Ignorance of electrosurgery among obstetricians and gynaecologists.

PubMed

Mayooran, Zorana; Pearce, Scott; Tsaltas, Jim; Rombauts, Luk; Brown, T Ian H; Lawrence, Anthony S; Fraser, Kym; Healy, David L

2004-12-01

The purpose of this study was to assess the level of skill of laparoscopic surgeons in electrosurgery. Subjects were asked to complete a practical diathermy station and a written test of electrosurgical knowledge. Tests were held in teaching and non-teaching hospitals. Twenty specialists in obstetrics and gynaecology were randomly selected and tested on the Monash University gynaecological laparoscopic pelvi-trainer. Twelve candidates were consultants with 9-28 years of practice in operative laparoscopy, and 8 were registrars with up to six years of practice in operative laparoscopy. Seven consultants and one registrar were from rural Australia, and three consultants were from New Zealand. Candidates were marked with checklist criteria resulting in a pass/fail score, as well as a weighted scoring system. We retested 11 candidates one year later with the same stations. No improvement in electrosurgery skill in one year of obstetric and gynaecological practice. No candidate successfully completed the written electrosurgery station in the initial test. A slight improvement in the pass rate to 18% was observed in the second test. The pass rate of the diathermy station dropped from 50% to 36% in the second test. The study found ignorance of electrosurgery/diathermy among gynaecological surgeons. One year later, skills were no better.

Food Safety Practices in the Egg Products Industry.

PubMed

Viator, Catherine L; Cates, Sheryl C; Karns, Shawn A; Muth, Mary K; Noyes, Gary

2016-07-01

We conducted a national census survey of egg product plants (n = 57) to obtain information on the technological and food safety practices of the egg products industry and to assess changes in these practices from 2004 to 2014. The questionnaire asked about operational and sanitation practices, microbiological testing practices, food safety training for employees, other food safety issues, and plant characteristics. The findings suggest that improvements were made in the industry's use of food safety technologies and practices between 2004 and 2014. The percentage of plants using advanced pasteurization technology and an integrated, computerized processing system increased by almost 30 percentage points. Over 90% of plants voluntarily use a written hazard analysis and critical control point (HACCP) plan to address food safety for at least one production step. Further, 90% of plants have management employees who are trained in a written HACCP plan. Most plants (93%) conduct voluntary microbiological testing. The percentage of plants conducting this testing on egg products before pasteurization has increased by almost 30 percentage points since 2004. The survey findings identify strengths and weaknesses in egg product plants' food safety practices and can be used to guide regulatory policymaking and to conduct required regulatory impact analysis of potential regulations.

75 FR 9763 - Relief for U.S. Military and Civilian Personnel Who Are Assigned Outside the United States in...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-03-04

... take a practical test after passing a knowledge test. For example, 14 CFR 61.39(a)(1) gives a person 24... operations. SFAR 100-2 also continues to allow FSDOs to accept expired airman written test reports for certain practical tests from U.S. personnel who are assigned outside the United States in support of U.S...

HIV (human immunodeficiency virus) testing and prevention in the cruise industry.

PubMed

Dahl, Eilif

2011-01-01

There are no internationally recognized guidelines regarding HIV for employees on cruise ships. The aim of the study was to survey and compare current practices for crews in the cruise industry regarding HIV testing and prevention. Medical representatives from cruise companies were invited to complete a questionnaire on their company's practices regarding HIV-related issues. Fifteen of 18 invited representatives completed the questionnaire on behalf of 24 companies with a total of 155 ships. All 8 companies with a medical department had a written HIV policy, versus 4 of 16 companies that handled medical crew issues through independent medical consultant services. Thirteen companies required pre-sea HIV testing, 12 had a written HIV policy regarding HIV testing and prevention, and 18 had free condoms for the crew. A positive HIV test would result in revocation of the employment offer from 5 companies and in another 6 companies establish HIV as a pre-existing condition. Eight companies required HIV+ seafarers to demonstrate stability at regular intervals as a condition for sailing. Cruise companies have different practices regarding HIV in crew. Large cruise lines with medical departments are more likely to have a written HIV policy than companies using independent medical consultants. About half the companies required pre-sea HIV testing; some to avoid hiring HIV+ seafarers, others to establish HIV as a pre-existing condition or to ensure proper follow-up of their HIV+ seafarers. This report may provide input for company discussions about present or future HIV policies.

Assessing Mathematics 4. Problem Solving: The APU Approach.

ERIC Educational Resources Information Center

Foxman, Derek; And Others

1984-01-01

Presented are examples of problem-solving items from practical and written mathematics tests. These tests are part of an English survey designed to assess the mathematics achievement of students aged 11 and 15. (JN)

Criterion-Referenced Measurement in the Army: Development of a Research- Based, Practical, Test Construction Manual

DTIC Science & Technology

1978-09-01

iE ARI TECHNICAL REPORT S~ TR-78-A31 M CCriterion-Reforencod Loasurement In the Army: Development of a Research-Based, Practical, Test Construction ...conducted to develop a Criterion- 1 Referenced Tests (CRTs) Construction Manual. Major accomplishments were the preparation of a written review of the...survey of the literature on Criterion-Referenced Testing’ conducted in order to provide an information base for development of the CRT Construction

Use of Saliva for Assessment of Stress and Its Effect on the Immune System Prior to Gross Anatomy Practical Examinations

ERIC Educational Resources Information Center

Lester, S. Reid; Brown, Jason R.; Aycock, Jeffrey E.; Grubbs, S. Lee; Johnson, Roger B.

2010-01-01

The objective of this study was to determine the longitudinal effects of a series of stressful gross anatomy tests on the immune system. Thirty-six freshman occupational therapy students completed a written stress evaluation survey, and saliva samples were obtained at baseline and prior to each of three timed-practical gross anatomy tests.…

40 CFR 60.8 - Performance tests.

Code of Federal Regulations, 2013 CFR

2013-07-01

... required by the Administrator under section 114 of the Act, the owner or operator of such facility shall conduct performance test(s) and furnish the Administrator a written report of the results of such... Administrator, in writing as soon as practicable following the date the owner or operator first knew, or through...

40 CFR 60.8 - Performance tests.

Code of Federal Regulations, 2012 CFR

2012-07-01

... required by the Administrator under section 114 of the Act, the owner or operator of such facility shall conduct performance test(s) and furnish the Administrator a written report of the results of such... Administrator, in writing as soon as practicable following the date the owner or operator first knew, or through...

40 CFR 60.8 - Performance tests.

Code of Federal Regulations, 2011 CFR

2011-07-01

... required by the Administrator under section 114 of the Act, the owner or operator of such facility shall conduct performance test(s) and furnish the Administrator a written report of the results of such... Administrator, in writing as soon as practicable following the date the owner or operator first knew, or through...

40 CFR 60.8 - Performance tests.

Code of Federal Regulations, 2014 CFR

2014-07-01

... required by the Administrator under section 114 of the Act, the owner or operator of such facility shall conduct performance test(s) and furnish the Administrator a written report of the results of such... Administrator, in writing as soon as practicable following the date the owner or operator first knew, or through...

[Primary care doctors attitudes and practices in the diagnosis of HIV infection].

PubMed

Busto, María José; García San Miguel, Lucía; Castelao, María Elena; Bermúdez, Elena

2011-01-01

To explore the attitudes and practices of Primary Health Care professionals in the diagnosis of HIV infection according to current protocols and the degree of acceptance of simplified HIV testing (without a separate written consent and without asking about risk practices). An observational cross-sectional descriptive study conducted in Primary Care Centres of the Madrid Public Health Service. Data were collected by telephone surveys during 2009. A total of 210 doctors were interviewed. Twenty one percent were already performing simplified HIV testing (and 28.6% expressed a favourable attitude towards the new recommendations). The majority (71.4% did not use a separate written consent for HIV testing, and 42% did not report any communication difficulties. Most of them considered that comparing HIV with other similar ways of transmission infections, making HIV testing exceptual may lead to stigma. Lack of time was not a problem for 75.2%, and 97.1% considered they had an essential role in controlling the HIV epidemic. The acceptance of simplified HIV testing is high and is already being performed by 1 out of 5 Primary Care Doctors in the Madrid Public Health Service. Copyright © 2010 Elsevier España, S.L. All rights reserved.

Basic Facialist. Teacher Edition. Cosmetology Series.

ERIC Educational Resources Information Center

Rogers, Jeanette A.

This Oklahoma curriculum guide contains six units. Each instructional unit includes some or all of these basic components: performance objectives; suggested activities for the teacher; pretest; handouts; information sheets; transparency masters; assignment sheets; job sheets; practical tests; written tests; and answers to pretest, assignment…

Girls' Touch Football, Physical Education: 5551.03.

ERIC Educational Resources Information Center

King, Kathy

This course outline is a guide for teaching basic understanding of fundamental skills and rules of girls' touch football in grades 7-12. The course format includes lectures, demonstrations, practice of basic skills, visual aids, lead-up games, presentation and practice of officiating techniques, tournaments, and written and skills tests. Course…

What is an Objective Structured Practical Examination in Anatomy?

ERIC Educational Resources Information Center

Yaqinuddin, Ahmed; Zafar, Muhammad; Ikram, Muhammad Faisal; Ganguly, Paul

2013-01-01

Assessing teaching-learning outcomes in anatomical knowledge is a complex task that requires the evaluation of multiple domains: theoretical, practical, and clinical knowledge. In general, theoretical knowledge is tested by a written examination system constituted by multiple choice questions (MCQs) and/or short answer questions (SAQ). The…

40 CFR 792.113 - Mixtures of substances with carriers.

Code of Federal Regulations, 2013 CFR

2013-07-01

... according to written standard operating procedures, which provide for periodic analysis of each batch. (b... SUBSTANCES CONTROL ACT (CONTINUED) GOOD LABORATORY PRACTICE STANDARDS Test, Control, and Reference Substances...

40 CFR 792.113 - Mixtures of substances with carriers.

Code of Federal Regulations, 2011 CFR

2011-07-01

... according to written standard operating procedures, which provide for periodic analysis of each batch. (b... SUBSTANCES CONTROL ACT (CONTINUED) GOOD LABORATORY PRACTICE STANDARDS Test, Control, and Reference Substances...

40 CFR 792.113 - Mixtures of substances with carriers.

Code of Federal Regulations, 2014 CFR

2014-07-01

... according to written standard operating procedures, which provide for periodic analysis of each batch. (b... SUBSTANCES CONTROL ACT (CONTINUED) GOOD LABORATORY PRACTICE STANDARDS Test, Control, and Reference Substances...

40 CFR 792.113 - Mixtures of substances with carriers.

Code of Federal Regulations, 2012 CFR

2012-07-01

... according to written standard operating procedures, which provide for periodic analysis of each batch. (b... SUBSTANCES CONTROL ACT (CONTINUED) GOOD LABORATORY PRACTICE STANDARDS Test, Control, and Reference Substances...

Teaching clinical management skills for genetic testing of hereditary nonpolyposis colorectal cancer using a Web-based tutorial.

PubMed

Barnes, Kathleen; Itzkowitz, Steven; Brown, Karen

2003-01-01

To pilot and evaluate an interactive Web-based continuing medical education tutorial on clinical management of hereditary nonpolyposis colon cancer (HNPCC) and genetic testing. Gastroenterology fellows and genetic counseling trainees were asked to read standard written materials before taking the tutorial. A pretest/post-test assessment was used to measure change in subjects' clinical management skills. Subjects made the correct management decision 63.9% of the time before the tutorial and 81.1% of the time after the tutorial (P < 0.001). Supplementing written materials with an interactive program may assist medical professionals in integrating their knowledge of HNPCC and genetic testing into clinical practice.

Test Theories, Educational Priorities and Reliability of Public Examinations in England

ERIC Educational Resources Information Center

Baird, Jo-Anne; Black, Paul

2013-01-01

Much has already been written on the controversies surrounding the use of different test theories in educational assessment. Other authors have noted the prevalence of classical test theory over item response theory in practice. This Special Issue draws together articles based upon work conducted on the Reliability Programme for England's…

Teachers' Accounts of Their Perceptions and Practices of Providing Written Feedback to Nursing Students on Their Assignments

ERIC Educational Resources Information Center

Iqbal, Sajid; Gul, Raisa; Lakhani, Arusa; Rizvi, Nusrat Fatima

2014-01-01

Written feedback can facilitate students' learning in several ways. However, the teachers' practices of written feedback may be affected by various factors. This study aimed to explore the nurse teachers' accounts of their perceptions and practices of providing written feedback. A descriptive exploratory design was employed in the study. A…

Philosophy for Young Children: A Practical Guide

ERIC Educational Resources Information Center

Gaut, Berys; Gaut, Morag

2011-01-01

Co-written by a professor of philosophy and a practising primary school teacher, "Philosophy for Young Children" is a concise, practical guide for teachers. It contains detailed session plans for 36 philosophical enquiries--enough for a year's work--that have all been successfully tried, tested and enjoyed with young children from the age of three…

14 CFR 63.41 - Retesting after failure.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 14 Aeronautics and Space 2 2011-01-01 2011-01-01 false Retesting after failure. 63.41 Section 63.41 Aeronautics and Space FEDERAL AVIATION ADMINISTRATION, DEPARTMENT OF TRANSPORTATION (CONTINUED... failure. An applicant for a flight engineer certificate who fails a written test or practical test for...

14 CFR 63.41 - Retesting after failure.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 14 Aeronautics and Space 2 2010-01-01 2010-01-01 false Retesting after failure. 63.41 Section 63.41 Aeronautics and Space FEDERAL AVIATION ADMINISTRATION, DEPARTMENT OF TRANSPORTATION (CONTINUED... failure. An applicant for a flight engineer certificate who fails a written test or practical test for...

14 CFR 63.41 - Retesting after failure.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 14 Aeronautics and Space 2 2013-01-01 2013-01-01 false Retesting after failure. 63.41 Section 63.41 Aeronautics and Space FEDERAL AVIATION ADMINISTRATION, DEPARTMENT OF TRANSPORTATION (CONTINUED... failure. An applicant for a flight engineer certificate who fails a written test or practical test for...

14 CFR 63.41 - Retesting after failure.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 14 Aeronautics and Space 2 2014-01-01 2014-01-01 false Retesting after failure. 63.41 Section 63.41 Aeronautics and Space FEDERAL AVIATION ADMINISTRATION, DEPARTMENT OF TRANSPORTATION (CONTINUED... failure. An applicant for a flight engineer certificate who fails a written test or practical test for...

Investigating Administered Essay and Multiple-Choice Tests in the English Department of Islamic Azad University, Hamedan Branch

ERIC Educational Resources Information Center

Karimi, Lotfollah; Mehrdad, Ali Gholami

2012-01-01

This study has attempted to investigate the administered written tests in the language department of Islamic Azad University of Hamedan, Iran from validity, practicality and reliability points of view. To this end two steps were taken. First, examining 112 tests, we knew that the face validity of 50 tests had been threatened, 9 tests lacked…

Research and Practice on College English Oral Test--A Case Study of Beijing Institute of Petrochemical Technology

ERIC Educational Resources Information Center

Yan, Jiaolan; Zhang, Weiran; Yu, Yuan; Chang, Jie; Ding, Guangwei

2015-01-01

Based on the description of implementation of College English oral test from the points of the necessity, feasibility, and implementation process, this study analyzed the current situation of university students' oral English, oral English ability, the college entrance examination results, and a band-4 written test and established their…

17 CFR 201.234 - Depositions upon written questions.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 17 Commodity and Securities Exchanges 2 2011-04-01 2011-04-01 false Depositions upon written... RULES OF PRACTICE Rules of Practice Initiation of Proceedings and Prehearing Rules § 201.234 Depositions upon written questions. (a) Availability. Depositions may be taken and submitted on written questions...

17 CFR 201.234 - Depositions upon written questions.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 17 Commodity and Securities Exchanges 2 2010-04-01 2010-04-01 false Depositions upon written... RULES OF PRACTICE Rules of Practice Initiation of Proceedings and Prehearing Rules § 201.234 Depositions upon written questions. (a) Availability. Depositions may be taken and submitted on written questions...

16 CFR 1027.6 - Written decision.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 16 Commercial Practices 2 2010-01-01 2010-01-01 false Written decision. 1027.6 Section 1027.6 Commercial Practices CONSUMER PRODUCT SAFETY COMMISSION GENERAL SALARY OFFSET § 1027.6 Written decision. (a) The hearing official shall issue a final written opinion no later than 60 days after the filing of the...

Teaching Cockpit Automation in the Classroom

NASA Technical Reports Server (NTRS)

Casner, Stephen M.

2003-01-01

This study explores the idea of teaching fundamental cockpit automation concepts and skills to aspiring professional pilots in a classroom setting, without the use of sophisticated aircraft or equipment simulators. Pilot participants from a local professional pilot academy completed eighteen hours of classroom instruction that placed a strong emphasis on understanding the underlying principles of cockpit automation systems and their use in a multi-crew cockpit. The instructional materials consisted solely of a single textbook. Pilots received no hands-on instruction or practice during their training. At the conclusion of the classroom instruction, pilots completed a written examination testing their mastery of what had been taught during the classroom meetings. Following the written exam, each pilot was given a check flight in a full-mission Level D simulator of a Boeing 747-400 aircraft. Pilots were given the opportunity to fly one practice leg, and were then tested on all concepts and skills covered in the class during a second leg. The results of the written exam and simulator checks strongly suggest that instruction delivered in a traditional classroom setting can lead to high levels of preparation without the need for expensive airplane or equipment simulators.

FLOWER IPv4/IPv6 Network Flow Summarization software

DOE Office of Scientific and Technical Information (OSTI.GOV)

Nickless, Bill; Curtis, Darren; Christy, Jason

FLOWER was written as a refactoring/reimplementation of the existing Flo software used by the Cooperative Protection Program (CPP) to provide network flow summaries for analysis by the Operational Analysis Center (OAC) and other US Department of Energy cyber security elements. FLOWER is designed and tested to operate at 10 gigabits/second, nearly 10 times faster than competing solutions. FLOWER output is optimized for importation into SQL databases for categorization and analysis. FLOWER is written in C++ using current best software engineering practices.

Best Practices for Administering Concept Inventories

NASA Astrophysics Data System (ADS)

Madsen, Adrian; McKagan, Sarah B.; Sayre, Eleanor C.

2017-12-01

There is a plethora of concept inventories available for faculty to use, but it is not always clear exactly why you would use these tests, or how you should administer them and interpret the results. These research-based tests about physics and astronomy concepts are valuable because they allow for standardized comparisons among institutions, instructors, or over time. In order for these comparisons to be meaningful, you should use best practices for administering the tests. In interviews with 24 physics faculty, we have identified common questions that faculty members have about concept inventories. We have written this article to address common questions from these interviews and provide a summary of best practices for administering concept inventories.

Are written and spoken recall of text equivalent?

PubMed

Kellogg, Ronald T

2007-01-01

Writing is less practiced than speaking, graphemic codes are activated only in writing, and the retrieved representations of the text must be maintained in working memory longer because handwritten output is slower than speech. These extra demands on working memory could result in less effort being given to retrieval during written compared with spoken text recall. To test this hypothesis, college students read or heard Bartlett's "War of the Ghosts" and then recalled the text in writing or speech. Spoken recall produced more accurately recalled propositions and more major distortions (e.g., inferences) than written recall. The results suggest that writing reduces the retrieval effort given to reconstructing the propositions of a text.

Leadership Magazine. Volume 34, Number 3

ERIC Educational Resources Information Center

Leadership, 2005

2005-01-01

Every month, "Leadership" features articles written in an informal, conversational style that provide practical information for school administrators. This issue of "Leadership" contains the following titles: (1) "A Better Approach to Testing" (Smith, Franklin); (2) "Accelerating Learning: Time to Pick up the…

Finding the Written in Unexpected Places: Literacy in the Maintenance and Practice of Lukumí Rituals and Traditions

ERIC Educational Resources Information Center

Pogue, Tiffany D.

2015-01-01

This study describes the use of literacy--including the written word--in the maintenance and practice of Lukumí, a Diasporic African spiritual tradition. While Lukumí is decidedly orally transmitted, the written word is still a critical part of its contemporary practice. Relying on data collected during participant observation of ceremonies and…

Daily Mini Quizzes as Means for Improving Student Performance in Anatomy Course

PubMed Central

Poljičanin, Ana; Čarić, Ana; Vilović, Katarina; Košta, Vana; Marinović Guić, Maja; Aljinović, Jure; Grković, Ivica

2009-01-01

Aim To evaluate daily-written 10-question quizzes in a medical anatomy course as a way to integrate assessment into the course and to evaluate their effect on the course success. Methods Students answering correctly 8/10 or more questions were awarded 0.5 points per quiz. There were 34 quizzes with a maximum point score 17. Measurable outcomes of academic progress in anatomy course (pass rates on 4 examination terms, total pass rate, and average marks) were calculated, and 2007/08 academic year was compared with the previous academic year in which daily written quizzes were not a part of the course. The relationship between cumulative points on daily quizzes and 3 components of the final examination (written, practical, and oral) for 2007/08 academic year was assessed by non-parametric correlation testing. Results Individual scores on quizzes ranged from 1.5 to 13.5 points. There was a positive correlation between scores on quizzes and grades on 3 components of the final examination: written (Spearman ρ = 0.784, P < 0.001, n = 79), practical (Spearman ρ = 0.342, P < 0.002, n = 79), and oral (Spearman ρ = 0.683, P < 0.001, n = 79) part. Compared with students in the previous academic year, students attending the course with daily quizzes significantly improved their academic achievement, expressed as the pass rate at the first examination term (39% vs 62%, respectively, χ2 test, P = 0.006) and the average course grade (2.71 ± 1.08 vs 3.38 ± 1.26, respectively; t test, P < 0.001). Conclusion Despite their frequency and possible associated stress, daily quizzes were associated with better academic success in the anatomy course. PMID:19260145

Written formative assessment and silence in the classroom

NASA Astrophysics Data System (ADS)

Lee Hang, Desmond Mene; Bell, Beverley

2015-09-01

In this commentary, we build on Xinying Yin and Gayle Buck's discussion by exploring the cultural practices which are integral to formative assessment, when it is viewed as a sociocultural practice. First we discuss the role of assessment and in particular oral and written formative assessments in both western and Samoan cultures, building on the account of assessment practices in the Chinese culture given by Yin and Buck. Secondly, we document the cultural practice of silence in Samoan classroom's which has lead to the use of written formative assessment as in the Yin and Buck article. We also discuss the use of written formative assessment as a scaffold for teacher development for formative assessment. Finally, we briefly discuss both studies on formative assessment as a sociocultural practice.

The relationship between sun protection policies and practices in schools with primary-age students: the role of school demographics, policy comprehensiveness and SunSmart membership.

