies may be impacting the developmental journeys of traditionally aged college students. It provides important conceptual distinctions and explores the application of college student development theory in digital spaces along with implications for practice and inquiry.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li class="active"><span>16</span></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_16 --> <div id="page_17" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li class="active"><span>17</span></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="321"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014MS%26E...65a2028S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014MS%26E...65a2028S"><span>Impact of Company Size on Manufacturing Improvement Practices: An empirical study</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Syan, C. S.; Ramoutar, K.</p> <p>2014-07-01</p> <p>There is a constant search for ways to achieve a competitive advantage through new manufacturing techniques. Best performing manufacturing companies tend to use world-class manufacturing (WCM) practices. Although the last few years have witnessed phenomenal growth in the use of WCM techniques, their effectiveness is not well understood specifically in the context of less developed countries. This paper presents an empirical study to investigate the impact of company size on improving manufacturing performance in manufacturing organizations based in Trinidad and Tobago (T&T). Empirical data were collected via a questionnaire survey which was send to 218 manufacturing firms in T&T. Five different company sizes and seven different industry sectors were studied. The analysis of survey data was performed with the aid of Statistical Package for Social Sciences (SPSS) software. The study signified facilitating and impeding factors towards improving manufacturing performance. Their relative impact/importance is dependent on varying company size and industry sectors. Findings indicate that T&T manufacturers are still practicing traditional approaches, when compared with world class manufacturers. In the majority of organizations, these practices were not 100% implemented even though they started the implementation process more than 5 years ago. The findings provided some insights in formulating more optimal operational strategies, and later develop action plans towards more effective implementation of WCM in T&T manufacturers.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28618078','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28618078"><span>The perceptions of key stakeholders of the roles of specialist and advanced nursing and midwifery practitioners.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Casey, Mary; O'Connor, Laserina; Nicholson, Emma; Smith, Rita; O'Brien, Denise; O'Leary, Denise; Fealy, Gerard M; Mcnamara, Martin S; Stokes, Diarmuid; Egan, Claire</p> <p>2017-12-01</p> <p>To explore the perceptions of key stakeholders of the roles of specialist and advanced nursing and midwifery practitioners. There is evidence that the contribution of these roles to patient care is poorly understood. This research took place over 2 months in 2015 and is part of a larger study involving a rapid review to inform policy development on the specialist and advanced nursing and midwifery practice in Ireland. As an added value, a qualitative element involving thematic analysis was undertaken with key stakeholders. A phenomenological qualitative study was conducted incorporating semi-structured interviews with key stakeholders (n = 15). Purposive sampling with maximum diversity was used to recruit a wide range of perspectives. Participant's perspectives led to seven themes: Impact of these roles; role preparation, experience and organizational support; specialist and advanced practice roles in an interdisciplinary context; different folks but not such different roles; impact of specialist and advanced practice roles on patient outcomes; barriers and facilitators to enacting specialist and advanced practice roles; future development of these roles. There is acknowledgement of the positive impact of specialist and advanced practitioners; however, the evidence is currently not conclusive. Preparation for these roles needs to reflect changes in the calibre of today's professional applicants, and organizational support is paramount to their successful execution. The contribution of their activity to patient outcome needs to be made visible to enhance these roles and to justify the development of new roles across a variety of healthcare areas. © 2017 John Wiley & Sons Ltd.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Local+AND+impacts+AND+environment&pg=2&id=ED578659','ERIC'); return false;" href="https://eric.ed.gov/?q=Local+AND+impacts+AND+environment&pg=2&id=ED578659"><span>Transformative Community School Practices and Impacts: A Tale of Two Community Schools</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Aman, Aixle D.</p> <p>2017-01-01</p> <p>Students are coming to school with myriad issues that teachers and schools cannot address alone. Ecological systems theory posits that the environments with which a child comes into contact, either directly or indirectly, can impact her or his development (Bronfenbrenner, 1979). With the support of community partner organizations in the local…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1092914.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1092914.pdf"><span>A Community-Based Activities Survey: Systematically Determining the Impact on and of Faculty</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Perry, Lane; Farmer, Betty; Onder, David; Tanner, Benjamin; Burton, Carol</p> <p>2015-01-01</p> <p>As a descriptive case study from Western Carolina University (WCU), this article describes the development of a measuring, monitoring, and tracking system (the WCU Community-based Activities Survey) for faculty engagement in, adoption of, and impact through community engagement practices both internal and external to their courses. This paper will…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/FR-2011-05-24/pdf/2011-12710.pdf','FEDREG'); return false;" href="https://www.gpo.gov/fdsys/pkg/FR-2011-05-24/pdf/2011-12710.pdf"><span>76 FR 30193 - National Fish, Wildlife, and Plants Climate Adaptation Strategy; Notice of Intent: Request for...</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collection.action?collectionCode=FR">Federal Register 2010, 2011, 2012, 2013, 2014</a></p> <p></p> <p>2011-05-24</p> <p>... principles and science-based practices--for reducing the negative impacts of climate change on fish, wildlife... develop a draft Strategy. The adverse impacts of climate change transcend political and administrative... climate change. This Strategy will provide a unified approach--reflecting shared principles and science...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Extended+AND+Essay&id=EJ969324','ERIC'); return false;" href="https://eric.ed.gov/?q=Extended+AND+Essay&id=EJ969324"><span>Marking Extended Essays on Screen: Exploring the Link between Marking Processes and Comprehension</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Johnson, Martin; Hopkin, Rebecca; Shiell, Hannah</p> <p>2012-01-01</p> <p>Technological developments are impacting upon UK assessment practices in many ways. For qualification awarding bodies, a key example of such impact is the ongoing shift towards examiners marking digitally scanned copies of examination scripts on screen rather than the original paper documents. This digitisation process has obvious benefits,…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.ars.usda.gov/research/publications/publication/?seqNo115=323471','TEKTRAN'); return false;" href="http://www.ars.usda.gov/research/publications/publication/?seqNo115=323471"><span>Impact of preceding crop on alfalfa competitiveness with weeds</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ars.usda.gov/research/publications/find-a-publication/">USDA-ARS?s Scientific Manuscript database</a></p> <p></p> <p></p> <p>Organic producers would like to include no-till practices in their farming systems. We are seeking to develop a continuous no-till system for organic farming, based on a complex rotation that includes a 3-year sequence of alfalfa. In this study, we evaluated impact of preceding crop on weed infest...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=%22Classroom+Observation%22+AND+%22active+learning%22&pg=7&id=EJ787389','ERIC'); return false;" href="https://eric.ed.gov/?q=%22Classroom+Observation%22+AND+%22active+learning%22&pg=7&id=EJ787389"><span>Using Radar Charts with Qualitative Evaluation: Techniques to Assess Change in Blended Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kaczynski, Dan; Wood, Leigh; Harding, Ansie</p> <p>2008-01-01</p> <p>When university academics implement changes in learning, such as introducing blended learning, it is conventional practice to examine and evaluate the impact of the resulting curriculum reform. Judging the worth and impact of an educational development is a complex task involving subtle differences in learning. Qualitative methods to explore these…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25813630','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25813630"><span>Bioenergy Development Policy and Practice Must Recognize Potential Hydrologic Impacts: Lessons from the Americas.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Watkins, David W; de Moraes, Márcia M G Alcoforado; Asbjornsen, Heidi; Mayer, Alex S; Licata, Julian; Lopez, Jose Gutierrez; Pypker, Thomas G; Molina, Vivianna Gamez; Marques, Guilherme Fernandes; Carneiro, Ana Cristina Guimaraes; Nuñez, Hector M; Önal, Hayri; da Nobrega Germano, Bruna</p> <p>2015-12-01</p> <p>Large-scale bioenergy production will affect the hydrologic cycle in multiple ways, including changes in canopy interception, evapotranspiration, infiltration, and the quantity and quality of surface runoff and groundwater recharge. As such, the water footprints of bioenergy sources vary significantly by type of feedstock, soil characteristics, cultivation practices, and hydro-climatic regime. Furthermore, water management implications of bioenergy production depend on existing land use, relative water availability, and competing water uses at a watershed scale. This paper reviews previous research on the water resource impacts of bioenergy production-from plot-scale hydrologic and nutrient cycling impacts to watershed and regional scale hydro-economic systems relationships. Primary gaps in knowledge that hinder policy development for integrated management of water-bioenergy systems are highlighted. Four case studies in the Americas are analyzed to illustrate relevant spatial and temporal scales for impact assessment, along with unique aspects of biofuel production compared to other agroforestry systems, such as energy-related conflicts and tradeoffs. Based on the case studies, the potential benefits of integrated resource management are assessed, as is the need for further case-specific research.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015EnMan..56.1295W','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015EnMan..56.1295W"><span>Bioenergy Development Policy and Practice Must Recognize Potential Hydrologic Impacts: Lessons from the Americas</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Watkins, David W.; de Moraes, Márcia M. G. Alcoforado; Asbjornsen, Heidi; Mayer, Alex S.; Licata, Julian; Lopez, Jose Gutierrez; Pypker, Thomas G.; Molina, Vivianna Gamez; Marques, Guilherme Fernandes; Carneiro, Ana Cristina Guimaraes; Nuñez, Hector M.; Önal, Hayri; da Nobrega Germano, Bruna</p> <p>2015-12-01</p> <p>Large-scale bioenergy production will affect the hydrologic cycle in multiple ways, including changes in canopy interception, evapotranspiration, infiltration, and the quantity and quality of surface runoff and groundwater recharge. As such, the water footprints of bioenergy sources vary significantly by type of feedstock, soil characteristics, cultivation practices, and hydro-climatic regime. Furthermore, water management implications of bioenergy production depend on existing land use, relative water availability, and competing water uses at a watershed scale. This paper reviews previous research on the water resource impacts of bioenergy production—from plot-scale hydrologic and nutrient cycling impacts to watershed and regional scale hydro-economic systems relationships. Primary gaps in knowledge that hinder policy development for integrated management of water-bioenergy systems are highlighted. Four case studies in the Americas are analyzed to illustrate relevant spatial and temporal scales for impact assessment, along with unique aspects of biofuel production compared to other agroforestry systems, such as energy-related conflicts and tradeoffs. Based on the case studies, the potential benefits of integrated resource management are assessed, as is the need for further case-specific research.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=piaget%27s+AND+theory+AND+cognitive+AND+development&pg=3&id=ED492552','ERIC'); return false;" href="https://eric.ed.gov/?q=piaget%27s+AND+theory+AND+cognitive+AND+development&pg=3&id=ED492552"><span>Child and Adolescent Development for Educators</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Pressley, Michael; McCormick, Christine B.</p> <p>2006-01-01</p> <p>Filling a tremendous need, this is the first graduate-level child development text written specifically for future educators. The volume provides a solid understanding of major theories of development, focusing on how each has informed research and practice in educational contexts. Topics include the impact of biology and early experiences on the…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1120648.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1120648.pdf"><span>Leadership Development Model for Shelby County Schools</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cobia, F. Jane; Smith, Elizabeth F.; Wood, Leah Anne</p> <p>2016-01-01</p> <p>The purpose of this study was to examine factors impacting program quality in leadership development programs as a means to inform the Shelby County School System of effective practices in leadership development. The qualitative research design method was used to explore two school systems identified through a comprehensive review of research as…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=disadvantage+AND+globalization&id=EJ802948','ERIC'); return false;" href="https://eric.ed.gov/?q=disadvantage+AND+globalization&id=EJ802948"><span>Fostering Local Knowledge and Human Development in Globalization of Education</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cheng, Yin Cheong</p> <p>2004-01-01</p> <p>Since there are increasing international concerns with both the positive and negative impacts of globalization on indigenous and national development, how to manage the realities and practices of globalization and localization in education for maximizing the benefits and minimizing the disadvantages for the development of individuals and their…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=international+AND+Labour+AND+migration&pg=4&id=EJ411334','ERIC'); return false;" href="https://eric.ed.gov/?q=international+AND+Labour+AND+migration&pg=4&id=EJ411334"><span>Demographic, Employment and Development Trends: The Need for Integrated Planning.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Farooq, Ghazi M.; MacKellar, F. Landis</p> <p>1990-01-01</p> <p>The authors contend that problems associated with rapid population growth in developing countries must be tackled through comprehensive planning. They discuss impacts of demography on labor supply and demand and migration. Then they propose a practical framework for population and human resource development planning and policy formation. (SK)</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=women+AND+work+AND+performance&pg=6&id=EJ935960','ERIC'); return false;" href="https://eric.ed.gov/?q=women+AND+work+AND+performance&pg=6&id=EJ935960"><span>Strategy of Career Interventions for Battered Women</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Collins, Joshua C.</p> <p>2011-01-01</p> <p>Female victims of domestic violence--also referred to as "battered women"--face serious career development challenges that necessitate the intervention and aid of human resource development (HRD) practice.The purpose of this article is to identify critical factors having an impact on the career development (CD) of battered women and to offer…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/15946277','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/15946277"><span>Admiral nursing competency project: practice development and action research.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Dewing, Jan; Traynor, Victoria</p> <p>2005-07-01</p> <p>Admiral Nurses are specialist dementia care nurses working in the community with carers of those who have a dementia. The aim of the competency project (2000-2003) was threefold. Firstly to work collaboratively with these specialist nurses to facilitate the development a competency framework that reflects the needs of the Admiral Nursing Service. Secondly, to provide a way to structure evidence demonstrating evolving competency. Thirdly, to specifically enable the nurses to demonstrate evidence of achieving the UK Nursing and Midwifery Council's Higher Level Practice standard. The two complementary approaches of emancipatory action research and systematic practice development were adopted. Methods were taken from action research and systematic practice development approaches with an emphasis on promoting and enabling enlightenment, critical reflection, ownership and creating the best conditions for long-term commitment to the competency framework. The main outcome from this project was the development of a specialist nursing competency framework. The Admiral Nurses' Competency Framework is made up of a set of eight core competencies with three levels of competency statements, loosely structured around the Higher Level Practice standard, and guidance documentation to illustrate how work-based evidence can be generated to demonstrate competence. There were also process-derived outcomes associated with combining systematic practice development with emancipatory action research that had an impact on the culture. The main outcomes here were that practitioners engaged in and experienced learning about how to research their own practice and the consequences of doing this. They also learnt about specialist nursing practice more widely than Admiral Nursing. Finally, there was some increase in awareness about the culture within their teams and organizations. The final competency framework reflects the needs of the service, is owned by the majority of practitioners and project commissioners and this has had a positive impact on implementation. In this paper, we report on combining systematic practice development with action research to achieve immediate project aims. In addition we show how a project of this nature can contribute to developing skills in practitioners necessary for cultural changes in practice and contributes to wider issues of modernization within nursing and health care. This competency framework will enable Admiral Nurses to demonstrate their level of specialist practice, as individuals and collectively as a service and it also promotes the principles of nurses as life long learners. This may have relevance to other groups of specialist nurses. The project has widespread relevance for two reasons. Firstly, it shows that nurses can be involved in designing and testing a competency framework as collaborators. Secondly, that to achieve this within the spirit of approaches, such as systematic practice development and action research, can be testing for all collaborators even were there is a shared or espoused aim.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21854696','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21854696"><span>The impact of funding changes on the implementation of primary health care policy.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Finlayson, Mary P; Sheridan, Nicolette F; Cumming, Jacqueline M; Fowler, Sandra</p> <p>2012-04-01</p> <p>To ascertain how new funding arrangements, introduced in New Zealand's 2001 Primary Health Care (PHC) Strategy, have impacted on the expansion of nurses' role in general practice. Nurses are central to the new policy that was designed to improve the health status of New Zealanders and reduce inequalities in health. Nurses were to be a crucial part of the PHC team, expanding their current roles to provide increased access to appropriate services. This paper investigates how the new funding arrangements, introduced as part of the policy, have impacted on the expansion of nurses' roles and consequently the realisation of the policy goals. Semi-structured interviews were undertaken with 128 key stakeholders five years after the introduction of the PHC Strategy, and surveys were completed by practice nurses, general practitioners and practice managers in purposively selected practices within the 20 participating Primary Health Organisations. There has been substantial growth in the development of nursing roles for some nurses in general practice; however, this expansion has not been universal and one of the main reasons for this is the way funding devolves at the practice level. One of the consequences of the policymakers not taking into account the business model of the majority of general practices, is the resulting overarching goal of the strategy not being realised, and inequalities in health status remaining.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21097724','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21097724"><span>A tool to measure whether business management capacity in general practice impacts on the quality of chronic illness care.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Holton, Christine H; Proudfoot, Judith G; Jayasinghe, Upali W; Grimm, Jane; Bubner, Tanya K; Winstanley, Julie; Harris, Mark F; Beilby, Justin J</p> <p>2010-11-01</p> <p>Our aim was to develop a tool to identify specific features of the business and financial management of practices that facilitate better quality care for chronic illness in primary care. Domains of management were identified, resulting in the development of a structured interview tool that was administered in 97 primary care practices in Australia. Interview items were screened and subjected to factor analysis, subscales identified and the overall model fit determined. The instrument's validity was assessed against another measure of quality of care. Analysis provided a four-factor solution containing 21 items, which explained 42.5% of the variance in the total scores. The factors related to administrative processes, human resources, marketing analysis and business development. All scores increased significantly with practice size. The business development subscale and total score were higher for rural practices. There was a significant correlation between the business development subscale and quality of care. The indicators of business and financial management in the final tool appear to be useful predictors of the quality of care. The instrument may help inform policy regarding the structure of general practice and implementation of a systems approach to chronic illness care. It can provide information to practices about areas for further development.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2006PhDT.......140K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2006PhDT.......140K"><span>Extended professional development for systemic curriculum reform</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Kubitskey, Mary Elizabeth</p> <p></p> <p>Education standards call for adopting inquiry science instruction. Successful adoption requires professional development (PD) to support teachers, increasing the need for research on PD. This dissertation examines the question: What is the influence of high quality, curriculum aligned, long-term group workshops and related practice on teacher learning? I focus on the following subquestions: (1) What is the influence of high quality, curriculum aligned, long-term, group workshops on teacher knowledge and beliefs? (2) What is the impact of the workshops on teacher practice? (3) What is the influence of practice on student response? (4) What is the impact of practice and student response on teacher knowledge and beliefs? I focus on an instance of PD nested within a long-term systemic change initiative, tracing eleven science teachers' learning from workshops and associated enactments. The data included pre and post-unit interviews (n=22), two post-workshop interviews (n=17), workshop observations (n=2), classroom observations (n=24) and student work (n=351). I used mixed-methods analysis. Quantitative analysis measured teacher learning by comparing pre and post-unit interview ratings. Qualitative components included two case study approaches: logic model technique and cross-case synthesis, examining teacher learning within and across teachers. The findings suggested a teacher-learning model incorporating PD, teacher knowledge, beliefs, practice and student response. PD impacts teachers' knowledge by providing teachers with new knowledge, adapting previous knowledge, or convincing them to value existing knowledge they chose not to use. The workshops can influence beliefs, providing teachers with confidence and motivation to adopt the practice. Beliefs can mediate how knowledge manifested itself in practice that, in turn, impacts students' response. Student response influences the teachers' beliefs, either reinforcing or motivating change. This teacher-learning model suggests a PD design model for long-term systemic change, incorporating teacher practice and student response, providing guidance for teachers making adaptations that maintain reform. This dissertation responds to the call for empirical research linking PD to learning outcomes. These models are unique because practice becomes a continuum of PD, rather than outcome and stresses the importance of addressing teachers' beliefs. This PD design provides mechanisms for maintaining equivalence between the written and enacted curriculum, sustaining the integrity of the reform.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4408522','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4408522"><span>Participatory design of a preliminary safety checklist for general practice</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Bowie, Paul; Ferguson, Julie; MacLeod, Marion; Kennedy, Susan; de Wet, Carl; McNab, Duncan; Kelly, Moya; McKay, John; Atkinson, Sarah</p> <p>2015-01-01</p> <p>Background The use of checklists to minimise errors is well established in high reliability, safety-critical industries. In health care there is growing interest in checklists to standardise checking processes and ensure task completion, and so provide further systemic defences against error and patient harm. However, in UK general practice there is limited experience of safety checklist use. Aim To identify workplace hazards that impact on safety, health and wellbeing, and performance, and codesign a standardised checklist process. Design and setting Application of mixed methods to identify system hazards in Scottish general practices and develop a safety checklist based on human factors design principles. Method A multiprofessional ‘expert’ group (n = 7) and experienced front-line GPs, nurses, and practice managers (n = 18) identified system hazards and developed and validated a preliminary checklist using a combination of literature review, documentation review, consensus building workshops using a mini-Delphi process, and completion of content validity index exercise. Results A prototype safety checklist was developed and validated consisting of six safety domains (for example, medicines management), 22 sub-categories (for example, emergency drug supplies) and 78 related items (for example, stock balancing, secure drug storage, and cold chain temperature recording). Conclusion Hazards in the general practice work system were prioritised that can potentially impact on the safety, health and wellbeing of patients, GP team members, and practice performance, and a necessary safety checklist prototype was designed. However, checklist efficacy in improving safety processes and outcomes is dependent on user commitment, and support from leaders and promotional champions. Although further usability development and testing is necessary, the concept should be of interest in the UK and internationally. PMID:25918338</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li class="active"><span>17</span></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_17 --> <div id="page_18" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li class="active"><span>18</span></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="341"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Teachers+AND+color&pg=3&id=ED524279','ERIC'); return false;" href="https://eric.ed.gov/?q=Teachers+AND+color&pg=3&id=ED524279"><span>Teacher Leaders of Color: The Impact of Professional Development on Their Leadership</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Durias, Ruby Fay</p> <p>2010-01-01</p> <p>This study examines the practices and roles that influence the participation or nonparticipation of teacher leaders of color in taking on additional leadership roles. The concern is that there are certain practices or roles, which hinder or support teachers of color aspiring to roles of leadership. Taking on these roles could advance occupants to…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Fink&id=ED564532','ERIC'); return false;" href="https://eric.ed.gov/?q=Fink&id=ED564532"><span>Adolescent Literacy Practices and Positive Youth Development through Fink's Taxonomy of Significant Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Taylor-Greathouse, Paula</p> <p>2013-01-01</p> <p>The purpose of this study was not to disprove the effects of the current, common remedial literacy course design and the literacy practices within that help adolescent RLLs pass statewide assessment tests, but to describe the potential long-term impact of an innovative comprehensive approach to literacy (CAL) framed through an integrated course…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=ls+AND+models&id=ED534027','ERIC'); return false;" href="https://eric.ed.gov/?q=ls+AND+models&id=ED534027"><span>Assessing the Impact of Lesson Study on the Teaching Practice of Middle School Science Teachers</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Grove, Michael C.</p> <p>2011-01-01</p> <p>Despite wave after wave of educational reform in the United States our students continue to lag behind their peers in other industrialized countries on virtually all measures of academic achievement. Effective professional development (PD) is seen as a key to improving instructional practice and therefore student learning, but traditional forms of…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=quantitative+AND+post+AND+test+AND+research+AND+design&pg=7&id=EJ1004076','ERIC'); return false;" href="https://eric.ed.gov/?q=quantitative+AND+post+AND+test+AND+research+AND+design&pg=7&id=EJ1004076"><span>Developing Teachers' Health-Related Fitness Knowledge through a Community of Practice: Impact on Student Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hunuk, Deniz; Ince, Mustafa Levent; Tannehill, Deborah</p> <p>2013-01-01</p> <p>The purposes of this study were twofold: to examine the effects of a community of practice (CoP) on (1) physical educators' and their students' health-related fitness content knowledge and (2) the physical educators' health-related fitness pedagogical content knowledge construction process. Twelve experienced physical education teachers (six in…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=chinese+AND+dynasties&id=EJ808415','ERIC'); return false;" href="https://eric.ed.gov/?q=chinese+AND+dynasties&id=EJ808415"><span>Conceptions of Lifelong Learning in Confucian Culture: Their Impact on Adult Learners</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Zhang, Weiyuan</p> <p>2008-01-01</p> <p>The philosophy and practice of lifelong learning has a long history in China, being traceable to Confucius's idea (circa 500 BC) of "education for all". However, very little research has been done on the development of the Confucian idea of lifelong learning in ancient China, or on its influence on current practices of lifelong learning…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.osti.gov/pages/biblio/1379896-thirty-years-north-american-wind-energy-acceptance-research-what-have-we-learned','SCIGOV-DOEP'); return false;" href="https://www.osti.gov/pages/biblio/1379896-thirty-years-north-american-wind-energy-acceptance-research-what-have-we-learned"><span>Thirty years of North American wind energy acceptance research: What have we learned?</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.osti.gov/pages">DOE PAGES</a></p> <p>Rand, Joseph; Hoen, Ben</p> <p>2017-05-25</p> <p>Thirty years of North American research on public acceptance of wind energy has produced important insights, yet knowledge gaps remain. This review synthesizes the literature, revealing the following lessons learned. (1) North American support for wind has been consistently high. (2) The NIMBY explanation for resistance to wind development is invalid. (3) Socioeconomic impacts of wind development are strongly tied to acceptance. (4) Sound and visual impacts of wind facilities are strongly tied to annoyance and opposition, and ignoring these concerns can exacerbate conflict. (5) Environmental concerns matter, though less than other factors, and these concerns can both help andmore » hinder wind development. (6) Issues of fairness, participation, and trust during the development process influence acceptance. (7) Distance from turbines affects other explanatory variables, but alone its influence is unclear. (8) Viewing opposition as something to be overcome prevents meaningful understandings and implementation of best practices. (9) Implementation of research findings into practice has been limited. The paper also identifies areas for future research on wind acceptance. With continued research efforts and a commitment toward implementing research findings into developer and policymaker practice, conflict and perceived injustices around proposed and existing wind energy facilities might be significantly lessened.« less</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.osti.gov/servlets/purl/1379896','SCIGOV-STC'); return false;" href="https://www.osti.gov/servlets/purl/1379896"><span>Thirty years of North American wind energy acceptance research: What have we learned?</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Rand, Joseph; Hoen, Ben</p> <p></p> <p>Thirty years of North American research on public acceptance of wind energy has produced important insights, yet knowledge gaps remain. This review synthesizes the literature, revealing the following lessons learned. (1) North American support for wind has been consistently high. (2) The NIMBY explanation for resistance to wind development is invalid. (3) Socioeconomic impacts of wind development are strongly tied to acceptance. (4) Sound and visual impacts of wind facilities are strongly tied to annoyance and opposition, and ignoring these concerns can exacerbate conflict. (5) Environmental concerns matter, though less than other factors, and these concerns can both help andmore » hinder wind development. (6) Issues of fairness, participation, and trust during the development process influence acceptance. (7) Distance from turbines affects other explanatory variables, but alone its influence is unclear. (8) Viewing opposition as something to be overcome prevents meaningful understandings and implementation of best practices. (9) Implementation of research findings into practice has been limited. The paper also identifies areas for future research on wind acceptance. With continued research efforts and a commitment toward implementing research findings into developer and policymaker practice, conflict and perceived injustices around proposed and existing wind energy facilities might be significantly lessened.« less</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26362855','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26362855"><span>The Relevance of Social Theory in the Practice of Environmental Management.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Meissner, Richard</p> <p>2016-10-01</p> <p>In this paper I argue that the dominance of certain paradigms and theories on policies can have an influence on the value added by impact assessments. A link exists between paradigms and theories and policies and consequently the practices humans develop to tackle real world problems. I also argue that different types of thinking (contained in paradigms and theories) need to be integrated, at least at the scientific level, to enhance our understanding of social phenomena. This in turn can have a positive influence on policy processes that follow impact assessment recommendations. I am not arguing for the adoption of theoretical positions by practitioners, Instead, I contend that if impact assessments are informed by a variety of paradigms and theories, the policy practitioner might have a better understanding of the issue and the moral choices he or she needs to make. I will highlight the connection between theory and policies with practical examples from the social impact assessment of the De Hoop Dam, which was constructed on the Steelpoort River. I also argue for an integration of different theories to give a deeper understanding of real world problems.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2006AAS...20924704W','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2006AAS...20924704W"><span>Instruments for Assessment of Instructional Practices in Standards-Based Teaching</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Wainwright, Camille L.</p> <p>2006-12-01</p> <p>This paper describes the development of two forms of an instrument used as a classroom observation protocol, designed to document the impact of reform-based professional development with undergraduate mathematics and science faculty and its impact on the resultant preparation of teachers (PreK 12). A rationale for the development and utilization of this instrument (known as the OTOP, or the Oregon Teacher Observation Protocol) is provided. Constructed upon review of the research on teaching and standards documents in mathematics and science, the protocol formed the basis for data collection in a three-year longitudinal study of teaching practice among early career teachers as well as undergraduate college faculty. In addition, this paper suggests further applications of the observation protocol beyond the original research study purpose. One prominent use for the protocol is in supervisor observations of mathematics and science student teachers.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2008AIPC.1064...46S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2008AIPC.1064...46S"><span>Impact of Chemistry Teachers' Knowledge and Practices on Student Achievement</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Scantlebury, Kathryn</p> <p>2008-10-01</p> <p>Professional development programs promoting inquiry-based teaching are challenged with providing teachers content knowledge and using pedagogical approaches that model standards based instruction. Inquiry practices are also important for undergraduate students. This paper focuses on the evaluation of an extensive professional development program for chemistry teachers that included chemistry content tests for students and the teachers and the impact of undergraduate research experiences on college students' attitudes towards chemistry. Baseline results for the students showed that there were no gender differences on the achievement test but white students scored significantly higher than non-white students. However, parent/adult involvement with chemistry homework and projects, was a significant negative predictor of 11th grade students' test chemistry achievement score. This paper will focus on students' achievement and attitude results for teachers who are mid-way through the program providing evidence that on-going, sustained professional development in content and pedagogy is critical for improving students' science achievement.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013IJSEd..35.3095L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013IJSEd..35.3095L"><span>The Impact of Collaborative Reflections on Teachers' Inquiry Teaching</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Lin, Huann-shyang; Hong, Zuway-R.; Yang, Kuay-keng; Lee, Sung-Tao</p> <p>2013-12-01</p> <p>This study investigates the impact of collaborative reflections on teachers' inquiry teaching practices and identifies supportive actions relating to their professional development. Three science teachers in the same elementary school worked as a cooperative and collaborative group. They attended workshops and worked collaboratively through observing colleagues' teaching practices and discussing with university professors about their own inquiry teaching. The pre- and post-treatment classroom observations and comparisons of their teaching reveal that the three teachers were more focussed on asking inquiry-oriented questions in the post-treatment teaching. With additional qualitative data analysis, this study identified supportive resources of professional development. Workshop training sessions and sample unit served as the initiative agent in the beginning stage. Discussions with peers and reflective observation of peer teaching acted as a facilitative agent. Finally, student responses and researchers' on-site visit comments worked as a catalytic agent for their professional development.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.ars.usda.gov/research/publications/publication/?seqNo115=315595','TEKTRAN'); return false;" href="http://www.ars.usda.gov/research/publications/publication/?seqNo115=315595"><span>Development of CCHE2D embankment break model</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ars.usda.gov/research/publications/find-a-publication/">USDA-ARS?s Scientific Manuscript database</a></p> <p></p> <p></p> <p>Earthen embankment breach often results in detrimental impact on downstream residents and infrastructure, especially those located in the flooding zone. Embankment failures are most commonly caused by overtopping or internal erosion. This study is to develop a practical numerical model for simulat...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24355841','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24355841"><span>Analysis on LID for highly urbanized areas' waterlogging control: demonstrated on the example of Caohejing in Shanghai.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Liao, Z L; He, Y; Huang, F; Wang, S; Li, H Z</p> <p>2013-01-01</p> <p>Although a commonly applied measure across the United States and Europe for alleviating the negative impacts of urbanization on the hydrological cycle, low impact development (LID) has not been widely used in highly urbanized areas, especially in rapidly urbanizing cities in developing countries like China. In this paper, given five LID practices including Bio-Retention, Infiltration Trench, Porous Pavement, Rain Barrels, and Green Swale, an analysis on LID for highly urbanized areas' waterlogging control is demonstrated using the example of Caohejing in Shanghai, China. Design storm events and storm water management models are employed to simulate the total waterlogging volume reduction, peak flow rate reduction and runoff coefficient reduction of different scenarios. Cost-effectiveness is calculated for the five practices. The aftermath shows that LID practices can have significant effects on storm water management in a highly urbanized area, and the comparative results reveal that Rain Barrels and Infiltration Trench are the two most suitable cost-effective measures for the study area.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://dx.doi.org/10.1080/09640568.2011.614426','USGSPUBS'); return false;" href="http://dx.doi.org/10.1080/09640568.2011.614426"><span>Examining the contradiction in 'sustainable urban growth': an example of groundwater sustainability</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Zellner, Moira L.; Reeves, Howard W.</p> <p>2012-01-01</p> <p>The environmental planning literature proposes a set of 'best management practices' for urban development that assumes improvement in environmental quality as a result of specific urban patterns. These best management practices, however, often do not recognise finite biophysical limits and social impacts that urban patterns alone cannot overcome. To shed light on this debate, we explore the effects of different degrees of urban clustering on groundwater levels using a coupled land-use change and groundwater-flow model. Our simulations show that specific urban forms only slow down the impact on groundwater. As population increases, the pattern in which it is accommodated ceases to matter, and widespread depletion ensues. These results are predictable, yet current planning practice tends to take growth for granted and is reluctant to envision either no-growth scenarios or the prospect of depletion. We propose to use simulations such as those presented here to aid in policy discussions that allow decision makers to question the assumption of sustainable growth and suggest alternative forms of development.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23772310','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23772310"><span>The utility of an online diagnostic decision support system (Isabel) in general practice: a process evaluation.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Henderson, Emily J; Rubin, Greg P</p> <p>2013-05-01</p> <p>To evaluate the utility of Isabel, an online diagnostic decision support system developed by Isabel Healthcare primarily for secondary medical care, in the general practice setting. Focus groups were conducted with clinicians to understand why and how they used the system. A modified online post-use survey asked practitioners about its impact on their decision-making. Normalization process theory (NPT) was used as a theoretical framework to determine whether the system could be incorporated into routine clinical practice. The system was introduced by NHS County Durham and Darlington in the UK in selected general practices as a three-month pilot. General practitioners and nurse practitioners who had access to Isabel as part of the Primary Care Trust's pilot. General practitioners' views, experiences and usage of the system. Seven general practices agreed to pilot Isabel. Two practices did not subsequently use it. The remaining five practices conducted searches on 16 patients. Post-use surveys (n = 10) indicated that Isabel had little impact on diagnostic decision-making. Focus group participants stated that, although the diagnoses produced by Isabel in general did not have an impact on their decision-making, they would find the tool useful if it were better tailored to the primary care setting. Our analysis concluded that normalization was not likely to occur in its current form. Isabel was of limited utility in this short pilot study and may need further modification for use in general practice.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27008104','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27008104"><span>Does radiography advanced practice improve patient outcomes and health service quality? A systematic review.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Hardy, Maryann; Johnson, Louise; Sharples, Rachael; Boynes, Stephen; Irving, Donna</p> <p>2016-06-01</p> <p>To investigate the impact of radiographer advanced practice on patient outcomes and health service quality. Using the World Health Organization definition of quality, this review followed the Centre for Reviews and Dissemination guidance for undertaking reviews in healthcare. A range of databases were searched using a defined search strategy. Included studies were assessed for quality using a tool specifically developed for reviewing studies of diverse designs, and data were systematically extracted using electronic data extraction pro forma. 407 articles were identified and reviewed against the inclusion/exclusion criteria. Nine studies were included in the final review, the majority (n = 7) focusing on advanced radiography practice within the UK. Advanced practice activities considered were radiographer reporting, leading patient review clinics and barium enema examinations. The articles were generally considered to be of low-to-moderate quality, with most evaluating advanced practice within a single centre. With respect to specific quality dimensions, the included studies considered cost reduction, patient morbidity, time to treatment and patient satisfaction. No articles reported data relating to time to diagnosis, time to recovery or patient mortality. Radiographer advanced practice is an established activity both in the UK and internationally. However, evidence of the impact of advanced practice in terms of patient outcomes and service quality is limited. This systematic review is the first to examine the evidence base surrounding advanced radiography practice and its impact on patient outcomes and health service quality.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24697953','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24697953"><span>Impact of health instructions on improving knowledge and practices of haemophilia A adolescents: a single centre experience.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>El Dakhakhny, A M; Hesham, M A; Hassan, T H; El Awady, S; Hanfy, M M</p> <p>2014-07-01</p> <p>Nowadays, health education has been elevated to a higher standing in healthcare systems in managing chronic illness; yet, this approach has not received sufficient support in developing countries as these societies still tend to the traditional stage of 'treatment after disease'. Adolescence is a critical period and voyage into adulthood can be more challenging for haemophilia teens. For teens with haemophilia, learning to care for their own disorder is a giant step forward in asserting their independence and preparation for adult life. We aimed to determine impact of health instructions on improving knowledge and practices of haemophilia A adolescents. An interventional study was conducted on 50 haemophilia A adolescents at outpatient clinic of Pediatric Hematology Unit of Zagazig University Hospitals. Three tools were used. The first was a structured interview sheet to evaluate patients' knowledge. The second was a clinical checklist to evaluate patients' practices. The third was health instructions program. Tools were developed by the researchers based on a thorough review of related literature and a full understanding of the needs of haemophilic adolescents. Evaluation of health instructions success was based on comparing scores of tool I and tool II before health instructions (pretest) and after health instructions immediately (posttest) and after 2 months (follow-up test). There was a significant improvement in knowledge and practices of haemophilia A adolescents in posttest and follow-up test compared to pretest. Health instructions have an impact on improving knowledge and practices of haemophilia A adolescents. © 2014 John Wiley & Sons Ltd.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017EGUGA..1919477S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017EGUGA..1919477S"><span>A Multi-criteria Decision Analysis System for Prioritizing Sites and Types of Low Impact Development Practices</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Song, Jae Yeol; Chung, Eun-Sung</p> <p>2017-04-01</p> <p>This study developed a multi-criteria decision analysis framework to prioritize sites and types of low impact development (LID) practices. This framework was systemized as a web-based system coupled with the Storm Water Management Model (SWMM) from the Environmental Protection Agency (EPA). Using the technique for order of preference by similarity to ideal solution (TOPSIS), which is a type of multi-criteria decision-making (MCDM) method, multiple types and sites of designated LID practices are prioritized. This system is named the Water Management Prioritization Module (WMPM) and is an improved version of the Water Management Analysis Module (WMAM) that automatically generates and simulates multiple scenarios of LID design and planning parameters for a single LID type. WMPM can simultaneously determine the priority of multiple LID types and sites. In this study, an infiltration trench and permeable pavement were considered for multiple sub-catchments in South Korea to demonstrate the WMPM procedures. The TOPSIS method was manually incorporated to select the vulnerable target sub-catchments and to prioritize the LID planning scenarios for multiple types and sites considering socio-economic, hydrologic and physical-geometric factors. In this application, the Delphi method and entropy theory were used to determine the subjective and objective weights, respectively. Comparing the ranks derived by this system, two sub-catchments, S16 and S4, out of 18 were considered to be the most suitable places for installing an infiltration trench and porous pavement to reduce the peak and total flow, respectively, considering both socio-economic factors and hydrological effectiveness. WMPM can help policy-makers to objectively develop urban water plans for sustainable development. Keywords: Low Impact Development, Multi-Criteria Decision Analysis, SWMM, TOPSIS, Water Management Prioritization Module (WMPM)</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/14641720','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/14641720"><span>Leading interprofessional practice: a conceptual framework to support practitioners in the field of learning disability.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>McCray, Janet</p> <p>2003-11-01</p> <p>One of the key challenges for practitioners in present day health and social care has been responding effectively in the interprofessional teamwork setting, where collaboration is at the centre of professional activity. For whilst practitioners are expected to work interprofessionally there often remains limited attention to the actual process of interprofessional practice itself, within organizational strategy, local workforce development planning and individual continuing professional development. These concerns were a driver for this research with practitioners in the field of learning disability which resulted in the development of a conceptual framework for interprofessional practice. This paper sets out the process of conceptual framework development, underpinned by the concepts of knowledge of learning disabilities, contextual socialisation, empowerment, conflict management, transforming capability and interprofessional reflection on action. The researcher suggests that the framework may offer clinical leaders in learning disabilities and a range of other practice settings a tool to facilitate individual practitioner development, enabling as it does, the identification of a range of critical factors which impact on the outcomes of interprofessional practice intervention.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.osti.gov/biblio/22334155-health-impact-assessment-united-states-has-practice-followed-standards','SCIGOV-STC'); return false;" href="https://www.osti.gov/biblio/22334155-health-impact-assessment-united-states-has-practice-followed-standards"><span>Health impact assessment in the United States: Has practice followed standards?</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Schuchter, Joseph, E-mail: jws@berkeley.edu; Bhatia, Rajiv; Corburn, Jason</p> <p>2014-07-01</p> <p>As an emerging practice, Health Impact Assessment is heterogeneous in purpose, form, and scope and applied in a wide range of decision contexts. This heterogeneity challenges efforts to evaluate the quality and impact of practice. We examined whether information in completed HIA reports reflected objectively-evaluable criteria proposed by the North American HIA Practice Standards Working Group in 2009. From publically-available reports of HIAs conducted in the U.S. and published from 2009 to 2011, we excluded those that were components of, or comment letters on, Environmental Impact Assessments (5) or were demonstration projects or student exercises (8). For the remaining 23more » reports, we used practice standards as a template to abstract data on the steps of HIA, including details on the rationale, authorship, funding, decision and decision-makers, participation, pathways and methods, quality of evidence, and recommendations. Most reports described screening, scoping, and assessment processes, but there was substantial variation in the extent of these processes and the degree of stakeholder participation. Community stakeholders participated in screening or scoping in just two-thirds of the HIAs (16). On average, these HIAs analyzed 5.5 determinants related to 10.6 health impacts. Most HIA reports did not include evaluation or monitoring plans. This study identifies issues for field development and improvement. The standards might be adapted to better account for variability in resources, produce fit-for-purpose HIAs, and facilitate innovation guided by the principles. - Highlights: • Our study examined reported HIAs in the U.S. against published practice standards. • Most HIAs used some screening, scoping and assessment elements from the standards. • The extent of these processes and stakeholder participation varied widely. • The average HIA considered multiple health determinants and impacts. • Evaluation or monitoring plans were generally not included in reports.« less</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li class="active"><span>18</span></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_18 --> <div id="page_19" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li class="active"><span>19</span></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="361"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29126058','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29126058"><span>Empowering clinical supervisors to flourish though critical companionship.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Mackay, Maria; Stephens, Moira; Wragg, Siobhan; Ebejer, Saskia; Bourgeois, Sharon</p> <p>2018-01-01</p> <p>Education for professional nursing practice has undergone a significant shift over the last few decades impacting nursing practice and the relationship between nurses. Enhancing professional practice and acting as a conduit for empowering nurses to be active participants in their learning and development is Practice Development. This action research project with philosophical premises of critical companionship and human flourishing aimed to develop the knowledge and skills of registered nurses in their ability to provide clinical supervision of nursing students in practice. The overall project consisted of two action research cycles in two different health facilities. Participants in both projects identified similar issues and common learning needs including; how to better understand and develop skills in reflective practice; how to provide a positive learning and enabling environment; and how to provide effective solution focused feedback. Workshop facilitators witnessed the flourishing of participants as they were enabled to negotiate their learning requirements; grow and develop in their roles over the workshop series. Participants themselves identified personal growth in skills, knowledge and confidence in being a preceptor as a result of the workshops in the study. Overall, this study has resulted in the development and capacity building of the nursing workforce clinical placement capacity through the development of clinical supervisors. Copyright © 2017 Elsevier Ltd. All rights reserved.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2010JSEdT..19..546H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2010JSEdT..19..546H"><span>Preservice Teachers' Memories of Their Secondary Science Education Experiences</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Hudson, Peter; Usak, Muhammet; Fančovičová, Jana; Erdoğan, Mehmet; Prokop, Pavol</p> <p>2010-12-01</p> <p>Understanding preservice teachers' memories of their education may aid towards articulating high-impact teaching practices. This study describes 246 preservice teachers' perceptions of their secondary science education experiences through a questionnaire and 28-item survey. ANOVA was statistically significant about participants' memories of science with 15 of the 28 survey items. Descriptive statistics through SPSS further showed that a teacher's enthusiastic nature (87%) and positive attitude towards science (87%) were regarded as highly memorable. In addition, explaining abstract concepts well (79%), and guiding the students' conceptual development with practical science activities (73%) may be considered as memorable secondary science teaching strategies. Implementing science lessons with one or more of these memorable science teaching practices may "make a difference" towards influencing high school students' positive long-term memories about science and their science education. Further research in other key learning areas may provide a clearer picture of high-impact teaching and a way to enhance pedagogical practices.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22647802','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22647802"><span>Developing an advanced practice nurse-led liver clinic.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>McAfee, Jean L</p> <p>2012-01-01</p> <p>End-stage liver disease (ESLD) is a leading cause of digestive disease deaths in the United States and continues to increase exponentially every year. Best practice does not currently recognize or utilize a clinic practice model for ESLD management. Advanced practice registered nurses (APRNs) can impact ESLD disease management by implementing an outpatient clinic care model to focus on treatment compliance, patient education, improvement of patient outcomes, and reduction in hospital admission rates for ESLD patients. A review of 15 research articles was completed to determine the impact APRNs can make on chronic care of ESLD patients. Results from the review support APRN analysis, assessment, diagnosis, treatment, intervention, and evaluation of ESLD patients. The literature reviewed also demonstrates that ESLD patients have improved symptom management when maintained in an outpatient setting, allowing for decreased hospital and insurance expenditures. Following evaluation of the evidence, it was concluded that an APRN-led ESLD clinic merits further study.