PubMed

Dono, J; Ettridge, K A; Sharplin, G R; Wilson, C J

2014-02-01

Schools can implement evidence-based sun protection policies that guide practices to help protect children from harmful sun exposure. This national study assessed the relationship between the existence and comprehensiveness of written policies and the comprehensiveness of sun protection practices. The impact of school demographics on the strength of the relationship was also examined, as was the possibility that 'SunSmart' membership would have an additional impact on practices, beyond having any formal policy. In 2011-12, staff members of 1573 schools catering to primary-age students completed a self-administered survey about sun protection policies and practices (response rate of 57%). Results showed that schools with a written policy had more comprehensive practices than schools without a written policy. The relationship between having a written policy and sun protection practices was stronger for remote schools compared with metropolitan and regional schools, and for schools catering to both primary and secondary students compared with primary students only. In addition, policy comprehensiveness was associated with practice comprehensiveness, and SunSmart membership was indirectly related to practice comprehensiveness via policy comprehensiveness. These results indicate that written policies relate to practice comprehensiveness, but the strength of the association can vary according to the characteristics of the organization.

Development and evaluation of an interactive dental video game to teach dentin bonding.

PubMed

Amer, Rafat S; Denehy, Gerald E; Cobb, Deborah S; Dawson, Deborah V; Cunningham-Ford, Marsha A; Bergeron, Cathia

2011-06-01

Written and clinical tests compared the change in clinical knowledge and practical clinical skill of first-year dental students watching a clinical video recording of the three-step etch-and-rinse resin bonding system to those using an interactive dental video game teaching the same procedure. The research design was a randomized controlled trial with eighty first-year dental students enrolled in the preclinical operative dentistry course. Students' change in knowledge was measured through written examination using a pre-test and a post-test, as well as clinical tests in the form of a benchtop shear bond strength test. There was no statistically significant difference between teaching methods in regards to change in either knowledge or clinical skills, with one minor exception relating to the wetness of dentin following etching. Students expressed their preference for an interactive self-paced method of teaching.

14 CFR 63.53 - Knowledge requirements.

Code of Federal Regulations, 2012 CFR

2012-01-01

..., including flight planning and cruise control; (3) Practical meteorology, including analysis of weather maps... CERTIFICATION: FLIGHT CREWMEMBERS OTHER THAN PILOTS Flight Navigators § 63.53 Knowledge requirements. (a) An applicant for a flight navigator certificate must pass a written test on— (1) The regulations of this...

14 CFR 63.53 - Knowledge requirements.

Code of Federal Regulations, 2014 CFR

2014-01-01

..., including flight planning and cruise control; (3) Practical meteorology, including analysis of weather maps... CERTIFICATION: FLIGHT CREWMEMBERS OTHER THAN PILOTS Flight Navigators § 63.53 Knowledge requirements. (a) An applicant for a flight navigator certificate must pass a written test on— (1) The regulations of this...

14 CFR 63.53 - Knowledge requirements.

Code of Federal Regulations, 2013 CFR

2013-01-01

..., including flight planning and cruise control; (3) Practical meteorology, including analysis of weather maps... CERTIFICATION: FLIGHT CREWMEMBERS OTHER THAN PILOTS Flight Navigators § 63.53 Knowledge requirements. (a) An applicant for a flight navigator certificate must pass a written test on— (1) The regulations of this...

A Qualitative Case Study Exploring Best Practices for Accommodating Students with Written Expressive Disorders

ERIC Educational Resources Information Center

Samuels, Cecelia

2013-01-01

A qualitative case study was conducted to explore best practices for accommodating elementary, middle, and high school students with written expressive disorders. Students with disorders of written expression experience significant impairments in writing for their age, intelligence, and educational experience. Accommodations are crucial…

Written Corrective Feedback: Student Preferences and Teacher Feedback Practices

ERIC Educational Resources Information Center

Irwin, Bradley

2017-01-01

This case study explores the intricate interaction between students' preferences for written corrective feedback and actual teacher feedback practices in a second year academic EFL writing class in a Japanese university. Specific institutional and instructional details establish the context in which written feedback is being provided. A…

Quality Assurance Practices in Obstetric Care: A Survey of Hospitals in California.

PubMed

Lundsberg, Lisbet S; Lee, Henry C; Dueñas, Grace Villarin; Gregory, Kimberly D; Grossetta Nardini, Holly K; Pettker, Christian M; Illuzzi, Jessica L; Xu, Xiao

2018-02-01

To assess hospital practices in obstetric quality management activities and identify institutional characteristics associated with utilization of evidence-supported practices. Data for this study came from a statewide survey of obstetric hospitals in California regarding their organization and delivery of perinatal care. We analyzed responses from 185 hospitals that completed quality assurance sections of the survey to assess their practices in a broad spectrum of quality enhancement activities. The association between institutional characteristics and adoption of evidence-supported practices (ie, those supported by prior literature or recommended by professional organizations as beneficial for improving birth outcome or patient safety) was examined using bivariate analysis and appropriate statistical tests. Most hospitals regularly audited adherence to written protocols regarding critical areas of care; however, 77.7% and 16.8% reported not having written guidelines on diagnosis of labor arrest and management of abnormal fetal heart rate, respectively. Private nonprofit hospitals were more likely to have a written protocol for management of abnormal fetal heart rate (P=.002). One in 10 hospitals (9.7%) did not regularly review cases with significant morbidity or mortality, and only 69.0% regularly tracked indications for cesarean delivery. Moreover, 26.3%, 14.3%, and 8.7% of the hospitals reported never performing interprofessional simulations for eclampsia, shoulder dystocia, or postpartum hemorrhage, respectively. Teaching status was associated with more frequent simulations in these three areas (P≤.04 for all), while larger volume was associated with more frequent simulations for eclampsia (P=.04). Hospitals in California engage in a wide range of practices to assure or improve quality of obstetric care, but substantial variation in practice exists among hospitals. There is opportunity for improvement in adoption of evidence-supported practices.

14 CFR 63.59 - Retesting after failure.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 14 Aeronautics and Space 2 2011-01-01 2011-01-01 false Retesting after failure. 63.59 Section 63.59 Aeronautics and Space FEDERAL AVIATION ADMINISTRATION, DEPARTMENT OF TRANSPORTATION (CONTINUED... failure. (a) An applicant for a flight navigator certificate who fails a written or practical test for...

14 CFR 63.59 - Retesting after failure.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 14 Aeronautics and Space 2 2010-01-01 2010-01-01 false Retesting after failure. 63.59 Section 63.59 Aeronautics and Space FEDERAL AVIATION ADMINISTRATION, DEPARTMENT OF TRANSPORTATION (CONTINUED... failure. (a) An applicant for a flight navigator certificate who fails a written or practical test for...

14 CFR 63.59 - Retesting after failure.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 14 Aeronautics and Space 2 2014-01-01 2014-01-01 false Retesting after failure. 63.59 Section 63.59 Aeronautics and Space FEDERAL AVIATION ADMINISTRATION, DEPARTMENT OF TRANSPORTATION (CONTINUED... failure. (a) An applicant for a flight navigator certificate who fails a written or practical test for...

14 CFR 63.59 - Retesting after failure.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 14 Aeronautics and Space 2 2013-01-01 2013-01-01 false Retesting after failure. 63.59 Section 63.59 Aeronautics and Space FEDERAL AVIATION ADMINISTRATION, DEPARTMENT OF TRANSPORTATION (CONTINUED... failure. (a) An applicant for a flight navigator certificate who fails a written or practical test for...

Online vs live methods for teaching difficult airway management to anesthesiology residents.

PubMed

Bello, Giuseppe; Pennisi, Mariano Alberto; Maviglia, Riccardo; Maggiore, Salvatore Maurizio; Bocci, Maria Grazia; Montini, Luca; Antonelli, Massimo

2005-04-01

To compare the effectiveness of traditional and online teaching methods for educating anesthesiology residents in the principles and practice of difficult airway management. Prospective, randomized, controlled trial. University hospital. Two randomly selected groups, each containing 28 physicians enrolled from among residents in Anesthesiology and Intensive Care Medicine in Italy. Residents in Group 1 took a traditional 5-h course on the principles and practice of airway management, which included lectures, slide projection, and dummy demonstrations. The same material was presented to Group 2 in an exclusively online format, which could be individually accessed for a period of 36 h. In the online course, student-instructor interaction was provided through threaded discussion forums during three 30-min real-time question-and-answer sessions. Differences in baseline and post-course scores on written tests and practical skills tests were measured. Knowledge gains in Group 2 were slightly, but not significantly, greater compared with Group 1 both in written (P=0.228) and practical skills (P=0.376) tests. Semi-quantitative ratings of learner satisfaction were significantly higher in the online group (P=0.014). Almost all online students (93%) were logged in for at least 45 of the 90 min of real-time question-and-answer sessions. The four instructors spent an average of 144+/-10 min preparing answers and interacting with online students. Online teaching formats may be a valid alternative for teaching residents the principles and practice of difficult airway management. Interaction with instructors seems to be an important element, but it may require substantial time commitments by instructors.

Technical analysis of the Slosson Written Expression Test.

PubMed

Erford, Bradley T; Hofler, Donald B

2004-06-01

The Slosson Written Expression Test was designed to assess students ages 8-17 years at risk for difficulties in written expression. Scores from three independent samples were used to evaluate the test's reliability and validity for measuring students' written expression. Test-retest reliability of the SWET subscales ranged from .80 to .94 (n = 151), and .95 for the Written Expression Total Standard Scores. The median alternate-form reliability for students' Written Expression Total Standard Scores was .81 across the three forms. Scores on the Slosson test yielded concurrent validity coefficients (n = 143) of .60 with scores from the Woodcock-Johnson: Tests of Achievement-Third Edition Broad Written Language Domain and .49 with scores on the Test of Written Language-Third Edition Spontaneous Writing Quotient. Exploratory factor analytic procedures suggested the Slosson test is comprised of two dimensions, Writing Mechanics and Writing Maturity (47.1% and 20.1% variance accounted for, respectively). In general, the Slosson Written Expression Test presents with sufficient technical characteristics to be considered a useful written expression screening test.

HIV pre-test practices: an online survey examining perceptions of informed consent and pre-test information delivery in health care settings across the WHO European Region.

PubMed

Bell, Stephen; Casabona, Jordi; Tsereteli, Nino; Raben, Dorthe; de Wit, John

2017-05-01

The objective of this study was to gather health professionals' perceptions about gaining informed consent and delivering HIV pre-test information. An online self-report survey was completed by 338 respondents involved in HIV testing in 55 countries in the WHO European Region. Nearly two thirds (61.5%) of respondents thought that HIV testing guidelines used in their country of work included recommendations about pre-test information; 83% thought they included recommendations regarding obtaining informed consent. One third (34%) of respondents thought that written informed consent was required; respondents from Eastern Europe and Central Asia were more likely to perceive this as required. Respondents from Western Europe thought pre-test information about the following aspects was significantly less likely to be addressed than respondents in other regions: the right to decline a test; services available after a positive test; laws/regulations impacting someone being tested and receiving a positive test result; potential risks for a client taking an HIV test; the possible need for partner notification after a positive test result. Results offer insight into perceived HIV pre-test practices in all but two national settings across the WHO European Region, and can be used in the development and evaluation of future HIV testing guidelines in the WHO European Region. Findings highlight that practices of obtaining written informed consent depart from current guidelines in some HIV testing settings. Furthermore, findings underscore that it is uncommon for pre-test information to address legal and social risks and harms that people testing HIV-positive may incur. This differs from the most recent global WHO guidelines emphasising the importance of such information, and raises important questions regarding the implications and appropriateness of the currently dominant focus of recommendations on streamlining the HIV testing process.

How to Achieve Competence in English: A Quick Reference Handbook.

ERIC Educational Resources Information Center

Johnson, Eric W.

Written to provide a quick, simple, practical reference, this handbook contains explanations and examples of the use of English. Entries, arranged alphabetically, may be as specific as "bibliography,""colons,""dashes,""footnotes," and "prefixes" or as general as articles on cliches, books, figurative language, frame tests, grammar, and plagiarism.…

40 CFR 721.4472 - Phenyl, alkyl, hydroxyalkyl substituted imidazole (generic).

Code of Federal Regulations, 2010 CFR

2010-07-01

... percent), and (c). (ii) Hazard communication program. Requirements as specified in § 721.72 (a), (b), (c... protocol. (3) TSCA Good Laboratory Practice Standards at 40 CFR part 792. (4) Using methodologies generally..., the person must obtain approval of test protocols from EPA by submitting written protocols. EPA will...

Practice towards human papillomavirus vaccines among Malaysian women: a survey of a general youth population.

PubMed

Al-Naggar, Redhwan Ahmed; Bobryshev, Yuri V

2011-01-01

This study was performed to determine the practice of HPV vaccine among Malaysian women in the general population. A cross-sectional study was conducted among 233 women during the Academic Year 2010/2011. Written consent was obtained from the participants and written information about the study was given enclosed with the questionnaire form, consisting of questions on socio-demographic characteristics, knowledge about HPV and practice of HPV vaccination. The protocol was approved by the ethics committee of Management and Science University (MSU). Data were analyzed using Statistical Package for Social Sciences (SPSS) version 13. The T-test and ANOVA test were used to explore the relation between socio-demographic characteristics and the practice of HPV vaccine. The majority of the participants were from the age group 17-30 years old, Malay, single and having tertiary education (67.8, 62.7, 62.2, 86.3%; respectively). As for knowledge, the majority of them heard about HPV (82.4%), knew that multiple sex partners increase the risk (71.7%). Regarding the practice of HPV vaccine among respondents, slightly more than half had been vaccinated (51.5%). Regarding the factors that influenced the practice of HPV vaccine among general population; age, marital status and family monthly income were significant (p=0.001, p=0.001, p=0.001; respectively). Age, marital status and income significantly influence the practice of HPV vaccine. Therefore promotion of HPV vaccine and inclusion in the national vaccination program is very important for primary prevention of cervical cancer among women.

[Centrally and non-centrally designed exams in nursing: Comparisons of the final exams in 2008 to 2013 in Berlin focusing on different concepts of professional nursing education].

PubMed

Strube-Lahmann, Sandra; Vogler, Christine; Friedrich, Kai; Dassen, Theo; Kottner, Jan

2016-12-01

In Germany, nursing education ends with a final written, oral and practical exam. In the federal state of Berlin, Germany, all nursing students take centrally standardized written exams, while the practical and oral exams are developed by each individual nursing school or university and conducted without standardized protocols (non-central). Comparability might be seriously limited by this procedure. Since there is no official statistics available, the objective of this study is to compare the results of the final written, oral and practical exams of different nursing education institutions with an additional focus on different educational concepts. In a secondary data analysis, the final grades (written, oral, practical) of 4,342 nursing students in all 16 educational institutions in Berlin from 2008 to 2013 were analyzed. The mean (SD) of all written, oral and practical exams taken was 2.9 (0.7), 2.6 (1.1) and 2.2 (1.0), respectively. In each type of exam, the trend in grades was stable over the observation period. There was a statistically significant increase in the prevalence of initially failed exams from 2008 (7.9 %) to 2013 (12.0 %). In institutions following a traditional concept of education, the difference in grades between oral/practical exams on the one hand and written exams on the other ranged from 0.1 to 0.9, while in generalist (academic) institutions it ranged between -0.1 and 0.3 (-0.1 to 0). In nursing schools with a traditional approach to education, there was a big difference in grades between written and oral/practical exams. Standardization of oral and practical exams should be initiated to ensure greater comparability between different educational institutions. Copyright © 2016. Published by Elsevier GmbH.

Pressure-relieving equipment: promoting its correct use amongst nurses via differing modes of educational delivery.

PubMed

Wedge, Claire; Gosney, Margot

2005-04-01

To examine the impact of written and verbal education on bed-making practices, in an attempt to reduce the prevalence of pressure ulcers. The Department of Health has set targets for a 5% reduction per annum in the incidence of pressure ulcers. Electric profiling beds with a visco-elastic polymer mattress are a new innovation in pressure ulcer prevention; however, mattress efficacy is reduced by tightly tucking sheets around the mattress. A prospective randomized pre/post-test experimental design. Ward managers at a teaching hospital were approached to participate in the study. Two researchers independently examined the tightness of the sheets around the mattresses. Wards were randomized to one of two groups. Groups A and B received written education. In addition, group B received verbal education on alternate days for one week. Beds were re-examined one month later. One researcher was blinded to the educational delivery received by the wards. Twelve wards agreed to participate in the study and 245 beds were examined. Before education, 113 beds (46%) had sheets tucked correctly around the mattresses. Following education, this increased to 215 beds (87.8%) (chi2 = 68.03, P < 0.001). There was no significant difference in the number of correctly made beds between the two different education groups: 100 (87.72%) beds correctly made in group A vs. 115 (87.79%) beds in group B (chi2 = 0, P = 0.987). Clear, concise written instruction improved practice but verbal education was not additionally beneficial. Nurses are receptive to clear, concise written evidence regarding pressure ulcer prevention and incorporate this into clinical practice.

Investigating the Relational Nature of Feedback Practice

ERIC Educational Resources Information Center

Kastberg, Signe E.; Lischka, Alyson E.; Hillman, Susan L.

2017-01-01

At the crossroads of our prior research on prospective teachers' feedback to mathematics-learners and our mathematics teacher educator feedback practices, we study written feedback as part of relational practice. Using self-study methodology and an analysis of our narratives and conversations about written feedback, we identified factors that…

Editing in Technical Communication: Theory and Practice in Editing Processes at the Graduate Level.

ERIC Educational Resources Information Center

Masse, Roger E.

At New Mexico State University, technical communication teachers have developed a course to teach editing processes to graduate students who take the advanced workshop in technical and professional communication. In this seminar group, students work on writing processes; editing processes; written, edited, and tested products; and oral processes…

Teaching Scientific Core Ideas through Immersing Students in Argument: Using Density as an Example

ERIC Educational Resources Information Center

Chen, Ying-Chih; Lin, Jia-Ling; Chen, Yen-Ting

2014-01-01

Argumentation is one of the central practices in science learning and helps deepen students' conceptual understanding. Students should learn how to communicate ideas including procedure tests, data interpretations, and investigation outcomes in verbal and written forms through argument structure. This article presents a negotiation model to…

Psychology on Computers: Simulations, Experiments and Projects.

ERIC Educational Resources Information Center

Belcher, Duane M.; Smith, Stephen D.

PSYCOM is a unique mixed media package which combines high interest projects on the computer with a written text of expository material. It goes beyond most computer-assisted instruction which emphasizes drill and practice and testing of knowledge. A project might consist of a simulation or an actual experiment, or it might be a demonstration, a…

16 CFR 303.40 - Use of terms in written advertisements that imply presence of a fiber.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 16 Commercial Practices 1 2010-01-01 2010-01-01 false Use of terms in written advertisements that imply presence of a fiber. 303.40 Section 303.40 Commercial Practices FEDERAL TRADE COMMISSION REGULATIONS UNDER SPECIFIC ACTS OF CONGRESS RULES AND REGULATIONS UNDER THE TEXTILE FIBER PRODUCTS IDENTIFICATION ACT § 303.40 Use of terms in written...

Virginia Henderson and her timeless writings.

PubMed

Halloran, E J

1996-01-01

This paper provides a reflection on the written works of Miss Virginia Avenel Henderson. Miss Henderson is a nurse, a scientist, an artist and a quintessential human being--all traits which informed her written output. Nursing practice, research and education were all subjects of her extensive chronicle. The four-volume Nursing Studies Index is her contribution to nursing research. The Index was sandwiched between two revisions of Principles and Practice of Nursing (5th and 6th eds), the placement of which caused the Index to focus on practice and the Principles (6th ed.) to be based on research. The sixth edition of Principles, written with Gladys Nite and 17 contributors, is considered the most important single professional document written in the twentieth century. The book synthesizes nursing practice, education, theory and research in an age when many nurses are challenged by the seeming incongruity in these essential professional functions.

46 CFR 502.204 - Depositions upon written interrogatories.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 46 Shipping 9 2011-10-01 2011-10-01 false Depositions upon written interrogatories. 502.204... PRACTICE AND PROCEDURE Depositions, Written Interrogatories, and Discovery § 502.204 Depositions upon written interrogatories. (a) Serving interrogatories; notice. A party desiring to take the deposition of...

46 CFR 502.204 - Depositions upon written interrogatories.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 46 Shipping 9 2010-10-01 2010-10-01 false Depositions upon written interrogatories. 502.204... PRACTICE AND PROCEDURE Depositions, Written Interrogatories, and Discovery § 502.204 Depositions upon written interrogatories. (a) Serving interrogatories; notice. A party desiring to take the deposition of...

Assembly and insertion of a self-fitting hearing aid: design of effective instruction materials.

PubMed

Caposecco, Andrea; Hickson, Louise; Meyer, Carly

2011-12-01

A self-fitting hearing aid has been proposed as a viable option to meet the need for rehabilitation in areas where audiology services are unreliable. A successful outcome with a self-fitting hearing aid pivots in part on the clarity of the instructions accompanying the device. The aims of this article are (a) to review the literature to determine features that should be incorporated into written health-care materials and factors to consider in the design process when developing written instructions for a target audience of older adults and (b) to apply this information to the development of a set of written instructions as the first step in self-fitting of a hearing aid, assembling four parts and inserting the aid into the ear. The method involved a literature review of published peer reviewed research. The literature revealed four steps in the development of written health-care materials: planning, design, assessment of suitability, and pilot testing. Best practice design principles for each step were applied in the development of instructions for how to assemble and insert a hearing aid. Separate booklets were developed for the left and right aids and the content of each consisted of simple line drawings accompanied by captions. The reading level was Grade 3.5 equivalent and the Flesch Reading Ease Score was 91.1 indicating that the materials were "very easy" to read. It is essential to follow best practice design principles when developing written health-care materials to motivate the reader, maximize comprehension, and increase the likelihood of successful application of the content.