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=regional+AND+development&pg=5&id=EJ844732','ERIC'); return false;" href="https://eric.ed.gov/?q=regional+AND+development&pg=5&id=EJ844732"><span>Assessing the Impact of Higher Education on Regional Development: Using a Realist Approach for Policy Enhancement</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Higher Education Management and Policy, 2005</p> <p>2005-01-01</p> <p>Higher Education is widely seen as a crucial ingredient in the regional economic development mix, and as fundamental to the development of the knowledge economy (Barclays, 2002). Indeed the Higher Education Funding Council for England has issued broad guidelines for benchmarking good practice in assessing regional development contribution of a…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=life+AND+coaching&pg=6&id=EJ964056','ERIC'); return false;" href="https://eric.ed.gov/?q=life+AND+coaching&pg=6&id=EJ964056"><span>Putting Youth Development into Practice: Learning from an Innovative Fellowship Program</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Fischer, Robert L.; Craven, Monica A. G.; Heilbron, Patricia</p> <p>2011-01-01</p> <p>Professionals who work with youth can have a tremendous impact on the development and life trajectory of these young people. This article reports on an effort to provide support and professional development for those who work with youth during nonschool hours in a youth development fellowship program. Combining intensive residency workshops and a…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=benefits+AND+training+AND+force&id=ED517344','ERIC'); return false;" href="https://eric.ed.gov/?q=benefits+AND+training+AND+force&id=ED517344"><span>The Impact of the Developmental Training Model on Staff Development in Air Force Child Development Programs</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bird, Candace Maria Edmonds</p> <p>2010-01-01</p> <p>In an effort to standardize training delivery and to individualize staff development based on observation and reflective practice, the Air Force implemented the Developmental Training Model (DTM) in its Child Development Programs. The goal of the Developmental Training Model is to enhance high quality programs through improvements in the training…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/6644203','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/6644203"><span>The impact of a private group practice of converting to an automated medical information system.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Templeton, J; Bernes, M; Ostrowski, M</p> <p>1983-08-01</p> <p>As hardware and software developments make medical information systems increasingly available to physicians office practices and outpatients facilities, there is a need to focus on systems installation and conversion issues. In addition to the detailed step-by-step implementation plan, the overall impact of the new system should be anticipated. The purchasers should consider such issues as new information flow and user communication patterns between patient care and ancillary and support departments; restructuring of fundamental approaches to work allocation for either batch or real-time systems; and new emphasis on any departments vital to problem-spotting and solving. At California Primary Physicians (CPP), an awareness of these changes did not develop until well after the official "live" data had passed and the staff had been successfully using the system for several months. This paper explains how the above issues have emerged and the impact they have had on CPP, and provides a framework for anticipating such matters in any system installation.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.osti.gov/biblio/21364601-evaluating-use-social-impact-assessment-context-agricultural-development-projects-iran','SCIGOV-STC'); return false;" href="https://www.osti.gov/biblio/21364601-evaluating-use-social-impact-assessment-context-agricultural-development-projects-iran"><span>Evaluating the use of Social Impact Assessment in the context of agricultural development projects in Iran</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Ahmadvand, Mostafa, E-mail: ahmadvand_2000@yahoo.co; Karami, Ezatollah, E-mail: ekarami@shirazu.ac.i; Zamani, Gholam Hossein, E-mail: zamani@shirazu.ac.i</p> <p>2009-11-15</p> <p>The utilisation of Social Impact Assessment (SIA) in Iran is analysed in terms of its policy context and its application in practice. Five case studies where SIA was employed in conjunction with Environmental Impact Assessments (EIA) for agricultural development projects are evaluated. In addition, the performance of the policy context is assessed. This research revealed that there are legal and institutional constraints to the effective functioning of SIA in Iran, and that there are deficiencies in the operating guidelines. There were serious problems associated with the way SIA was undertaken in all five case studies. Recommendations to improve the policymore » framework for the conduct of SIA are made. The recommendations advocate for a higher profile of SIA within legislation, for social issues to have greater emphasis in official guidelines for the conduct of EIA and SIA, and for a range of measures to increase the professionalism of SIA practice.« less</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4428429','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4428429"><span>Developing Pharmacy Student Communication Skills through Role-Playing and Active Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Zeszotarski, Paula; Ma, Carolyn</p> <p>2015-01-01</p> <p>Objective. To evaluate the impact on pharmacy students of a communication course, which used role-playing to develop active-learning skills. Design. Students role-playing pharmacists in patient care scenarios were critiqued by students and pharmacist faculty members. Grading was performed using the rubric inspired by Bruce Berger’s Communication Skills for Pharmacists. Written skills were evaluated using student written critique questionnaires. Students completed precourse and postcourse self-assessment surveys. Preceptor evaluations were analyzed for course impact. Assessment. Students demonstrated improvement in oral skills based on role-play scores (45.87/50) after practice sessions. The average score based on the student questionnaire was 9.31/10. Gain was demonstrated in all defined course objectives. Impact on introductory pharmacy practice experience (IPPE) communication objectives was insignificant. Student evaluations for course and teaching strategy reflected a high average. Conclusion. Study results demonstrated improvement in oral and written communication skills that may help improve interprofessional teamwork between pharmacists and other health care providers. PMID:25995519</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27550390','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27550390"><span>Drill-specific head impact exposure in youth football practice.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Campolettano, Eamon T; Rowson, Steven; Duma, Stefan M</p> <p>2016-11-01</p> <p>OBJECTIVE Although 70% of football players in the United States are youth players (6-14 years old), most research on head impacts in football has focused on high school, collegiate, or professional populations. The objective of this study was to identify the specific activities associated with high-magnitude (acceleration > 40g) head impacts in youth football practices. METHODS A total of 34 players (mean age 9.9 ± 0.6 years) on 2 youth teams were equipped with helmet-mounted accelerometer arrays that recorded head accelerations associated with impacts in practices and games. Videos of practices and games were used to verify all head impacts and identify specific drills associated with each head impact. RESULTS A total of 6813 impacts were recorded, of which 408 had accelerations exceeding 40g (6.0%). For each type of practice drill, impact rates were computed that accounted for the length of time that teams spent on each drill. The tackling drill King of the Circle had the highest impact rate (95% CI 25.6-68.3 impacts/hr). Impact rates for tackling drills (those conducted without a blocker [95% CI 14.7-21.9 impacts/hr] and those with a blocker [95% CI 10.5-23.1 impacts/hr]) did not differ from game impact rates (95% CI 14.2-21.6 impacts/hr). Tackling drills were observed to have a greater proportion (between 40% and 50%) of impacts exceeding 60g than games (25%). The teams in this study participated in tackling or blocking drills for only 22% of their overall practice times, but these drills were responsible for 86% of all practice impacts exceeding 40g. CONCLUSIONS In youth football, high-magnitude impacts occur more often in practices than games, and some practice drills are associated with higher impact rates and accelerations than others. To mitigate high-magnitude head impact exposure in youth football, practices should be modified to decrease the time spent in drills with high impact rates, potentially eliminating a drill such as King of the Circle altogether.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5289134','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5289134"><span>Drill-specific head impact exposure in youth football practice</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Campolettano, Eamon T.; Rowson, Steven; Duma, Stefan M.</p> <p>2017-01-01</p> <p>OBJECTIVE Although 70% of football players in the United States are youth players (6–14 years old), most research on head impacts in football has focused on high school, collegiate, or professional populations. The objective of this study was to identify the specific activities associated with high-magnitude (acceleration > 40g) head impacts in youth football practices. METHODS A total of 34 players (mean age 9.9 ± 0.6 years) on 2 youth teams were equipped with helmet-mounted accelerometer arrays that recorded head accelerations associated with impacts in practices and games. Videos of practices and games were used to verify all head impacts and identify specific drills associated with each head impact. RESULTS A total of 6813 impacts were recorded, of which 408 had accelerations exceeding 40g (6.0%). For each type of practice drill, impact rates were computed that accounted for the length of time that teams spent on each drill. The tackling drill King of the Circle had the highest impact rate (95% CI 25.6–68.3 impacts/hr). Impact rates for tackling drills (those conducted without a blocker [95% CI 14.7–21.9 impacts/hr] and those with a blocker [95% CI 10.5–23.1 impacts/hr]) did not differ from game impact rates (95% CI 14.2–21.6 impacts/hr). Tackling drills were observed to have a greater proportion (between 40% and 50%) of impacts exceeding 60g than games (25%). The teams in this study participated in tackling or blocking drills for only 22% of their overall practice times, but these drills were responsible for 86% of all practice impacts exceeding 40g. CONCLUSIONS In youth football, high-magnitude impacts occur more often in practices than games, and some practice drills are associated with higher impact rates and accelerations than others. To mitigate high-magnitude head impact exposure in youth football, practices should be modified to decrease the time spent in drills with high impact rates, potentially eliminating a drill such as King of the Circle altogether. PMID:27550390</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/17688563','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/17688563"><span>Helping or hindering: the role of nurse managers in the transfer of practice development learning.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Currie, Kay; Tolson, Debbie; Booth, Jo</p> <p>2007-09-01</p> <p>This paper reports selected findings from a recent PhD study exploring how graduates from a BSc Specialist Nursing programme, with an NMC-approved Specialist Practitioner Qualification, engage in practice development during their subsequent careers. The UKCC (1998) defines specialist practice as requiring higher levels of judgement, discretion and decision-making, with leadership in clinical practice development forming a core dimension of this level of practice. However, there is little evidence in the published literature that describes or evaluates the practice development role of graduate specialist practitioners. This study applied a modified Glaserian approach to grounded theory methods. A preliminary descriptive survey questionnaire was posted to all graduates from the programme, response rate of 45% (n=102). From these respondents, theoretical sampling decisions directed the selection of 20 participants for interview, permitting data saturation. The grounded theory generated by this study discovered a basic social process labelled 'making a difference', whereby graduate specialist practitioners are increasingly able to impact in developing patient care at a strategic level by coming to own the identity of an expert practitioner (Currie, 2006). Contextual factors strongly influence the practitioner journey, with organizational position and other people presenting enabling or blocking conditions. The line manager plays a crucial role in helping or hindering graduate specialist practitioners to transfer their learning to the clinical setting and become active in practice development. Recommendations to enhance managerial support for the practice development role of graduate specialist practitioners are proposed. ADDING TO CURRENT KNOWLEDGE: This work adds to currently limited knowledge of the graduate specialist practitioners' role in the leadership of clinical practice development. In addition, the findings emphasize the potential influence of the workplace environment by analyzing organizational factors in the specific context of the graduate specialist practitioner attempting to develop practice.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25125163','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25125163"><span>[A new vision of nursing: the evolution and development of evidence-based nursing].</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Chiang, Li-Chi</p> <p>2014-08-01</p> <p>The concept and principles of evidence-based medicine (EBM), first introduced in 1996 in the UK and Canada, have greatly impacted healthcare worldwide. Evidence-based care is a new approach to healthcare that works to reduce the gap between evidence and practice in order to further the scientific credentials and practices of the nursing profession. The revolution in healthcare has perhaps most noticeably impacted the nursing sciences. Today, new methodologies are increasingly synthesizing knowledge, while expanded access to publication resources is creating a new era in evidence-based nursing. Therefore, we expect to see in Taiwan the increased sharing of innovative implementations of evidence-based nursing practice and promotion campaigns and the exploration of a new evidence-based nursing paradigm for incorporating evidence-based concepts into the policymaking process, nursing practice, and nursing education. All scientists in clinical care, education, and research are responsible to establish scientific nursing knowledge in support of the evidence-based nursing practice.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29350694','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29350694"><span>Collaborative Practice Model: Improving the Delivery of Bad News.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Bowman, Pamela N; Slusser, Kim; Allen, Deborah</p> <p>2018-02-01</p> <p>Ideal bad news delivery requires skilled communication and team support. The literature has primarily focused on patient preferences, impact on care decisions, healthcare roles, and communication styles, without addressing systematic implementation. This article describes how an interdisciplinary team, led by advanced practice nurses, developed and implemented a collaborative practice model to deliver bad news on a unit that had struggled with inconsistencies. Using evidence-based practices, the authors explored current processes, role perceptions and expectations, and perceived barriers to developing the model, which is now the standard of care and an example of interprofessional team collaboration across the healthcare system. This model for delivering bad news can be easily adapted to meet the needs of other clinical units. .</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23016800','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23016800"><span>Coach behaviours and practice structures in youth soccer: implications for talent development.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Cushion, Chris; Ford, Paul R; Williams, A Mark</p> <p>2012-01-01</p> <p>Coaches are central to talent development in youth soccer and what they say and do impacts on players' achievements and well-being. Researchers have systematically observed coach behaviour and practice activities within this setting (i.e. 'what coaches do'). We review this research in light of contemporary discussion that highlights a potential 'theory-practice' divide. Our main example focuses on the discrepancy between coaching behaviour and research from the sports science sub-discipline areas of motor learning and skill acquisition that relate to how best to design practice sessions and provide instruction (i.e., 'what coaches should probably do'). The underlying reasons for this discrepancy are discussed and recommendations made to address this disparity in research, education and coach behaviours.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/17464573','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/17464573"><span>Narratives about illness and medication: a neglected theme/new methodology within pharmacy practice research. Part II: medication narratives in practice.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Ryan, Kath; Bissell, Paul; Morecroft, Charles</p> <p>2007-08-01</p> <p>Part 2 of this paper aims to provide a methodological framework for the study of medication narratives, including a semi-structured interview guide and suggested method of analysis, in an attempt to aid the development of narrative scholarship within pharmacy practice research. Examples of medication narratives are provided to illustrate their diversity and usefulness. The framework is derived from the work of other researchers and adapted for our specific purpose. It comes from social psychology, narrative psychology, narrative anthropology, sociology and critical theory and fits within the social constructionist paradigm. The suggested methods of analysis could broadly be described as narrative analysis and discourse analysis. Examples of medication narratives are chosen from a variety of sources and brief interpretations are presented by way of illustration. Narrative analysis, a neglected area of research in pharmacy practice, has the potential to provide new understanding about how people relate to their medicines, how pharmacists are engaged in producing narratives and the importance of narrative in the education of students. IMPACT OF THE ARTICLE: This article aims to have the following impact on pharmacy practice research: Innovative approach to researching and conceptualising the use of medicines. Introduction of a new theoretical perspective and methodology. Incorporation of social science research methods into pharmacy practice research. Development of narrative scholarship within pharmacy.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24370321','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24370321"><span>Contributions of treatment theory and enablement theory to rehabilitation research and practice.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Whyte, John</p> <p>2014-01-01</p> <p>Scientific theory is crucial to the advancement of clinical research. The breadth of rehabilitation treatment requires that many different theoretical perspectives be incorporated into the design and testing of treatment interventions. In this article, the 2 broad classes of theory relevant to rehabilitation research and practice are defined, and their distinct but complementary contributions to research and clinical practice are explored. These theory classes are referred to as treatment theories (theories about how to effect change in clinical targets) and enablement theories (theories about how changes in a proximal clinical target will influence distal clinical aims). Treatment theories provide the tools for inducing clinical change but do not specify how far reaching the ultimate impact of the change will be. Enablement theories model the impact of changes on other areas of function but provide no insight as to how treatment can create functional change. Treatment theories are more critical in the early stages of treatment development, whereas enablement theories become increasingly relevant in specifying the clinical significance and practical effectiveness of more mature treatments. Understanding the differences in the questions these theory classes address and how to combine their insights is crucial for effective research development and clinical practice. Copyright © 2014 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4123431','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4123431"><span>Intergenerational impact of maternal obesity and postnatal feeding practices on pediatric obesity</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Thompson, Amanda L.</p> <p>2014-01-01</p> <p>The postnatal feeding practices of obese and overweight mothers may place their children at particular risk for the development of obesity through shared biology and family environments. This paper reviews the feeding practices of obese mothers, describes potential mechanisms linking maternal feeding behaviors to child obesity risk, and highlights potential avenues for intervention. This review documents that supporting breastfeeding, improving the food choices of obese women, and encouraging the development of feeding styles that are responsive to hunger and satiety cues are important for improving the quality of the eating environment and preventing the intergenerational transmission of obesity. PMID:24147925</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24147925','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24147925"><span>Intergenerational impact of maternal obesity and postnatal feeding practices on pediatric obesity.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Thompson, Amanda L</p> <p>2013-10-01</p> <p>The postnatal feeding practices of obese and overweight mothers may place their children at increased risk for the development of obesity through shared biology and family environments. This article reviews the feeding practices of obese mothers, describes the potential mechanisms linking maternal feeding behaviors to child obesity risk, and highlights the potential avenues of intervention. Strategies important for improving the quality of the eating environment and preventing the intergenerational transmission of obesity include supporting breastfeeding, improving the food choices of obese women, and encouraging the development of feeding styles that are responsive to hunger and satiety cues. © 2013 International Life Sciences Institute.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=188024&keyword=adopt&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=188024&keyword=adopt&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>A Streamlined Monitoring Framework for Low Impact Development Stormwater Management Practices - Cleveland</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>Suburban development surrounding extant urban cores provides watershed managers with two distinct scenarios. The first is abandonment of urban residential zones and problems associated with revitalization in areas where aquatic resources are in poor condition. The second is new d...</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li class="active"><span>19</span></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_19 --> <div id="page_20" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li class="active"><span>20</span></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="381"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=environmental+AND+occupational&pg=6&id=EJ911252','ERIC'); return false;" href="https://eric.ed.gov/?q=environmental+AND+occupational&pg=6&id=EJ911252"><span>Sustainable Development, Systems Thinking and Professional Practice</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Martin, Stephen</p> <p>2008-01-01</p> <p>This article explores the impact of the sustainable development (SD) agenda on the occupational and professional needs of those who have undergone educational and training programmes in the environmental field either at the undergraduate or the postgraduate level or through relevant professional institutions' continuing professional development…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://rosap.ntl.bts.gov/view/dot/28602','DOTNTL'); return false;" href="https://rosap.ntl.bts.gov/view/dot/28602"><span>Investigation of best practices for maintenance of concrete bridge railings : [tech summary].</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntlsearch.bts.gov/tris/index.do">DOT National Transportation Integrated Search</a></p> <p></p> <p>2015-01-01</p> <p>The development of bio lms on concrete structures has a negative impact on aesthetics as well as on the performance and integrity : of concrete structures. Bio lms develop and grow easily when the right conditions are present, such as high rela...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1131004.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1131004.pdf"><span>The Impact of Feedback on Phonological Awareness Development</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kazakou, Maria N.; Soulis, Spyros</p> <p>2014-01-01</p> <p>The utilization of Information and Communication Technologies (ICT) in educational practice is indispensable, while it becomes imperative in the education of individuals with special educational needs, as it promotes the application of Individualized Education Programs. Feedback in digital activities aiming at phonological awareness development is…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/AD1000567','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/AD1000567"><span>Early Exercise in the Burn Intensive Care Unit Decreases Hospital Stay, Improves Mental Health, and Physical Performance</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>2015-10-01</p> <p>Introduction 4 2. Keywords 4 3. Accomplishments 4 4. Impact 6 5. Changes/Problems 8 6. Products 10 7. Participants & Other Collaborating...to accomplish the goals and objectives. 4. IMPACT : Describe distinctive contributions, major accomplishments, innovations...successes, or any change in practice or behavior that has come about as a result of the project relative to: What was the impact on the development</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=hardman&pg=5&id=EJ827161','ERIC'); return false;" href="https://eric.ed.gov/?q=hardman&pg=5&id=EJ827161"><span>Changing Pedagogical Practice in Kenyan Primary Schools: The Impact of School-Based Training</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hardman, Frank; Abd-Kadir, Jan; Agg, Catherine; Migwi, James; Ndambuku, Jacinta; Smith, Fay</p> <p>2009-01-01</p> <p>This study reports on an investigation into the impact of a national, school-based teacher development programme on learning and teaching in Kenyan primary schools. Building on a national baseline study (n=102), 144 video-recorded lessons, covering the teaching of English, maths and science at Standards 3 and 6, were analysed to investigate…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.fs.usda.gov/treesearch/pubs/41126','TREESEARCH'); return false;" href="https://www.fs.usda.gov/treesearch/pubs/41126"><span>Ethical implications of democratic theory for U.S. public participation in environmental impact assessment</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.fs.usda.gov/treesearch/">Treesearch</a></p> <p>Marion Hourdequin; Peter Landres; Mark J. Hanson; David R. Craig</p> <p>2012-01-01</p> <p>Traditional mechanisms for public participation in environmental impact assessment under U.S. federal law have been criticized as ineffective and unable to resolve conflict. As these mechanisms are modified and new approaches developed, we argue that participation should be designed and evaluated not only on practical grounds of cost-effectiveness and efficiency, but...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=family&pg=4&id=EJ968129','ERIC'); return false;" href="https://eric.ed.gov/?q=family&pg=4&id=EJ968129"><span>The Family Impact Lens: A Family-Focused, Evidence-Informed Approach to Policy and Practice</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bogenschneider, Karen; Little, Olivia M.; Ooms, Theodora; Benning, Sara; Cadigan, Karen; Corbett, Thomas</p> <p>2012-01-01</p> <p>Families have long been recognized for the contributions they make to their members and to society. Yet families are seldom substantively incorporated into the normal course of policy and program development, implementation, and evaluation. We propose the family impact lens as one way to shift the rhetoric from appreciating families to…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=scientific+AND+argument+AND+middle+AND+school+AND+students&pg=2&id=EJ1026626','ERIC'); return false;" href="https://eric.ed.gov/?q=scientific+AND+argument+AND+middle+AND+school+AND+students&pg=2&id=EJ1026626"><span>Teachers' Pedagogical Content Knowledge of Scientific Argumentation: The Impact of Professional Development on K-12 Teachers</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McNeill, Katherine L.; Knight, Amanda M.</p> <p>2013-01-01</p> <p>One of the hallmarks of science and science education is the production of new knowledge about the natural world through objective argument and critique. Teachers' understanding of scientific argumentation impacts how they incorporate this important scientific practice into science classrooms. This study examined how three professional…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=impact+AND+art&pg=6&id=EJ891406','ERIC'); return false;" href="https://eric.ed.gov/?q=impact+AND+art&pg=6&id=EJ891406"><span>Using Mixed Methods to Study First-Year College Impact on Liberal Arts Learning Outcomes</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Seifert, Tricia A.; Goodman, Kathleen; King, Patricia M.; Baxter Magolda, Marcia B.</p> <p>2010-01-01</p> <p>This study details the collection, analysis, and interpretation of data from a national multi-institutional longitudinal mixed methods study of college impact and student development of liberal arts outcomes. The authors found three sets of practices in the quantitative data that corroborated with the themes that emerged from the qualitative data:…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=comparative+AND+research+AND+design&pg=5&id=EJ924681','ERIC'); return false;" href="https://eric.ed.gov/?q=comparative+AND+research+AND+design&pg=5&id=EJ924681"><span>Impact of Curriculum Training on State-Funded Prekindergarten Teachers' Knowledge, Beliefs, and Practices</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Breffni, Lorraine</p> <p>2011-01-01</p> <p>The number of state-funded prekindergarten programs continues to grow in the United States. The quality of these early childhood programs, however, often depends on the type of professional development provided. In this investigative study, an experimental pre-post causal-comparative research design was employed to evaluate the impact of an 8-week…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26622034','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26622034"><span>Digital communication between clinician and patient and the impact on marginalised groups: a realist review in general practice.