Assembly and Insertion of a Self-Fitting Hearing Aid

PubMed Central

Hickson, Louise; Meyer, Carly

2011-01-01

A self-fitting hearing aid has been proposed as a viable option to meet the need for rehabilitation in areas where audiology services are unreliable. A successful outcome with a self-fitting hearing aid pivots in part on the clarity of the instructions accompanying the device. The aims of this article are (a) to review the literature to determine features that should be incorporated into written health-care materials and factors to consider in the design process when developing written instructions for a target audience of older adults and (b) to apply this information to the development of a set of written instructions as the first step in self-fitting of a hearing aid, assembling four parts and inserting the aid into the ear. The method involved a literature review of published peer reviewed research. The literature revealed four steps in the development of written health-care materials: planning, design, assessment of suitability, and pilot testing. Best practice design principles for each step were applied in the development of instructions for how to assemble and insert a hearing aid. Separate booklets were developed for the left and right aids and the content of each consisted of simple line drawings accompanied by captions. The reading level was Grade 3.5 equivalent and the Flesch Reading Ease Score was 91.1 indicating that the materials were “very easy” to read. It is essential to follow best practice design principles when developing written health-care materials to motivate the reader, maximize comprehension, and increase the likelihood of successful application of the content. PMID:22389434

Examining Elementary Students' Development of Oral and Written Argumentation Practices Through Argument-Based Inquiry

NASA Astrophysics Data System (ADS)

Chen, Ying-Chih; Hand, Brian; Park, Soonhye

2016-05-01

Argumentation, and the production of scientific arguments are critical elements of inquiry that are necessary for helping students become scientifically literate through engaging them in constructing and critiquing ideas. This case study employed a mixed methods research design to examine the development in 5th grade students' practices of oral and written argumentation from one unit to another over 16 weeks utilizing the science writing heuristic approach. Data sources included five rounds of whole-class discussion focused on group presentations of arguments that occurred over eleven class periods; students' group writings; interviews with six target students and the teacher; and the researcher's field notes. The results revealed five salient trends in students' development of oral and written argumentative practices over time: (1) Students came to use more critique components as they participated in more rounds of whole-class discussion focused on group presentations of arguments; (2) by challenging each other's arguments, students came to focus on the coherence of the argument and the quality of evidence; (3) students came to use evidence to defend, support, and reject arguments; (4) the quality of students' writing continuously improved over time; and (5) students connected oral argument skills to written argument skills as they had opportunities to revise their writing after debating and developed awareness of the usefulness of critique from peers. Given the development in oral argumentative practices and the quality of written arguments over time, this study indicates that students' development of oral and written argumentative practices is positively related to each other. This study suggests that argumentative practices should be framed through both a social and epistemic understanding of argument-utilizing talk and writing as vehicles to create norms of these complex practices.

The challenge of giving written thesis feedback to nursing students.

PubMed

Tuvesson, Hanna; Borglin, Gunilla

2014-11-01

Providing effective written feedback on nursing student's assignments can be a challenging task for any assessor. Additionally, as the student groups tend to become larger, written feedback is likely to gain an overall more prominent position than verbal feedback. Lack of formal training or regular discussion in the teaching faculty about the skill set needed to provide written feedback could negatively affect the students' learning abilities. In this brief paper, we discuss written feedback practices, whilst using the Bachelor of Science in Nursing thesis as an example. Our aim is to highlight the importance of an informed understanding of the impact written feedback can have on students. Creating awareness about this can facilitate the development of more strategic and successful written feedback strategies. We end by offering examples of some relatively simple strategies for improving this practice. Copyright © 2014 Elsevier Ltd. All rights reserved.

Written Corrective Feedback in IELTS Writing Task 2: Teachers' Priorities, Practices, and Beliefs

ERIC Educational Resources Information Center

Pearson, William S.

2018-01-01

Teacher corrective feedback is widely recognised as integral in supporting developing L2 writers. The potentially high pressure IELTS test preparation classroom presents a context where feedback has not yet been extensively studied. Consequently, teachers' approaches to corrective feedback on Writing Task 2, the essay component of IELTS Writing,…

Bridging burn care education with modern technology, an integration with high fidelity human patient simulation.

PubMed

Reeves, Patrick T; Borgman, Matthew A; Caldwell, Nicole W; Patel, Leela; Aden, James; Duggan, John P; Serio-Melvin, Maria L; Mann-Salinas, Elizabeth A

2018-08-01

The Advanced Burn Life Support (ABLS) program is a burn-education curriculum nearly 30 years in the making, focusing on the unique challenges of the first 24h of care after burn injury. Our team applied high fidelity human patient simulation (HFHPS) to the established ABLS curriculum. Our hypothesis was that HFHPS would be a feasible, easily replicable, and valuable adjunct to the current curriculum that would enhance learner experience. This prospective, evidenced-based practice project was conducted in a single simulation center employing the American Burn Association's ABLS curriculum using HFHPS. Participants managed 7 separate simulated polytrauma and burn scenarios with resultant clinical complications. After training, participants completed written and practical examinations as well as satisfaction surveys. From 2012 to 2013, 71 students participated in this training. Simulation (ABLS-Sim) participants demonstrated a 2.5% increase in written post-test scores compared to traditional ABLS Provider Course (ABLS Live) (p=0.0016). There was no difference in the practical examination when comparing ABLS-Sim versus ABLS Live. Subjectively, 60 (85%) participants completed surveys. The Educational Practice Questionnaire showed best practices rating of 4.5±0.7; with importance of learning rated at 4.4±0.8. The Simulation Design Scale rating for design was 4.6±0.6 with an importance rating of 4.4±0.8. Overall Satisfaction and Self-Confidence with Learning were 4.4±0.7 and 4.5±0.7, respectfully. Integrating HFHPS with the current ABLS curriculum led to higher written exam scores, high levels of confidence, satisfaction, and active learning, and presented an evidenced-based model for education that is easily employable for other facilities nationwide. Copyright © 2018 Elsevier Ltd and ISBI. All rights reserved.

16 CFR 702.3 - Pre-sale availability of written warranty terms.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 16 Commercial Practices 1 2011-01-01 2011-01-01 false Pre-sale availability of written warranty... AND INTERPRETATIONS UNDER THE MAGNUSON-MOSS WARRANTY ACT PRE-SALE AVAILABILITY OF WRITTEN WARRANTY TERMS § 702.3 Pre-sale availability of written warranty terms. The following requirements apply to...

16 CFR 702.3 - Pre-sale availability of written warranty terms.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 16 Commercial Practices 1 2010-01-01 2010-01-01 false Pre-sale availability of written warranty... AND INTERPRETATIONS UNDER THE MAGNUSON-MOSS WARRANTY ACT PRE-SALE AVAILABILITY OF WRITTEN WARRANTY TERMS § 702.3 Pre-sale availability of written warranty terms. The following requirements apply to...

16 CFR 1025.63 - Written appearances.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 16 Commercial Practices 2 2010-01-01 2010-01-01 false Written appearances. 1025.63 Section 1025.63... PROCEEDINGS Appearances, Standards of Conduct § 1025.63 Written appearances. (a) Filing. Any person who appears in any proceedings shall file a written notice of appearance with the Secretary or deliver a...

42 CFR 430.92 - Unsponsored written material.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 42 Public Health 4 2010-10-01 2010-10-01 false Unsponsored written material. 430.92 Section 430.92... Conformity of State Medicaid Plans and Practice to Federal Requirements § 430.92 Unsponsored written material. Letters expressing views or urging action and other unsponsored written material regarding matters in...

46 CFR 201.17 - Written appearance.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 46 Shipping 8 2010-10-01 2010-10-01 false Written appearance. 201.17 Section 201.17 Shipping... PROCEDURE Appearance and Practice Before the Administration (Rule 2) § 201.17 Written appearance. Persons who appear at any hearing shall deliver a written notation of appearance to the reporter, stating for...

Quality assurance of laboratory work and clinical use of laboratory tests in general practice in norway: a survey.

PubMed

Thue, Geir; Jevnaker, Marianne; Gulstad, Guri Andersen; Sandberg, Sverre

2011-09-01

Virtually all the general practices in Norway participate in the Norwegian Quality Improvement of Laboratory Services in Primary Care, NOKLUS. In order to assess and develop NOKLUS's services, it was decided to carry out an investigation in the largest participating group, general practices. In autumn 2008 a questionnaire was sent to all Norwegian general practices asking for feedback on different aspects of NOKLUS's main services: contact with medical laboratory technologists, sending of control materials, use and maintenance of practice-specific laboratory binders, courses, and testing of laboratory equipment. In addition, attitudes were elicited towards possible new services directed at assessing other technical equipment and clinical use of tests. Responses were received from 1290 of 1552 practices (83%). The great majority thought that the frequency of sending out control material should continue as at present, and they were pleased with the feedback reports and follow-up by the laboratory technologists in the counties. Even after many years of practical experience, there is still a need to update laboratory knowledge through visits to practices, courses, and written information. Practices also wanted quality assurance of blood pressure meters and spirometers, and many doctors wanted feedback on their use of laboratory tests. Services regarding quality assurance of point-of-care tests, guidance, and courses should be continued. Quality assurance of other technical equipment and of the doctor's clinical use of laboratory tests should be established as part of comprehensive quality assurance.

Allergists' self-reported adherence to anaphylaxis practice parameters and perceived barriers to care: an American College of Allergy, Asthma, and Immunology member survey.

PubMed

Fineman, Stanley; Dowling, Paul; O'Rourke, Dianne

2013-12-01

Anaphylaxis is life-threatening and requires rapid medical intervention. Knowledge of treatment guidelines and addressing barriers to care are essential for appropriate management. To investigate allergists' self-reported practices in managing patients at risk for anaphylaxis, specifically in following practice parameters for diagnosis, treatment, and appropriate use of epinephrine, and to identify perceived barriers to care. Online questionnaires were distributed to members of the American College of Allergy, Asthma, and Immunology. The US physicians who self-identified as "allergist/immunologist" were eligible to participate. The first 500 completed questionnaires were analyzed. Nearly all (≥95%) reported adherence to practice parameters in prescribing an epinephrine auto-injector and instructing patients on its use, taking a detailed allergy history, counseling patients on avoidance measures, and educating patients on the signs and symptoms of anaphylaxis. More than 90% stated they determined the best diagnostic procedures to identify triggers and coordinated laboratory and allergy testing. Adherence to practice parameters was less robust for providing patients with written action plans and in-office anaphylaxis preparedness. Perceived barriers to care included a significant proportion of patients who were uncomfortable using epinephrine auto-injectors and inadequate knowledge of anaphylaxis among referral physicians. Allergists overwhelmingly adhere to practice parameter recommendations for the treatment and management of anaphylaxis, including appropriate use of epinephrine as first-line treatment, educating patients, and testing to diagnose anaphylaxis and identify its triggers. Opportunities for improvement include preparing staff and patients for anaphylactic events, providing written action plans, and improving knowledge of referring physicians. Copyright © 2013 American College of Allergy, Asthma & Immunology. Published by Elsevier Inc. All rights reserved.

Integrating Clinical Practice Guidelines into Daily Practice: Impact of an Interactive Workshop on Drafting of a Written Action Plan for Asthma Patients

ERIC Educational Resources Information Center

Labelle, Martin; Beaulieu, Michele; Renzi, Paolo; Rahme, Elham; Thivierge, Robert L.

2004-01-01

Introduction: Written action plans (WAPs) are instructions that enable asthmatics to manage their condition appropriately and are recommended by current asthma clinical practice guidelines (CPGs). However, general practitioners (GPs) rarely draft WAPs for their patients. An interactive, case-based workshop for asthma, combined with an objective…

Chinese Secondary EFL Learners' and Teachers' Preferences for Types of Written Corrective Feedback

ERIC Educational Resources Information Center

Li, Haishan; He, Qingshun

2017-01-01

How learners perceive written corrective feedback (CF) associates with its effectiveness in language learning. This research investigates students' preferences for three types of written CF, i.e., direct, indirect and metalinguistic written CF, and explores the factors that encourage the teachers to employ these CFs in teaching practice. The…

Readability assessment of Internet-based patient education materials related to endoscopic sinus surgery.

PubMed

Cherla, Deepa V; Sanghvi, Saurin; Choudhry, Osamah J; Liu, James K; Eloy, Jean Anderson

2012-08-01

Numerous professional societies, clinical practices, and hospitals provide Internet-based patient education materials (PEMs) to the general public, but not all of this information is written at a reading level appropriate for the average patient. The National Institutes of Health and the US Department of Health and Human Services recommend that PEMs be written at or below the sixth-grade level. Our purpose was to assess the readability of endoscopic sinus surgery (ESS)-related PEMs available on the Internet and compare readability levels of PEMs provided by three sources: professional societies, clinical practices, and hospitals. A descriptive and correlational design was used for this study. The readability of 31 ESS-related PEMs was assessed with four different readability indices: Flesch-Kincaid Grade Level (FKGL), Flesch Reading Ease Score (FRES), Simple Measure of Gobbledygook (SMOG), and Gunning Frequency of Gobbledygook (Gunning FOG). Averages were evaluated against national recommendations and between each source using analysis of variance and t tests. The majority of PEMs (96.8%) were written above the recommended sixth-grade reading level, based on FKGL (P < .001). Only one article (3.2%) had an FKGL at or below the sixth-grade level. The mean readability values were: FRES 47.1 ± 13.4, FKGL 10.7 ± 2.4, SMOG 13.7 ± 1.6, and Gunning FOG 12.4 ± 2.7. Current Internet-based PEMs related to ESS, regardless of source type, were written well above the recommended sixth-grade level. Materials from the hospitals/university-affiliated websites had lower readability scores, but were still above recommended levels. Web-based PEMs pertaining to ESS should be written with the average patient in mind. Copyright © 2012 The American Laryngological, Rhinological, and Otological Society, Inc.

Correlation of Simulation Examination to Written Test Scores for Advanced Cardiac Life Support Testing: Prospective Cohort Study.

PubMed

Strom, Suzanne L; Anderson, Craig L; Yang, Luanna; Canales, Cecilia; Amin, Alpesh; Lotfipour, Shahram; McCoy, C Eric; Osborn, Megan Boysen; Langdorf, Mark I

2015-11-01

Traditional Advanced Cardiac Life Support (ACLS) courses are evaluated using written multiple-choice tests. High-fidelity simulation is a widely used adjunct to didactic content, and has been used in many specialties as a training resource as well as an evaluative tool. There are no data to our knowledge that compare simulation examination scores with written test scores for ACLS courses. To compare and correlate a novel high-fidelity simulation-based evaluation with traditional written testing for senior medical students in an ACLS course. We performed a prospective cohort study to determine the correlation between simulation-based evaluation and traditional written testing in a medical school simulation center. Students were tested on a standard acute coronary syndrome/ventricular fibrillation cardiac arrest scenario. Our primary outcome measure was correlation of exam results for 19 volunteer fourth-year medical students after a 32-hour ACLS-based Resuscitation Boot Camp course. Our secondary outcome was comparison of simulation-based vs. written outcome scores. The composite average score on the written evaluation was substantially higher (93.6%) than the simulation performance score (81.3%, absolute difference 12.3%, 95% CI [10.6-14.0%], p<0.00005). We found a statistically significant moderate correlation between simulation scenario test performance and traditional written testing (Pearson r=0.48, p=0.04), validating the new evaluation method. Simulation-based ACLS evaluation methods correlate with traditional written testing and demonstrate resuscitation knowledge and skills. Simulation may be a more discriminating and challenging testing method, as students scored higher on written evaluation methods compared to simulation.

Readability assessment of internet-based patient education materials related to facial fractures.

PubMed

Sanghvi, Saurin; Cherla, Deepa V; Shukla, Pratik A; Eloy, Jean Anderson

2012-09-01

Various professional societies, clinical practices, hospitals, and health care-related Web sites provide Internet-based patient education material (IPEMs) to the general public. However, this information may be written above the 6th-grade reading level recommended by the US Department of Health and Human Services. The purpose of this study is to assess the readability of facial fracture (FF)-related IPEMs and compare readability levels of IPEMs provided by four sources: professional societies, clinical practices, hospitals, and miscellaneous sources. Analysis of IPEMs on FFs available on Google.com. The readability of 41 FF-related IPEMs was assessed with four readability indices: Flesch-Kincaid Grade Level (FKGL), Flesch Reading Ease Score (FRES), Simple Measure of Gobbledygook (SMOG), and Gunning Frequency of Gobbledygook (Gunning FOG). Averages were evaluated against national recommendations and between each source using analysis of variance and t tests. Only 4.9% of IPEMs were written at or below the 6th-grade reading level, based on FKGL. The mean readability scores were: FRES 54.10, FKGL 9.89, SMOG 12.73, and Gunning FOG 12.98, translating into FF-related IPEMs being written at a "difficult" writing level, which is above the level of reading understanding of the average American adult. IPEMs related to FFs are written above the recommended 6th-grade reading level. Consequently, this information would be difficult to understand by the average US patient. Copyright © 2012 The American Laryngological, Rhinological, and Otological Society, Inc.

A Test Generation Framework for Distributed Fault-Tolerant Algorithms

NASA Technical Reports Server (NTRS)

Goodloe, Alwyn; Bushnell, David; Miner, Paul; Pasareanu, Corina S.

2009-01-01

Heavyweight formal methods such as theorem proving have been successfully applied to the analysis of safety critical fault-tolerant systems. Typically, the models and proofs performed during such analysis do not inform the testing process of actual implementations. We propose a framework for generating test vectors from specifications written in the Prototype Verification System (PVS). The methodology uses a translator to produce a Java prototype from a PVS specification. Symbolic (Java) PathFinder is then employed to generate a collection of test cases. A small example is employed to illustrate how the framework can be used in practice.

Kruskal-Wallis test: BASIC computer program to perform nonparametric one-way analysis of variance and multiple comparisons on ranks of several independent samples.

PubMed

Theodorsson-Norheim, E

1986-08-01

Multiple t tests at a fixed p level are frequently used to analyse biomedical data where analysis of variance followed by multiple comparisons or the adjustment of the p values according to Bonferroni would be more appropriate. The Kruskal-Wallis test is a nonparametric 'analysis of variance' which may be used to compare several independent samples. The present program is written in an elementary subset of BASIC and will perform Kruskal-Wallis test followed by multiple comparisons between the groups on practically any computer programmable in BASIC.

Case Study: Rocket Mail--Using Historic Articles as Case Studies in Physics and Engineering

ERIC Educational Resources Information Center

Brown, Todd; Brown, Katrina

2014-01-01

In the early 1900s science magazines were published with a goal of interesting and exciting the public about science and technology. Articles described technology that was possible and perhaps even tested, but never embraced because of practical limitations. Articles were written in an effort to instill creativity in the reader and to stimulate…

Information Structure and Practice as Facilitators of Deaf Users' Navigation in Textual Websites

ERIC Educational Resources Information Center

Fajardo, I.; Canas, J. J.; Salmeron, L.; Abascal, J.

2009-01-01

Deaf users might find it difficult to navigate through websites with textual content which, for many of them, constitutes the written representation of a non-native oral language. With the aim of testing how the information structure could compensate for this difficulty, 27 prelingual deaf users of sign language were asked to search a set of…

An integrated conceptual framework for evaluating and improving 'understanding' in informed consent.

PubMed

Bossert, Sabine; Strech, Daniel

2017-10-17

The development of understandable informed consent (IC) documents has proven to be one of the most important challenges in research with humans as well as in healthcare settings. Therefore, evaluating and improving understanding has been of increasing interest for empirical research on IC. However, several conceptual and practical challenges for the development of understandable IC documents remain unresolved. In this paper, we will outline and systematize some of these challenges. On the basis of our own experiences in empirical user testing of IC documents as well as the relevant literature on understanding in IC, we propose an integrated conceptual model for the development of understandable IC documents. The proposed conceptual model integrates different methods for the participatory improvement of written information, including IC, as well as quantitative methods for measuring understanding in IC. In most IC processes, understandable written information is an important prerequisite for valid IC. To improve the quality of IC documents, a conceptual model for participatory procedures of testing, revising, and retesting can be applied. However, the model presented in this paper needs further theoretical and empirical elaboration and clarification of several conceptual and practical challenges.

Evaluating critical thinking in clinical practice.

PubMed

Oermann, M H

1997-01-01

Although much has been written about measurement instruments for evaluating critical thinking in nursing, this article describes clinical evaluation strategies for critical thinking. Five methods are discussed: 1) observation of students in practice; 2) questions for critical thinking, including Socratic questioning; 3) conferences; 4) problem-solving strategies; and 5) written assignments. These methods provide a means of evaluating students' critical thinking within the context of clinical practice.

Parent/Teacher Talk.

ERIC Educational Resources Information Center

ERIC Clearinghouse on Elementary and Early Childhood Education, Urbana, IL.

This document summarizes the practical advice for improving parent/teacher communication through written messages and telephone conversations provided in two documents written by Michael L. Henniger of Central Washington University: (1) "Building Parent/Teacher Relations through Written Communication" (ED 211 216); (2) "The…

Where Library History Meets the Future: Proceedings of the 43rd Annual Military Librarians Workshop

DTIC Science & Technology

2001-04-04

way things turn out.” Prusak’s final advice at SLA in June—“Don’t stick with library science stuff, but understand how your organization will be...gives the written subject-matter test in library science to persons seeking to qualify for GS 1410 Librarian series positions. Persons who want to...the Army’s practice to recruit librarians with Masters in Library Science “ it is neither the policy nor the practice of the US ARMY to hire non

An Advanced Pharmacy Practice Experience in Sports Pharmacy

PubMed Central

2008-01-01

Objective To establish and evaluate an advanced pharmacy practice experience (APPE) in sports pharmacy. Design Students actively participated in a variety of activities for this new 6-week elective APPE, including drug-testing collections, delivering presentations, and providing drug information. Students also learned about assays, compounding, and dispensing medications specifically for athletes, and visited various athletic medical facilities. Student were given written and practical certification examinations for drug-testing collections, and their specimen measurements were compared to those obtained by the testing laboratory for validation; satisfaction surveys were obtained from testing sites; and presentation evaluations were obtained from audience participants. Assessment Students were able to accurately measure pH and specific gravity of urine samples and all students passed the certification examination. Students rated the APPE very high. Also, students received high satisfaction ratings on surveys administered to the officials of the schools where they tested and members of the groups to whom they gave presentations. Conclusion Students gained experience and insight into the various roles of pharmacists in sports pharmacy and developed confidence in their ability to conduct drug-testing collections. PMID:18322580

Examination performances of German and international medical students in the preclinical studying-term – A descriptive study

PubMed Central

Huhn, D.; Resch, F.; Duelli, R.; Möltner, A.; Huber, J.; Karimian Jazi, K.; Amr, A.; Eckart, W.; Herzog, W.; Nikendei, C.

2014-01-01

Introduction: Medical students with a migration background face several specific problems during their studies. International surveys show first indications that this group of students performs worse in written, oral or practical exams. However, so far, nothing is known about the performance of international students in written pre-clinical tests as well as in pre-clinical State Examinations for German-speaking countries. Method: A descriptive, retrospective analysis of the exam performances of medical students in the pre-clinical part of their studies was conducted at the Faculty of Medicine of Heidelberg in for the year 2012. Performance in written tests of the final exams in the second (N=276), third (N=292) and fourth semester (N=285) were compared between German students, students from EU countries and students from non-EU countries. Same comparison was drawn for the performance in the oral exam of the First State Examination in the period from 2009 - 2012 (N=1137). Results: German students performed significantly better than students with a non-EU migration background both in all written exams and in the oral State Examination (all p<.05). The performance of students with an EU migration background was significantly better than that of students with a non-EU background in the written exam at the end of the third and fourth semester (p<.05). Furthermore, German students completed the oral exam of the First State Examination significantly earlier than students with a non-EU migration background (<.01). Discussion: Due to its poorer performance in written and oral examinations and its simultaneously longer duration of study, the group of non-German medical students with a country of origin outside of the European Union has to be seen as a high-risk group among students with a migration background. For this group, there is an urgent need for early support to prepare for written and oral examinations. PMID:25228931

16 CFR 700.4 - Parties “actually making” a written warranty.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 16 Commercial Practices 1 2010-01-01 2010-01-01 false Parties âactually makingâ a written warranty... “actually making” a written warranty. Section 110(f) of the Act provides that only the supplier “actually making” a written warranty is liable for purposes of FTC and private enforcement of the Act. A supplier...

Improved understanding of human anatomy through self-guided radiological anatomy modules.

PubMed

Phillips, Andrew W; Smith, Sandy G; Ross, Callum F; Straus, Christopher M

2012-07-01

To quantifiably measure the impact of self-instructed radiological anatomy modules on anatomy comprehension, demonstrated by radiology, gross, and written exams. Study guides for independent use that emphasized structural relationships were created for use with two online radiology atlases. A guide was created for each module of the first year medical anatomy course and incorporated as an optional course component. A total of 93 of 96 eligible students participated. All exams were normalized to control for variances in exam difficulty and body region tested. An independent t-test was used to compare overall exam scores with respect to guide completion or incompletion. To account for aptitude differences between students, a paired t-test of each student's exam scores with and without completion of the associated guide was performed, thus allowing students to serve as their own controls. Twenty-one students completed no study guides; 22 completed all six guides; and 50 students completed between one and five guides. Aggregate comparisons of all students' exam scores showed significantly improved mean performance when guides were used (radiology, 57.8% [percentile] vs. 45.1%, P < .001; gross, 56.9% vs. 46.5%, P = .001; written, 57.8% vs. 50.2%, P = .011). Paired comparisons among students who completed between one and five guides demonstrated significantly higher mean practical exam scores when guides were used (radiology, 49.3% [percentile] vs. 36.0%, P = .001; gross, 51.5% vs. 40.4%, P = .005), but not higher written scores. Radiological anatomy study guides significantly improved anatomy comprehension on radiology, gross, and written exams. Copyright © 2012 AUR. Published by Elsevier Inc. All rights reserved.

A practical guide to assessing clinical decision-making skills using the key features approach.

PubMed

Farmer, Elizabeth A; Page, Gordon

2005-12-01

This paper in the series on professional assessment provides a practical guide to writing key features problems (KFPs). Key features problems test clinical decision-making skills in written or computer-based formats. They are based on the concept of critical steps or 'key features' in decision making and represent an advance on the older, less reliable patient management problem (PMP) formats. The practical steps in writing these problems are discussed and illustrated by examples. Steps include assembling problem-writing groups, selecting a suitable clinical scenario or problem and defining its key features, writing the questions, selecting question response formats, preparing scoring keys, reviewing item quality and item banking. The KFP format provides educators with a flexible approach to testing clinical decision-making skills with demonstrated validity and reliability when constructed according to the guidelines provided.

47 CFR 1.732 - Other required written submissions.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 47 Telecommunication 1 2010-10-01 2010-10-01 false Other required written submissions. 1.732 Section 1.732 Telecommunication FEDERAL COMMUNICATIONS COMMISSION GENERAL PRACTICE AND PROCEDURE... required written submissions. (a) The Commission may, in its discretion, or upon a party's motion showing...

Constructing Relationships between Science and Practice in the Written Science Communication of the Washington State Wine Industry

ERIC Educational Resources Information Center

Szymanski, Erika Amethyst

2016-01-01

Even as deficit model science communication falls out of favor, few studies question how written science communication constructs relationships between science and industry. Here, I investigate how textual microprocesses relate scientific research to industry practice in the Washington State wine industry, helping (or hindering) winemakers and…

Reflective Written Pieces: Inquiry into the Practices of Pre-Service Literacy Teachers

ERIC Educational Resources Information Center

McIntosh, Janet

2017-01-01

The purpose of this action research project was to explore whether a reflective writing strategy, developed and used with pre-service teachers in a literacy methods course, assisted them with integrating theory and practice. The teacher educator analyzed the written reflective pieces and determined common categories. Study findings revealed some…

Past Examination Questions in Senior Secondary Chemistry: From Written Practice to Hands-On Experiments

ERIC Educational Resources Information Center

Chow, Cheuk-Fai; So, Wing-Mui Winnie; Cheung, Tsz-Yan

2016-01-01

This study applied an unconventional use of past examination papers by converting questions into hands-on experiments for students. Students in an experimental group were engaged in use of those experiments while the remainder attended conventional lectures with written practice. The results reflect that the experimental group positively improved…

Written Formative Assessment and Silence in the Classroom

ERIC Educational Resources Information Center

Lee Hang, Desmond Mene; Bell, Beverley

2015-01-01

In this commentary, we build on Xinying Yin and Gayle Buck's discussion by exploring the cultural practices which are integral to formative assessment, when it is viewed as a sociocultural practice. First we discuss the role of assessment and in particular oral and written formative assessments in both western and Samoan cultures, building on the…

Challenge from the Margins: New Uses and Meanings of Written Practices in Wichi

ERIC Educational Resources Information Center

Ballena, Camilo; Unamuno, Virginia

2017-01-01

This paper explores the production of new meanings linked to written practices in the Wichi language in the Impenetrable Chaqueño (Argentina). Through collaborative ethnography examining different collective experiences and points of view, we study changes in writing in connection with changes in the access, distribution and availability of…

Evaluation of Markov-Decision Model for Instructional Sequence Optimization. Semi-Annual Technical Report for the period 1 July-31 December 1975. Technical Report No. 76.

ERIC Educational Resources Information Center

Wollmer, Richard D.; Bond, Nicholas A.

Two computer-assisted instruction programs were written in electronics and trigonometry to test the Wollmer Markov Model for optimizing hierarchial learning; calibration samples totalling 110 students completed these programs. Since the model postulated that transfer effects would be a function of the amount of practice, half of the students were…

Providing written language services in the schools: the time is now.

PubMed

Fallon, Karen A; Katz, Lauren A

2011-01-01

The current study was conducted to investigate the provision of written language services by school-based speech-language pathologists (SLPs). Specifically, the study examined SLPs' knowledge, attitudes, and collaborative practices in the area of written language services as well as the variables that impact provision of these services. Public school-based SLPs from across the country were solicited for participation in an online, Web-based survey. Data from 645 full-time SLPs from 49 states were evaluated using descriptive statistics and logistic regression. Many school-based SLPs reported not providing any services in the area of written language to students with written language weaknesses. Knowledge, attitudes, and collaborative practices were mixed. A logistic regression revealed three variables likely to predict high levels of service provision in the area of written language. Data from the current study revealed that many struggling readers and writers on school-based SLPs' caseloads are not receiving services from their SLPs. Implications for SLPs' preservice preparation, continuing education, and doctoral preparation are discussed.

Parents’ Management of Children’s Pain at Home after Surgery

PubMed Central

Vincent, Catherine; Chiappetta, Maria; Beach, Abigail; Kiolbasa, Carolyn; Latta, Kelsey; Maloney, Rebekah; Van Roeyen, Linda Sue

2012-01-01

Purpose We tested Home Pain Management for Children (HPMC) for effects on pain intensity, analgesics administered, satisfaction, and use of healthcare services over 3 post-discharge days. Design and Methods In this quasi-experimental study with 108 children and their parents, we used the numeric rating scale (NRS) or the Faces Pain Scale-Revised (FPS-R), calculated percentages of analgesics administered, and asked questions about expectations, satisfaction, and services. Between-group differences were tested with t-tests and ANOVA. Results After HPMC, children reported moderate pain and parents administered more analgesics on 2 study days. Parents and children were satisfied; parents used few services. Written instructions and a brief interactive session were not sufficient to change parents’ analgesic administration practices to relieve their children’s pain. Practice Implications Further research is needed to develop and test effective education interventions to facilitate relief of children’s post-operative pain. PMID:22463471

Academic Literacies: The Word Is Not Enough

ERIC Educational Resources Information Center

Richards, Kendall; Pilcher, Nick

2018-01-01

For Academic Literacies, the world is textually mediated; written texts and what informs them reveal elements such as subject-discipline practices. Furthermore, multi-modalities, for example, visual representation, inform written text, and multiple methods of inquiry, including interviews, shed light on written text production. In this article we…

Blended learning approach improves teaching in a problem-based learning environment in orthopedics - a pilot study.

PubMed

Back, David A; Haberstroh, Nicole; Antolic, Andrea; Sostmann, Kai; Schmidmaier, Gerhard; Hoff, Eike

2014-01-27

While e-learning is enjoying increasing popularity as adjunct in modern teaching, studies on this topic should shift from mere evaluation of students' satisfaction towards assessing its benefits on enhancement of knowledge and skills. This pilot study aimed to detect the teaching effects of a blended learning program on students of orthopedics and traumatology in the context of a problem-based learning environment. The project NESTOR (network for students in traumatology and orthopedics) was offered to students in a problem-based learning course. Participants completed written tests before and directly after the course, followed by a final written test and an objective structured clinical examination (OSCE) as well as an evaluation questionnaire at the end of the semester. Results were compared within the group of NESTOR users and non-users and between these two groups. Participants (n = 53) rated their experiences very positively. An enhancement in knowledge was found directly after the course and at the final written test for both groups (p < 0.001). NESTOR users scored higher than non-users in the post-tests, while the OSCE revealed no differences between the groups. This pilot study showed a positive effect of the blended learning approach on knowledge enhancement and satisfaction of participating students. However, it will be an aim for the future to further explore the chances of this approach and internet-based technologies for possibilities to improve also practical examination skills.

Blended learning approach improves teaching in a problem-based learning environment in orthopedics - a pilot study

PubMed Central

2014-01-01

Background While e-learning is enjoying increasing popularity as adjunct in modern teaching, studies on this topic should shift from mere evaluation of students’ satisfaction towards assessing its benefits on enhancement of knowledge and skills. This pilot study aimed to detect the teaching effects of a blended learning program on students of orthopedics and traumatology in the context of a problem-based learning environment. Methods The project NESTOR (network for students in traumatology and orthopedics) was offered to students in a problem-based learning course. Participants completed written tests before and directly after the course, followed by a final written test and an objective structured clinical examination (OSCE) as well as an evaluation questionnaire at the end of the semester. Results were compared within the group of NESTOR users and non-users and between these two groups. Results Participants (n = 53) rated their experiences very positively. An enhancement in knowledge was found directly after the course and at the final written test for both groups (p < 0.001). NESTOR users scored higher than non-users in the post-tests, while the OSCE revealed no differences between the groups. Conclusions This pilot study showed a positive effect of the blended learning approach on knowledge enhancement and satisfaction of participating students. However, it will be an aim for the future to further explore the chances of this approach and internet-based technologies for possibilities to improve also practical examination skills. PMID:24690365

Consumer Preferences for Written and Oral Information about Allergens When Eating Out.

PubMed

Begen, Fiona M; Barnett, Julie; Payne, Ros; Roy, Debbie; Gowland, M Hazel; Lucas, Jane S

2016-01-01

Avoiding food allergens when eating outside the home presents particular difficulties for food allergic (FA) and intolerant (FI) consumers and a lack of allergen information in restaurants and takeaways causes unnecessary restrictions. Across Europe, legislation effective from December 2014, aims to improve allergen information by requiring providers of non-prepacked foods to supply information related to allergen content within their foods. Using in-depth interviews with 60 FA/FI adults and 15 parents/carers of FA/FI children, we aimed to identify FA/FI consumers' preferences for written and/or verbal allergen information when eating out or ordering takeaway food. A complex and dynamic set of preferences and practices for written and verbal allergen information was identified. Overwhelmingly, written information was favoured in the first instance, but credible personal/verbal communication was highly valued and essential to a good eating out experience. Adequate written information facilitated implicit trust in subsequent verbal information. Where written information was limited, FA/FIs depended on social cues to assess the reliability of verbal information resources, and defaulted to tried and tested allergen avoidance strategies when these were deemed unreliable. Understanding the subtle negotiations and difficulties encountered by FA/FIs when eating out can serve as a guide for legislators and food providers; by encouraging provision of clear written and verbal allergen information, and training of proactive, allergen-aware staff. This, in tandem with legal requirements for allergen information provision, paves the way for FA/FIs to feel more confident in eating out choices; and to experience improved eating out experiences.

Consumer Preferences for Written and Oral Information about Allergens When Eating Out

PubMed Central

Begen, Fiona M.; Barnett, Julie; Payne, Ros; Roy, Debbie; Gowland, M. Hazel; Lucas, Jane S.

2016-01-01

Background Avoiding food allergens when eating outside the home presents particular difficulties for food allergic (FA) and intolerant (FI) consumers and a lack of allergen information in restaurants and takeaways causes unnecessary restrictions. Across Europe, legislation effective from December 2014, aims to improve allergen information by requiring providers of non-prepacked foods to supply information related to allergen content within their foods. Methods Using in-depth interviews with 60 FA/FI adults and 15 parents/carers of FA/FI children, we aimed to identify FA/FI consumers’ preferences for written and/or verbal allergen information when eating out or ordering takeaway food. Results A complex and dynamic set of preferences and practices for written and verbal allergen information was identified. Overwhelmingly, written information was favoured in the first instance, but credible personal/verbal communication was highly valued and essential to a good eating out experience. Adequate written information facilitated implicit trust in subsequent verbal information. Where written information was limited, FA/FIs depended on social cues to assess the reliability of verbal information resources, and defaulted to tried and tested allergen avoidance strategies when these were deemed unreliable. Conclusion Understanding the subtle negotiations and difficulties encountered by FA/FIs when eating out can serve as a guide for legislators and food providers; by encouraging provision of clear written and verbal allergen information, and training of proactive, allergen-aware staff. This, in tandem with legal requirements for allergen information provision, paves the way for FA/FIs to feel more confident in eating out choices; and to experience improved eating out experiences. PMID:27223698

Grading Written Work: An Integral Part of Writing Workshop Practice

ERIC Educational Resources Information Center

Robbins, Kristen

2011-01-01

This article chronicles how the process of reviewing and grading student written work became an integral part of a middle school teacher's writing workshop practice. In addition to discussing how reading student work can bring educators back to the heart of the profession (including the belief that spending time with drafts can reap more rewards…

16 CFR 1025.23 - Motions.

Code of Federal Regulations, 2010 CFR

2010-01-01

...) Written motions. All written motions shall state with particularity the order, ruling, or action desired... opposes the granting of the requested order, ruling or action may file a written response to the motion... 16 Commercial Practices 2 2010-01-01 2010-01-01 false Motions. 1025.23 Section 1025.23 Commercial...

16 CFR 1025.23 - Motions.

Code of Federal Regulations, 2011 CFR

2011-01-01

...) Written motions. All written motions shall state with particularity the order, ruling, or action desired... opposes the granting of the requested order, ruling or action may file a written response to the motion... 16 Commercial Practices 2 2011-01-01 2011-01-01 false Motions. 1025.23 Section 1025.23 Commercial...

29 CFR 18.18 - Written interrogatories to parties.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 29 Labor 1 2013-07-01 2013-07-01 false Written interrogatories to parties. 18.18 Section 18.18 Labor Office of the Secretary of Labor RULES OF PRACTICE AND PROCEDURE FOR ADMINISTRATIVE HEARINGS BEFORE THE OFFICE OF ADMINISTRATIVE LAW JUDGES General § 18.18 Written interrogatories to parties. (a...

29 CFR 18.18 - Written interrogatories to parties.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 29 Labor 1 2012-07-01 2012-07-01 false Written interrogatories to parties. 18.18 Section 18.18 Labor Office of the Secretary of Labor RULES OF PRACTICE AND PROCEDURE FOR ADMINISTRATIVE HEARINGS BEFORE THE OFFICE OF ADMINISTRATIVE LAW JUDGES General § 18.18 Written interrogatories to parties. (a...

29 CFR 18.18 - Written interrogatories to parties.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 29 Labor 1 2010-07-01 2010-07-01 true Written interrogatories to parties. 18.18 Section 18.18 Labor Office of the Secretary of Labor RULES OF PRACTICE AND PROCEDURE FOR ADMINISTRATIVE HEARINGS BEFORE THE OFFICE OF ADMINISTRATIVE LAW JUDGES General § 18.18 Written interrogatories to parties. (a...

29 CFR 18.18 - Written interrogatories to parties.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 29 Labor 1 2014-07-01 2013-07-01 true Written interrogatories to parties. 18.18 Section 18.18 Labor Office of the Secretary of Labor RULES OF PRACTICE AND PROCEDURE FOR ADMINISTRATIVE HEARINGS BEFORE THE OFFICE OF ADMINISTRATIVE LAW JUDGES General § 18.18 Written interrogatories to parties. (a...

29 CFR 18.18 - Written interrogatories to parties.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 29 Labor 1 2011-07-01 2011-07-01 false Written interrogatories to parties. 18.18 Section 18.18 Labor Office of the Secretary of Labor RULES OF PRACTICE AND PROCEDURE FOR ADMINISTRATIVE HEARINGS BEFORE THE OFFICE OF ADMINISTRATIVE LAW JUDGES General § 18.18 Written interrogatories to parties. (a...

Education and age affect skill acquisition and retention in lay rescuers after a European Resuscitation Council CPR/AED course.

PubMed

Papalexopoulou, Konstantina; Chalkias, Athanasios; Dontas, Ioannis; Pliatsika, Paraskevi; Giannakakos, Charalampos; Papapanagiotou, Panagiotis; Aggelina, Afroditi; Moumouris, Theodoros; Papadopoulos, Georgios; Xanthos, Theodoros

2014-01-01

To examine whether education and age affect skill acquisition and retention in lay rescuers after a European Resuscitation Council (ERC) CPR/AED course. Because of the importance of bystander CPR/AED skills in the setting of cardiac arrest, acquisition and retention of resuscitation skills has gained a great amount of interest. The ERC CPR/AED course format for written and practical evaluation was used. Eighty lay people were trained and evaluated at the end of the course, as well as at one, three, and six months. Retention of CPR/AED skills improved over time, recording the lowest practical scores at one month after initial training and the lowest written scores at initial training. In practical evaluation scores, when examined longitudinally, age presented a significant adverse effect and higher background education presented a non-significant positive effect. Moreover, regarding written evaluation scores, when examined longitudinally, education presented a significant positive effect while age did not significantly correlate with written scores. Education and age affected retention of CPR/AED skills in lay rescuers. Also, our results suggest that the ERC CPR/AED course format may be poorly designed to discriminate between participants with different levels of practical and written resuscitation skills and merit a thorough investigation in future studies. Copyright © 2014 Elsevier Inc. All rights reserved.

Justify Your Answer: The Role of Written Think Aloud in Script Concordance Testing.

PubMed

Power, Alyssa; Lemay, Jean-Francois; Cooke, Suzette

2017-01-01

Construct: Clinical reasoning assessment is a growing area of interest in the medical education literature. Script concordance testing (SCT) evaluates clinical reasoning in conditions of uncertainty and has emerged as an innovative tool in the domain of clinical reasoning assessment. SCT quantifies the degree of concordance between a learner and an experienced clinician and attempts to capture the breadth of responses of expert clinicians, acknowledging the significant yet acceptable variation in practice under situations of uncertainty. SCT has been shown to be a valid and reliable clinical reasoning assessment tool. However, as SCT provides only quantitative information, it may not provide a complete assessment of clinical reasoning. Think aloud (TA) is a qualitative research tool used in clinical reasoning assessment in which learners verbalize their thought process around an assigned task. This study explores the use of TA, in the form of written reflection, in SCT to assess resident clinical reasoning, hypothesizing that the information obtained from the written TA would enrich the quantitative data obtained through SCT. Ninety-one pediatric postgraduate trainees and 21 pediatricians from 4 Canadian training centers completed an online test consisting of 24 SCT cases immediately followed by retrospective written TA. Six of 24 cases were selected to gather TA data. These cases were chosen to allow all phases of clinical decision making (diagnosis, investigation, and treatment) to be represented in the TA data. Inductive thematic analysis was employed when systematically reviewing TA responses. Three main benefits of adding written TA to SCT were identified: (a) uncovering instances of incorrect clinical reasoning despite a correct SCT response, (b) revealing sound clinical reasoning in the context of a suboptimal SCT response, and (c) detecting question misinterpretation. Written TA can optimize SCT by demonstrating when correct examinee responses are based on guessing or uncertainty rather than robust clinical rationale. TA can also enhance SCT by allowing examinees to provide justification for responses that otherwise would have been considered incorrect and by identifying questions that are frequently misinterpreted to avoid including them in future examinations. TA also has significant value in differentiating between acceptable variations in expert clinician responses and deviance associated with faulty rationale or question misinterpretation; this could improve SCT reliability. A written TA protocol appears to be a valuable tool to assess trainees' clinical reasoning and can strengthen the quantitative assessment provided by SCT.

Providing Written Language Services in the Schools: The Time Is Now

ERIC Educational Resources Information Center

Fallon, Karen A.; Katz, Lauren A.

2011-01-01

Purpose: The current study was conducted to investigate the provision of written language services by school-based speech-language pathologists (SLPs). Specifically, the study examined SLPs' knowledge, attitudes, and collaborative practices in the area of written language services as well as the variables that impact provision of these services.…

14 CFR 13.213 - Extension of time.

Code of Federal Regulations, 2010 CFR

2010-01-01

... INVESTIGATIVE AND ENFORCEMENT PROCEDURES Rules of Practice in FAA Civil Penalty Actions § 13.213 Extension of... parties agree to the extension. (b) Written motion. A party shall file a written motion for an extension... good cause for the late filing is shown. A party filing a written motion for an extension of time shall...

Appropriating Written French: Literacy Practices in a Parisian Elementary Classroom

ERIC Educational Resources Information Center

Rockwell, Elsie

2012-01-01

In this article, I examine French language instruction in an elementary classroom serving primarily children of Afro-French immigrants in Paris. I show that a prevalent French language ideology privileges written over oral expression and associates full mastery of written French with rational thought and full inclusion in the French polity. This…

'Le moment de la lune'. an auto-ethnographic tale of practice about menarche in a children's hospital.