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Huxley, Caroline J; Atherton, Helen; Watkins, Jocelyn Anstey; Griffiths, Frances</p> <p>2015-12-01</p> <p>Increasingly, the NHS is embracing the use of digital communication technology for communication between clinicians and patients. Policymakers deem digital clinical communication as presenting a solution to the capacity issues currently faced by general practice. There is some concern that these technologies may exacerbate existing inequalities in accessing health care. It is not known what impact they may have on groups who are already marginalised in their ability to access general practice. To assess the potential impact of the availability of digital clinician-patient communication on marginalised groups' access to general practice in the UK. Realist review in general practice. A four-step realist review process was used: to define the scope of the review; to search for and scrutinise evidence; to extract and synthesise evidence; and to develop a narrative, including hypotheses. Digital communication has the potential to overcome the following barriers for marginalised groups: practical access issues, previous negative experiences with healthcare service/staff, and stigmatising reactions from staff and other patients. It may reduce patient-related barriers by offering anonymity and offers advantages to patients who require an interpreter. It does not impact on inability to communicate with healthcare professionals or on a lack of candidacy. It is likely to work best in the context of a pre-existing clinician-patient relationship. Digital communication technology offers increased opportunities for marginalised groups to access health care. However, it cannot remove all barriers to care for these groups. It is likely that they will remain disadvantaged relative to other population groups after their introduction. © British Journal of General Practice 2015.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=CHIROPRACTIC&id=ED519814','ERIC'); return false;" href="https://eric.ed.gov/?q=CHIROPRACTIC&id=ED519814"><span>An Investigation into the Faculty Development Practices in Chiropractic Education Programs</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Scaringe, John G.</p> <p>2010-01-01</p> <p>A descriptive case study design using a cross-sectional quantitative survey method was used to investigate the impact of faculty development programs on teaching effectiveness perceived by faculty teaching at chiropractic colleges in the United States. The availability of faculty development programs related to teaching and student learning was…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=peer+AND+teaching&pg=6&id=EJ1046302','ERIC'); return false;" href="https://eric.ed.gov/?q=peer+AND+teaching&pg=6&id=EJ1046302"><span>Situated Learning, Reflective Practice and Conceptual Expansion: Effective Peer Observation for Tutor Development</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bell, Amani; Mladenovic, Rosina</p> <p>2015-01-01</p> <p>Despite tutors' importance, they often encounter inadequate professional development and support. This study describes the impact of peer observation of teaching activities on tutors' professional development using multiple data-sets over a three-year period. The data was analysed according to three themes: situated learning, reflective practice…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=knowledge+AND+behavior+AND+change&pg=5&id=EJ1151762','ERIC'); return false;" href="https://eric.ed.gov/?q=knowledge+AND+behavior+AND+change&pg=5&id=EJ1151762"><span>Online Teacher Professional Development for Gifted Education: Examining the Impact of a New Pedagogical Model</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Edinger, Matthew J.</p> <p>2017-01-01</p> <p>This article theoretically develops and examines the outcomes of a pilot study that evaluates the PACKaGE Model of online Teacher Professional Development (the Model). The Model was created to facilitate positive pedagogical change within gifted education teachers' practice, attitude, collaboration, content knowledge, and goal effectiveness.…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=business+AND+mathematics&pg=4&id=EJ1028800','ERIC'); return false;" href="https://eric.ed.gov/?q=business+AND+mathematics&pg=4&id=EJ1028800"><span>Professional Development Strategically Connecting Mathematics and Science: The Impact on Teachers' Confidence and Practice</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Baxter, Juliet A.; Ruzicka, Angie; Beghetto, Ronald A.; Livelybrooks, Dean</p> <p>2014-01-01</p> <p>The press to integrate mathematics and science comes from researchers, business leaders, and educators, yet research that examines ways to support teachers in relating these disciplines is scant. Using research on science and mathematics professional development, we designed a professional development project to help elementary teachers improve…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=employee+AND+turnover&pg=4&id=EJ875622','ERIC'); return false;" href="https://eric.ed.gov/?q=employee+AND+turnover&pg=4&id=EJ875622"><span>Toward a Theoretical Model of Employee Turnover: A Human Resource Development Perspective</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Peterson, Shari L.</p> <p>2004-01-01</p> <p>This article sets forth the Organizational Model of Employee Persistence, influenced by traditional turnover models and a student attrition model. The model was developed to clarify the impact of organizational practices on employee turnover from a human resource development (HRD) perspective and provide a theoretical foundation for research on…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=impact+AND+leadership+AND+poverty&pg=2&id=ED513753','ERIC'); return false;" href="https://eric.ed.gov/?q=impact+AND+leadership+AND+poverty&pg=2&id=ED513753"><span>Elementary School Principals' Knowledge of Literacy Development and Instruction and Students' Reading Achievement</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sherrill, Carol A.</p> <p>2009-01-01</p> <p>The purpose of this dissertation was to determine if the knowledge of literacy development and reading instruction practices an elementary school principal possesses impacts the level of reading achievement of his/her students. Principals' scores on an assessment of knowledge of literacy development and instruction were compared to students'…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23881111','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23881111"><span>Head impact exposure in youth football: elementary school ages 9-12 years and the effect of practice structure.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Cobb, Bryan R; Urban, Jillian E; Davenport, Elizabeth M; Rowson, Steven; Duma, Stefan M; Maldjian, Joseph A; Whitlow, Christopher T; Powers, Alexander K; Stitzel, Joel D</p> <p>2013-12-01</p> <p>Head impact exposure in youth football has not been well-documented, despite children under the age of 14 accounting for 70% of all football players in the United States. The objective of this study was to quantify the head impact exposure of youth football players, age 9-12, for all practices and games over the course of single season. A total of 50 players (age = 11.0 ± 1.1 years) on three teams were equipped with helmet mounted accelerometer arrays, which monitored each impact players sustained during practices and games. During the season, 11,978 impacts were recorded for this age group. Players averaged 240 ± 147 impacts for the season with linear and rotational 95th percentile magnitudes of 43 ± 7 g and 2034 ± 361 rad/s(2). Overall, practice and game sessions involved similar impact frequencies and magnitudes. One of the three teams however, had substantially fewer impacts per practice and lower 95th percentile magnitudes in practices due to a concerted effort to limit contact in practices. The same team also participated in fewer practices, further reducing the number of impacts each player experienced in practice. Head impact exposures in games showed no statistical difference. While the acceleration magnitudes among 9-12 year old players tended to be lower than those reported for older players, some recorded high magnitude impacts were similar to those seen at the high school and college level. Head impact exposure in youth football may be appreciably reduced by limiting contact in practices. Further research is required to assess whether such a reduction in head impact exposure will result in a reduction in concussion incidence.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29935447','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29935447"><span>Integrated hydro-environmental impact assessment and alternative selection of low impact development practices in small urban catchments.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Yang, Yang; Chui, Ting Fong May</p> <p>2018-06-20</p> <p>Attention is increasingly being paid to low impact development (LID) practices in urban stormwater management. Because LID practices offer a wide variety of hydro-environmental benefits, it is often necessary to account for these benefits collectively in cost-benefit analysis and LID alternative selection. The conventional methods of quantifying these benefits, however, can hardly incorporate the preferences of decision makers, and commonly involve tedious parameter estimations. To address these shortcomings, this study adopts a relative performance evaluation method to assess the various hydro-environmental impacts of LID alternatives in small urban catchments. This study considers several categories of hydro-environmental impacts, including water balance impact, surface pollutant load abatement, and combined sewer overflow and flood risk mitigation. Several performance indicators are used for each impact category. The system-wide effectiveness of an LID alternative is then derived by the weighted aggregation of its indicator scores, which are obtained by comparing its performance with that of all of the other alternatives. The hydro-environmental impact of green roofs and bioretention cells of varying areas in New York City, U.S. are investigated in detail. The results suggest that a green roof that covers the whole catchment is as effective as a bioretention cell that covers 3%-5% of the catchment in terms of stormwater management, and that the effectiveness of a bioretention cell doubles when its surface area increases from 2% to 10% of the catchment area. These assessment results are influenced by catchment-specific assessment criteria (e.g., the high flow threshold) and management interests, which suggests that design guidelines for different catchments should be tailored to their natural and drainage characteristics. The framework used in this study allows stakeholders' interests to be reflected in LID alternative selections and the implications of different design guidelines to be thoroughly investigated. Copyright © 2018 Elsevier Ltd. All rights reserved.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3866662','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3866662"><span>Avoidable challenges of a nuclear medicine facility in a developing nation</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Adedapo, Kayode Solomon; Onimode, Yetunde Ajoke; Ejeh, John Enyi; Adepoju, Adewale Oluwaseun</p> <p>2013-01-01</p> <p>The role of nuclear medicine in disease management in a developing nation is as impactful as it is in other regions of the world. However, in the developing world, the practice of nuclear medicine is faced with a myriad of challenges, which can be easily avoided. In this review, we examine the many avoidable challenges to the practice of nuclear medicine in a developing nation. The review is largely based on personal experiences of the authors who are the pioneers and current practitioners of nuclear medicine in a typical developing nation. If the challenges examined in this review are avoided, the practice of nuclear medicine in such a nation will be more effective and practitioners will be more efficient in service delivery. Hence, the huge benefits of nuclear medicine will be made available to patients in such a developing nation. PMID:24379527</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li class="active"><span>20</span></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_20 --> <div id="page_21" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li class="active"><span>21</span></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="401"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23629099','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23629099"><span>Social media use and impact on plastic surgery practice.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Vardanian, Andrew J; Kusnezov, Nicholas; Im, Daniel D; Lee, James C; Jarrahy, Reza</p> <p>2013-05-01</p> <p>Social media platforms have revolutionized the way human beings communicate, yet there is little evidence describing how the plastic surgery community has adopted social media. In this article, the authors evaluate current trends in social media use by practicing plastic surgeons. An anonymous survey on the use of social media was distributed to members of the American Society of Plastic Surgeons. Prevalent patterns of social media implementation were elucidated. One-half of respondents were regular social media users. Reasons for using social media included the beliefs that incorporation of social media into medical practice is inevitable (56.7 percent), that they are an effective marketing tool (52.1 percent), and that they provide a forum for patient education (49 percent). Surgeons with a primarily aesthetic surgery practice were more likely to use social media. Most respondents (64.6 percent) stated that social media had no effect on their practice, whereas 33.8 percent reported a positive impact and 1.5 percent reported a negative impact. This study depicts current patterns of social media use by plastic surgeons, including motivations driving its implementation and impressions on its impact. Many feel that social media are an effective marketing tool that generates increased exposure and referrals. A small number of surgeons have experienced negative repercussions from social media involvement. Our study reveals the presence of a void. There is a definite interest among those surveyed in developing best practice standards and oversight to ensure ethical use of social media platforms throughout the plastic surgery community. Continuing discussion regarding these matters should be ongoing as our experience with social media in plastic surgery evolves.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=20000094534&hterms=space+debris&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D50%26Ntt%3Dspace%2Bdebris','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=20000094534&hterms=space+debris&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D50%26Ntt%3Dspace%2Bdebris"><span>International Space Station (ISS) Meteoroid/Orbital Debris Shielding</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Christiansen, Eric L.</p> <p>1999-01-01</p> <p>Design practices to provide protection for International Space Station (ISS) crew and critical equipment from meteoroid and orbital debris (M/OD) Impacts have been developed. Damage modes and failure criteria are defined for each spacecraft system. Hypervolocity Impact -1 - and analyses are used to develop ballistic limit equations (BLEs) for each exposed spacecraft system. BLEs define Impact particle sizes that result in threshold failure of a particular spacecraft system as a function of Impact velocity, angles and particle density. The BUMPER computer code Is used to determine the probability of no penetration (PNP) that falls the spacecraft shielding based on NASA standard meteoroid/debris models, a spacecraft geometry model, and the BLEs. BUMPER results are used to verify spacecraft shielding requirements Low-weight, high-performance shielding alternatives have been developed at the NASA Johnson Space Center (JSC) Hypervelocity Impact Technology Facility (HITF) to meet spacecraft protection requirements.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016EnMan..57..856W','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016EnMan..57..856W"><span>Retrofitting LID Practices into Existing Neighborhoods: Is It Worth It?</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Wright, Timothy J.; Liu, Yaoze; Carroll, Natalie J.; Ahiablame, Laurent M.; Engel, Bernard A.</p> <p>2016-04-01</p> <p>Low-impact development (LID) practices are gaining popularity as an approach to manage stormwater close to the source. LID practices reduce infrastructure requirements and help maintain hydrologic processes similar to predevelopment conditions. Studies have shown LID practices to be effective in reducing runoff and improving water quality. However, little has been done to aid decision makers in selecting the most effective practices for their needs and budgets. The long-term hydrologic impact assessment LID model was applied to four neighborhoods in Lafayette, Indiana using readily available data sources to compare LID practices by analyzing runoff volumes, implementation cost, and the approximate period needed to achieve payback on the investment. Depending on the LID practice and adoption level, 10-70 % reductions in runoff volumes could be achieved. The cost per cubic meter of runoff reduction was highly variable depending on the LID practice and the land use to which it was applied, ranging from around 3 to almost 600. In some cases the savings from reduced runoff volumes paid back the LID practice cost with interest in less than 3 years, while in other cases it was not possible to generate a payback. Decision makers need this information to establish realistic goals and make informed decisions regarding LID practices before moving into detailed designs, thereby saving time and resources.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4183914','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4183914"><span>Using Health Provider Insights to Inform Pediatric HIV Disclosure: A Qualitative Study and Practice Framework from Kenya</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>John-Stewart, Grace; Shah, Brandi; Wamalwa, Dalton; Maleche-Obimbo, Elizabeth; Kelley, Maureen</p> <p>2014-01-01</p> <p>Abstract Optimal pediatric HIV disclosure impacts illness and developmental experiences while improving access to timely treatment. However, disclosure rates in high HIV prevalence countries remain low and there are limited data on best practices. We conducted a qualitative study of disclosure practices and interviewed healthcare providers from five pediatric HIV clinics in Kenya. We identified themes central to disclosure practices, rationale for approaches, barriers to implementing disclosure, and creative strategies to overcome challenges. We used these insights to develop a practice-based framework for disclosure that is sensitive to practical challenges. Overall, providers had limited training but extensive experience in disclosure, endorsed individualized disclosure practices, invested substantial time on disclosure despite clinical burden, and noted adverse outcomes associated with unplanned or abrupt disclosure. Providers advocated for an approach to disclosure that is child-centered but respects caregiver fears and values. Caregiver support was provided to enable caregivers to be the person who ultimately disclosed HIV status to children. Unplanned or abrupt disclosure to children was reported to have severe and persistent adverse impact and was a stimulus to accelerate disclosure in scenarios when providers believed children may be suspecting their diagnosis. Based on these expert insights, the framework we developed incorporates concurrent evaluation of child and caregiver readiness, identifies cues to prompt disclosure discussions, includes caregiver education and support, and utilizes a gradual approach of unveiling HIV diagnosis to the child. PMID:25216105</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2012ERL.....7d4022F','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2012ERL.....7d4022F"><span>Human impacts on terrestrial hydrology: climate change versus pumping and irrigation</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Ferguson, Ian M.; Maxwell, Reed M.</p> <p>2012-12-01</p> <p>Global climate change is altering terrestrial water and energy budgets, with subsequent impacts on surface and groundwater resources; recent studies have shown that local water management practices such as groundwater pumping and irrigation similarly alter terrestrial water and energy budgets over many agricultural regions, with potential feedbacks on weather and climate. Here we use a fully-integrated hydrologic model to directly compare effects of climate change and water management on terrestrial water and energy budgets of a representative agricultural watershed in the semi-arid Southern Great Plains, USA. At local scales, we find that the impacts of pumping and irrigation on latent heat flux, potential recharge and water table depth are similar in magnitude to the impacts of changing temperature and precipitation; however, the spatial distributions of climate and management impacts are substantially different. At the basin scale, the impacts on stream discharge and groundwater storage are remarkably similar. Notably, for the watershed and scenarios studied here, the changes in groundwater storage and stream discharge in response to a 2.5 °C temperature increase are nearly equivalent to those from groundwater-fed irrigation. Our results imply that many semi-arid basins worldwide that practice groundwater pumping and irrigation may already be experiencing similar impacts on surface water and groundwater resources to a warming climate. These results demonstrate that accurate assessment of climate change impacts and development of effective adaptation and mitigation strategies must account for local water management practices.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24791455','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24791455"><span>Online communities of practice and their role in educational development: a systematic appraisal.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Swift, Lynn</p> <p>2014-04-01</p> <p>Practice teachers and academics have a role in developing knowledge and promoting evidence-based practice with their students in a supportive and creative learning environment. Recent advances in technology are enabling communities of practice' (CoPs) to be developed online and may present a valuable opportunity to form greater connections between educators. To explore this idea, the author conducted a systematic appraisal of published evidence relating to the impact of using an online CoP (OCoP) to develop knowledge among healthcare educators. Three academic databases were targeted for articles and the search retrieved nine articles that were analysed for quality. The findings identified that an OCoP offers a 'polycontextual' environment that can enhance knowledge development, strengthen social ties and build social capital. Communities that support tacit knowledge development, information sharing and problem solving are most valued and existing information and communication technology (ICT) tools can be used to promote usability and accessibility. Recognising the value of tacit knowledge and using ICT for educational development within workload hours will require a shift in cultural thinking at both an individual and organisational level.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3641117','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3641117"><span>Potential of Best Practice to Reduce Impacts from Oil and Gas Projects in the Amazon</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Finer, Matt; Jenkins, Clinton N.; Powers, Bill</p> <p>2013-01-01</p> <p>The western Amazon continues to be an active and controversial zone of hydrocarbon exploration and production. We argue for the urgent need to implement best practices to reduce the negative environmental and social impacts associated with the sector. Here, we present a three-part study aimed at resolving the major obstacles impeding the advancement of best practice in the region. Our focus is on Loreto, Peru, one of the largest and most dynamic hydrocarbon zones in the Amazon. First, we develop a set of specific best practice guidelines to address the lack of clarity surrounding the issue. These guidelines incorporate both engineering-based criteria and key ecological and social factors. Second, we provide a detailed analysis of existing and planned hydrocarbon activities and infrastructure, overcoming the lack of information that typically hampers large-scale impact analysis. Third, we evaluate the planned activities and infrastructure with respect to the best practice guidelines. We show that Loreto is an extremely active hydrocarbon front, highlighted by a number of recent oil and gas discoveries and a sustained government push for increased exploration. Our analyses reveal that the use of technical best practice could minimize future impacts by greatly reducing the amount of required infrastructure such as drilling platforms and access roads. We also document a critical need to consider more fully the ecological and social factors, as the vast majority of planned infrastructure overlaps sensitive areas such as protected areas, indigenous territories, and key ecosystems and watersheds. Lastly, our cost analysis indicates that following best practice does not impose substantially greater costs than conventional practice, and may in fact reduce overall costs. Barriers to the widespread implementation of best practice in the Amazon clearly exist, but our findings show that there can be great benefits to its implementation. PMID:23650541</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4270403','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4270403"><span>The effects of arts-in-medicine programming on the medical-surgical work environment</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Sonke, Jill; Pesata, Virginia; Arce, Lauren; Carytsas, Ferol P.; Zemina, Kristen; Jokisch, Christine</p> <p>2015-01-01</p> <p>Background: Arts in medicine programs have significant impacts on patients and staff in long-term care environments, but the literature lacks evidence of effectiveness on hospital units with shorter average lengths of stay. Methods: The qualitative study used individual structured interviews to assess the impacts of arts programming on job satisfaction, stress, unit culture, support, quality of care, and patient outcomes on a short-term medical-surgical unit, and used a qualitative cross comparison grounded theory methodology to analyze data. Results: The study confirmed that arts programming can positively affect unit culture, nursing practice, and quality of care on short-stay medical-surgical units. Significant insights related to nursing practice and the art program were found, including that music can cause negative distraction for staff. Conclusions: While positive impacts of arts programming on the medical-surgical environment are clear, potential negative effects also need to be considered in the development of practice protocols for artists. PMID:25544861</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1067699.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1067699.pdf"><span>Developing a Teaching Model Using an Online Collaboration Approach for a Digital Technique Practical Work</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Muchlas</p> <p>2015-01-01</p> <p>This research is aimed to produce a teaching model and its supporting instruments using a collaboration approach for a digital technique practical work attended by higher education students. The model is found to be flexible and relatively low cost. Through this research, feasibility and learning impact of the model will be determined. The model…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1106332.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1106332.pdf"><span>Waiting for the Expert to Arrive: Using a Community of Practice to Develop the Scholarly Identity of Doctoral Students</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Coffman, Karie; Putman, Paul; Adkisson, Anthony; Kriner, Bridget; Monaghan, Catherine</p> <p>2016-01-01</p> <p>This qualitative study examined the identity of doctoral students in their quest to become scholars. The research question asked: What impact did a Community of Practice have on the doctoral students? The findings illustrated that on the journey the participants struggled to integrate multiple identities and roles. They also refined their…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=new&pg=7&id=EJ981279','ERIC'); return false;" href="https://eric.ed.gov/?q=new&pg=7&id=EJ981279"><span>Trying to Get Ahead of the Curve: Raising and Understanding Current Themes in New Literacies Practices</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wilber, Dana</p> <p>2012-01-01</p> <p>This article addresses the following questions: What impact does using the theoretical framework of new literacies have on understanding language, literacy, and learning practices today as technologies are constantly being developed and used? What is the state of research in this area? What are some new directions the field might take in order to…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=%22business+leadership%22&pg=3&id=ED515902','ERIC'); return false;" href="https://eric.ed.gov/?q=%22business+leadership%22&pg=3&id=ED515902"><span>The Effectiveness of Business Leadership Practices among Principals on Student Achievement on Public School Campuses in Texas</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cooper, Kary M.</p> <p>2009-01-01</p> <p>The purpose of this descriptive study was to determine if business leadership practices by Texas public school principals have an impact on principals' campus student achievement in mathematics and reading, as measured by TAKS scores. The survey instrument was the Leadership Assessment Instrument (LAI), developed by Warren Bennis in 1989. The…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=family+AND+adoptive+AND+birth+AND+parents&pg=3&id=ED458004','ERIC'); return false;" href="https://eric.ed.gov/?q=family+AND+adoptive+AND+birth+AND+parents&pg=3&id=ED458004"><span>The Impact of Adoption on Members of the Triad. Adoption and Ethics, Volume 3.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Freundlich, Madelyn</p> <p></p> <p>The controversies in adoption have extended across a spectrum of policy and practice issues, and although the issues have become clear, resolution has not been achieved nor has consensus developed regarding a framework on which to improve the quality of adoption policy and practice. This book is the third in a series to use an ethics-based…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED477000.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED477000.pdf"><span>Xtreme Learning Control: Examples of the Open Source Movement's Impact on Our Educational Practice in a University Setting.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Dunlap, Joanna C.; Wilson, Brent G.; Young, David L.