PubMed

Denshire, Sally

2011-08-01

Auto-ethnographic accounts can highlight unsaid moments of professional practice. In this case, my auto-ethnographic tale 'Le moment de la lune' re-inscribes subjugated knowledge about menstruation and occupational therapy practice in the era before adolescent wards. This fictional tale is written in direct dialogue with an article that was published in this journal at a particular point in my own career as an occupational therapist. In the tale I am 'writing in' what was not written about in my article and in occupational therapy generally. This 'writing-in'/re-inscribing is the research method. My previous article 'Normal spaces' published in this journal in 1985, was organised around principles and generalities of youth-specific practice. The original article had little locating the personal or evoking the body and a heavy reliance on the literature. Issues of gender and culture were largely absent, or, perhaps, 'written out'. The corresponding tale of embodied sexuality, 'Le moment de la lune', articulates something of local complex practice and the particularity of individual therapeutic work to do with menstruation in self-care. Points of tension in 'Normal spaces' are elaborated and I explain how 'Le moment de la lune' problematises supporting menarche in a children's hospital. Now practice has moved on with dedicated adolescent wards in all major children's hospitals. Nevertheless, occupational therapy practice around issues of menstrual self-management is still under-documented. Writing about unspoken moments of practice can have ethical implications for expanding the ways occupational therapy practice can be written and understood. © 2011 The Author. Australian Occupational Therapy Journal © 2011 Occupational Therapy Australia.

Longitudinal qualitative study describing family physicians’ experiences with attempting to integrate physical activity prescriptions in their practice: ‘It’s not easy to change habits’

PubMed Central

Bélanger, Mathieu; Phillips, Emily Wolfe; O’Rielly, Connor; Mallet, Bertin; Aubé, Shane; Doucet, Marylène; Couturier, Jonathan; Mallet, Maxime; Martin, Jessica; Gaudet, Christine; Murphy, Nathalie; Brunet, Jennifer

2017-01-01

Objective Physical activity (PA) prescriptions provided by family physicians can promote PA participation among patients, but few physicians regularly write PA prescriptions. The objective of this study was to describe family physicians’ experiences of trying to implement written PA prescriptions into their practice. Design Longitudinal qualitative study where participants were interviewed four times during a 12-month period. After the first interview, they were provided with PA prescription pads. Data were analysed using thematic analysis. Setting Family medicine clinics in New Brunswick, Canada. Participants Family physicians (n=11) with no prior experience writing PA prescriptions, but who expressed interest in changing their practice to implement written PA prescriptions. Results Initially, participants exhibited confidence in their ability to write PA prescriptions in the future and intended to write prescriptions. However, data from the follow-up interviews indicated that the rate of implementation was lower than anticipated by participants and prescriptions were not part of their regular practice. Two themes emerged as factors explaining the gap between their intentions and behaviours: (1) uncertainty about the effectiveness of written PA prescription, and (2) practical concerns (eg, changing well-established habits, time constraints, systemic institutional barriers). Conclusion It may be effective to increase awareness among family physicians about the effectiveness of writing PA prescriptions and address barriers related to how their practice is organised in order to promote written PA prescription rates. PMID:28710228

Second Language Writing Research and Written Corrective Feedback in SLA: Intersections and Practical Applications

ERIC Educational Resources Information Center

Ferris, Dana R.

2010-01-01

For more than a decade now, a great deal of research has been done on the topic of written corrective feedback (CF) in SLA and second language (L2) writing. Nonetheless, what those research efforts really have shown as well as the possible implications for practice remain in dispute. Although L2 writing and SLA researchers often examine similar…

Can Music Foster Learning - Effects of Different Text Modalities on Learning and Information Retrieval.

PubMed

Lehmann, Janina A M; Seufert, Tina

2017-01-01

This study investigates the possibilities of fostering learning based on differences in recall and comprehension after learning with texts which were presented in one of three modalities: either in a spoken, written, or sung version. All three texts differ regarding their processing, especially when considering working memory. Overall, we assume the best recall performance after learning with the written text and the best comprehension performance after learning with the sung text, respectively, compared to both other text modalities. We also analyzed whether the melody of the sung material functions as a mnemonic aid for the learners in the sung text condition. If melody and text of the sung version are closely linked, presentation of the melody during the post-test phase could foster text retrieval. 108 students either learned from a sung text performed by a professional singer, a printed text, or the same text read out loud. Half of the participants worked on the post-test while listening to the melody used for the musical learning material and the other half did not listen to a melody. The written learning modality led to significantly better recall than with the spoken ( d = 0.97) or sung text ( d = 0.78). However, comprehension after learning with the sung modality was significantly superior compared to when learning with the written learning modality ( d = 0.40). Reading leads to more focus on details, which is required to answer recall questions, while listening fosters a general understanding of the text, leading to higher levels of comprehension. Listening to the melody during the post-test phase negatively affected comprehension, irrespective of the modality during the learning phase. This can be explained by the seductive detail effect, as listening to the melody during the post-test phase may distract learners from their main task. In closing, theoretical and practical implications are discussed.

Can Music Foster Learning – Effects of Different Text Modalities on Learning and Information Retrieval

PubMed Central

Lehmann, Janina A. M.; Seufert, Tina

2018-01-01

This study investigates the possibilities of fostering learning based on differences in recall and comprehension after learning with texts which were presented in one of three modalities: either in a spoken, written, or sung version. All three texts differ regarding their processing, especially when considering working memory. Overall, we assume the best recall performance after learning with the written text and the best comprehension performance after learning with the sung text, respectively, compared to both other text modalities. We also analyzed whether the melody of the sung material functions as a mnemonic aid for the learners in the sung text condition. If melody and text of the sung version are closely linked, presentation of the melody during the post-test phase could foster text retrieval. 108 students either learned from a sung text performed by a professional singer, a printed text, or the same text read out loud. Half of the participants worked on the post-test while listening to the melody used for the musical learning material and the other half did not listen to a melody. The written learning modality led to significantly better recall than with the spoken (d = 0.97) or sung text (d = 0.78). However, comprehension after learning with the sung modality was significantly superior compared to when learning with the written learning modality (d = 0.40). Reading leads to more focus on details, which is required to answer recall questions, while listening fosters a general understanding of the text, leading to higher levels of comprehension. Listening to the melody during the post-test phase negatively affected comprehension, irrespective of the modality during the learning phase. This can be explained by the seductive detail effect, as listening to the melody during the post-test phase may distract learners from their main task. In closing, theoretical and practical implications are discussed. PMID:29375429

Participation in the Child and Adult Care Food Program Is Associated with Healthier Nutrition Environments at Family Child Care Homes in Mississippi.

PubMed

Erinosho, Temitope; Vaughn, Amber; Hales, Derek; Mazzucca, Stephanie; Gizlice, Ziya; Ward, Dianne

2018-05-01

Describe foods and beverages offered, nutrition practices, and nutrition policies of family child care homes in Mississippi and differences by participation in the Child and Adult Care Food Program (CACFP). Cross-sectional study conducted between fall, 2015 and spring, 2016. Mississippi. Random, stratified sample of 134 family child care homes that enroll 3- to 5-year-olds. Providers completed a modified version of the Environment and Policy Assessment and Observation-self-report tool. Foods and beverages offered at lunch, provider practices regarding nutrition, and presence or absence of written nutrition policies. Descriptive statistics, likelihood ratio chi-square, and t tests. Most homes (>75%) provided components from the fruit, vegetable, grain/bread, meat/meat alternative, and milk food groups at lunch. At some homes, the food and beverage selections offered were high in fat, sugar, and refined grains. Providers at CACFP-participating homes (P < .05) reported healthier beverage selections, more healthful nutrition practices, and more written nutrition policies compared with providers at non-CACFP homes. Interventions and regulatory standards are needed, particularly in non-CACFP homes, to ensure that food and beverage offerings, provider practices, and policies regarding nutrition support the development of healthful dietary behaviors in early childhood. Copyright © 2017 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

The Role That Socioaffective Practices Play in Third Graders' Autonomous Learning (El papel de las prácticas socioafectivas en el aprendizaje autónomo de estudiantes de tercer grado)

ERIC Educational Resources Information Center

Perdomo Toro, Jhonatan; Rico González, Ángela Milena; Huepa Salcedo, Nury Catherine

2011-01-01

In this article we describe and analyze how autonomous learning emerges in third graders' socioaffective practices as reconstructed in written narratives. Results were obtained by analyzing and reflecting on classroom observation, interviews and written narratives done by the students which let us appreciate different behaviors and reactions the…

Analyzing reflective narratives to assess the ethical reasoning of pediatric residents.

PubMed

Moon, Margaret; Taylor, Holly A; McDonald, Erin L; Hughes, Mark T; Beach, Mary Catherine; Carrese, Joseph A

2013-01-01

A limiting factor in ethics education in medical training has been difficulty in assessing competence in ethics. This study was conducted to test the concept that content analysis of pediatric residents' personal reflections about ethics experiences can identify changes in ethical sensitivity and reasoning over time. Analysis of written narratives focused on two of our ethics curriculum's goals: 1) To raise sensitivity to ethical issues in everyday clinical practice and 2) to enhance critical reflection on personal and professional values as they affect patient care. Content analysis of written reflections was guided by a tool developed to identify and assess the level of ethical reasoning in eight domains determined to be important aspects of ethical competence. Based on the assessment of narratives written at two times (12 to 16 months/apart) during their training, residents showed significant progress in two specific domains: use of professional values, and use of personal values. Residents did not show decline in ethical reasoning in any domain. This study demonstrates that content analysis of personal narratives may provide a useful method for assessment of developing ethical sensitivity and reasoning.

Longitudinal qualitative study describing family physicians' experiences with attempting to integrate physical activity prescriptions in their practice: 'It's not easy to change habits'.

PubMed

Bélanger, Mathieu; Phillips, Emily Wolfe; O'Rielly, Connor; Mallet, Bertin; Aubé, Shane; Doucet, Marylène; Couturier, Jonathan; Mallet, Maxime; Martin, Jessica; Gaudet, Christine; Murphy, Nathalie; Brunet, Jennifer

2017-07-13

Physical activity (PA) prescriptions provided by family physicians can promote PA participation among patients, but few physicians regularly write PA prescriptions. The objective of this study was to describe family physicians' experiences of trying to implement written PA prescriptions into their practice. Longitudinal qualitative study where participants were interviewed four times during a 12-month period. After the first interview, they were provided with PA prescription pads. Data were analysed using thematic analysis. Family medicine clinics in New Brunswick, Canada. Family physicians (n=11) with no prior experience writing PA prescriptions, but who expressed interest in changing their practice to implement written PA prescriptions. Initially, participants exhibited confidence in their ability to write PA prescriptions in the future and intended to write prescriptions. However, data from the follow-up interviews indicated that the rate of implementation was lower than anticipated by participants and prescriptions were not part of their regular practice. Two themes emerged as factors explaining the gap between their intentions and behaviours: (1) uncertainty about the effectiveness of written PA prescription, and (2) practical concerns (eg, changing well-established habits, time constraints, systemic institutional barriers). It may be effective to increase awareness among family physicians about the effectiveness of writing PA prescriptions and address barriers related to how their practice is organised in order to promote written PA prescription rates. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

The Development of Student’s Activity Sheets (SAS) Based on Multiple Intelligences and Problem-Solving Skills Using Simple Science Tools

NASA Astrophysics Data System (ADS)

Wardani, D. S.; Kirana, T.; Ibrahim, M.

2018-01-01

The aim of this research is to produce SAS based on MI and problem-solving skills using simple science tools that are suitable to be used by elementary school students. The feasibility of SAS is evaluated based on its validity, practicality, and effectiveness. The completion Lesson Plan (LP) implementation and student’s activities are the indicators of SAS practicality. The effectiveness of SAS is measured by indicators of increased learning outcomes and problem-solving skills. The development of SAS follows the 4-D (define, design, develop, and disseminate) phase. However, this study was done until the third stage (develop). The written SAS was then validated through expert evaluation done by two experts of science, before its is tested to the target students. The try-out of SAS used one group with pre-test and post-test design. The result of this research shows that SAS is valid with “good” category. In addition, SAS is considered practical as seen from the increase of student activity at each meeting and LP implementation. Moreover, it was considered effective due to the significant difference between pre-test and post-test result of the learning outcomes and problem-solving skill test. Therefore, SAS is feasible to be used in learning.

Applying the Verona coding definitions of emotional sequences (VR-CoDES) to code medical students' written responses to written case scenarios: Some methodological and practical considerations.

PubMed

Ortwein, Heiderose; Benz, Alexander; Carl, Petra; Huwendiek, Sören; Pander, Tanja; Kiessling, Claudia

2017-02-01

To investigate whether the Verona Coding Definitions of Emotional Sequences to code health providers' responses (VR-CoDES-P) can be used for assessment of medical students' responses to patients' cues and concerns provided in written case vignettes. Student responses in direct speech to patient cues and concerns were analysed in 21 different case scenarios using VR-CoDES-P. A total of 977 student responses were available for coding, and 857 responses were codable with the VR-CoDES-P. In 74.6% of responses, the students used either a "reducing space" statement only or a "providing space" statement immediately followed by a "reducing space" statement. Overall, the most frequent response was explicit information advice (ERIa) followed by content exploring (EPCEx) and content acknowledgement (EPCAc). VR-CoDES-P were applicable to written responses of medical students when they were phrased in direct speech. The application of VR-CoDES-P is reliable and feasible when using the differentiation of "providing" and "reducing space" responses. Communication strategies described by students in non-direct speech were difficult to code and produced many missings. VR-CoDES-P are useful for analysis of medical students' written responses when focusing on emotional issues. Students need precise instructions for their response in the given test format. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Patient-appropriate health literacy educational materials in ophthalmology.

PubMed

Mikhail, David; Visscher, Kari L; Chen, Nancy; Wang, Joy; Emara, Barry Y; Hutnik, Cindy M

2015-02-01

To evaluate the literacy level of patients with glaucoma in a tertiary care teaching centre compared with a rural community centre and to assess comprehension of and preference for educational material written at different reading levels. Prospective, randomized, double-blinded study. Patients with glaucoma presenting for routine examination or referral at a tertiary care academic centre in southwestern Ontario and a single general ophthalmology clinic located in a moderately sized suburban community in Ontario, Canada, were invited to participate in this study. Patients aged 19 to 90 with sufficient visual acuity to read the pamphlets were recruited. Eligible and consenting participants underwent a validated literacy study, and their literacy levels were classified as adequate, barely adequate, marginal, or inadequate. They were then randomized to receive educational pamphlets written at either a grade 5 (intervention group) or grade 10 (control group) reading level. Comprehension of and preference for the material were determined by analysis of cloze testing and a feedback questionnaire. Of 199 participants, 179 were included in the analysis. The literacy testing found that 35% of patients in the community practice and 30% in the tertiary care academic centre had "marginal" or "inadequate" literacy skills, but there was no significant difference between sites (p = 0.77). Comprehension of the educational material was higher in the intervention group versus the control group (p = 0.0057), with a mean cloze score of 57.9% in the intervention group and 48.3% in the control group. The intervention group spent significantly less time reading the pamphlets (p < 0.0001), with an average of 2.52 minutes compared with 4.51 minutes. The feedback survey indicated that patients found the pamphlet with the lower reading level easier to read (p = 0.02), which was reflected in their comments as well. In both academic and community practice settings, about 30% of patients with glaucoma have marginal or inadequate literacy skills. However, regardless of practice, all patients better comprehend, and were more receptive to, educational material written at grade 5 reading level with illustrations, regardless of initial literacy level. Copyright © 2015 Canadian Ophthalmological Society. Published by Elsevier Inc. All rights reserved.

10 CFR 55.40 - Implementation.

Code of Federal Regulations, 2010 CFR

2010-01-01

... REGULATORY COMMISSION (CONTINUED) OPERATORS' LICENSES Written Examinations and Operating Tests § 55.40... Standards for Power Reactors,” 1 in effect six months before the examination date to prepare the written... also use the criteria in NUREG-1021 to evaluate the written examinations and operating tests prepared...

10 CFR 55.40 - Implementation.

Code of Federal Regulations, 2013 CFR

2013-01-01

... REGULATORY COMMISSION (CONTINUED) OPERATORS' LICENSES Written Examinations and Operating Tests § 55.40... Standards for Power Reactors,” 1 in effect six months before the examination date to prepare the written... also use the criteria in NUREG-1021 to evaluate the written examinations and operating tests prepared...

10 CFR 55.40 - Implementation.

Code of Federal Regulations, 2012 CFR

2012-01-01

... REGULATORY COMMISSION (CONTINUED) OPERATORS' LICENSES Written Examinations and Operating Tests § 55.40... Standards for Power Reactors,” 1 in effect six months before the examination date to prepare the written... also use the criteria in NUREG-1021 to evaluate the written examinations and operating tests prepared...

10 CFR 55.40 - Implementation.

Code of Federal Regulations, 2011 CFR

2011-01-01

... REGULATORY COMMISSION (CONTINUED) OPERATORS' LICENSES Written Examinations and Operating Tests § 55.40... Standards for Power Reactors,” 1 in effect six months before the examination date to prepare the written... also use the criteria in NUREG-1021 to evaluate the written examinations and operating tests prepared...

10 CFR 55.40 - Implementation.

Code of Federal Regulations, 2014 CFR

2014-01-01

... REGULATORY COMMISSION (CONTINUED) OPERATORS' LICENSES Written Examinations and Operating Tests § 55.40... Standards for Power Reactors,” 1 in effect six months before the examination date to prepare the written... also use the criteria in NUREG-1021 to evaluate the written examinations and operating tests prepared...

Directing Focus and Enabling Inquiry with Representations of Practice: Written Cases, Storyboards, and Teacher Education

ERIC Educational Resources Information Center

Herbst, Patricio; Boileau, Nicolas; Clark, Lawrence; Milewski, Amanda; Chieu, Vu Minh; Gürsel, Umut; Chazan, Daniel

2017-01-01

We discuss affordances and liabilities of using a storyboard to depict a written case of a teacher's dilemma that involves race, opportunity to learn, and student community. We rely on reflections by the teacher educator who authored the written case and later depicted it as a storyboard to use it with his preservice teachers (PSTs). The analysis…

DOE Office of Scientific and Technical Information (OSTI.GOV)

Not Available

The Best Practices Manual was written as a part of the promotional effort for EnergySmart Schools, provided by the US Department of Energy, to educate school districts around the country about energy efficiency and renewable energy. Written specifically for architects and engineers, The Best Practices Manual is designed to help those who are responsible for designing or retrofitting schools, as well as their project managers. This manual will help design staff make informed decisions about energy and environmental issues important to the school systems and communities.

Improving Inquiry Teaching through Reflection on Practice

NASA Astrophysics Data System (ADS)

Lotter, Christine R.; Miller, Cory

2017-08-01

In this paper, we explore middle school science teachers' learning of inquiry-based instructional strategies through reflection on practice teaching sessions during a summer enrichment program with middle level students. The reflection sessions were part of a larger year-long inquiry professional development program in which teachers learned science content and inquiry pedagogy. The program included a 2-week summer institute in which teachers participated in science content sessions, practice teaching to middle level students, and small group-facilitated reflection sessions on their teaching. For this study, data collection focused on teachers' recorded dialogue during the facilitator - run reflection sessions, the teachers' daily written reflections, a final written reflection, and a written reflection on a videotaped teaching session. We investigated the teachers' reflection levels and the themes teachers focused on during their reflection sessions. Teachers were found to reflect at various reflection levels, from simple description to a more sophisticated focus on how to improve student learning. Recurrent themes point to the importance of providing situated learning environments, such as the practice teaching with immediate reflection for teachers to have time to practice new instructional strategies and gain insight from peers and science educators on how to handle student learning issues.

Meaningful Written Communication by Administrators

ERIC Educational Resources Information Center

Keil, Virginia L.; McConnahan, Wendell R.

2006-01-01

Fifty-eight principals participated in this pilot study designed to examine the nature of school administrators' current practices in written communication. Work samples were examined against ISLLC standards that call for competency in facilitating vision, communicating culture and instruction, managing the organization, developing collaboration…

Providing Students with Written Feedback on Their Assessment: A Collaborative Self-Study Exploring the Nexus of Research and Practice

ERIC Educational Resources Information Center

Pittaway, Sharon; Dowden, Tony

2014-01-01

This article is an account of a collaborative self-study of the process of providing written feedback on assessment to our teacher education students. Our five-year study grew out of concerns that written feedback might not always meet the learning needs of our students. The study was informed by on-going analysis of our reading of the relevant…

Your Name in Print--A Teen's Guide to Getting Published: The Only Writer's Guide Written by Teens for Teens!

ERIC Educational Resources Information Center

Dunn, Danielle; Dunn, Jessica

Written by two 15-year-old girls who have already seen their work published in various national magazines, this guide is the only resource for young writers written from the viewpoint of young writers. The guide covers everything from setting up a work space to getting organized to working with editors--it is a practical resource to help young…

Use of safety management practices for improving project performance.

PubMed

Cheng, Eddie W L; Kelly, Stephen; Ryan, Neal

2015-01-01

Although site safety has long been a key research topic in the construction field, there is a lack of literature studying safety management practices (SMPs). The current research, therefore, aims to test the effect of SMPs on project performance. An empirical study was conducted in Hong Kong and the data collected were analysed with multiple regression analysis. Results suggest that 3 of the 15 SMPs, which were 'safety committee at project/site level', 'written safety policy', and 'safety training scheme' explained the variance in project performance significantly. Discussion about the impact of these three SMPs on construction was provided. Assuring safe construction should be an integral part of a construction project plan.

Test Review: D. D. Hammill & S. C. Larsen "Test of Written Language-Fourth Edition." (TOWL-4). Austin, TX--PRO-ED, 2009

ERIC Educational Resources Information Center

McCrimmon, Adam W.; Climie, Emma A.

2011-01-01

This article presents a review of the "Test of Written Language-Fourth Edition" (TOWL-4), a newly updated individual or group-based measure of written language for students aged 9 years, 0 months through 17 years, 11 months. The stated purposes of the measure are to identify students in need of support or intervention in the area of…

Written Informed-Consent Statutes and HIV Testing

PubMed Central

Ehrenkranz, Peter D.; Pagán, José A.; Begier, Elizabeth M.; Linas, Benjamin; Madison, Kristin; Armstrong, Katrina

2009-01-01

Background Almost 1 million Americans are infected with HIV, yet it is estimated that as many as 250,000 of them do not know their serostatus. This study examined whether people residing in states with statutes requiring written informed consent prior to HIV testing were less likely to report a recent HIV test. Methods The study is based on survey data from the 2004 Behavioral Risk Factor Surveillance System. Logistic regression was used to assess the association between residence in a state with a pre-test written informed-consent requirement and individual self-report of recent HIV testing. The regression analyses controlled for potential state- and individual-level confounders. Results Almost 17% of respondents reported that they had been tested for HIV in the prior 12 months. Ten states had statutes requiring written informed consent prior to routine HIV testing; nine of those were analyzed in this study. After adjusting for other state- and individual-level factors, people who resided in these nine states were less likely to report a recent history of HIV testing (OR=0.85; 95% CI=0.80, 0.90). The average marginal effect was −0.02 (p<0.001, 95%CI= −0.03, −0.01); thus, written informed-consent statutes are associated with a 12% reduction in HIV testing from the baseline testing level of 17%. The association between a consent requirement and lack of testing was greatest among respondents who denied HIV risk factors, were non-Hispanic whites, or who had higher levels of education. Conclusions This study’s findings suggest that the removal of written informed-consent requirements might promote the non–risk-based routine-testing approach that the CDC advocates in its new testing guidelines. PMID:19423271

Dumpster Optics: teaching and learning optics without a kit

NASA Astrophysics Data System (ADS)

Donnelly, Judy; Magnani, Nancy; Robinson, Kathleen

2016-09-01

The Next Generation Science Standards (NGSS) and renewed emphasis on STEM education in the U.S. have resulted in the development of many educational kits for teaching science in general and optics in particular. Many teachers do not have funding to purchase kits and practical experience has shown that even costly kits can have poorly written and misleading instructions and may include experiments that would not work in a classroom. Dumpster Optics lessons are designed to use inexpensive, commonly found materials. All lessons have been field-tested with students. We will describe the development of the lessons, provide examples of field testing experiences and outline possible future activities.

Barriers to the implementation of self management support in long term lung conditions

PubMed Central

Roberts, NJ; Younis, I; Kidd, L

2012-01-01

Background Self-management improves outcomes in asthma and COPD and is strongly recommended in national and international guidelines; however implementation of the guidelines such as use of written action plans in practice is often poor. Setting A questionnaire survey was undertaken to identify the healthcare professional barriers to implementation of self-management for asthma and COPD in West London. Question Why is self-management education not being undertaken in respiratory conditions? Methods A questionnaire was designed to elicit healthcare professionals' views about barriers to implementation of self-management in asthma and COPD. Results Response rates were 33% (58/175). Results showed strong support for guideline recommendations, however implementation was patchy. Seventy six percent of respondents discussed asthma self-management with patients; however only 47.8% of patients received a written action plan. For COPD patients, 55.1% discussed self-management, with 41% receiving a written action plan. In COPD, there was greater GP involvement and less delegation of self-management. Barriers to implementation included patient factors (compliance, literacy and patient understanding), time constraints and insufficient resources. Those who believed they had witnessed improved health outcomes with self-management (53%, 31/58) were more likely to give written action plans (78%, 24/31, ‘nearly always/sometimes’ gave written action plans), Nearly a third of healthcare professionals reported lacking confidence in constructing written action plans (33% 19/58; GPs 43%, nurses 43%). Conclusion Despite overwhelming evidence self-management support is still not being implemented into routine clinical practice, identified barriers included time constraints, lack of training, lack of belief in patients ability to self-manage and lack of confidence completing self-management plans. Practice implications These issues need to be addressed if self-management support is to be delivered in a meaningful and effective way. PMID:25949665

ASTM Committee C28: International Standards for Properties and Performance of Advanced Ceramics, Three Decades of High-quality, Technically-rigorous Normalization

NASA Technical Reports Server (NTRS)

Jenkins, Michael G.; Salem, Jonathan A.

2016-01-01

Physical and mechanical properties and performance of advanced ceramics and glasses are difficult to measure correctly without the proper techniques. For over three decades, ASTM Committee C28 on Advanced Ceramics, has developed high quality, rigorous, full-consensus standards (e.g., test methods, practices, guides, terminology) to measure properties and performance of monolithic and composite ceramics that may be applied to glasses in some cases. These standards testing particulars for many mechanical, physical, thermal, properties and performance of these materials. As a result these standards provide accurate, reliable, repeatable and complete data. Within Committee C28 users, producers, researchers, designers, academicians, etc. have written, continually updated, and validated through round-robin test programs, nearly 50 standards since the Committees founding in 1986. This paper provides a retrospective review of the 30 years of ASTM Committee C28 including a graphical pictogram listing of C28 standards along with examples of the tangible benefits of advanced ceramics standards to demonstrate their practical applications.

An investigation into pilot and system response to critical in-flight events, volume 2

NASA Technical Reports Server (NTRS)

Rockwell, T. H.; Giffin, W. C.

1981-01-01

Critical in-flight event is studied using mission simulation and written tests of pilot responses. Materials and procedures used in knowledge tests, written tests, and mission simulations are included

Automatic external defibrillator, life vest defibrillator, or both?

PubMed

Richard Conti, C

2010-12-01

The standard of practice for out-of-hospital defibrillation is the implantable cardioverter-defibrillator. However, much has been written and discussed about the use of automated external defibrillators. Not as much has been written about life vest wearable defibrillators. Copyright © 2010 Wiley Periodicals, Inc.

BRCAsearch: written pre-test information and BRCA1/2 germline mutation testing in unselected patients with newly diagnosed breast cancer.

PubMed

Nilsson, Martin P; Törngren, Therese; Henriksson, Karin; Kristoffersson, Ulf; Kvist, Anders; Silfverberg, Barbro; Borg, Åke; Loman, Niklas

2018-02-01

To evaluate a simplified method of pre-test information and germline BRCA1/2 mutation testing. In a prospective, single-arm study, comprehensive BRCA1/2 testing was offered to unselected patients with newly diagnosed breast cancer at three hospitals in south Sweden (BRCAsearch, ClinicalTrials.gov Identifier: NCT02557776). Pre-test information was provided by a standardized invitation letter, but the patients could contact a genetic counselor for telephone genetic counseling if they felt a need for that. Noncarriers were informed about the test result through a letter. Mutation carriers were contacted and offered an appointment for in-person post-test genetic counseling. During the period Feb 2, 2015-Aug 26, 2016, eight hundred and eighteen patients were invited to participate in the study. Through Jan 31, 2017, five hundred and forty-two (66.2%) of them consented to analysis of BRCA1 and BRCA2. Eleven pathogenic mutations were found (BRCA1, n = 2; BRCA2, n = 9), corresponding to a mutation prevalence of 2.0%. Six out of 11 fulfilled the Swedish BRCA testing criteria, and 9 out of 11 fulfilled the NCCN testing criteria. None of the BRCA-associated tumors were of the luminal A-like subtype. Very few patients contacted us for telephone genetic counseling or practical questions, suggesting that a majority felt that the written pre-test information was sufficient for them to make a decision on testing. Streamlining the process of pre-test information, genetic testing, and delivery of test results was feasible and was associated with an uptake of genetic testing in 2/3 of the breast cancer patients.

The impact of written information and counseling (WOMAN-PRO II Program) on symptom outcomes in women with vulvar neoplasia: A multicenter randomized controlled phase II study.

PubMed

Raphaelis, Silvia; Mayer, Hanna; Ott, Stefan; Mueller, Michael D; Steiner, Enikö; Joura, Elmar; Senn, Beate

2017-07-01

To determine whether written information and/or counseling based on the WOMAN-PRO II Program decreases symptom prevalence in women with vulvar neoplasia by a clinically relevant degree, and to explore the differences between the 2 interventions in symptom prevalence, symptom distress prevalence, and symptom experience. A multicenter randomized controlled parallel-group phase II trial with 2 interventions provided to patients after the initial diagnosis was performed in Austria and Switzerland. Women randomized to written information received a predefined set of leaflets concerning wound care and available healthcare services. Women allocated to counseling were additionally provided with 5 consultations by an Advanced Practice Nurse (APN) between the initial diagnosis and 6months post-surgery that focused on symptom management, utilization of healthcare services, and health-related decision-making. Symptom outcomes were simultaneously measured 5 times to the counseling time points. A total of 49 women with vulvar neoplasia participated in the study. Symptom prevalence decreased in women with counseling by a clinically relevant degree, but not in women with written information. Sporadically, significant differences between the 2 interventions could be observed in individual items, but not in the total scales or subscales of the symptom outcomes. The results indicate that counseling may reduce symptom prevalence in women with vulvar neoplasia by a clinically relevant extent. The observed group differences between the 2 interventions slightly favor counseling over written information. The results justify testing the benefit of counseling thoroughly in a comparative phase III trial. Copyright © 2017 Elsevier Inc. All rights reserved.

Harnessing Reddit to Understand the Written-Communication Challenges Experienced by Individuals With Mental Health Disorders: Analysis of Texts From Mental Health Communities.

PubMed

Park, Albert; Conway, Mike

2018-04-10

Mental disorders such as depression, bipolar disorder, and schizophrenia are common, incapacitating, and have the potential to be fatal. Despite the prevalence and gravity of mental disorders, our knowledge concerning everyday challenges associated with them is relatively limited. One of the most studied deficits related to everyday challenges is language impairment, yet we do not know how mental disorders can impact common forms of written communication, for example, social media. The aims of this study were to investigate written communication challenges manifest in online mental health communities focusing on depression, bipolar disorder, and schizophrenia, as well as the impact of participating in these online mental health communities on written communication. As the control, we selected three online health communities focusing on positive emotion, exercising, and weight management. We examined lexical diversity and readability, both important features for measuring the quality of writing. We used four well-established readability metrics that consider word frequencies and syntactic complexity to measure writers' written communication ability. We then measured the lexical diversity by calculating the percentage of unique words in posts. To compare lexical diversity and readability among communities, we first applied pairwise independent sample t tests, followed by P value adjustments using the prespecified Hommel procedure to adjust for multiple comparison. To measure the changes, we applied linear least squares regression to the readability and lexical diversity scores against the interaction sequence for each member, followed by pairwise independent sample t tests and P value adjustments. Given the large sample of members, we also report effect sizes and 95% CIs for the pairwise comparisons. On average, members of depression, bipolar disorder, and schizophrenia communities showed indications of difficulty expressing their ideas compared with three other online health communities. Our results also suggest that participating in these platforms has the potential to improve members' written communication. For example, members of all three mental health communities showed statistically significant improvement in both lexical diversity and readability compared with members of the OHC focusing on positive emotion. We provide new insights into the written communication challenges faced by individuals suffering from depression, bipolar disorder, and schizophrenia. A comparison with three other online health communities suggests that written communication in mental health communities is significantly more difficult to read, while also consisting of a significantly less diverse lexicon. We contribute practical suggestions for utilizing our findings in Web-based communication settings to enhance members' communicative experience. We consider these findings to be an important step toward understanding and addressing everyday written communication challenges among individuals suffering from mental disorders. ©Albert Park, Mike Conway. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 10.04.2018.

21 CFR 111.16 - What are the requirements under this subpart C for written procedures?

Code of Federal Regulations, 2010 CFR

2010-04-01

... HEALTH AND HUMAN SERVICES (CONTINUED) FOOD FOR HUMAN CONSUMPTION CURRENT GOOD MANUFACTURING PRACTICE IN MANUFACTURING, PACKAGING, LABELING, OR HOLDING OPERATIONS FOR DIETARY SUPPLEMENTS Physical Plant and Grounds... follow written procedures for cleaning the physical plant and for pest control. ...

21 CFR 111.16 - What are the requirements under this subpart C for written procedures?

Code of Federal Regulations, 2011 CFR

2011-04-01

... HEALTH AND HUMAN SERVICES (CONTINUED) FOOD FOR HUMAN CONSUMPTION CURRENT GOOD MANUFACTURING PRACTICE IN MANUFACTURING, PACKAGING, LABELING, OR HOLDING OPERATIONS FOR DIETARY SUPPLEMENTS Physical Plant and Grounds... follow written procedures for cleaning the physical plant and for pest control. ...

20 CFR 654.402 - Variances.

Code of Federal Regulations, 2014 CFR

2014-04-01

... subpart by filing a written application for such a variance with the local Job Service office serving the... practical difficulty or unnecessary hardship; and (3) Clearly set forth the specific alternative measures... variance. (b) Upon receipt of a written request for a variance under paragraph (a) of this section, the...

20 CFR 654.402 - Variances.

Code of Federal Regulations, 2013 CFR

2013-04-01

... subpart by filing a written application for such a variance with the local Job Service office serving the... practical difficulty or unnecessary hardship; and (3) Clearly set forth the specific alternative measures... variance. (b) Upon receipt of a written request for a variance under paragraph (a) of this section, the...

20 CFR 654.402 - Variances.

Code of Federal Regulations, 2011 CFR

2011-04-01

... subpart by filing a written application for such a variance with the local Job Service office serving the... practical difficulty or unnecessary hardship; and (3) Clearly set forth the specific alternative measures... variance. (b) Upon receipt of a written request for a variance under paragraph (a) of this section, the...

20 CFR 654.402 - Variances.

Code of Federal Regulations, 2012 CFR

2012-04-01

... subpart by filing a written application for such a variance with the local Job Service office serving the... practical difficulty or unnecessary hardship; and (3) Clearly set forth the specific alternative measures... variance. (b) Upon receipt of a written request for a variance under paragraph (a) of this section, the...

The Written Literacy Forum: Combining Research and Practice.

ERIC Educational Resources Information Center

Clark, Christopher M.; Florio, Susan

1983-01-01

Writing teachers and researchers collaborate in the Written Literacy Forum at Michigan State University to: (1) heighten teachers' awareness of the complexity of writing; (2) stimulate discussion across grade levels; and (3) focus research on areas concerning teachers. Discussion formats and inservice activities are described, and materials…

Processes and Metrics to Evaluate Faculty Practice Activities at US Schools of Pharmacy.

PubMed

Haines, Stuart T; Sicat, Brigitte L; Haines, Seena L; MacLaughlin, Eric J; Van Amburgh, Jenny A

2016-05-25

Objective. To determine what processes and metrics are employed to measure and evaluate pharmacy practice faculty members at colleges and schools of pharmacy in the United States. Methods. A 23-item web-based questionnaire was distributed to pharmacy practice department chairs at schools of pharmacy fully accredited by the Accreditation Council for Pharmacy Education (ACPE) (n=114). Results. Ninety-three pharmacy practice chairs or designees from 92 institutions responded. Seventy-six percent reported that more than 60% of the department's faculty members were engaged in practice-related activities at least eight hours per week. Fewer than half (47%) had written policies and procedures for conducting practice evaluations. Institutions commonly collected data regarding committee service at practice sites, community service events, educational programs, and number of hours engaged in practice-related activities; however, only 24% used a tool to longitudinally collect practice-related data. Publicly funded institutions were more likely than private schools to have written procedures. Conclusion. Data collection tools and best practice recommendations for conducting faculty practice evaluations are needed.

DNA-testing for BRCA1/2 prior to genetic counselling in patients with breast cancer: design of an intervention study, DNA-direct.

PubMed

Sie, Aisha S; Spruijt, Liesbeth; van Zelst-Stams, Wendy A G; Mensenkamp, Arjen R; Ligtenberg, Marjolijn J; Brunner, Han G; Prins, Judith B; Hoogerbrugge, Nicoline

2012-05-08

Current practice for patients with breast cancer referred for genetic counseling, includes face-to-face consultations with a genetic counselor prior to and following DNA-testing. This is based on guidelines regarding Huntington's disease in anticipation of high psychosocial impact of DNA-testing for mutations in BRCA1/2 genes. The initial consultation covers generic information regarding hereditary breast cancer and the (im)possibilities of DNA-testing, prior to such testing. Patients with breast cancer may see this information as irrelevant or unnecessary because individual genetic advice depends on DNA-test results. Also, verbal information is not always remembered well by patients. A different format for this information prior to DNA-testing is possible: replacing initial face-to-face genetic counseling (DNA-intake procedure) by telephone, written and digital information sent to patients' homes (DNA-direct procedure). In this intervention study, 150 patients with breast cancer referred to the department of Clinical Genetics of the Radboud University Nijmegen Medical Centre are given the choice between two procedures, DNA-direct (intervention group) or DNA-intake (usual care, control group). During a triage telephone call, patients are excluded if they have problems with Dutch text, family communication, or of psychological or psychiatric nature. Primary outcome measures are satisfaction and psychological distress. Secondary outcome measures are determinants for the participant's choice of procedure, waiting and processing times, and family characteristics. Data are collected by self-report questionnaires at baseline and following completion of genetic counseling. A minority of participants will receive an invitation for a 30 min semi-structured telephone interview, e.g. confirmed carriers of a BRCA1/2 mutation, and those who report problems with the procedure. This study compares current practice of an intake consultation (DNA-intake) to a home informational package of telephone, written and digital information (DNA-direct) prior to DNA-testing in patients with breast cancer. The aim is to determine whether DNA-direct is an acceptable procedure for BRCA1/2 testing, in order to provide customized care to patients with breast cancer, cutting down on the period of uncertainty during this diagnostic process.

A qualitative analysis of student-written law and ethics cases: A snapshot of PY2 student experience.

PubMed

Karwaki, Tanya E; Hazlet, Thomas K

2017-05-01

This study was designed to better understand pharmacy students' experiences and recognition of legal and ethical tensions existing in pharmacy practice as demonstrated in student-written law and ethics cases. A qualitative analysis of 132 student-written cases representing the team efforts of 1053 students over a 12-year time period was conducted. Student-written cases were coded and analyzed thematically. Our results demonstrate the types of ethical and legal issues our students have experienced in pharmacy practice during the first five quarters of their professional education. Our data highlight three themes: 1) ethical dilemmas presented when the law is misapplied; 2) ethical dilemmas presented when an institutional policy or law was viewed as insufficient; and 3) ethical dilemmas presented as provider distress. The third theme was further subdivided into five subthemes. The themes that emerged from this study represent some of the ethical dilemmas that second professional year students have encountered and how these dilemmas may intersect with legal boundaries. Educators can use cases demonstrating these themes to reinforce law and ethics education in the curriculum, thus helping prepare students for pharmacy practice. This article recommends how and when to use case examples. Copyright © 2017 Elsevier Inc. All rights reserved.

Test Anxiety in Written and Oral Examinations

ERIC Educational Resources Information Center

Sparfeldt, Jorn R.; Rost, Detlef H.; Baumeister, Ulrike M.; Christ, Oliver

2013-01-01

The distinction of different test anxiety reactions (e.g., worry, emotionality) is well established. Recently, additional relevance has been given to school-subject-specific test anxiety factors. The present study explored a further aspect concerning the structure of test anxiety experiences, specifically oral versus written examination modes. A…

The Quality of Written Feedback by Attendings of Internal Medicine Residents.

PubMed

Jackson, Jeffrey L; Kay, Cynthia; Jackson, Wilkins C; Frank, Michael

2015-07-01

Attending evaluations are commonly used to evaluate residents. Evaluate the quality of written feedback of internal medicine residents. Retrospective. Internal medicine residents and faculty at the Medical College of Wisconsin from 2004 to 2012. From monthly evaluations of residents by attendings, a randomly selected sample of 500 written comments by attendings were qualitatively coded and rated as high-, moderate-, or low-quality feedback by two independent coders with good inter-rater reliability (kappa: 0.94). Small group exercises with residents and attendings also coded the utterances as high, moderate, or low quality and developed criteria for this categorization. In-service examination scores were correlated with written feedback. There were 228 internal medicine residents who had 6,603 evaluations by 334 attendings. Among 500 randomly selected written comments, there were 2,056 unique utterances: 29% were coded as nonspecific statements, 20% were comments about resident personality, 16% about patient care, 14% interpersonal communication, 7% medical knowledge, 6% professionalism, and 4% each on practice-based learning and systems-based practice. Based on criteria developed by group exercises, the majority of written comments were rated as moderate quality (65%); 22% were rated as high quality and 13% as low quality. Attendings who provided high-quality feedback rated residents significantly lower in all six of the Accreditation Council for Graduate Medical Education (ACGME) competencies (p <0.0005 for all), and had a greater range of scores. Negative comments on medical knowledge were associated with lower in-service examination scores. Most attending written evaluation was of moderate or low quality. Attendings who provided high-quality feedback appeared to be more discriminating, providing significantly lower ratings of residents in all six ACGME core competencies, and across a greater range. Attendings' negative written comments on medical knowledge correlated with lower in-service training scores.

Test anxiety and academic performance in chiropractic students.

PubMed

Zhang, Niu; Henderson, Charles N R

2014-01-01

Objective : We assessed the level of students' test anxiety, and the relationship between test anxiety and academic performance. Methods : We recruited 166 third-quarter students. The Test Anxiety Inventory (TAI) was administered to all participants. Total scores from written examinations and objective structured clinical examinations (OSCEs) were used as response variables. Results : Multiple regression analysis shows that there was a modest, but statistically significant negative correlation between TAI scores and written exam scores, but not OSCE scores. Worry and emotionality were the best predictive models for written exam scores. Mean total anxiety and emotionality scores for females were significantly higher than those for males, but not worry scores. Conclusion : Moderate-to-high test anxiety was observed in 85% of the chiropractic students examined. However, total test anxiety, as measured by the TAI score, was a very weak predictive model for written exam performance. Multiple regression analysis demonstrated that replacing total anxiety (TAI) with worry and emotionality (TAI subscales) produces a much more effective predictive model of written exam performance. Sex, age, highest current academic degree, and ethnicity contributed little additional predictive power in either regression model. Moreover, TAI scores were not found to be statistically significant predictors of physical exam skill performance, as measured by OSCEs.

Life without Scan-Tron: Tests as Thinking.

ERIC Educational Resources Information Center

Posner, Richard

1987-01-01

Claims that written tests are superior to objective, scan-tron tests in literature, composition, and vocabulary because they require students to think on paper. Describes the following types of in-class written tests and examines the advantages of each: literary essay, topical composition, imitation, brief answer, timed rewrites, and vocabulary…

Conceptualising mLearning Literacy

ERIC Educational Resources Information Center

Ng, Wan

2013-01-01

Research into the educational application of mobile technologies has increased dramatically in recent years. Much has been written about mobile learning and its various pedagogical practices and issues as well as the theoretical frameworks that have been developed to underpin the studies in the reports. However, little has been written about the…

18 CFR 385.506 - Examination of witnesses during hearing (Rule 506).

Code of Federal Regulations, 2010 CFR

2010-04-01

... FEDERAL ENERGY REGULATORY COMMISSION, DEPARTMENT OF ENERGY PROCEDURAL RULES RULES OF PRACTICE AND PROCEDURE Hearings § 385.506 Examination of witnesses during hearing (Rule 506). (a) Prepared written direct..., direct and rebuttal testimony of a witness in a hearing must be prepared and submitted in written form...

46 CFR 11.303 - General standards.

Code of Federal Regulations, 2012 CFR

2012-10-01

...) Give appropriate written or practical examinations in the course material to each student of such a degree of difficulty that a student who successfully completes them could reasonably assume that he or... year after the end of each student's enrollment: (1) Each written examination, or in the case of a...

46 CFR 11.303 - General standards.

Code of Federal Regulations, 2010 CFR

2010-10-01

...) Give appropriate written or practical examinations in the course material to each student of such a degree of difficulty that a student who successfully completes them could reasonably assume that he or... year after the end of each student's enrollment: (1) Each written examination, or in the case of a...

46 CFR 11.303 - General standards.

Code of Federal Regulations, 2013 CFR

2013-10-01

...) Give appropriate written or practical examinations in the course material to each student of such a degree of difficulty that a student who successfully completes them could reasonably assume that he or... year after the end of each student's enrollment: (1) Each written examination, or in the case of a...