</p> <p></p> <p>This paper describes how Open Source philosophy, a movement that has developed in opposition to the proprietary software industry, has influenced educational practice in the pursuit of scholarly freedom and authentic learning activities for students and educators. This paper provides a brief overview of the Open Source movement, and describes…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1414692','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1414692"><span>What can philosophy do for psychiatry?</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Fulford, Kenneth WM; Stanghellini, Giovanni; Broome, Matthew</p> <p>2004-01-01</p> <p>This article illustrates the practical impact of recent developments in the philosophy of psychiatry in five key areas: patient-centred practice, new models of service delivery, neuroscience research, psychiatric education, and the organisation of psychiatry as an international science-led discipline focused on patient care. We conclude with a note on the role of philosophy in countering the stigmatisation of mental disorder. PMID:16633476</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2443242','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2443242"><span>Cities of Consumption: The Impact of Corporate Practices on the Health of Urban Populations</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Galea, Sandro</p> <p>2008-01-01</p> <p>The increasing concentration of the world’s population in cities and the growing accumulation of political and economic power by corporations create new threats to health and opportunities for improving global health. By considering the intersection of these two fundamental social determinants of well-being, we elucidate some of the mechanisms by which they influence the health of urban populations. After reviewing the changing historical impact of corporations on cities, we focus on the growth of consumption as a leading cause of mortality and morbidity and describe how the food, tobacco, automobile, and other industries promote unhealthy behaviors and lifestyles in urban settings. Cities are also sites for developing alternatives to unhealthy corporate practices, and we assess strategies used to modify practices that harm health. PMID:18437582</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26297198','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26297198"><span>Learning patient-centred communication: The journey and the territory.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Cushing, Annie M</p> <p>2015-10-01</p> <p>The student entering medical school is about to undergo a socialisation process that profoundly shapes their development as a professional. A central feature is the formal and informal curriculum on the doctor-patient relationship and patient-centred communication. In this paper I will chart some of the features of the student journey which might impact on learning and practice. The medical undergraduate's role is largely that of observer and learner, rather than a provider of care, so much of the formal teaching on patient-centred communication is within simulated practice. Clinical practice environments are the most powerful influences on learning about professional behaviour. Challenges for educational practitioners include how to support authenticity in learners, respond to their agendas, and foster insight to enable flexibility about communication in different contexts. Parallels between the doctor-patient relationship and the student-tutor relationship are explored for their relevance. A number of educational theories can inform curriculum design and educational practice, notably Vygotsky's Zone of Proximal Development. Application of this and other social learning theories, together with students' reflections can enrich our planning of educational interventions and understanding of their impact. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2009EnMan..43..765H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2009EnMan..43..765H"><span>Development and Climate Change: A Mainstreaming Approach for Assessing Economic, Social, and Environmental Impacts of Adaptation Measures</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Halsnæs, Kirsten; Trærup, Sara</p> <p>2009-05-01</p> <p>The paper introduces the so-called climate change mainstreaming approach, where vulnerability and adaptation measures are assessed in the context of general development policy objectives. The approach is based on the application of a limited set of indicators. These indicators are selected as representatives of focal development policy objectives, and a stepwise approach for addressing climate change impacts, development linkages, and the economic, social and environmental dimensions related to vulnerability and adaptation are introduced. Within this context it is illustrated using three case studies how development policy indicators in practice can be used to assess climate change impacts and adaptation measures based on three case studies, namely a road project in flood prone areas of Mozambique, rainwater harvesting in the agricultural sector in Tanzania and malaria protection in Tanzania. The conclusions of the paper confirm that climate risks can be reduced at relatively low costs, but the uncertainty is still remaining about some of the wider development impacts of implementing climate change adaptation measures.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19224274','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19224274"><span>Development and climate change: a mainstreaming approach for assessing economic, social, and environmental impacts of adaptation measures.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Halsnaes, Kirsten; Traerup, Sara</p> <p>2009-05-01</p> <p>The paper introduces the so-called climate change mainstreaming approach, where vulnerability and adaptation measures are assessed in the context of general development policy objectives. The approach is based on the application of a limited set of indicators. These indicators are selected as representatives of focal development policy objectives, and a stepwise approach for addressing climate change impacts, development linkages, and the economic, social and environmental dimensions related to vulnerability and adaptation are introduced. Within this context it is illustrated using three case studies how development policy indicators in practice can be used to assess climate change impacts and adaptation measures based on three case studies, namely a road project in flood prone areas of Mozambique, rainwater harvesting in the agricultural sector in Tanzania and malaria protection in Tanzania. The conclusions of the paper confirm that climate risks can be reduced at relatively low costs, but the uncertainty is still remaining about some of the wider development impacts of implementing climate change adaptation measures.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29288498','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29288498"><span>Enhanced early warning system impact on nursing practice: A phenomenological study.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Burns, Kathleen A; Reber, Tracey; Theodore, Karen; Welch, Brenda; Roy, Debra; Siedlecki, Sandra L</p> <p>2018-05-01</p> <p>To determine how an enhanced early warning system has an impact on nursing practice. Early warning systems score physiologic measures and alert nurses to subtle changes in patient condition. Critics of early warning systems have expressed concern that nurses would rely on a score rather than assessment skills and critical thinking to determine the need for intervention. Enhancing early warning systems with innovative technology is still in its infancy, so the impact of an enhanced early warning system on nursing behaviours or practice has not yet been studied. Phenomenological design. Scripted, semistructured interviews were conducted in September 2015 with 25 medical/surgical nurses who used the enhanced early warning system. Data were analysed using thematic analysis techniques (coding and bracketing). Emerging themes were examined for relationships and a model describing the enhanced early warning system experience was developed. Nurses identified awareness leading to investigation and ease of prioritization as the enhanced early warning system's most important impact on their nursing practice. There was also an impact on organizational culture, with nurses reporting improved communication, increased collaboration, increased accountability and proactive responses to early changes in patient condition. Rather than hinder critical thinking, as many early warning systems' critics claim, nurses in this study found that the enhanced early warning system increased their awareness of changes in a patient's condition, resulting in earlier response and reassessment times. It also had an impact on the organization by improving communication and collaboration and supporting a culture of proactive rather than reactive response to early signs of deterioration. © 2017 John Wiley & Sons Ltd.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li class="active"><span>21</span></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_21 --> <div id="page_22" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li class="active"><span>22</span></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="421"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29422063','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29422063"><span>ISRIA statement: ten-point guidelines for an effective process of research impact assessment.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Adam, Paula; Ovseiko, Pavel V; Grant, Jonathan; Graham, Kathryn E A; Boukhris, Omar F; Dowd, Anne-Maree; Balling, Gert V; Christensen, Rikke N; Pollitt, Alexandra; Taylor, Mark; Sued, Omar; Hinrichs-Krapels, Saba; Solans-Domènech, Maite; Chorzempa, Heidi</p> <p>2018-02-08</p> <p>As governments, funding agencies and research organisations worldwide seek to maximise both the financial and non-financial returns on investment in research, the way the research process is organised and funded is becoming increasingly under scrutiny. There are growing demands and aspirations to measure research impact (beyond academic publications), to understand how science works, and to optimise its societal and economic impact. In response, a multidisciplinary practice called research impact assessment is rapidly developing. Given that the practice is still in its formative stage, systematised recommendations or accepted standards for practitioners (such as funders and those responsible for managing research projects) across countries or disciplines to guide research impact assessment are not yet available.In this statement, we propose initial guidelines for a rigorous and effective process of research impact assessment applicable to all research disciplines and oriented towards practice. This statement systematises expert knowledge and practitioner experience from designing and delivering the International School on Research Impact Assessment (ISRIA). It brings together insights from over 450 experts and practitioners from 34 countries, who participated in the school during its 5-year run (from 2013 to 2017) and shares a set of core values from the school's learning programme. These insights are distilled into ten-point guidelines, which relate to (1) context, (2) purpose, (3) stakeholders' needs, (4) stakeholder engagement, (5) conceptual frameworks, (6) methods and data sources, (7) indicators and metrics, (8) ethics and conflicts of interest, (9) communication, and (10) community of practice.The guidelines can help practitioners improve and standardise the process of research impact assessment, but they are by no means exhaustive and require evaluation and continuous improvement. The prima facie effectiveness of the guidelines is based on the systematised expert and practitioner knowledge of the school's faculty and participants derived from their practical experience and research evidence. The current knowledge base has gaps in terms of the geographical and scientific discipline as well as stakeholder coverage and representation. The guidelines can be further strengthened through evaluation and continuous improvement by the global research impact assessment community.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27037447','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27037447"><span>Practice Location Characteristics of Non-Traditional Dental Practices.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Solomon, Eric S; Jones, Daniel L</p> <p>2016-04-01</p> <p>Current and future dental school graduates are increasingly likely to choose a non-traditional dental practice-a group practice managed by a dental service organization or a corporate practice with employed dentists-for their initial practice experience. In addition, the growth of non-traditional practices, which are located primarily in major urban areas, could accelerate the movement of dentists to those areas and contribute to geographic disparities in the distribution of dental services. To help the profession understand the implications of these developments, the aim of this study was to compare the location characteristics of non-traditional practices and traditional dental practices. After identifying non-traditional practices across the United States, the authors located those practices and traditional dental practices geographically by zip code. Non-traditional dental practices were found to represent about 3.1% of all dental practices, but they had a greater impact on the marketplace with almost twice the average number of staff and annual revenue. Virtually all non-traditional dental practices were located in zip codes that also had a traditional dental practice. Zip codes with non-traditional practices had significant differences from zip codes with only a traditional dental practice: the populations in areas with non-traditional practices had higher income levels and higher education and were slightly younger and proportionally more Hispanic; those practices also had a much higher likelihood of being located in a major metropolitan area. Dental educators and leaders need to understand the impact of these trends in the practice environment in order to both prepare graduates for practice and make decisions about planning for the workforce of the future.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.osti.gov/biblio/22246926-uncovering-factors-can-support-impede-post-disaster-eia-practice-developing-countries-case-aceh-province-indonesia','SCIGOV-STC'); return false;" href="https://www.osti.gov/biblio/22246926-uncovering-factors-can-support-impede-post-disaster-eia-practice-developing-countries-case-aceh-province-indonesia"><span>Uncovering the factors that can support and impede post-disaster EIA practice in developing countries: The case of Aceh Province, Indonesia</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Gore, Tom; Fischer, Thomas B., E-mail: fischer@liverpool.ac.uk</p> <p></p> <p>The close relationship between environmental degradation and the occurrence and severity of disaster events has in recent years raised the profile of environmental assessment (EA) in the disaster management field. EA has been identified as a potentially supportive tool in the global effort to reduce disaster risk. As a component of this, attention has been brought specifically to the importance of the application of EA in the aftermath of disaster events in order to help prevent recurrence and promote sustainability. At the same time, however, it has also been recognised that post-disaster environments may be unfavourable to such practices. Lookingmore » at the practice of environmental impact assessment (EIA), this paper reports on a study which sought to identify more specifically the factors which can both support and hinder such practice following disaster events in a developing country context. Analysing the situation in Aceh Province, Indonesia, after the impact of two tsunamigenic earthquakes in late 2004 and early 2005, it is concluded that if EIA is to have a central role in the post-disaster period, pre-disaster preparation could be a key. -- Highlights: • Close relationship between environmental degradation and occurrence/severity of disaster events has raised profile of EA. • EA as a potentially supportive tool in the global effort to reduce disaster risk • Application of EA in the aftermath of disaster events to help prevent recurrence and promote sustainability • The paper looks at factors which can both support and hinder EA following disaster events in a developing country context. • We analyse the situation in Aceh Province, Indonesia, after the impact of two tsunamigenic earthquakes in 2004 and 2005.« less</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3855343','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3855343"><span>Development by Design in Colombia: Making Mitigation Decisions Consistent with Conservation Outcomes</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Saenz, Shirley; Walschburger, Tomas; González, Juan Carlos; León, Jorge; McKenney, Bruce; Kiesecker, Joseph</p> <p>2013-01-01</p> <p>Mitigation policy and regulatory frameworks are consistent in their strong support for the mitigation hierarchy of: (1) avoiding impacts, (2) minimizing impacts, and then (3) offsetting/compensating for residual impacts. While mitigation frameworks require developers to avoid, minimize and restore biodiversity on-site before considering an offset for residual impacts, there is a lack of quantitative guidance for this decision-making process. What are the criteria for requiring impacts be avoided altogether? Here we examine how conservation planning can guide the application of the mitigation hierarchy to address this issue. In support of the Colombian government's aim to improve siting and mitigation practices for planned development, we examined five pilot projects in landscapes expected to experience significant increases in mining, petroleum and/or infrastructure development. By blending landscape-level conservation planning with application of the mitigation hierarchy, we can proactively identify where proposed development and conservation priorities would be in conflict and where impacts should be avoided. The approach we outline here has been adopted by the Colombian Ministry of Environment and Sustainable Development to guide licensing decisions, avoid piecemeal licensing, and promote mitigation decisions that maintain landscape condition. PMID:24339972</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24339972','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24339972"><span>Development by design in Colombia: making mitigation decisions consistent with conservation outcomes.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Saenz, Shirley; Walschburger, Tomas; González, Juan Carlos; León, Jorge; McKenney, Bruce; Kiesecker, Joseph</p> <p>2013-01-01</p> <p>Mitigation policy and regulatory frameworks are consistent in their strong support for the mitigation hierarchy of: (1) avoiding impacts, (2) minimizing impacts, and then (3) offsetting/compensating for residual impacts. While mitigation frameworks require developers to avoid, minimize and restore biodiversity on-site before considering an offset for residual impacts, there is a lack of quantitative guidance for this decision-making process. What are the criteria for requiring impacts be avoided altogether? Here we examine how conservation planning can guide the application of the mitigation hierarchy to address this issue. In support of the Colombian government's aim to improve siting and mitigation practices for planned development, we examined five pilot projects in landscapes expected to experience significant increases in mining, petroleum and/or infrastructure development. By blending landscape-level conservation planning with application of the mitigation hierarchy, we can proactively identify where proposed development and conservation priorities would be in conflict and where impacts should be avoided. The approach we outline here has been adopted by the Colombian Ministry of Environment and Sustainable Development to guide licensing decisions, avoid piecemeal licensing, and promote mitigation decisions that maintain landscape condition.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=diffusion&pg=3&id=EJ1041389','ERIC'); return false;" href="https://eric.ed.gov/?q=diffusion&pg=3&id=EJ1041389"><span>Getting More Scientists to Revamp Teaching</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Vicens, Quentin; Caspersen, Michael E.</p> <p>2014-01-01</p> <p>Despite extensive evidence in favor of student-centered teaching practices over traditional lecturing, most science faculty do not embrace these modes of instruction. Professional development efforts are plentiful, but they can lack in impact or scalability, or both. The factors that determine professional development quality within a research…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.osti.gov/servlets/purl/43775','SCIGOV-STC'); return false;" href="https://www.osti.gov/servlets/purl/43775"><span>Analysis of environmental constraints on expanding reserves in current and future reservoirs in wetlands. Final report</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Harder, B.J.</p> <p>1995-03-01</p> <p>Louisiana wetlands require careful management to allow exploitation of non-renewable resources without destroying renewable resources. Current regulatory requirements have been moderately successful in meeting this goal by restricting development in wetland habitats. Continuing public emphasis on reducing environmental impacts of resource development is causing regulators to reassess their regulations and operators to rethink their compliance strategies. We examined the regulatory system and found that reducing the number of applications required by going to a single application process and having a coherent map of the steps required for operations in wetland areas would reduce regulatory burdens. Incremental changes can be mademore » to regulations to allow one agency to be the lead for wetland permitting at minimal cost to operators. Operators need cost effective means of access that will reduce environmental impacts, decrease permitting time, and limit future liability. Regulators and industry must partner to develop incentive based regulations that can provide significant environmental impact reduction for minimal economic cost. In addition regulators need forecasts of future E&P trends to estimate the impact of future regulations. To determine future activity we attempted to survey potential operators when this approach was unsuccessful we created two econometric models of north and south Louisiana relating drilling activity, success ratio, and price to predict future wetland activity. Results of the econometric models indicate that environmental regulations have a small but statistically significant effect on drilling operations in wetland areas of Louisiana. We examined current wetland practices and evaluated those practices comparing environmental versus economic costs and created a method for ranking the practices.« less</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23480897','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23480897"><span>Public health leadership development: factors contributing to growth.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Olson, Linda G</p> <p>2013-01-01</p> <p>This study compares pre- and posttest Leadership Practices Inventory (LPI-Self) scores for public health leaders who completed the Regional Institute for Health and Environmental Leadership (RIHEL) training program at least 2 years earlier; it seeks to identify factors contributing to changes in practices and overall leadership development for public health and environment leaders. Sixty-seven alumni who completed the yearlong RIHEL program between 1999 and 2002 participated through mailed surveys and phone interviews. The Leadership Practices Inventory, an alumni leadership development survey, and interviews provided evidence for positive change in leadership practices. Alumni experienced significant increases in pre- to post-LPI scores, collaborative leadership practices, and communication skills consistent with those taught in the RIHEL program. Women presented higher Encourage the Heart scores than men. Years of public health service negatively correlated with Total Change scores of LPI. The RIHEL program as a training intervention was credited significantly with changes in leadership practices for alumni studied. Nine influencing factors were identified for leadership development and are embedded in a Leadership Development Influence Model. These include self-awareness, a leadership development framework, and skills important in multiple leadership situations. Confidence was both an encouraging factor and a resulting factor to the increased exemplary leadership practices. Leadership development in public health must include multiple factors to create consistent increases in exemplary leadership practices. While the study focused on the leadership development process itself, RIHEL training was reported as having a positive, significant impact overall in participant leadership development. This study adds research data as a foundation for training content areas of focus. Studies to further test the Leadership Development Influence Model will allow public health training programs to pinpoint training where it can make a difference to improve leadership development in the public health sector.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4221092','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4221092"><span>Great Apes and Biodiversity Offset Projects in Africa: The Case for National Offset Strategies</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Kormos, Rebecca; Kormos, Cyril F.; Humle, Tatyana; Lanjouw, Annette; Rainer, Helga; Victurine, Ray; Mittermeier, Russell A.; Diallo, Mamadou S.; Rylands, Anthony B.; Williamson, Elizabeth A.</p> <p>2014-01-01</p> <p>The development and private sectors are increasingly considering “biodiversity offsets” as a strategy to compensate for their negative impacts on biodiversity, including impacts on great apes and their habitats in Africa. In the absence of national offset policies in sub-Saharan Africa, offset design and implementation are guided by company internal standards, lending bank standards or international best practice principles. We examine four projects in Africa that are seeking to compensate for their negative impacts on great ape populations. Our assessment of these projects reveals that not all apply or implement best practices, and that there is little standardization in the methods used to measure losses and gains in species numbers. Even if they were to follow currently accepted best-practice principles, we find that these actions may still fail to contribute to conservation objectives over the long term. We advocate for an alternative approach in which biodiversity offset and compensation projects are designed and implemented as part of a National Offset Strategy that (1) takes into account the cumulative impacts of development in individual countries, (2) identifies priority offset sites, (3) promotes aggregated offsets, and (4) integrates biodiversity offset and compensation projects with national biodiversity conservation objectives. We also propose supplementary principles necessary for biodiversity offsets to contribute to great ape conservation in Africa. Caution should still be exercised, however, with regard to offsets until further field-based evidence of their effectiveness is available. PMID:25372894</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25372894','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25372894"><span>Great apes and biodiversity offset projects in Africa: the case for national offset strategies.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Kormos, Rebecca; Kormos, Cyril F; Humle, Tatyana; Lanjouw, Annette; Rainer, Helga; Victurine, Ray; Mittermeier, Russell A; Diallo, Mamadou S; Rylands, Anthony B; Williamson, Elizabeth A</p> <p>2014-01-01</p> <p>The development and private sectors are increasingly considering "biodiversity offsets" as a strategy to compensate for their negative impacts on biodiversity, including impacts on great apes and their habitats in Africa. In the absence of national offset policies in sub-Saharan Africa, offset design and implementation are guided by company internal standards, lending bank standards or international best practice principles. We examine four projects in Africa that are seeking to compensate for their negative impacts on great ape populations. Our assessment of these projects reveals that not all apply or implement best practices, and that there is little standardization in the methods used to measure losses and gains in species numbers. Even if they were to follow currently accepted best-practice principles, we find that these actions may still fail to contribute to conservation objectives over the long term. We advocate for an alternative approach in which biodiversity offset and compensation projects are designed and implemented as part of a National Offset Strategy that (1) takes into account the cumulative impacts of development in individual countries, (2) identifies priority offset sites, (3) promotes aggregated offsets, and (4) integrates biodiversity offset and compensation projects with national biodiversity conservation objectives. We also propose supplementary principles necessary for biodiversity offsets to contribute to great ape conservation in Africa. Caution should still be exercised, however, with regard to offsets until further field-based evidence of their effectiveness is available.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2012PhDT........49F','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2012PhDT........49F"><span>Writing in science: Influences of professional development on teachers' beliefs, practices, and student performance</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Fulton, Lori</p> <p></p> <p>Science education reform calls for learners to be engaged in hand-on, minds-on activities related to science. As a part of this reform effort, learners are encouraged to use writing as a means of documenting their work and developing their understandings. This qualitative case study employed the Conceptual Change Perspective and Sociocultural Perspective to examine the impact on three elementary teachers' beliefs, practices, and student outcomes, as they relate to science notebooks, based on their participation in a professional study group. Data sources included teacher and student interviews, video of the study group meetings, video of classroom lessons, and student work in the form of science notebooks and pre- and posttests. Results show that the study group discussions focused on the science notebook as a tool, the teacher's role, the students' struggle to write, and the content of the notebook. Individual cases were developed and then a cross-case analysis was conducted. Results of this analysis suggest that the longer a teacher is involved in a study group, the greater the impact on her beliefs and practices, which resulted in students being able to define a purpose for the notebook, having a higher percentage of the parts of a conclusion within their notebooks, and demonstrating an understanding of the scientific content. Based on the analysis, a substantive theory on the development of insightful implementation of science notebooks was developed. This study has implications for both the elementary classroom and teacher education programs in helping teachers learn reform-based practices that facilitate student learning. Finally, suggestions for future research are considered.