46 CFR 11.303 - General standards.

Code of Federal Regulations, 2011 CFR

2011-10-01

...) Give appropriate written or practical examinations in the course material to each student of such a degree of difficulty that a student who successfully completes them could reasonably assume that he or... year after the end of each student's enrollment: (1) Each written examination, or in the case of a...

Student Metacognitive Responses to Feedback: A Multiple Case Study

ERIC Educational Resources Information Center

DeMello, Kate

2017-01-01

This study explored how undergraduate students perceive, self-regulate, and respond to feedback from instructors on written work. The general problem was that students in college are not prepared to practice metacognitive regulation to promote learning, particularly in the context of utilizing instructor feedback on written work to improve their…

Affordances and Challenges of Using Argument as a Connective Discourse for Scientific Practices to Teach Climate Science

NASA Astrophysics Data System (ADS)

Sezen-Barrie, A.; Wolfson, J.

2015-12-01

An important goal of science education is to support development of citizens to participate in public debate and make informed decisions relevant to their lives and their worlds. The NGSS (Next Generation Science Standards) suggest engaging students in science classrooms in argumentation as a practice to help enhance the quality of evidence based decision making. In this multi-case study, we explored the use of written argumentation in eight secondary school science classrooms during a lesson on the relationship between ocean temperature and its CO2 holding capacity. All teachers of these classrooms were trained during a day long NSF funded Climate Literacy Workshop on the basic concepts of climate science, scientific practices and implementation of an activity called "It's a Gassy World". The data of the current study involved students' written arguments, teachers' written reflections on the implementation of the activity as well as field notes from the Climate Literacy Workshop. A qualitative discourse analysis of the data was used to find common themes around affordances and challenges of argument as a connective discourse for scientific practices to teach climate change. The findings show that participating in written argumentation process encouraged students to discuss their experimental design and use data interpretation for their evidences. However, the results also indicated the following challenges: a) teachers themselves need support in connecting their evidence to their claims, b) arguing a socioscientific issue creates a sensitive environment c) conceptual quality of an argument needs to be strengthen through background in courses other than science, and d) graphing skills (or lack of) can interfere with constructing scientifically accurate claims. This study has implications in effectively teaching climate change through argumentation, and thus creating opportunities for practicing authentic climate science research in K-12 classrooms.

Organizational attributes of practices successful at a disease management program.

PubMed

Cloutier, Michelle M; Wakefield, Dorothy B; Tsimikas, John; Hall, Charles B; Tennen, Howard; Brazil, Kevin

2009-02-01

To assess the contribution of organizational factors to implementation of 3 asthma quality measures: enrollment in a disease management program, development of a written treatment plan, and prescription of severity-appropriate anti-inflammatory therapy. A total of 138 pediatric clinicians and 247 office staff in 13 urban clinics and 23 nonurban private practices completed questionnaires about their practice's organizational characteristics (eg, leadership, communication, perceived effectiveness, job satisfaction). 94% of the clinicians and 92% of the office staff completed questionnaires. When adjusted for confounders, greater practice activity and perceived effectiveness in meeting family needs were associated with higher rates of enrollment in the Easy Breathing program, whereas higher scores for 3 organizational characteristics--communication timeliness, decision authority, and job satisfaction--were associated with both higher enrollment and a greater number of written treatment plans. None of the organizational characteristics was associated with greater use of anti-inflammatory therapy. Three organizational characteristics predicted 2 quality asthma measures: use of a disease management program and creation of a written asthma treatment plan. If these organizational characteristics were amenable to change, then our findings could help focus interventions in areas of effective and acceptable organizational change.

Optimization of Methods Verifying Volunteers' Ability to Provide Hospice Care.

PubMed

Szeliga, Marta; Mirecka, Jadwiga

2018-04-01

The subject of the presented work was an attempt at optimization of the methods used for verification of the candidates for medical voluntary workers in a hospice and decreasing the danger of a negative influence of an incompetent volunteer on a person in a terminal stage of a disease and his or her relatives. The study was carried out in St. Lazarus Hospice in Krakow, Poland, and included 154 adult participants in four consecutive editions of "A course for volunteers - a guardian of the sick" organized by the hospice. In order to improve the recruitment of these workers, the hitherto methods of selection (an interview with the coordinator of volunteering and no less than 50% of attendance in classes of a preparatory course for volunteers") were expanded by additional instruments-the tests whose usefulness was examined in practice. Knowledge of candidates was tested with the use of a written examination which consisted of four open questions and an MCQ test comprising 31 questions. Practical abilities were checked by the Objective Structured Clinical Examination (OSCE). A reference point for the results of these tests was a hidden standardized long-term observation carried out during the subsequent work of the volunteers in the stationary ward in the hospice using the Amsterdam Attitude and Communication Scale (AACS). Among the tests used, the greatest value (confirmed by a quantitative and qualitative analysis) in predicting how a given person would cope with practical tasks and in contact with the sick and their relatives had a practical test of the OSCE type.

Analytic Validation of Immunohistochemical Assays: A Comparison of Laboratory Practices Before and After Introduction of an Evidence-Based Guideline.

PubMed

Fitzgibbons, Patrick L; Goldsmith, Jeffrey D; Souers, Rhona J; Fatheree, Lisa A; Volmar, Keith E; Stuart, Lauren N; Nowak, Jan A; Astles, J Rex; Nakhleh, Raouf E

2017-09-01

- Laboratories must demonstrate analytic validity before any test can be used clinically, but studies have shown inconsistent practices in immunohistochemical assay validation. - To assess changes in immunohistochemistry analytic validation practices after publication of an evidence-based laboratory practice guideline. - A survey on current immunohistochemistry assay validation practices and on the awareness and adoption of a recently published guideline was sent to subscribers enrolled in one of 3 relevant College of American Pathologists proficiency testing programs and to additional nonsubscribing laboratories that perform immunohistochemical testing. The results were compared with an earlier survey of validation practices. - Analysis was based on responses from 1085 laboratories that perform immunohistochemical staining. Of 1057 responses, 65.4% (691) were aware of the guideline recommendations before this survey was sent and 79.9% (550 of 688) of those have already adopted some or all of the recommendations. Compared with the 2010 survey, a significant number of laboratories now have written validation procedures for both predictive and nonpredictive marker assays and specifications for the minimum numbers of cases needed for validation. There was also significant improvement in compliance with validation requirements, with 99% (100 of 102) having validated their most recently introduced predictive marker assay, compared with 74.9% (326 of 435) in 2010. The difficulty in finding validation cases for rare antigens and resource limitations were cited as the biggest challenges in implementing the guideline. - Dissemination of the 2014 evidence-based guideline validation practices had a positive impact on laboratory performance; some or all of the recommendations have been adopted by nearly 80% of respondents.

10 CFR 55.43 - Written examination: Senior operators.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 10 Energy 2 2010-01-01 2010-01-01 false Written examination: Senior operators. 55.43 Section 55.43... Tests § 55.43 Written examination: Senior operators. (a) Content. The written examination for a senior... needed to perform licensed senior operator duties. The knowledge, skills, and abilities will be...

42 CFR 423.120 - Access to covered Part D drugs.

Code of Federal Regulations, 2012 CFR

2012-10-01

... pharmacists. (ii) Includes at least one practicing physician and at least one practicing pharmacist who are... manufacturers. (iii) Includes at least one practicing physician and one practicing pharmacist who are experts... pharmacists prior to the date such change becomes effective, and must either— (A) Provide direct written...

42 CFR 423.120 - Access to covered Part D drugs.

Code of Federal Regulations, 2013 CFR

2013-10-01

... pharmacists. (ii) Includes at least one practicing physician and at least one practicing pharmacist who are... manufacturers. (iii) Includes at least one practicing physician and one practicing pharmacist who are experts... pharmacists prior to the date such change becomes effective, and must either— (A) Provide direct written...

The Daily Practices of Successful Principals

ERIC Educational Resources Information Center

Brock, Barbara L.; Grady, Marilyn L.

2011-01-01

While many books outline the attributes of successful school leaders, few describe how those traits manifest in daily practice. "The Daily Practices of Successful Principals" goes beyond the outward picture of excellence and provides a compendium of daily practices used by successful principals in various settings. Written by former administrators…

Effect of Response Practice Variables on Learning Spelling and Sight Vocabulary.

ERIC Educational Resources Information Center

Cuvo, Anthony J.; And Others

1995-01-01

Response practice variables for learning spelling and sight vocabulary were studied in 4 experiments involving a total of 18 rehabilitation clients and adolescents with developmental disabilities or behavior disorders. The experiments specifically examined the "cover write" method, written versus oral practice, less versus more response practice,…

A Process for Reviewing and Evaluating Generated Test Items

ERIC Educational Resources Information Center

Gierl, Mark J.; Lai, Hollis

2016-01-01

Testing organization needs large numbers of high-quality items due to the proliferation of alternative test administration methods and modern test designs. But the current demand for items far exceeds the supply. Test items, as they are currently written, evoke a process that is both time-consuming and expensive because each item is written,…

Test Review: Schrank, F. A., Mather, N., & McGrew, K. S. (2014). Woodcock-Johnson IV Tests of Achievement

ERIC Educational Resources Information Center

Villarreal, Victor

2015-01-01

The Woodcock-Johnson IV Tests of Achievement (WJ IV ACH; Schrank, Mather, & McGrew, 2014a) is an individually administered measure containing tests of reading, mathematics, written language, and academic knowledge. Areas of reading, mathematics, and written language each include tests of basic skills, fluency, and application. Academic…

Comparison of Written and Oral Examinations in a Baccalaureate Medical-Surgical Nursing Course.

ERIC Educational Resources Information Center

Rushton, Patricia; Eggett, Dennis

2003-01-01

Of four groups of medical-surgical nurses, 55 took one final and three midterm written exams, 150 took one each (written), 45 took an oral final, 92 took both written and oral, and 47 took a written test with licensure questions and an oral final. Oral exams resulted in higher scores, more effective study habits, and increased application. (SK)

Attitudes to proposed assessment of pharmacy skills in Korean pharmacist licensure examination.

PubMed

Kim, Joo Hee; Lee, Ju-Yeun; Lee, Young Sook; Yong, Chul-Soon; Han, Nayoung; Gwak, Hye Sun; Oh, Jungmi; Lee, Byung Koo; Lee, Sukhyang

2017-01-01

The survey aimed to obtain opinions about a proposed implementation of pharmacy skills assessment in Korean pharmacist licensure examination (KPLE). A 16-question survey was distributed electronically to 2,738 people including 570 pharmacy professors of 35 pharmacy schools, 550 preceptors from 865 practice sites and 1,618 students who graduated in 2015. The survey solicited responses concerning the adequacy of the current KPLE in assessing pharmacy knowledge/skills/attitudes, deficiencies of pharmacy skills testing in assessing the professional competencies necessary for pharmacists, plans for pharmacy skills tests in the current KPLE, and subject areas of pharmacy practice. A total of 466 surveys were returned. The current exam is not adequate for assessing skills and attitudes according to 42%-48% of respondents. Sixty percent felt that skills test is necessary to assess qualifications and professional competencies. Almost two-thirds of participants stated that testing should be implemented within 5 years. More than 60% agreed that candidates should be graduates and that written and skills test scores can be combined for pass-fail decisions. About 70% of respondents felt that the test should be less than 2 hours in duration. Over half of the respondents thought that the assessor should be a pharmacy faculty member with at least 5 years of clinical experience. Up to 70% stated that activities related to patient care were appropriate and practical for the scope of skills test. Pharmacy skills assessment was supported by the majority of respondents.

Attitudes to proposed assessment of pharmacy skills in Korean pharmacist licensure examination

PubMed Central

2017-01-01

Purpose The survey aimed to obtain opinions about a proposed implementation of pharmacy skills assessment in Korean pharmacist licensure examination (KPLE). Methods A 16-question survey was distributed electronically to 2,738 people including 570 pharmacy professors of 35 pharmacy schools, 550 preceptors from 865 practice sites and 1,618 students who graduated in 2015. The survey solicited responses concerning the adequacy of the current KPLE in assessing pharmacy knowledge/skills/attitudes, deficiencies of pharmacy skills testing in assessing the professional competencies necessary for pharmacists, plans for pharmacy skills tests in the current KPLE, and subject areas of pharmacy practice. Results A total of 466 surveys were returned. The current exam is not adequate for assessing skills and attitudes according to 42%–48% of respondents. Sixty percent felt that skills test is necessary to assess qualifications and professional competencies. Almost two-thirds of participants stated that testing should be implemented within 5 years. More than 60% agreed that candidates should be graduates and that written and skills test scores can be combined for pass-fail decisions. About 70% of respondents felt that the test should be less than 2 hours in duration. Over half of the respondents thought that the assessor should be a pharmacy faculty member with at least 5 years of clinical experience. Up to 70% stated that activities related to patient care were appropriate and practical for the scope of skills test. Conclusion Pharmacy skills assessment was supported by the majority of respondents. PMID:28352065

Flight Engineer. Question Book. Expires September 1, 1991.

ERIC Educational Resources Information Center

Federal Aviation Administration (DOT), Washington, DC.

This question book was developed by the Federal Aviation Administration (FAA) to be used by FAA testing centers and FAA-designated written test examiners when administering the flight engineer written test. The book can be used to test applicants in the following flight engineer knowledge areas: basic, turbojet powered, turbopropeller powered, and…

Written Research: An Endangered Species?

ERIC Educational Resources Information Center

Hill, Bonnie Campbell

1989-01-01

Describes how an integrated unit on endangered species brings research alive for second through sixth graders. Presents lessons involving pre-writing, modeling, guided practice, independent practice, revision, and publication of student papers. (KEH)

Enablers and determinants of the provision of written action plans to patients with asthma: a stratified survey of Canadian physicians.

PubMed

Djandji, Fabienne; Lamontagne, Alexandrine J; Blais, Lucie; Bacon, Simon L; Ernst, Pierre; Grad, Roland; Lavoie, Kim L; McKinney, Martha L; Desplats, Eve; Ducharme, Francine M

2017-03-31

Despite national recommendations, most patients with asthma are not given a written action plan . The objectives were to ascertain physicians' endorsement of potential enablers to providing a written action plan, and the determinants and proportion, of physician-reported use of a written action plan. We surveyed 838 family physicians, paediatricians, and emergency physicians in Quebec. The mailed questionnaire comprised 102 questions on asthma management, 11 of which pertained to written action plan and promising enablers. Physicians also selected a case vignette that best corresponded to their practice and reported their management. The survey was completed by 421 (56%) physicians (250 family physicians, 115 paediatricians and 56 emergency physicians); 43 (5.2%) reported providing a written action plan to ≥70% of their asthmatic patients and 126 (30%) would have used a written action plan in the selected vignette. Most (>60%) physicians highly endorsed the following enablers: patients requesting a written action plan, adding a blank written action plan to the chart, receiving a copy of the written action plan completed by a consultant, receiving a monetary compensation for its completion, and having another healthcare professional explain the completed written action plan to patients. Four determinants were significantly associated with providing a written action plan: being a paediatrician (RR:2.1), treating a child (RR:2.0), aiming for long-term asthma control (RR:2.5), and being aware of national recommendations to provide a written action plan to asthmatic patients (RR:2.9). A small minority of Quebec physicians reported providing a written action plan to most of their patients, revealing a huge care gap. Several enablers to improve uptake, highly endorsed by physicians, should be prioritised in future implementation efforts. ENCOURAGING DOCTORS TO PROVIDE WRITTEN ACTION PLANS: Changes to practice organization and doctors' perceptions should encourage the provision of written action plans for all asthma patients. International guidelines state that effective long-term treatment of asthma requires educated self-management, regular reviews and provision of a written action plan (WAP). However, many patients have poor asthma control and as few as 30 per cent have a WAP. Fabienne Djandji at the Saint-Justine University Central Hospital in Montreal, Canada, and co-workers conducted a survey of 421 doctors to determine their attitudes and provision of WAPs. Only 5.2 per cent of respondents provided WAPs to patients; those treating children or aiming for long-term asthma control were more likely to do so. The doctors said that incentives to provide WAPs would include requests from patients themselves, being paid to complete WAPs and having extra support from specialists or other health care professionals such as pharmacists.

Geo-Sandbox: An Interactive Geoscience Training Tool with Analytics to Better Understand Student Problem Solving Approaches

NASA Astrophysics Data System (ADS)

Butt, N.; Pidlisecky, A.; Ganshorn, H.; Cockett, R.

2015-12-01

The software company 3 Point Science has developed three interactive learning programs designed to teach, test and practice visualization skills and geoscience concepts. A study was conducted with 21 geoscience students at the University of Calgary who participated in 2 hour sessions of software interaction and written pre and post-tests. Computer and SMART touch table interfaces were used to analyze user interaction, problem solving methods and visualization skills. By understanding and pinpointing user problem solving methods it is possible to reconstruct viewpoints and thought processes. This could allow us to give personalized feedback in real time, informing the user of problem solving tips and possible misconceptions.

16 CFR 1.4 - Public disclosure.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 16 Commercial Practices 1 2010-01-01 2010-01-01 false Public disclosure. 1.4 Section 1.4 Commercial Practices FEDERAL TRADE COMMISSION ORGANIZATION, PROCEDURES AND RULES OF PRACTICE GENERAL PROCEDURES Industry Guidance Advisory Opinions § 1.4 Public disclosure. Written advice rendered pursuant to...

New curricular design in biostatistics to prepare residents for an evidence-based practice and lifelong learning education: a pilot approach.

PubMed

Arias, A; Peters, O A; Broyles, I L

2017-10-01

To develop, implement and evaluate an innovative curriculum in biostatistics in response to the need to foster critical thinking in graduate healthcare education for evidence-based practice and lifelong learning education. The curriculum was designed for first-year residents in a postgraduate endodontic programme using a six-step approach to curriculum development to provide sufficient understanding to critically evaluate biomedical publications, to design the best research strategy to address a specific problem and to analyse data by appropriate statistical test selection. Multiple learner-centred instructional methods and formative and summative assessments (written tasks, simulation exercises, portfolios and pre-post knowledge tests) were used to accomplish the learning outcomes. The analysis of the achievement of the group of students and a satisfaction survey for further feedback provided to the residents at the end of the curriculum were used for curriculum evaluation. All residents demonstrated competency at the end of the curriculum. The correct answer rate changed from 36.9% in the pre-test to 79.8% in the post-test. No common errors were detected in the rest of the assessment activities. All participants completed the questionnaire demonstrating high satisfaction for each independent category and with the overall educational programme, instruction and course in general. The curriculum was validated by the assessment of students' performance and a satisfaction survey, offering an example of a practical approach to the teaching of statistics to prepare students for a successful evidence-based endodontic practice and lifelong learning education as practicing clinicians. © 2016 International Endodontic Journal. Published by John Wiley & Sons Ltd.

Adult Literacy Practices in Rural Families and Communities. Research into Practice Series No. 1.

ERIC Educational Resources Information Center

Bull, Geoff; Anstey, Michele

This booklet, which was written for literacy educators in Australia, examines selected research on adult literacy practices in rural families and communities and the implications of that research for adult literacy practice. The booklet begins with a discussion of literacy as social practice. The role of case studies in identifying factors…

Influenza Infection Control Practices in Labor and Delivery Units During the 2009 H1N1 Influenza Pandemic

PubMed Central

Williams, Jennifer L.; Mersereau, Patricia W.; Ruch-Ross, Holly; Zapata, Lauren B.; Ruhl, Catherine

2015-01-01

Objective To assess the presence and usefulness of written policies and practices on infection control consistent with the Center for Disease Control and Prevention’s (CDC) guidance in hospital labor and delivery (L&D) units during the 2009 H1N1 influenza pandemic. Setting Online survey. Participants Of 11,845 eligible nurses, 2,641 (22%) participated. This analysis includes a subset of 1,866 nurses who worked exclusively in L&D units. Methods A cross-sectional descriptive evaluation was sent to 12,612 members from the Association of Women’s Health, Obstetric, and Neonatal Nurses (AWHONN) who reported working in labor, delivery, postpartum, or newborn care settings during the 2009 H1N1 influenza pandemic. Results Respondents (73.8%) reported that CDC guidance was very useful for infection control in L&D settings during the pandemic. We assessed the presence of the following infection control written policies, consistent with CDC’s guidance in hospital L&D units, during the 2009 H1N1 influenza pandemic and their rate of implementation most of the time: questioning women upon arrival about recent flu-like symptoms (89.4%, 89.9%), immediate initiation of antiviral medicines if flu suspected or confirmed (65.2%, 49%), isolating ill women from healthy women immediately (90.7%, 84.7%), ask ill women to wear masks during L&D (67%, 57.7%), immediately separating healthy newborns from ill mothers (50.9%, 42.4%), and bathing healthy infants when stable (58.4%, 56.9%). Reported written policies for five of the six practices increased during the pandemic. Five of six written policies remained above baseline after the pandemic. Conclusions Respondents considered CDC guidance very useful. The presence of written policies is important for the implementation of infection control practices by L&D nurses. PMID:24020478

Electronic Portfolios as Capstone Experiences in a Graduate Program in Organizational Leadership

ERIC Educational Resources Information Center

Goertzen, Brent J.; McRay, Jeni; Klaus, Kaley

2016-01-01

Assessment of student learning in graduate education often takes the form of a summative measure by way of written comprehensive exams. However, written examinations, while suitable for evaluating cognitive knowledge, may not fully capture students' abilities to transfer and apply leadership related knowledge and skills into real-world practice.…

Oral Exams as a Tool for Teaching and Assessment

ERIC Educational Resources Information Center

Sayre, Eleanor C.

2014-01-01

Oral exams are a fruitful and practical alternative to written exams in small-enrolment Science classes. In an oral exam, the instructor can assess conceptual understanding, problem-solving, scientific communication skills, and a student's philosophy of science. In contrast, a written exam gives a much poorer picture of how students learn and…

The Quality of IEP Objectives Associated with Placement on Integrated versus Segregated School Sites.

ERIC Educational Resources Information Center

Hunt, Pam; And Others

1986-01-01

Individualized education programs (IEPs) written for 18 severely disabled students (ages 4-19) who attended integrated school sites scored higher on selected indicators of best practices when compared with IEPs written for students attending segregated sites. IEPs were examined for age-appropriateness, functionality, and potential for…

Use, Readability, and Content of Written Informed Consent for Treatment.

ERIC Educational Resources Information Center

Handelsman, Mitchell M.; And Others

As psychology has recognized the rights of clients and subjects to exercise a rational, voluntary choice about participation in research, assessment, and treatment, the use of written informed consent forms has increased. A sample of 196 psychologists in private practice were mailed questionnaires which examined their use of, and rationale for,…

77 FR 58615 - Petition for Waiver of Compliance

Federal Register 2010, 2011, 2012, 2013, 2014

2012-09-21

...'' frog designs conforming to the standards for Class 4 track frogs guard check and face gage dimensions... should be extended to Class 6. A copy of the petition, as well as any written communications concerning... considered as far as practicable. Anyone is able to search the electronic form of any written communications...