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3943904','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3943904"><span>Academic Research Record-Keeping: Best Practices for Individuals, Group Leaders, and Institutions</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Schreier, Alan A.; Wilson, Kenneth; Resnik, David</p> <p>2014-01-01</p> <p>During the last half of the 20th century, social and technological changes in academic research groups have challenged traditional research record-keeping practices, making them either insufficient or obsolete. New practices have developed but standards (best practices) are still evolving. Based on the authors’ review and analysis of a number of sources, they present a set of systematically compiled best practices for research record-keeping for academic research groups. These best practices were developed as an adjunct to a research project on research ethics aimed at examining the actual research record-keeping practices of active academic scientists and their impact on research misconduct inquiries. The best practices differentiate and provide separate standards for three different levels within the university: the individual researcher, the research group leader, and the department/institution. They were developed using a combination of literature reviews, surveys of university integrity officials, focus groups of active researchers, and inspection of university policies on research record-keeping. The authors believe these best practices constitute a “snapshot” of the current normative standards for research records within the academic research community. They are offered as ethical and practical guidelines subject to continuing evolution and not as absolute rules. They may be especially useful in training the next generation of researchers. PMID:16377817</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23588136','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23588136"><span>Environmental impact assessment of structural flood mitigation measures by a rapid impact assessment matrix (RIAM) technique: a case study in Metro Manila, Philippines.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Gilbuena, Romeo; Kawamura, Akira; Medina, Reynaldo; Amaguchi, Hideo; Nakagawa, Naoko; Bui, Duong Du</p> <p>2013-07-01</p> <p>In recent decades, the practice of environmental impact assessment (EIA) in the planning processes of infrastructure projects has created significant awareness on the benefits of environmentally sound and sustainable urban development around the world. In the highly urbanized megacities in the Philippines, like Metro Manila, high priority is given by the national government to structural flood mitigation measures (SFMM) due to the persistently high frequency of flood-related disasters, which are exacerbated by the on-going effects of climate change. EIA thus, should be carefully and effectively executed to maximize the potential benefits of the SFMM. The common practice of EIA in the Philippines is generally qualitative and lacks clear methodology in evaluating multi-criteria systems. Thus, this study proposes the use of the rapid impact assessment matrix (RIAM) technique to provide a method that would systematically and quantitatively evaluate the socio-economic and environmental impacts of planned SFMM in Metro Manila. The RIAM technique was slightly modified to fit the requirements of this study. The scale of impact was determined for each perceived impact, and based on the results, the planned SFMM for Metro Manila will likely bring significant benefits; however, significant negative impacts may also likely occur. The proposed modifications were found to be highly compatible with RIAM, and the results of the RIAM analysis provided a clear view of the impacts associated with the implementation of SFMM projects. This may prove to be valuable in the practice of EIA in the Philippines. Copyright © 2013 Elsevier B.V. All rights reserved.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015RScEd..45..215S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015RScEd..45..215S"><span>The Impact of a Professional Development Programme on Primary Teachers' Classroom Practice and Pupils' Attitudes to Science</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Smith, Greg</p> <p>2015-04-01</p> <p>This study investigates the relationship, if any, between teacher participation in a targeted professional development programme and changes in participants' instructional practice and their pupils' attitudes to learning primary science. The programme took place over a 2-year period in 15 small rural schools in the West of Ireland. Data sources include teacher and pupil questionnaires, semi-structured interviews and informal classroom observations. The findings reveal that as a result of their involvement in the programme, (a) teachers' instructional practice in science lessons became more inquiry-based and they were engaging their pupils in substantially more hands-on activities in science lessons and (b) pupils developed more positive attitudes towards learning science. The findings from this study add to what is known about delivering effective professional development.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.osti.gov/biblio/21364592-human-health-wellbeing-environmental-impact-assessment-new-south-wales-australia-auditing-health-impacts-within-environmental-assessments-major-projects','SCIGOV-STC'); return false;" href="https://www.osti.gov/biblio/21364592-human-health-wellbeing-environmental-impact-assessment-new-south-wales-australia-auditing-health-impacts-within-environmental-assessments-major-projects"><span>Human health and wellbeing in environmental impact assessment in New South Wales, Australia: Auditing health impacts within environmental assessments of major projects</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Harris, Patrick J., E-mail: patrick.harris@unsw.edu.a; Harris, Elizabeth, E-mail: e.harris@unsw.edu.a; Thompson, Susan, E-mail: s.thompson@unsw.edu.a</p> <p></p> <p>Internationally the inclusion of health within environmental impact assessment (EIA) has been shown to be limited. While Australian EIA documentation has not been studied empirically to date, deficiencies in practice have been documented. This research developed an audit tool to undertake a qualitative descriptive analysis of 22 Major Project EAs in New South Wales, Australia. Results showed that health and wellbeing impacts were not considered explicitly. They were, however, included indirectly in the identification of traditional public health exposures associated with the physical environment and to a lesser extent the inclusion of social and economic impacts. However, no health datamore » was used to inform any of the assessments, there was no reference to causal pathways between exposures or determinants and physical or mental health effects, and there was no inclusion of the differential distribution of exposures or health impacts on different populations. The results add conceptually and practically to the long standing integration debate, showing that health is in a position to add value to the EIA process as an explicit part of standard environmental, social and economic considerations. However, to overcome the consistently documented barriers to integrating health in EIA, capacity must be developed amongst EIA professionals, led by the health sector, to progress health related knowledge and tools.« less</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25894313','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25894313"><span>The Consistencies and Vagaries of the Washington State Inventory of Evidence-Based Practice: The Definition of "Evidence-Based" in a Policy Context.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Walker, Sarah Cusworth; Lyon, Aaron R; Aos, Steve; Trupin, Eric W</p> <p>2017-01-01</p> <p>As states increasingly establish the importance of evidence-based practice through policy and funding mandates, the definition of evidence-based practice can have a significant impact on investment decisions. Not meeting established criteria can mean a loss of funding for established programs and the implementation disruption of programs without a strong research base. Whether the definition of "evidence-based" is influenced by these high stakes contexts is an interesting question that can inform the larger field about the value and utility of evidence-based practice lists/inventories for disseminating knowledge. In this paper we review the development of the Washington State Inventory of Evidence-Based, Research-Based and Promising Practices as a case study for the process of defining evidence-based practice in a policy context. As part of this study we also present a comparison of other well-known evidence-based practice inventories and examine consistencies and differences in the process of identifying and developing program ratings.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21129826','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21129826"><span>An evaluation of CPD learning and impact upon positive practice change.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Lee, Nancy-Jane</p> <p>2011-05-01</p> <p>This paper explores positive practice change in nursing and health care practice following continuing professional development (CPD). It is derived from a commissioned evaluation study within the United Kingdom (UK). Evaluation data was gathered using semi structured discussions with CPD participants, a convenience sample of line managers and University module leaders. Findings suggest that professional peer attitudes and support, when harnessed effectively in the practice setting, strongly enhance positive change. Conversely a lack of engagement with practice peers, a lack of strategic support and not knowing how to access support hinder change. The study found that learning need was often explored through personal development planning and appraisal, however there was little systematic follow up, review and support following learning. Interestingly the individual personal drive and enthusiasm of practitioners was perceived as the strongest factor helping practice change, while policy drivers and national health targets were secondary. Possible strategies to enhance positive practice change are explored. Copyright © 2010 Elsevier Ltd. All rights reserved.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://rosap.ntl.bts.gov/view/dot/33943','DOTNTL'); return false;" href="https://rosap.ntl.bts.gov/view/dot/33943"><span>Sustainable transportation practices in Europe</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntlsearch.bts.gov/tris/index.do">DOT National Transportation Integrated Search</a></p> <p></p> <p>2001-11-01</p> <p>In the United States, the transportation community has shown an increasing interest in sustainable transportation and its linkages to land use and urban development patterns, economic growth, environmental impacts, and social equity. In addressing th...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title16-vol2/pdf/CFR-2011-title16-vol2-sec1000-17.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title16-vol2/pdf/CFR-2011-title16-vol2-sec1000-17.pdf"><span>16 CFR 1000.17 - Office of Equal Employment Opportunity and Minority Enterprise.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-01-01</p> <p>... agency Small and Disadvantaged Business Utilization Program. The Office develops agency EEO program... related training. The Office identifies trends, personnel policies and practices that have an impact on...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title16-vol2/pdf/CFR-2010-title16-vol2-sec1000-17.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title16-vol2/pdf/CFR-2010-title16-vol2-sec1000-17.pdf"><span>16 CFR 1000.17 - Office of Equal Employment Opportunity and Minority Enterprise.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-01-01</p> <p>... agency Small and Disadvantaged Business Utilization Program. The Office develops agency EEO program... related training. The Office identifies trends, personnel policies and practices that have an impact on...</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li class="active"><span>22</span></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_22 --> <div id="page_23" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li class="active"><span>23</span></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="441"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=218435&keyword=SPH&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=218435&keyword=SPH&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>Moving towards Total Water Management</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>The presentation will discuss the following topics: Stormwater Best Management Practice (BMP) Placement (SUSTAIN); Sanitary Sewer Overflow Toolbox (SSOAP); BMP and Low Impact Development (LID) Performance; Green/Grey Infrastructure for Stormwater; Combined Sewers and Reuse; Infra...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=MSD&pg=2&id=EJ780334','ERIC'); return false;" href="https://eric.ed.gov/?q=MSD&pg=2&id=EJ780334"><span>The Impact of Partner Training on the Communicative Involvement of Students with Multiple and Severe Disability in Special Schools</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Foreman, Phil; Arthur-Kelly, Michael; Pascoe, Sue</p> <p>2007-01-01</p> <p>Background: The outcomes of a pilot program of staff development in communication support in the context of observed changes in student behaviour states and interactive abilities are reported. Participant reports about the impact of the program on their professional practices are included. Method: Six teachers and six teacher aides in special…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED567844.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED567844.pdf"><span>Keeping Learning on Track: A Case-Study of Formative Assessment Practice and Its Impact on Learning in Meridian School District</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Thum, Y. M.; Tarasawa, B.; Hegedus, A.; Yun, X.; Bowe, B.</p> <p>2015-01-01</p> <p>In partnership with Joint School District 2 in Meridian, Idaho, this theory-driven study assessed the impact of Keeping Learning on Track® (KLT™), a professional development program pioneered by Dylan Wiliam and his colleagues at the Educational Testing Service (ETS). A team of Northwest Evaluation Association™ (NWEA™) researchers surveyed…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1078870.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1078870.pdf"><span>Empathy toward Patients with Mental Illness among Baccalaureate Nursing Students: Impact of a Psychiatric Nursing and Mental Health Educational Experience</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mousa, Marwa Abd El-Gawad Ahmed</p> <p>2015-01-01</p> <p>Empathy is an ability and skill that can be learned and developed through appropriate education and practice. While the importance of nurses' empathy is widely acknowledged, little is known about the impact of passing through the psychiatric nursing and mental health educational experience at the Faculty of Nursing, Alexandria University on…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26917239','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26917239"><span>The impact of a conditional cash transfer programme on determinants of child health: evidence from Colombia.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Lopez-Arana, Sandra; Avendano, Mauricio; van Lenthe, Frank J; Burdorf, Alex</p> <p>2016-10-01</p> <p>Conditional cash transfer (CCT) programmes provide income to low-income families in return for fulfilling specific behavioural conditions. CCT have been shown to improve child health, but there are few systematic studies of their impact on multiple determinants of child health. We examined the impact of a CCT programme in Colombia on: (i) use of preventive health services; (ii) food consumption and dietary diversity; (iii) mother's knowledge, attitudes and practices about caregiving practices; (iv) maternal employment; and (v) women's empowerment. Secondary analysis of the quasi-experimental evaluation of the Familias en Accion programme. Children and families were assessed in 2002, 2003 and 2005-06. We applied a difference-in-differences approach using logistic or linear regression, separately examining effects for urban and rural areas. Colombia. Children (n 1450) and their families in thirty-one treatment municipalities were compared with children (n 1851) from sixty-five matched control municipalities. Familias en Accion was associated with a significant increase in the probability of using preventive care services (OR=1·85, 95 % CI 1·03, 3·30) and growth and development check-ups (β=1·36, 95 % CI 0·76, 1·95). It had also a positive impact on dietary diversity and food consumption. No effect was observed on maternal employment, women's empowerment, and knowledge, attitudes and practices about caregiving practices. Overall, Familias en Accion's impact was more marked in rural areas. CCT in Colombia increase contact with preventive care services and improve dietary diversity, but they are less effective in influencing mother's employment decisions, empowerment and knowledge of caregiving practices.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018MS%26E..335a2072M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018MS%26E..335a2072M"><span>Impact of Learning Model Based on Cognitive Conflict toward Student’s Conceptual Understanding</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Mufit, F.; Festiyed, F.; Fauzan, A.; Lufri, L.</p> <p>2018-04-01</p> <p>The problems that often occur in the learning of physics is a matter of misconception and low understanding of the concept. Misconceptions do not only happen to students, but also happen to college students and teachers. The existing learning model has not had much impact on improving conceptual understanding and remedial efforts of student misconception. This study aims to see the impact of cognitive-based learning model in improving conceptual understanding and remediating student misconceptions. The research method used is Design / Develop Research. The product developed is a cognitive conflict-based learning model along with its components. This article reports on product design results, validity tests, and practicality test. The study resulted in the design of cognitive conflict-based learning model with 4 learning syntaxes, namely (1) preconception activation, (2) presentation of cognitive conflict, (3) discovery of concepts & equations, (4) Reflection. The results of validity tests by some experts on aspects of content, didactic, appearance or language, indicate very valid criteria. Product trial results also show a very practical product to use. Based on pretest and posttest results, cognitive conflict-based learning models have a good impact on improving conceptual understanding and remediating misconceptions, especially in high-ability students.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26383763','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26383763"><span>Impact of Perceived Security on Organizational Adoption of Smartphones.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Arpaci, Ibrahim; Yardimci Cetin, Yasemin; Turetken, Ozgur</p> <p>2015-10-01</p> <p>Organizational adoption of new technologies is a practically important research area. The present study aims to investigate the impact of perceived security on organizational adoption of mobile communication technologies, specifically smartphones. For this purpose, a research model is developed extending the Technology Acceptance Model (TAM). The research model is tested using a structural equation modeling based on data that were collected from senior managers of 201 private sector organizations in Turkey. The results show that, along with the traditional constructs of perceived ease of use and perceived usefulness, perceived security significantly affects organizations' adoption of smartphones. Both the theoretical and practical implications of these results are discussed.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26456275','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26456275"><span>Developing a tool to measure pharmacoeconomic outcomes of post-surgical pain management interventions.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Keller, Deborah S; Smalarz, Amy; Haas, Eric M</p> <p>2016-01-01</p> <p>Financial pressures have limited the ability of providers to use medication that may improve clinical outcomes and patient satisfaction. New interventions are often fraught with resistance from individual cost centers. A value realization tool (VRT) is essential for separate cost centers to communicate and comprehend the overall financial and clinical implications of post-surgical pain management medication interventions (PSMI). The goal was to describe development of a VRT. An evaluation of common in-patient PSMI approaches, impacts, and costs was performed. A multidisciplinary task force guided development of the VRT to ensure appropriate representation and relevance to clinical practice. The main outcome was an Excel-based tool that communicates the overall cost/benefit of PSMI for the post-operative patient encounter. The VRT aggregated input data on costs, clinical impact, and nursing burden of PSMI assessment and monitoring into two high-level outcome reports: Overall Cost Impact and Nurse & Patient Impact. Costs included PSMI specific medication, equipment, professional placement, labor, overall/opioid-related adverse events, re-admissions, and length of stay. Nursing impact included level of practice interference, job satisfaction, and patient care metrics. Patient impact included pain scores, opioid use, PACU time, and satisfaction. Reference data was provided for individual institutions that may not collect all variables included in the VRT. The VRT is a valuable way for administrators to assess PSMI cost/benefits and for individual cost centers to see the overall value of individual interventions. The user-friendly, decision-support tool allows the end-user to use built-in referenced or personalized outcome data, increasing relevance to their institutions. This broad picture could facilitate communication across cost centers and evidence-based decisions for appropriate use and impacts of PSMI.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=341113&Lab=NHEERL&keyword=methods&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=341113&Lab=NHEERL&keyword=methods&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>Quantitative (q)AOP for aromatase inhibition as case study to advance qAOP development practices</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>Here we describe how “read across” of a quantitative adverse outcome pathway (qAOP) developed with data for one chemical can be used to screen impacts of other chemicals. We developed a qAOP starting with inhibition of CYP19A (aromatase) in fathead minnows (FHM) as th...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Sexual+AND+orientation+AND+choice&pg=5&id=EJ563473','ERIC'); return false;" href="https://eric.ed.gov/?q=Sexual+AND+orientation+AND+choice&pg=5&id=EJ563473"><span>Career Development of Lesbian and Gay Youth: Effects of Sexual Orientation, Coming Out, and Homophobia.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Morrow, Susan L.</p> <p>1997-01-01</p> <p>Describes the factors that impinge on the identity and career development of lesbian and gay adolescents, especially the process of coming out to self and dealing with homophobia. Theorizes about the impacts of coming out and homophobia on career development and choice, and makes recommendations for school practice. (SLD)</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=VISWANATHAN&id=ED368661','ERIC'); return false;" href="https://eric.ed.gov/?q=VISWANATHAN&id=ED368661"><span>International Investment in Human Capital: Overseas Education for Development.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Goodwin, Craufurd D., Ed.</p> <p></p> <p>This document contains 10 essays based on papers presented at a 1991 conference on the changed role of overseas education in development. The book discusses the impact of the end of the Cold War and a rapidly changing economic environment on the rationale for international student and faculty mobility. The practice in developing nations of…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED412322.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED412322.pdf"><span>Working Together To Become Proficient Readers. Early Impact of the Talent Development Middle School's Student Team Literature Program. Report No. 15.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mac Iver, Douglas J.; Plank, Stephen B.; Balfanz, Robert</p> <p></p> <p>The Talent Development Model of Middle School Reform includes a "Student Team Literature" (STL) program that relies on: (1) curricular materials designed to assist students to study great literature; (2) recommended instructional practices, peer assistance processes, and assessments; and (3) staff development, mentoring, and advising to…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED563115.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED563115.pdf"><span>Impact of the Teacher Study Group Professional Development Program on Student Vocabulary and Observed Teaching Practice: A Replication in First Grade Classrooms</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Gersten, Russell; Dimino, Joseph; Jayanthi, Madhavi; Newman-Gonchar, Rebecca; Taylor, Mary Jo</p> <p>2013-01-01</p> <p>The ESEA Blueprint for Reform states that teachers need "effective, ongoing, job-embedded, professional development that is targeted to student and school needs… [and] aligned with evidence of improvements in student learning." Unfortunately, the professional development approaches advocated, though sensible and compelling in theory,…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/20920715','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/20920715"><span>State of the practice for pediatric surgery--career satisfaction and concerns. A report from the American Pediatric Surgical Association Task Force on Family Issues.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Katz, Aviva; Mallory, Baird; Gilbert, James C; Bethel, Colin; Hayes-Jordan, Andrea A; Saito, Jacqueline M; Tomita, Sandra S; Walsh, Danielle S; Shin, Cathy E; Wesley, John R; Farmer, Diana</p> <p>2010-10-01</p> <p>There has been increasing interest and concern raised in the surgical literature regarding changes in the culture of surgical training and practice, and the impact these changes may have on surgeon stress and the appeal of a career in surgery. We surveyed pediatric surgeons and their partners to collect information on career satisfaction and work-family balance. The American Pediatric Surgical Association Task Force on Family Issues developed separate survey instruments for both pediatric surgeons and their partners that requested demographic data and information regarding the impact of surgical training and practice on the surgeon's opportunity to be involved with his/her family. We found that 96% of pediatric surgeons were satisfied with their career choice. Of concern was the lack of balance, with little time available for family, noted by both pediatric surgeons and their partners. The issues of work-family balance and its impact on surgeon stress and burnout should be addressed in both pediatric surgery training and practice. The American Pediatric Surgical Association is positioned to play a leading role in this effort. Copyright © 2010 Elsevier Inc. All rights reserved.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3888759','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3888759"><span>Impact of Water, Sanitation, and Hygiene Interventions on Improving Health Outcomes among School Children</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Joshi, Ashish</p> <p>2013-01-01</p> <p>Purpose. This review was done to explore the impact of water treatment, hygiene, and sanitary interventions on improving child health outcomes such as absenteeism, infections, knowledge, attitudes, and practices and adoption of point-of-use water treatment. Methods. A literature search was conducted using the databases PubMed and Google scholar for studies published between 2009 and 2012 and focusing on the effects of access to safe water, hand washing facilities, and hygiene education among school-age children. Studies included were those that documented the provision of water and sanitation in schools for children less than 18 years of age, interventions which assessed WASH practices, and English-language, full-text peer reviewed papers. Results. Fifteen studies were included in the final analysis. 73% (n = 11) of the studies were conducted in developing countries and were rural based (53%, n = 8). The child's age, gender, grade level, socioeconomic index, access to hygiene and sanitary facilities, and prior knowledge of hygiene practices were significantly associated with the outcomes. Nutrition practices which are key factors associated with the outcomes were rarely assessed. Conclusion. Further research is required to assess the long-term impact of such interventions in different settings. PMID:24454415</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.ars.usda.gov/research/publications/publication/?seqNo115=315203','TEKTRAN'); return false;" href="http://www.ars.usda.gov/research/publications/publication/?seqNo115=315203"><span>Development of CCHE2D embankment break model</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ars.usda.gov/research/publications/find-a-publication/">USDA-ARS?s Scientific Manuscript database</a></p> <p></p> <p></p> <p>Flooding due to breaching of earth embankments often results in detrimental impact on the people and their properties in the flooding zone. The embankment breaching process is often caused by overtopping of excessive water in a reservoir or a river. This study is to develop a practical numerical m...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=triple+AND+point&pg=2&id=EJ816187','ERIC'); return false;" href="https://eric.ed.gov/?q=triple+AND+point&pg=2&id=EJ816187"><span>Teachers' Continuing Professional Development: Contested Concepts, Understandings and Models</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Fraser, Christine; Kennedy, Aileen; Reid, Lesley; Mckinney, Stephen</p> <p>2007-01-01</p> <p>Teachers' continuing professional development (CPD) is being given increasing importance in countries throughout the world. In Scotland, the changing professional and political context has resulted in unprecedented investment in CPD. However, analysis and evaluation of CPD policies, practice and impact is complex. In seeking to understand some of…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.fs.usda.gov/treesearch/pubs/21432','TREESEARCH'); return false;" href="https://www.fs.usda.gov/treesearch/pubs/21432"><span>Sage-grouse habitat restoration symposium proceedings</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.fs.usda.gov/treesearch/">Treesearch</a></p> <p>Nancy L. Shaw; Mike Pellant; Stephen B. Monsen</p> <p>2005-01-01</p> <p>Declines in habitat of greater sage-grouse and Gunnison sage-grouse across the western United States are related to degradation, loss, and fragmentation of sagebrush ecosystems resulting from development of agricultural lands, grazing practices, changes in wildfire regimes, increased spread of invasive species, gas and oil development, and other human impacts. These...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=human+AND+resource+AND+practices&pg=5&id=EJ845473','ERIC'); return false;" href="https://eric.ed.gov/?q=human+AND+resource+AND+practices&pg=5&id=EJ845473"><span>Critiquing Human Resource Development's Dominant Masculine Rationality and Evaluating Its Impact</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bierema, Laura L.</p> <p>2009-01-01</p> <p>The purpose of this article is to critique human resource development's (HRD) dominant philosophy, practices, and research; illustrate how they negatively affect women HRD practitioners and recipients; and recommend alternative conceptualizations of the field. This article is grounded in a critical feminist theoretical framework, draws on critical…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=326010&Lab=NHEERL&keyword=infiltration&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=326010&Lab=NHEERL&keyword=infiltration&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>Watershed Management Optimization Support Tool: An approach for incorporating LID into integrated water management plans</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>To assist communities in the evaluation of green infrastructure, low impact development, and land conservation practices as part of an Integrated Water Resources Management (IWRM) approach, the U.S. Environmental Protection Agency (US EPA) has supported the development of the Wat...</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li class="active"><span>23</span></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_23 --> <div id="page_24" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li class="active"><span>24</span></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="461"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=mathematics+AND+specialist&pg=7&id=EJ1103606','ERIC'); return false;" href="https://eric.ed.gov/?q=mathematics+AND+specialist&pg=7&id=EJ1103606"><span>Supporting University Content Specialists in Providing Effective Professional Development: The Educative Role of Evaluation</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Arbaugh, Fran; Marra, Rose; Lannin, John K.; Cheng, Ya-Wen; Merle-Johnson, Dominike; Smith, Rena'</p> <p>2016-01-01</p> <p>Evaluation of professional development (PD) has traditionally been composed of summative and formative feedback, and has focused on assessing the extent to which the PD impacts participating teachers' knowledge, beliefs, and practices. This study establishes an additional purpose for PD evaluation--as "educative opportunities" for…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=technology+AND+affects+AND+education&pg=2&id=EJ1025349','ERIC'); return false;" href="https://eric.ed.gov/?q=technology+AND+affects+AND+education&pg=2&id=EJ1025349"><span>Technology: Education and Training Needs of Older Adults</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Huber, Lesa; Watson, Carol</p> <p>2014-01-01</p> <p>The impact of the global aging of the population on social, economic, political, and health care institutions is unequaled. Parallel to this, evolving developments in technology promise opportunities for sales and product development to support positive aging. Older adults are excited to utilize technologies that they perceive as practical.…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=teacher+AND+identity&pg=5&id=EJ1142466','ERIC'); return false;" href="https://eric.ed.gov/?q=teacher+AND+identity&pg=5&id=EJ1142466"><span>Teacher Identity Development through Action Research: A Chinese Experience</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Yuan, Rui; Burns, Anne</p> <p>2017-01-01</p> <p>This study explores how two language teachers constructed and reconstructed their professional identities through their action research (AR) facilitated by university researchers in China. Informed by the theory of 'community of practice', the findings of the study show that AR exerted a transformative impact on the teachers' identity development.…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.fs.usda.gov/treesearch/pubs/52837','TREESEARCH'); return false;" href="https://www.fs.usda.gov/treesearch/pubs/52837"><span>Financial and Economic Analysis of Reduced Impact Logging</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.fs.usda.gov/treesearch/">Treesearch</a></p> <p>Tom Holmes</p> <p>2016-01-01</p> <p>Concern regarding extensive damage to tropical forests resulting from logging increased dramatically after World War II when mechanized logging systems developed in industrialized countries were deployed in the tropics. As a consequence, tropical foresters began developing logging procedures that were more environmentally benign, and by the 1990s, these practices began...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED494966.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED494966.pdf"><span>Analyzing the Impact of a Data Analysis Process to Improve Instruction Using a Collaborative Model</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Good, Rebecca B.</p> <p>2006-01-01</p> <p>The Data Collaborative Model (DCM) assembles assessment literacy, reflective practices, and professional development into a four-component process. The sub-components include assessing students, reflecting over data, professional dialogue, professional development for the teachers, interventions for students based on data results, and re-assessing…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.ars.usda.gov/research/publications/publication/?seqNo115=336267','TEKTRAN'); return false;" href="http://www.ars.usda.gov/research/publications/publication/?seqNo115=336267"><span>Evaluating the impacts of agricultural land management practices: A probabilistic hydrologic modeling approach</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ars.usda.gov/research/publications/find-a-publication/">USDA-ARS?s Scientific Manuscript database</a></p> <p></p> <p></p> <p>The complexity of the hydrologic system challenges the development of models. One issue faced during the model development stage is the uncertainty involved in model parameterization. Using a single optimized set of parameters (one snapshot) to represent baseline conditions of the system limits the ...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25301966','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25301966"><span>Best practice recommendations for the development, implementation, and evaluation of online knowledge translation resources in rehabilitation.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Levac, Danielle; Glegg, Stephanie M N; Camden, Chantal; Rivard, Lisa M; Missiuna, Cheryl</p> <p>2015-04-01</p> <p>The knowledge-to-practice gap in rehabilitation has spurred knowledge translation (KT) initiatives aimed at promoting clinician behavior change and improving patient care. Online KT resources for physical therapists and other rehabilitation clinicians are appealing because of their potential to reach large numbers of individuals through self-paced, self-directed learning. This article proposes best practice recommendations for developing online KT resources that are designed to translate evidence into practice. Four recommendations are proposed with specific steps in the development, implementation, and evaluation process: (1) develop evidence-based, user-centered content; (2) tailor content to online format; (3) evaluate impact; and (4) share results and disseminate knowledge. Based on KT evidence and instructional design principles, concrete examples are provided along with insights gained from experiences in creating and evaluating online KT resources for physical therapists. In proposing these recommendations, the next steps for research are suggested, and others are invited to contribute to the discussion. © 2015 American Physical Therapy Association.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5405897','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5405897"><span>Effects of Sex and Event Type on Head Impact in Collegiate Soccer</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Reynolds, Bryson B.; Patrie, James; Henry, Erich J.; Goodkin, Howard P.; Broshek, Donna K.; Wintermark, Max; Druzgal, T. Jason</p> <p>2017-01-01</p> <p>Background: The effects of head impact in sports are of growing interest for clinicians, scientists, and athletes. Soccer is the most popular sport worldwide, but the burden of head impact in collegiate soccer is still unknown. Purpose: To quantify head impact associated with practicing and playing collegiate soccer using wearable accelerometers. Study Design: Descriptive epidemiological study. Methods: Mastoid patch accelerometers were used to quantify head impact in soccer, examining differences in head impact as a function of sex and event type (practice vs game). Seven female and 14 male collegiate soccer players wore mastoid patch accelerometers that measured head impacts during team events. Data were summarized for each athletic exposure, and statistical analyses evaluated the mean number of impacts, mean peak linear acceleration, mean peak rotational acceleration, and cumulative linear and rotational acceleration, each grouped by sex and event type. Results: There were no differences in the frequency or severity of head impacts between men’s and women’s soccer practices. For men’s soccer, games resulted in 285% more head impacts than practices, but there were no event-type differences in mean impact severity. Men’s soccer games resulted in more head impacts than practices across nearly all measured impact severities, which also resulted in men’s soccer games producing a greater cumulative impact burden. Conclusion: Similar to other sports, men’s soccer games have a greater impact burden when compared with practices, and this effect is driven by the quantity rather than severity of head impacts. In contrast, there were no differences in the quantity or severity of head impacts in men’s and women’s soccer practices. These data could prompt discussions of practical concern to collegiate soccer, such as understanding sex differences in head impact and whether games disproportionately contribute to an athlete’s head impact burden. PMID:28491885</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/16380558','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/16380558"><span>Growing the field of health impact assessment in the United States: an agenda for research and practice.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Dannenberg, Andrew L; Bhatia, Rajiv; Cole, Brian L; Dora, Carlos; Fielding, Jonathan E; Kraft, Katherine; McClymont-Peace, Diane; Mindell, Jennifer; Onyekere, Chinwe; Roberts, James A; Ross, Catherine L; Rutt, Candace D; Scott-Samuel, Alex; Tilson, Hugh H</p> <p>2006-02-01</p> <p>Health impact assessment (HIA) methods are used to evaluate the impact on health of policies and projects in community design, transportation planning, and other areas outside traditional public health concerns. At an October 2004 workshop, domestic and international experts explored issues associated with advancing the use of HIA methods by local health departments, planning commissions, and other decisionmakers in the United States. Workshop participants recommended conducting pilot tests of existing HIA tools, developing a database of health impacts of common projects and policies, developing resources for HIA use, building workforce capacity to conduct HIAs, and evaluating HIAs. HIA methods can influence decisionmakers to adjust policies and projects to maximize benefits and minimize harm to the public's health.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26663694','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26663694"><span>Faculty professional development in emergent pedagogies for instructional innovation in dental education.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Zheng, M; Bender, D; Nadershahi, N</p> <p>2017-05-01</p> <p>Innovative pedagogies have significantly impacted health professions' education, dental education included. In this context, faculty, defined in this study as instructor in higher education, has been increasingly required to hone their instructional skills. The purpose of this exploratory study was to share the design, implementation and preliminary outcomes of two programmes to enhance dental faculty's instructional skills, the Teaching and Learning Seminar Series and the Course Director Orientation. Data sources included faculty and student surveys developed and administered by the researchers; data extracted from the learning management system; reports from the learning analytics tool; and classroom observations. Participants' satisfaction, self-reported learning, instructional behavioural change, and impact on student learning behaviours and institutional practice were assessed borrowing from Kirkpatrick's 4-level model of evaluation of professional development effectiveness. Initial findings showed that faculty in both programmes reported positive learning experiences. Participants reported that the programmes motivated them to improve instructional practice and improved their knowledge of instructional innovation. Some faculty reported implementation of new instructional strategies and tools, which helped create an active and interactive learning environment that was welcomed by their students. The study contributes to literature and best practice in health sciences faculty development in pedagogy and may guide other dental schools in designing professional development programmes. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015PhDT........34L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015PhDT........34L"><span>Adoption, adaptation, and abandonment: Appropriation of science education professional development learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Longhurst, Max L.</p> <p></p> <p>Understanding factors that impact teacher utilization of learning from professional development is critical in order maximize the educational and financial investment in teacher professional learning. This study used a multicase mixed quantitative and qualitative methodology to investigate the factors that influence teacher adoption, adaption, or abandonment of learning from science teacher professional development. The theoretical framework of activity theory was identified as a useful way to investigate the phenomenon of teacher appropriation of pedagogical practices from professional development. This framework has the capacity to account for a multitude of elements in the context of a learning experience. In this study educational appropriation is understood through a continuum of how an educator acquires and implements both practical and conceptual aspects of learning from professional development within localized context. The variability associated with instructional changes made from professional development drives this inquiry to search for better understandings of the appropriation of pedagogical practices. Purposeful sampling was used to identify two participants from a group of eighth-grade science teachers engaged in professional development designed to investigate how cyber-enabled technologies might enhance instruction and learning in integrated science classrooms. The data from this investigation add to the literature of appropriation of instructional practices by connecting eight factors that influence conceptual and practical tools with the development of ownership of pedagogical practices in the appropriation hierarchy. Recommendations are shared with professional development developers, providers, and participants in anticipation that future science teaching experiences might be informed by findings from this study.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26184196','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26184196"><span>Real-Time Impact Visualization Inspection of Aerospace Composite Structures with Distributed Sensors.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Si, Liang; Baier, Horst</p> <p>2015-07-08</p> <p>For the future design of smart aerospace structures, the development and application of a reliable, real-time and automatic monitoring and diagnostic technique is essential. Thus, with distributed sensor networks, a real-time automatic structural health monitoring (SHM) technique is designed and investigated to monitor and predict the locations and force magnitudes of unforeseen foreign impacts on composite structures and to estimate in real time mode the structural state when impacts occur. The proposed smart impact visualization inspection (IVI) technique mainly consists of five functional modules, which are the signal data preprocessing (SDP), the forward model generator (FMG), the impact positioning calculator (IPC), the inverse model operator (IMO) and structural state estimator (SSE). With regard to the verification of the practicality of the proposed IVI technique, various structure configurations are considered, which are a normal CFRP panel and another CFRP panel with "orange peel" surfaces and a cutout hole. Additionally, since robustness against several background disturbances is also an essential criterion for practical engineering demands, investigations and experimental tests are carried out under random vibration interfering noise (RVIN) conditions. The accuracy of the predictions for unknown impact events on composite structures using the IVI technique is validated under various structure configurations and under changing environmental conditions. The evaluated errors all fall well within a satisfactory limit range. Furthermore, it is concluded that the IVI technique is applicable for impact monitoring, diagnosis and assessment of aerospace composite structures in complex practical engineering environments.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4541892','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4541892"><span>Real-Time Impact Visualization Inspection of Aerospace Composite Structures with Distributed Sensors</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Si, Liang; Baier, Horst</p> <p>2015-01-01</p> <p>For the future design of smart aerospace structures, the development and application of a reliable, real-time and automatic monitoring and diagnostic technique is essential. Thus, with distributed sensor networks, a real-time automatic structural health monitoring (SHM) technique is designed and investigated to monitor and predict the locations and force magnitudes of unforeseen foreign impacts on composite structures and to estimate in real time mode the structural state when impacts occur. The proposed smart impact visualization inspection (IVI) technique mainly consists of five functional modules, which are the signal data preprocessing (SDP), the forward model generator (FMG), the impact positioning calculator (IPC), the inverse model operator (IMO) and structural state estimator (SSE). With regard to the verification of the practicality of the proposed IVI technique, various structure configurations are considered, which are a normal CFRP panel and another CFRP panel with “orange peel” surfaces and a cutout hole. Additionally, since robustness against several background disturbances is also an essential criterion for practical engineering demands, investigations and experimental tests are carried out under random vibration interfering noise (RVIN) conditions. The accuracy of the predictions for unknown impact events on composite structures using the IVI technique is validated under various structure configurations and under changing environmental conditions. The evaluated errors all fall well within a satisfactory limit range. Furthermore, it is concluded that the IVI technique is applicable for impact monitoring, diagnosis and assessment of aerospace composite structures in complex practical engineering environments. PMID:26184196</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19492722','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19492722"><span>Latest development of legal regulations of organ transplant in China.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Ding, Chunyan</p> <p>2008-12-01</p> <p>Organ transplant practice has developed greatly in last two decades in China. In response to the practical need, the State Council released the Regulations on Human Organ Transplant 2007, replacing the previous Interim Provisions on Administration of Clinical Application of Human Organ Transplant Technology 2006. This article first examines the latest development of legal regulations of organ transplant by comparing the differences between the two pieces of legislation. It then analyzes the impact of the new rules set forth in the 2007 Regulations upon three problems existing in the current organ transplant practice, that is, organ procurement from executed prisoners, organ trade, and organ tourism. The article finally discusses the deficiencies of the 2007 Regulations, which are supposed to be remedied in the next legal reform.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=electronic+AND+communication&pg=3&id=EJ893309','ERIC'); return false;" href="https://eric.ed.gov/?q=electronic+AND+communication&pg=3&id=EJ893309"><span>Student Teachers' Situated Emotions: A Study of How Electronic Communication Facilitates Their Expression and Shapes Their Impact on Novice Teacher Development during Practice Placements</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Gleaves, Alan; Walker, Caroline</p> <p>2010-01-01</p> <p>Research suggests that pre-service teaching students embarking on practice placements encounter affect both in a personal and a professional sense more acutely than at any other time during their professional careers. A few studies emphasise the use of electronic communications in facilitating effective peer and tutor support during these…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=active&pg=5&id=ED578716','ERIC'); return false;" href="https://eric.ed.gov/?q=active&pg=5&id=ED578716"><span>Professional Development as a Catalyst for Change in the Community College Science Classroom: How Active Learning Pedagogy Impacts Teaching Practices as Well as Faculty and Student Perceptions of Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Harmon, Melissa Cameron</p> <p>2017-01-01</p> <p>Active learning, an engaging, student-centered, evidence-based pedagogy, has been shown to improve student satisfaction, engagement, and achievement in college classrooms. There have been numerous calls to reform teaching practices, especially in science, technology, engineering, and math (STEM); however, the utilization of active learning is…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=face-to-face+AND+communication&pg=5&id=EJ1091066','ERIC'); return false;" href="https://eric.ed.gov/?q=face-to-face+AND+communication&pg=5&id=EJ1091066"><span>The Intersection of Online and Face-to-Face Teaching: Implications for Virtual School Teacher Practice and Professional Development</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Garrett Dikkers, Amy</p> <p>2015-01-01</p> <p>This mixed-method study reports perspectives of virtual school teachers on the impact of online teaching on their face-to-face practice. Data from a large-scale survey of teachers in the North Carolina Virtual Public School (n = 214), focus groups (n = 7), and interviews (n = 5) demonstrate multiple intersections between online and face-to-face…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Chacon&id=EJ1087493','ERIC'); return false;" href="https://eric.ed.gov/?q=Chacon&id=EJ1087493"><span>The Effects of a Professional Development Program on English as a Foreign Language Teachers' Efficacy and Classroom Practice</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ortaçtepe, DenIz; Akyel, Ayse S.</p> <p>2015-01-01</p> <p>The purpose of the present study is twofold: (1) to investigate the relationship between the efficacy of teachers of English as a foreign language (EFL) and their self-reported practice of communicative language teaching (CLT) and (2) to examine the impact of an in-service teacher education program on teachers' efficacy and self-reported and…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.osti.gov/biblio/21499141-making-communities-safer-from-crime-undervalued-element-impact-assessment','SCIGOV-STC'); return false;" href="https://www.osti.gov/biblio/21499141-making-communities-safer-from-crime-undervalued-element-impact-assessment"><span>Making communities safer from crime: An undervalued element in impact assessment</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Glasson, John, E-mail: jglasson@brookes.ac.u; Curtin University, Perth; Cozens, Paul</p> <p></p> <p>Crime and safety are significant issues for individuals, communities and businesses but they have tended to be undervalued elements in the consideration of social impacts in impact assessment theory and practice. It has been argued that crime is a form of pollution and an externality of development. In principle, the precautionary impact assessment family of approaches should be very useful here. The paper explores first the coverage of crime and safety issues in both the longer history of EIA, followed by the much shorter history of SEA and Sustainability Appraisal (SA). It then considers several key issues for advancing bettermore » practice. These include: the recognition of the lifecycles of projects and plans and the relevant dimensions of the local safety and crime baseline; the need to employ meaningful data, including 'fear of crime' considerations; and the consideration of innovative approaches to the use of indicators. Evidence and theories from the field of environmental criminology are presented as crucial to understanding crime and its association with land-use. The paper concludes with an exploration of appropriate mitigation measures for anticipating and designing out crime. Examples draw in particular on evolving practice in the UK and Australia.« less</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27458316','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27458316"><span>Evaluating the Impact of Expanded Practice Dental Hygienists in Oregon: An Outcomes Assessment.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Bell, Kathryn P; Coplen, Amy E</p> <p>2016-06-01</p> <p>Currently the dental hygiene practice model in Oregon includes the Expanded Practice Dental Hygienist (EPDH), which allows dental hygienists with an Expanded Practice Permit (EPP) to provide care to limited access populations without the supervision of a dentist. The number and types of services provided by EPDH practitioners is thus far undocumented. The purpose of this study is to conduct an outcomes assessment of EPDH practitioners in order to quantify the impact, defined by count of services, on the access to care crisis in Oregon. A 16 question confidential survey was developed and approved by the Pacific University institutional review board. The mail-based survey was sent to 181 EPDHs in Oregon in November 2011 (all EPDHs except pilot testers and one author). A second mailing was sent to non-respondents. Data were analyzed using descriptive statistics and chi-square analysis in SPSS. The response rate was 39% (n=71). Approximately 41% (n=29) of the respondents were currently using their EPP to provide care to limited access patients with an additional 21% (n=15) planning to start their own expanded practice. The majority of practicing EPDHs provide care in residential care facilities (n=21) and in school settings (n=13). Of the current practicing EPP holders, 76% practice ≤10 hours per week, and 66% make <$10,000 per year. Total services reported in an average month from all responding EPDH practitioners were: 254 adult prophylaxes, 1,003 child prophylaxes, 106 adult fluorides, 901 child fluorides and 1,994 fluoride varnishes, among many other preventive procedures. To a limited extent, the amount and type of services provided by EPDHs has now been quantified, and EPDHs are making an impact on the access to care crisis in Oregon. Continued outcomes assessment is needed to further quantify the impact of EPDHs. Copyright © 2016 The American Dental Hygienists’ Association.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li class="active"><span>24</span></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_24 --> <div id="page_25" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li class="active"><span>25</span></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="481"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25690062','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25690062"><span>Evaluating the impact of expanded practice dental hygienists in Oregon: an outcomes assessment.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Bell, Kathryn P; Coplen, Amy E</p> <p>2015-02-01</p> <p>Currently the dental hygiene practice model in Oregon includes the Expanded Practice Dental Hygienist (EPDH), which allows dental hygienists with an Expanded Practice Permit (EPP) to provide care to limited access populations without the supervision of a dentist. The number and types of services provided by EPDH practitioners is thus far undocumented. The purpose of this study is to conduct an outcomes assessment of EPDH practitioners in order to quantify the impact, defined by count of services, on the access to care crisis in Oregon. A 16 question confidential survey was developed and approved by the Pacific University institutional review board. The mail-based survey was sent to 181 EPDHs in Oregon in November 2011 (all EPDHs except pilot testers and one author). A second mailing was sent to non-respondents. Data were analyzed using descriptive statistics and chi-square analysis in SPSS. The response rate was 39% (n = 71). Approximately 41% (n = 29) of the respondents were currently using their EPP to provide care to limited access patients with an additional 21% (n = 15) planning to start their own expanded practice. The majority of practicing EPDHs provide care in residential care facilities (n = 21) and in school settings (n=13). Of the current practicing EPP holders, 76% practice ≤ 10 hours per week, and 66% make < $10,000 per year. Total services reported in an average month from all responding EPDH practitioners were: 254 adult prophylaxes, 1,003 child prophylaxes, 106 adult fluorides, 901 child fluorides and 1,994 fluoride varnishes, among many other preventive procedures. To a limited extent, the amount and type of services provided by EPDHs has now been quantified, and EPDHs are making an impact on the access to care crisis in Oregon. Continued outcomes assessment is needed to further quantify the impact of EPDHs. Copyright © 2015 The American Dental Hygienists’ Association.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22155738','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22155738"><span>A holistic framework to improve the uptake and impact of eHealth technologies.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>van Gemert-Pijnen, Julia E W C; Nijland, Nicol; van Limburg, Maarten; Ossebaard, Hans C; Kelders, Saskia M; Eysenbach, Gunther; Seydel, Erwin R</p> <p>2011-12-05</p> <p>Many eHealth technologies are not successful in realizing sustainable innovations in health care practices. One of the reasons for this is that the current development of eHealth technology often disregards the interdependencies between technology, human characteristics, and the socioeconomic environment, resulting in technology that has a low impact in health care practices. To overcome the hurdles with eHealth design and implementation, a new, holistic approach to the development of eHealth technologies is needed, one that takes into account the complexity of health care and the rituals and habits of patients and other stakeholders. The aim of this viewpoint paper is to improve the uptake and impact of eHealth technologies by advocating a holistic approach toward their development and eventual integration in the health sector. To identify the potential and limitations of current eHealth frameworks (1999-2009), we carried out a literature search in the following electronic databases: PubMed, ScienceDirect, Web of Knowledge, PiCarta, and Google Scholar. Of the 60 papers that were identified, 44 were selected for full review. We excluded those papers that did not describe hands-on guidelines or quality criteria for the design, implementation, and evaluation of eHealth technologies (28 papers). From the results retrieved, we identified 16 eHealth frameworks that matched the inclusion criteria. The outcomes were used to posit strategies and principles for a holistic approach toward the development of eHealth technologies; these principles underpin our holistic eHealth framework. A total of 16 frameworks qualified for a final analysis, based on their theoretical backgrounds and visions on eHealth, and the strategies and conditions for the research and development of eHealth technologies. Despite their potential, the relationship between the visions on eHealth, proposed strategies, and research methods is obscure, perhaps due to a rather conceptual approach that focuses on the rationale behind the frameworks rather than on practical guidelines. In addition, the Web 2.0 technologies that call for a more stakeholder-driven approach are beyond the scope of current frameworks. To overcome these limitations, we composed a holistic framework based on a participatory development approach, persuasive design techniques, and business modeling. To demonstrate the impact of eHealth technologies more effectively, a fresh way of thinking is required about how technology can be used to innovate health care. It also requires new concepts and instruments to develop and implement technologies in practice. The proposed framework serves as an evidence-based roadmap.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3278097','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3278097"><span>A Holistic Framework to Improve the Uptake and Impact of eHealth Technologies</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>van Limburg, Maarten; Ossebaard, Hans C; Kelders, Saskia M; Eysenbach, Gunther; Seydel, Erwin R</p> <p>2011-01-01</p> <p>Background Many eHealth technologies are not successful in realizing sustainable innovations in health care practices. One of the reasons for this is that the current development of eHealth technology often disregards the interdependencies between technology, human characteristics, and the socioeconomic environment, resulting in technology that has a low impact in health care practices. To overcome the hurdles with eHealth design and implementation, a new, holistic approach to the development of eHealth technologies is needed, one that takes into account the complexity of health care and the rituals and habits of patients and other stakeholders. Objective The aim of this viewpoint paper is to improve the uptake and impact of eHealth technologies by advocating a holistic approach toward their development and eventual integration in the health sector. Methods To identify the potential and limitations of current eHealth frameworks (1999–2009), we carried out a literature search in the following electronic databases: PubMed, ScienceDirect, Web of Knowledge, PiCarta, and Google Scholar. Of the 60 papers that were identified, 44 were selected for full review. We excluded those papers that did not describe hands-on guidelines or quality criteria for the design, implementation, and evaluation of eHealth technologies (28 papers). From the results retrieved, we identified 16 eHealth frameworks that matched the inclusion criteria. The outcomes were used to posit strategies and principles for a holistic approach toward the development of eHealth technologies; these principles underpin our holistic eHealth framework. Results A total of 16 frameworks qualified for a final analysis, based on their theoretical backgrounds and visions on eHealth, and the strategies and conditions for the research and development of eHealth technologies. Despite their potential, the relationship between the visions on eHealth, proposed strategies, and research methods is obscure, perhaps due to a rather conceptual approach that focuses on the rationale behind the frameworks rather than on practical guidelines. In addition, the Web 2.0 technologies that call for a more stakeholder-driven approach are beyond the scope of current frameworks. To overcome these limitations, we composed a holistic framework based on a participatory development approach, persuasive design techniques, and business modeling. Conclusions To demonstrate the impact of eHealth technologies more effectively, a fresh way of thinking is required about how technology can be used to innovate health care. It also requires new concepts and instruments to develop and implement technologies in practice. The proposed framework serves as an evidence-based roadmap. PMID:22155738</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21807820','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21807820"><span>Best practices: Strategic stigma change (SSC): five principles for social marketing campaigns to reduce stigma.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Corrigan, Patrick W</p> <p>2011-08-01</p> <p>This column describes strategic stigma change (SSC), which comprises five principles and corresponding practices developed as a best practice to erase prejudice and discrimination associated with mental illness and promote affirming behaviors and social inclusion. SSC principles represent more than ten years of insights from the National Consortium on Stigma and Empowerment. The principles, which are centered on consumer contact that is targeted, local, credible, and continuous, were developed to inform the growth of large-scale social marketing campaigns supported by governments and nongovernmental organizations. Future social marketing efforts to address stigma and the need for evidence to determine SSC's penetration and impact are also discussed.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27123630','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27123630"><span>Mentoring Clinical Nurses to Write for Publication: Strategies for Success.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Oman, Kathleen S; Mancuso, Mary P; Ceballos, Kirtley; Makic, MaryBeth Flynn; Fink, Regina M</p> <p>2016-05-01</p> <p>: Clinical nurses often find writing a challenge, but it's important to disseminate clinical practice initiatives that result in notable patient outcomes. Nurses have a responsibility to share what they do to improve patient care. The increased emphasis on the development and evaluation of evidence-based practice has made it necessary for nurses to share best practices that are associated with improved patient outcomes. We developed a six-month Writing for Publication workshop series designed to teach clinical nurses about the writing process and mentor them through the stages of preparing a manuscript to submit for publication. This successful program helped novice nurse authors become published professionals and had a great impact on our organization.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016ESASP.740E.104C','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016ESASP.740E.104C"><span>Mapping Farming Practices in Belgian Intensive Cropping Systems from Sentinel-1 SAR Time Series</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Chome, G.; Baret, P. V.; Defourny, P.</p> <p>2016-08-01</p> <p>The environmental impact of the so-called conventional farming system calls for new farming practices reducing negative externalities. Emerging farming practices such as no-till and new inter-cropping management are promising tracks. The development of methods to characterize crop management across an entire region and to understand their spatial dimension offers opportunities to accompany the transition towards a more sustainable agriculture.This research takes advantage of the unmatched polarimetric and temporal resolutions of Sentinel-1 SAR C- band to develop a method to identify farming practices at the parcel level. To this end, the detection of changes in backscattering due to surface roughness modification (tillage, inter-crop cover destruction ...) is used to detect the farming management. The final results are compared to a reference dataset collected through an intensive field campaign. Finally, the performances are discussed in the perspective of practices monitoring of cropping systems through remote sensing.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4655735','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4655735"><span>Digital communication between clinician and patient and the impact on marginalised groups: a realist review in general practice</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Huxley, Caroline J; Atherton, Helen; Watkins, Jocelyn Anstey; Griffiths, Frances</p> <p>2015-01-01</p> <p>Background Increasingly, the NHS is embracing the use of digital communication technology for communication between clinicians and patients. Policymakers deem digital clinical communication as presenting a solution to the capacity issues currently faced by general practice. There is some concern that these technologies may exacerbate existing inequalities in accessing health care. It is not known what impact they may have on groups who are already marginalised in their ability to access general practice. Aim To assess the potential impact of the availability of digital clinician–patient communication on marginalised groups’ access to general practice in the UK. Design and setting Realist review in general practice. Method A four-step realist review process was used: to define the scope of the review; to search for and scrutinise evidence; to extract and synthesise evidence; and to develop a narrative, including hypotheses. Results Digital communication has the potential to overcome the following barriers for marginalised groups: practical access issues, previous negative experiences with healthcare service/staff, and stigmatising reactions from staff and other patients. It may reduce patient-related barriers by offering anonymity and offers advantages to patients who require an interpreter. It does not impact on inability to communicate with healthcare professionals or on a lack of candidacy. It is likely to work best in the context of a pre-existing clinician–patient relationship. Conclusion Digital communication technology offers increased opportunities for marginalised groups to access health care. However, it cannot remove all barriers to care for these groups. It is likely that they will remain disadvantaged relative to other population groups after their introduction. PMID:26622034</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5516197','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5516197"><span>Impact of small quantity lipid‐based nutrient supplements on infant and young child feeding practices at 18 months of age: results from four randomized controlled trials in Africa</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Abbeddou, Souheila; Kumwenda, Chiza; Okronipa, Harriet; Hemsworth, Jaimie; Jimenez, Elizabeth Yakes; Ocansey, Eugenia; Lartey, Anna; Ashorn, Ulla; Adu‐Afarwuah, Seth; Vosti, Stephen A.; Hess, Sonja Y.; Dewey, Kathryn G.</p> <p>2016-01-01</p> <p>Abstract Optimal infant and young child feeding (IYCF) practices can help ensure nutrient adequacy and support healthy growth and development. Small‐quantity lipid‐based nutrient supplements (SQ‐LNS) have been proposed to help fill nutrient gaps, but little is known about the impact of provision of SQ‐LNS on breastfeeding or complementary feeding practices. In the context of four coordinated randomized controlled nutrient supplementation trials in diverse sites in Africa, we compared IYCF practices at infant age 18 months (after 9–12 months of supplementation) between those receiving and not receiving SQ‐LNS. Practices were assessed by caregiver recall. Continued breastfeeding ranged from 74% (Ghana site) to 97% (Burkina Faso site) and did not differ between groups in any site; prevalence of frequent breastfeeding also did not differ. In two sites (Burkina Faso and Malawi), infants receiving SQ‐LNS were more likely to meet the World Health Organization recommendations for frequency of feeding (percentage point differences of 12–14%, P < 0.0001 and P = 0.005, respectively; the remaining two sites did not have data for this indicator). Most indicators of infant dietary diversity did not differ between groups in any site, but in the same two sites where frequency of feeding differed, infants receiving SQ‐LNS were less likely to have low frequency of consumption of animal‐source foods in the previous week (percentage point differences of 9–19% for lowest tertile, P = .02 and P = 0.04, respectively). We conclude that provision of SQ‐LNS did not negatively impact self‐reported IYCF practices and may have positively impacted frequency of feeding. PMID:27910260</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2012AGUFMED23A0732G','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2012AGUFMED23A0732G"><span>Lifelines for High School Climate Change Education</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Gould, A. D.</p> <p>2012-12-01</p> <p>The Lifelines project aims to establish a network of practicing high school teachers actively using climate change curricula by creating professional learning communities (PLCs) of teachers who, through remote meetings and workshops, maintain ongoing communication and sharing of best practices among colleagues to strengthen knowledge and promote effective teaching strategies. The project explores techniques to achieve the most effective teleconferencing meetings and workshops. This promotes not only teaching about minimizing environmental impacts of human activity, but minimizes environmental impacts of professional development — practicing what we preach. To date, Lifelines PLCs have set up websites and e-mail lists for sharing information. Teleconferences and webinars have been held using services such as Skype, ReadyTalk, and Wiggio. Many of the meetings have been recorded and archived for the benefit of members who could not attend in real-time.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.epa.gov/large-scale-residential-demolition/managing-stormwater-and-dust-demolition-sites','PESTICIDES'); return false;" href="https://www.epa.gov/large-scale-residential-demolition/managing-stormwater-and-dust-demolition-sites"><span>Managing Stormwater and Dust at Demolition Sites</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.epa.gov/pesticides/search.htm">EPA Pesticide Factsheets</a></p> <p></p> <p></p> <p>Learn how to manage stormwater and dust at demolition sites, including developing a stormwater solution prevention plan, best practices for erosion, runoff and sediment control to reduce environmental impacts and comply with environmental regulations.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24235215','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24235215"><span>The impact of broiler production system practices on consumer perceptions of animal welfare.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>de Jonge, Janneke; van Trijp, Hans C M</p> <p>2013-12-01</p> <p>This research explores the extent to which different farm management practices influence the perceived animal friendliness of broiler production systems, and how this differs between individuals. Using a conjoint design with paired comparisons, respondents evaluated broiler production systems that were described on the basis of 7 animal welfare-related practices. It was found that practices in the area of outdoor access, stocking density, and day-night rhythm were overall perceived to have a larger impact on perceptions of animal friendliness than other practices, such as transport duration or the type of breed used. However, individuals differed regarding the extent to which they believed the different farm management practices influenced the animal friendliness of the production system. Differences between individuals regarding their knowledge about and familiarity with livestock farming, degree of anthropomorphism, and their moral beliefs regarding animal welfare partly explained the relative importance individuals attached to farm management practices. The obtained insight into which welfare-related farm management practices, in consumers' minds, most strongly contribute to animal welfare, and the existence of differences between consumers, can be helpful in the development of animal welfare-based certification schemes that are appealing to consumers, as well as the positioning of welfare concepts in the market.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28786881','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28786881"><span>Examining the impact of succession management practices on organizational performance: A national study of U.S. hospitals.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Groves, Kevin S</p> <p>2017-08-03</p> <p>Spearheaded by the industry's transition from volume- to value-based care, the health care reform movement has spurred both unprecedented challenges and opportunities for developing more effective and sustainable health care delivery organizations. Whereas the formidable challenges of leading hospitals and health systems have been widely discussed, including reimbursement degradation, the rapidly aging workforce, and the imminent wave of executive retirements, the opportunity to leverage succession management and talent development capabilities to overcome these challenges has been largely overlooked. To address this key research and practice need, this multiphase study develops and validates an assessment of succession management practices for health care organizations. Utilizing data collected from two national samples of hospital organizations, the results provide a 32-item succession management assessment comprising seven distinct sets of succession management practices. The results indicate that succession management practices are strongly associated with multiple hospital performance metrics, including patient satisfaction and Medicare Spending per Beneficiary, leadership bench strength, and internal/external placement rate for executive level positions. The author concludes this article with a discussion of several practical implications for health care executives and boards, including employing the succession management assessment for diagnosing development opportunities, benchmarking succession planning and talent development practices against similar hospitals or health systems, and elevating the profile of succession management as a strategic priority in today's increasingly uncertain health care landscape.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24788420','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24788420"><span>Motivational interviewing workshop in a virtual world: learning as avatars.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Shershneva, Marianna; Kim, Ji-Hye; Kear, Cynthia; Heyden, Robin; Heyden, Neil; Lee, Jay; Mitchell, Suzanne</p> <p>2014-04-01</p> <p>Limited research has been done to understand outcomes of continuing medical education offered in three-dimensional, immersive virtual worlds. We studied a case of a virtual world workshop on motivational interviewing (MI) applied to smoking cessation counseling and its educational impact. To facilitate content development and evaluation, we specified desired MI competencies. The workshop consisted of three sessions, which included lectures, practice with standardized patients, and chat interactions. Data were collected from 13 primary care physicians and residents through workshop observation, and pre- and 3-month post-workshop telephone/Skype interviews and interactions with standardized patients. Interactions with standardized patients were assessed by an expert using a validated MI tool and by standardized patients using a tool developed for this study. For 11 participants who attended two or three sessions, we conducted paired-samples t tests comparing mean differences between the competency scores before and after the workshop. Expert assessment showed significant improvement on six of seven MI competencies. All participants reported learning new knowledge and skills, and nine described incorporating new learning into their clinical practice. Practicing MI with standardized patients and/or observing others' practice appeared to be the most helpful workshop component. The evaluated workshop had positive impact on participants' competencies and practice as related to MI applied to smoking cessation counseling. Our findings support further exploration of three-dimensional virtual worlds as learning environments for continuing medical education.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19567729','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19567729"><span>Caring: some reflections on the impact of the culture care theory by McFarland & Andrews and a conversation with Leininger.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Clarke, Pamela N; McFarland, Marilyn R; Andrews, Margaret M; Leininger, Madeleine</p> <p>2009-07-01</p> <p>This column is the first of two with a special focus on the construct of caring. In this dialogue, two Leininger scholars together address the questions related to the global impact on practice and the contribution of the model to scientific development in nursing. Then, in a special conversation, nurse theorist Madeleine Leininger offers her view of the impact of her work as well as some of her early experiences.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/AD1044922','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/AD1044922"><span>Common Sense Guide to Mitigating Insider Threats, Fifth Edition</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>2016-12-01</p> <p>background investigation on its employees. 6.4 Quick Wins and High -Impact Solutions 6.4.1 All Organizations Have all employees, contractors , and trusted...Studies 15 1.6 Quick Wins and High -Impact Solutions 16 1.6.1 All Organizations 16 1.7 Mapping to Standards 16 Practice 2: Develop a formalized insider...Threat Program 29 2.5 Case Studies 30 2.6 Quick Wins and High -Impact Solutions 31 2.6.1 All Organizations 31 2.6.2 Large Organizations 32 2.7</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1149889.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1149889.pdf"><span>The Impact of Adapting a General Professional Development Framework to the Constraints of In-Service Professional Development on the Next Generation Science Standards in Urban Settings</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McGee, Steven; Nutakki, Nivedita</p> <p>2017-01-01</p> <p>Urban school districts face a dilemma in providing professional development support for teachers in transition to the Next Generation Science Standards (NGSS). Districts need to maximize the quality and amount of professional development within practical funding constraints. In this paper, we discuss preliminary results from a…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4673870','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4673870"><span>Characteristics of health impact assessments reported in Australia and New Zealand 2005–2009</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Haigh, Fiona; Harris, Elizabeth; Chok, Harrison NG; Baum, Fran; Harris-Roxas, Ben; Kemp, Lynn; Spickett, Jeff; Keleher, Helen; Morgan, Richard; Harris, Mark; Wendel, Arthur M; Dannenberg, Andrew L</p> <p>2013-01-01</p> <p>Abstract Objective : To describe the use and reporting of Health Impact Assessment (HIA) in Australia and New Zealand between 2005 and 2009. Methods : We identified 115 HIAs undertaken in Australia and New Zealand between 2005 and 2009. We reviewed 55 HIAs meeting the study's inclusion criteria to identify characteristics and appraise the quality of the reports. Results : Of the 55 HIAs, 31 were undertaken in Australia and 24 in New Zealand. The HIAs were undertaken on plans (31), projects (12), programs (6) and policies (6). Compared to Australia, a higher proportion of New Zealand HIAs were on policies and plans and were rapid assessments done voluntarily to support decision-making. In both countries, most HIAs were on land use planning proposals. Overall, 65% of HIA reports were judged to be adequate. Conclusion : This study is the first attempt to empirically investigate the nature of the broad range of HIAs done in Australia and New Zealand and has highlighted the emergence of HIA as a growing area of public health practice. It identifies areas where current practice could be improved and provides a baseline against which future HIA developments can be assessed. Implications: There is evidence that HIA is becoming a part of public health practice in Australia and New Zealand across a wide range of policies, plans and projects. The assessment of quality of reports allows the development of practical suggestions on ways current practice may be improved. The growth of HIA will depend on ongoing organisation and workforce development in both countries. PMID:24892152</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4892304','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4892304"><span>Fundamental constructs in food parenting practices: a content map to guide future research</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Ward, Dianne S.; Fisher, Jennifer O.; Faith, Myles S.; Hughes, Sheryl O.; Kremers, Stef P.J.; Musher-Eizenman, Dara R.; O’Connor, Teresia M.; Patrick, Heather; Power, Thomas G.</p> <p>2016-01-01</p> <p>Although research shows that “food parenting practices” can impact children’s diet and eating habits, current understanding of the impact of specific practices has been limited by inconsistencies in terminology and definitions. This article represents a critical appraisal of food parenting practices, including clear terminology and definitions, by a working group of content experts. The result of this effort was the development of a content map for future research that presents 3 overarching, higher-order food parenting constructs – coercive control, structure, and autonomy support – as well as specific practice subconstructs. Coercive control includes restriction, pressure to eat, threats and bribes, and using food to control negative emotions. Structure includes rules and limits, limited/guided choices, monitoring, meal- and snacktime routines, modeling, food availability and accessibility, food preparation, and unstructured practices. Autonomy support includes nutrition education, child involvement, encouragement, praise, reasoning, and negotiation. Literature on each construct is reviewed, and directions for future research are offered. Clear terminology and definitions should facilitate cross-study comparisons and minimize conflicting findings resulting from previous discrepancies in construct operationalization. PMID:26724487</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016JSTEd..27..607O','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016JSTEd..27..607O"><span>Features of an Emerging Practice and Professional Development in a Science Teacher Team Collaboration with a Researcher Team</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Olin, Anette; Ingerman, Åke</p> <p>2016-10-01</p> <p>This study concerns teaching and learning development in science through collaboration between science teachers and researchers. At the core was the ambition to integrate research outcomes of science education—here `didactic models'—with teaching practice, aligned with professional development. The phase where the collaboration moves from initial establishment towards a stable practice is investigated. The study aims to identifying features of formation and exploring consequences for the character of contact between research and teaching. Specific questions are "What may be identified as actions and arrangements impacting the quality and continuation of the emerging practice?" and "What and in what ways may support teacher growth?" The analysis draws on practice architectures as a theoretical framework and specifically investigates the initial meetings as a practice-node for a new practice, empirically drawing on documented reflections on science teaching, primarily from meetings and communication. The results take the form of an analytical-narrative account of meetings that focused planning, enactment and reflection on teaching regarding the human body. We identify enabling actions such as collaborative work with concrete material from the classroom and arrangements such as the regular meetings and that the collaborative group had a core of shared competence—in science teaching and learning. Constraining were actions such as introducing research results with weak connection to practical action in the school practice and arrangements such as differences between school and university practice architectures and the general `oppression' of teachers' classroom practice. The discussion includes reflections on researchers' roles and on a research and practice base for school development.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23463225','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23463225"><span>Addressing the challenge of diversity in the graduate ranks: good practices yield good outcomes.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Thompson, Nancy L; Campbell, Andrew G</p> <p>2013-01-01</p> <p>In this paper, we examine the impact of implementing three systemic practices on the diversity and institutional culture in biomedical and public health PhD training at Brown University. We hypothesized that these practices, designed as part of the National Institutes of Health-funded Initiative to Maximize Student Development (IMSD) program in the Division of Biology and Medicine, would have a positive effect on underrepresented minority (URM) recruitment and retention and objective measures of student success. These practices include: 1) develop strategic partnerships with selected undergraduate institutions; 2) provide a personalized education program of student support and skill-based modules to supplement discipline-based course work; and 3) transform institutional culture by engaging faculty in supporting diversity-related goals and practices. Data comparing URM numbers and key academic milestones before and after implementation of IMSD practices support the initial hypothesis and effectiveness of these practices at Brown. Program components are broadly applicable as best practices for others seeking to improve URM recruitment and achievements of graduate students traditionally underrepresented in the sciences.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li class="active"><span>25</span></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_25 --> <div class="footer-extlink text-muted" style="margin-bottom:1rem; text-align:center;">Some links on this page may take you to non-federal websites. 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