Hold on to This!: Strategies for Teacher Feedback in Online Dance Courses

ERIC Educational Resources Information Center

Risner, Doug

2014-01-01

Drawn from current research on web-based learning, this practical article presents applied research and informed applications for online dance educators engaged in undergraduate and graduate dance education course work. With a focus on written assessment feedback, the author provides a review of recent literature, an overview of written feedback…

10 CFR 2.1310 - Notice of hearing consisting of written comments.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 10 Energy 1 2010-01-01 2010-01-01 false Notice of hearing consisting of written comments. 2.1310 Section 2.1310 Energy NUCLEAR REGULATORY COMMISSION RULES OF PRACTICE FOR DOMESTIC LICENSING PROCEEDINGS AND ISSUANCE OF ORDERS Procedures for Hearings on License Transfer Applications § 2.1310 Notice of...

10 CFR 2.1310 - Notice of hearing consisting of written comments.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 10 Energy 1 2011-01-01 2011-01-01 false Notice of hearing consisting of written comments. 2.1310 Section 2.1310 Energy NUCLEAR REGULATORY COMMISSION RULES OF PRACTICE FOR DOMESTIC LICENSING PROCEEDINGS AND ISSUANCE OF ORDERS Procedures for Hearings on License Transfer Applications § 2.1310 Notice of...

Individual Differences in Written Corrective Feedback: A Multi-Case Study

ERIC Educational Resources Information Center

Li, Su; Li, Pengjing

2012-01-01

Written corrective feedback (WCF) has been a long time practice in L2 writing instruction. However, in many cases, the effects are not satisfactory. There have been controversies about it both theoretically and empirically. This paper reports a multi-case study exploring individual differences that impact learners' responses to WCF. Four students'…

Effects of Verbal and Written Performance Feedback on Treatment Adherence: Practical Application of Two Delivery Formats

ERIC Educational Resources Information Center

Kaufman, Dahlia; Codding, Robin S.; Markus, Keith A.; Tryon, Georgiana Shick; Kyse, Eden Nagler

2013-01-01

Verbal and written performance feedback for improving preschool and kindergarten teachers' treatment integrity of behavior plans was compared using a combined multiple-baseline and multiple-treatment design across teacher-student dyads with order counterbalanced as within-series conditions. Supplemental generalized least square regression analyses…

Professional Bandwagons and Local Discursive Effects: Reporting the Literate Student.

ERIC Educational Resources Information Center

Comber, Barbara

Despite the considerable attention given to literacy assessment, there has been very little examination of one of the most common assessment and reporting practices; namely, the teacher written report card. What kinds of literate subjects are constructed in teachers' written assessments of students and what are the effects for different students?…

A Three-Stage Model for Implementing Focused Written Corrective Feedback

ERIC Educational Resources Information Center

Chong, Sin Wang

2017-01-01

This article aims to show how the findings from written corrective feedback (WCF) research can be applied in practice. One particular kind of WCF--focused WCF--is brought into the spotlight. The article first summarizes major findings from focused WCF research to reveal the potential advantages of correcting a few preselected language items…

A Comparison of Biology Majors' Written Arguments across the Curriculum

ERIC Educational Resources Information Center

Schen, Melissa

2013-01-01

Argumentation in science is the process of coordinating theory and evidence to justify conclusions. This practice is at the heart of scientific journal writing and communication, but little is known regarding the argument quality of college science majors, the future scientists. Studies on written arguments at the college level have focused…

Lesson Learning at JPL

NASA Technical Reports Server (NTRS)

Oberhettinger, David

2011-01-01

A lessons learned system is a hallmark of a mature engineering organization A formal lessons learned process can help assure that valuable lessons get written and published, that they are well-written, and that the essential information is "infused" into institutional practice. Requires high-level institutional commitment, and everyone's participation in gathering, disseminating, and using the lessons

Increasing Reading Engagement in African American Boys

ERIC Educational Resources Information Center

Husband, Terry

2014-01-01

Much has been written concerning the challenges many teachers face in engaging African American males in reading practices. While much of this extant scholarship focuses on African American males at the pre-adolescent stage of development and beyond, little has been written regarding increasing reading engagement in African American boys in P-5…

Mapping Residency Global Health Experiences to the ACGME Family Medicine Milestones.

PubMed

Grissom, Maureen O; Iroku-Malize, Tochi; Peila, Rita; Perez, Marco; Philippe, Neubert

2017-07-01

Global health (GH) experiences are a unique part of family medicine (FM) training that offer an opportunity for residents to demonstrate development across a multitude of the milestones recently implemented by the Accreditation Council for Graduate Medical Education (ACGME). The GH experience presents an opportunity for resident development, and including a component of written reflection can provide tangible evidence of development in areas that can be difficult to assess. A mixed methods approach was used to integrate quantitative (frequency) data with qualitative content from the written reflections of 12 of our FM residents who participated in GH experiences. Written reflections touched on each of the 22 milestones, although some milestones were noted more frequently than others. The most commonly identified milestones fell within the competency areas of systems-based practice, professionalism, and practice-based learning and improvement. Our qualitative approach allowed us to gain an appreciation of the unique experiences that demonstrated growth across the various milestones. We conclude that any program that offers GH experiences should incorporate some form of written reflection to maximize resident growth and offer evaluative faculty a window into that development.

Leadership and professionalism curriculum in the Gross Anatomy course.

PubMed

Pawlina, Wojciech; Hromanik, Michael J; Milanese, Tia R; Dierkhising, Ross; Viggiano, Thomas R; Carmichael, Stephen W

2006-09-01

Today's physicians must demonstrate both professionalism and leadership skills in order to succeed in largely team-based healthcare environments. The purpose of this study was to determine if professionalism attributes, leadership style, and leadership style adaptability are associated with academic performance among first-year students early in their medical curriculum. Students were divided into 4-member dissection groups for the duration of the Gross and Developmental Anatomy course. Leadership responsibility was randomly assigned to a team member on a rotating basis every 5 weeks. After each 5-week block, student performance was measured by written and practical examinations, and each student assessed their leader's or their own professionalism attributes and leadership style using validated survey instruments. Most students demonstrated either a "selling" only (57%) or "participating" only (30%) leadership style with low to moderate leadership adaptability. "Participating" and "delegating" leadership styles have the highest average group written exam scores (89.4%, P <0.008). "Telling" only or "selling" only leaders have the lowest average group exam scores (83.5%, P <0.001). "Selling" and "participating" leaders have significantly lower average group practical exam scores than other styles (81.5%, P <0.007). Positive associations were observed between the written and practical examination scores and the leader's integrity (P = 0.003, P = 0.002) and responsibility (P <0.001, P = 0.037). This study demonstrates that various situational leadership styles and aspects of professionalism are associated with written and practical examination scores in the Gross and Developmental Anatomy course. Furthermore, it demonstrates that first-year medical students are in need of leadership skill development.

Applications of Automation Methods for Nonlinear Fracture Test Analysis

NASA Technical Reports Server (NTRS)

Allen, Phillip A.; Wells, Douglas N.

2013-01-01

Using automated and standardized computer tools to calculate the pertinent test result values has several advantages such as: 1. allowing high-fidelity solutions to complex nonlinear phenomena that would be impractical to express in written equation form, 2. eliminating errors associated with the interpretation and programing of analysis procedures from the text of test standards, 3. lessening the need for expertise in the areas of solid mechanics, fracture mechanics, numerical methods, and/or finite element modeling, to achieve sound results, 4. and providing one computer tool and/or one set of solutions for all users for a more "standardized" answer. In summary, this approach allows a non-expert with rudimentary training to get the best practical solution based on the latest understanding with minimum difficulty.Other existing ASTM standards that cover complicated phenomena use standard computer programs: 1. ASTM C1340/C1340M-10- Standard Practice for Estimation of Heat Gain or Loss Through Ceilings Under Attics Containing Radiant Barriers by Use of a Computer Program 2. ASTM F 2815 - Standard Practice for Chemical Permeation through Protective Clothing Materials: Testing Data Analysis by Use of a Computer Program 3. ASTM E2807 - Standard Specification for 3D Imaging Data Exchange, Version 1.0 The verification, validation, and round-robin processes required of a computer tool closely parallel the methods that are used to ensure the solution validity for equations included in test standard. The use of automated analysis tools allows the creation and practical implementation of advanced fracture mechanics test standards that capture the physics of a nonlinear fracture mechanics problem without adding undue burden or expense to the user. The presented approach forms a bridge between the equation-based fracture testing standards of today and the next generation of standards solving complex problems through analysis automation.

Aptitude-treatment interactions revisited: effect of metacognitive intervention on subtypes of written expression in elementary school students.

PubMed

Hooper, Stephen R; Wakely, Melissa B; de Kruif, Renee E L; Swartz, Carl W

2006-01-01

We examined the effectiveness of a metacognitive intervention for written language performance, based on the Hayes model of written expression, for 73 fourth-grade (n = 38) and fifth-grade (n = 35) students. The intervention consisted of twenty 45-min writing lessons designed to improve their awareness of writing as a problem-solving process. Each of the lessons addressed some aspect of planning, translating, and reflecting on written products; their self-regulation of these processes; and actual writing practice. All instruction was conducted in intact classrooms. Prior to the intervention, all students received a battery of neurocognitive tests measuring executive functions, attention, and language. In addition, preintervention writing samples were obtained and analyzed holistically and for errors in syntax, semantics, and spelling. Following the intervention, the writing tasks were readministered and cluster analysis of the neurocognitive data was conducted. Cluster analytic procedures yielded 7 reliable clusters: 4 normal variants, 1 Problem Solving weakness, 1 Problem Solving Language weaknesses, and 1 Problem Solving strength. The response to the single treatment by these various subtypes revealed positive but modest findings. Significant group differences were noted for improvement in syntax errors and spelling, with only spelling showing differential improvement for the Problem Solving Language subtype. In addition, there was a marginally significant group effect for holistic ratings. These findings provide initial evidence that Writing Aptitude (subtype) x Single Treatment interactions exist in writing, but further research is needed with other classification schemes and interventions.

"Academic drug-detailing": from project to practice in a Swedish urban area.

PubMed

Lundborg, C S; Hensjö, L O; Gustafsson, L L

1997-01-01

To develop and test the long-term feasibility of an interdisciplinary independent drug information service providing both written and oral drug information to physicians in an urban area of Sweden (> 400,000 inhabitants). A drug information service was developed encouraging a cooperative approach between a department of clinical pharmacology, general practitioners (GPs), pharmacists, and Drug and Therapeutic Committees. Scientifically-based drug information was condensed and interpreted by a team and presented in both written and oral form. In one part of the area, both oral and written information was provided, while in another part of the area, only written information was distributed. Questionnaires and one prescription survey were performed to elucidate the knowledge and attitudes of the GPs regarding drug treatment of one condition (urinary tract infection, UTI, and norfloxacin were used as examples), as well as their opinion of our services. Over a period of 10 years, 75 issues of a drug bulletin (2000 copies) were distributed. Oral producer-independent drug information, provided jointly by a GP and a pharmacist, was given on 16 occasions in each of 30 health centres (150 GPs). Around 80% of the GPs participated in the meetings. Of these GPs, 75% found the service important for their daily work. A majority of the GPs had prescribed the test drug, norfloxacin, not a first-line drug according to local recommendations, 1 year after approval. A significantly lower proportion of prescribers were observed in the area where the GPs had been provided with both written and oral information regarding recommended treatment (including first-line drugs) for uncomplicated cystitis. The approximate cost for this service in 1995 was SEK 0.685 million (USD 0.1 million); the prescribing costs of the 150 GPs were estimated at SEK 255 million per year. This means that the cost of the service per GP is only around 0.3% of normal prescribing costs. Over a period of 10 years the information/education method described here has proven sustainable and feasible in terms of providing the information, regarding participation of the target group GPs in the oral sessions, and regarding integration of the service into the existing health care system.

Empowerment in Social Work Practice. A Sourcebook.

ERIC Educational Resources Information Center

Gutierrez, Lorraine M., Ed.; Parsons, Ruth J., Ed.; Cox, Enid Opal, Ed.

Empowerment as a philosophy, approach, or method of practice provides a way to rethink social work practice and to achieve needed social change, personally and politically, in ways that meet human needs. Part One, "An Introduction to Empowerment Practice," written by the editors, describes the elements and process of the model in the first…

31 CFR 10.3 - Who may practice.

Code of Federal Regulations, 2010 CFR

2010-07-01

... of this advice is practice before the Internal Revenue Service. (b) Certified public accountants. Any certified public accountant who is not currently under suspension or disbarment from practice before the... Revenue Service a written declaration that the certified public accountant is currently qualified as a...

Positive Health and Financial Practices: Does Budgeting Make a Difference?

ERIC Educational Resources Information Center

O'Neill, Barbara; Xiao, Jing Jian; Ensle, Karen

2017-01-01

This study explored relationships between the practice of following a hand-written or computer-generated budget and the frequency of performance of positive personal health and financial practices. Data were collected from an online quiz completed by 942 adults, providing a simultaneous assessment of individuals' health and financial practices.…

78 FR 65960 - Enhancing Agricultural Coexistence; Request for Public Input

Federal Register 2010, 2011, 2012, 2013, 2014

2013-11-04

... potential joint coexistence plans,\\3\\ i.e., voluntary written plans specifying farming practices (such as... communication, planning, and crop-specific practices to facilitate successful coexistence. What tools and... in diverse agricultural systems, we are interested in hearing what practices and activities that...

75 FR 62759 - Notice of Proposed Change to Section IV of the Virginia State Technical Guide

Federal Register 2010, 2011, 2012, 2013, 2014

2010-10-13

... following practice standards: 314, Brush Management, 324, Deep Tillage, 330, Contour Farming, 332, Contour.... These practices will be used to plan and install conservation practices. DATES: Comments will be...-1737. Copies of the practice standards will be made available upon written request to the address shown...

Cases on Global E-Learning Practices: Successes and Pitfalls

ERIC Educational Resources Information Center

Sharma, Ramesh C., Ed.; Mishra, Sanjaya, Ed.

2007-01-01

"Cases on Global E-Learning Practices: Successes and Pitfalls" looks into global practices of e-learning, examining the successes and failures of e-learning professionals. It provides a judicious mix of practical experiences and research in the form of case studies. Written by experts from all over the globe, this book shows how to…

Practice as Research: A Fine Art Contextual Study

ERIC Educational Resources Information Center

Adams, Suze

2014-01-01

This paper examines the dynamic interplay between practice and theory in practice-led research in the visual arts. Building on recent debate around the issue and following appropriately rigorous models, the importance of locating a suitable methodology to adequately reflect the integrated process of research practice in written as well as visual…

Picture Me Safe

ERIC Educational Resources Information Center

Irvin, Daniel W.

1977-01-01

The validity of well-written articles can be destroyed by poor illustration, especially when the pictures show unsafe practices. The responsibility lies with the author to provide clear printable pictures showing safe working environments and safe practices. (Editor)

Modes of Modelling Assessment--A Literature Review

ERIC Educational Resources Information Center

Frejd, Peter

2013-01-01

This paper presents a critical review of literature investigating assessment of mathematical modelling. Written tests, projects, hands-on tests, portfolio and contests are modes of modelling assessment identified in this study. The written tests found in the reviewed papers draw on an atomistic view on modelling competencies, whereas projects are…

Criteria to Evaluate Interpretive Guides for Criterion-Referenced Tests

ERIC Educational Resources Information Center

Trapp, William J.

2007-01-01

This project provides a list of criteria for which the contents of interpretive guides written for customized, criterion-referenced tests can be evaluated. The criteria are based on the "Standards for Educational and Psychological Testing" (1999) and examine the content breadth of interpretive guides. Interpretive guides written for…

Airline Transport Pilot-Airplane (Air Carrier) Written Test Guide.

ERIC Educational Resources Information Center

Federal Aviation Administration (DOT), Washington, DC. Flight Standards Service.

Presented is information useful to applicants who are preparing for the Airline Transport Pilot-Airplane (Air Carrier) Written Test. The guide describes the basic aeronautical knowledge and associated requirements for certification, as well as information on source material, instructions for taking the official test, and questions that are…

The Effects of Written Comments on Student Performance.

ERIC Educational Resources Information Center

Leauby, Bruce A.; Atkinson, Maryanne

1989-01-01

Three accounting teachers gave two tests and a comprehensive final to 417 undergraduates using one of three treatments: no comments written on test paper, comments at teacher's discretion, or standard comments. The type of comment did not affect subsequent test performance, but did significantly affect performance on final exam, especially for…

The design and application of effective written instructional material: a review of published work.

PubMed

Mayberry, John F

2007-09-01

This review will consider the evidence base for the format of educational material drawing on academic papers and the practice of the design industry. The core issues identified from the review are drawn together in guidelines for educational posters, text and web based material. The review deals with the design of written material both for use in leaflets and books as well as the impact of factors such as font type and size as well as colour on poster design. It sets these aspects of educational material within a research framework, which looks at impact on learning and subsequent change in practice. These issues are examined through a practical example of a poster designed for a regional gastroenterology meeting.

Effect of Pranayama on stress and cardiovascular autonomic function.

PubMed

Bhimani, N T; Kulkarni, N B; Kowale, A; Salvi, S

2011-01-01

The stress either physical or mental, leads to cardiovascular morbidity. Newly admitted medical students are likely to be exposed to various stresses like change of environment, demanding medical education and different teaching protocol in a medical college. Pranayama is known since ancient times to relieve stress and stabilize autonomic function of the body. Therefore it was decided to study effect of Pranayama on stress and cardiovascular autonomic function. The subjects were first M.B.B.S students and the sample size was 59 consisting of 27 males and 32 females. The group of students thus selected was briefed about the study. After the orientation session, informed written consent was taken, stress questionnaire was put and the autonomic function tests were done. This was followed by practice of Pranayama for 2 months, 1 hour/day for 5 days/week and again stress questionnaire was put and the autonomic function tests were performed on the study group. The above tests were done before and after the practice of Pranayama. The results obtained were analyzed using SPSS software. The stress level has reduced after 2 months of practicing various pranayama as evident by decrease in total stress score which is highly significant. VLF and LF in n.u have reduced significantly after practice of pranayama signifying reduction in sympathetic drive to heart. HF in n.u has increased significantly after practice of pranayama for 2 months showing the increase in parasympathetic output to the heart. LF/ HF ratio reduced significantly after 2 months of practice of pranayama indicating a better sympatho vagal balance with resting balance tilting toward better parasympathetic control.

Planning Guide to Statewide Implementation, Scale-Up, and Sustainability of Recommended Practices. RP[superscript 2]: Reaching Potentials through Recommended Practices

ERIC Educational Resources Information Center

Smith, Barbara J.; Fox, Lise; Dunlap, Glen; Strain, Phil; Trivette, Carol M.; Perez Binder, Denise; Bovey, Ted; McCullough, Katy; Blase, Karen

2015-01-01

This document is a guide for implementing widespread use of evidence-based practices for improving the outcomes for young children with or at-risk for delays or disabilities and their families. The evidence-based practices are selected practices from the Division for Early Childhood (DEC) Recommended Practices (RPs). The guide is written for…

ASTM Committee C28: International Standards for Properties and Performance of Advanced Ceramics-Three Decades of High-Quality, Technically-Rigorous Normalization

NASA Technical Reports Server (NTRS)

Jenkins, Michael G.; Salem, Jonathan A.

2016-01-01

Physical and mechanical properties and performance of advanced ceramics and glasses are difficult to measure correctly without the proper techniques. For over three decades, ASTM Committee C28 on Advanced Ceramics, has developed high-quality, technically-rigorous, full-consensus standards (e.g., test methods, practices, guides, terminology) to measure properties and performance of monolithic and composite ceramics that may be applied to glasses in some cases. These standards contain testing particulars for many mechanical, physical, thermal, properties and performance of these materials. As a result these standards are used to generate accurate, reliable, repeatable and complete data. Within Committee C28, users, producers, researchers, designers, academicians, etc. have written, continually updated, and validated through round-robin test programs, 50 standards since the Committee's founding in 1986. This paper provides a detailed retrospective of the 30 years of ASTM Committee C28 including a graphical pictogram listing of C28 standards along with examples of the tangible benefits of standards for advanced ceramics to demonstrate their practical applications.

What If? Promising Practices for Improving Schools

ERIC Educational Resources Information Center

Dunn, Rita, Ed.; Griggs, Shirley A., Ed.

2007-01-01

Today, there is little deviation from the standard, business-as-usual practices in the world of education. This book challenges these stale practices and asks the important questions that can improve schools beyond the current state of mediocrity. Written for administrators, supervisors, teachers, parents--even politicians and corporate…

Developing pharmacy student communication skills through role-playing and active learning.

PubMed

Luiz Adrian, Julie Ann; Zeszotarski, Paula; Ma, Carolyn

2015-04-25

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.

Forty-Five Years of Civil Litigation Against Canadian Psychiatrists: An Empirical Pilot Study

PubMed Central

Luther, Glen; Gutheil, Thomas G.

2016-01-01

Objectives: To extract the themes pertaining to prudent psychiatric practice from written court judgments in Canada. Methods: We searched the medical and legal literature for cases involving civil litigation against Canadian psychiatrist and reviewed all available written judgments. We completed a thematic analysis of the civil actions against psychiatrists as conveyed by those written court judgments. We classified the cases according to the disposal status and the essential lessons from the decisions on standard of care and practice by Canadian psychiatrists. Results: Forty such cases were identified as involving psychiatrists over a 45-year period. A subgroup included those dealing with limitation periods and disclosure applications. Thirty of the 40 cases (75%) were decided in favour of the defendant psychiatrists, including 2 dismissed for running over the limitation period. The cases that actually went to trial suggest that documentation and obtaining second opinions are protective against claims of negligence. Inpatient cases resulting in successful litigation against psychiatrists involved fatal outcomes, but not all fatal outcomes led to successful litigation. Conclusions: The key lessons from these cases are the importance and relevance of regular best clinical practices, such as documentation, obtaining second opinions, following guidelines, and balancing competencies in the expert and manager or advocate roles. Incorporating these practices should allay concerns about litigation against psychiatrists. PMID:27253702

Forty-Five Years of Civil Litigation Against Canadian Psychiatrists: An Empirical Pilot Study.

PubMed

Mela, Mansfield; Luther, Glen; Gutheil, Thomas G

2016-02-01

To extract the themes pertaining to prudent psychiatric practice from written court judgments in Canada. We searched the medical and legal literature for cases involving civil litigation against Canadian psychiatrist and reviewed all available written judgments. We completed a thematic analysis of the civil actions against psychiatrists as conveyed by those written court judgments. We classified the cases according to the disposal status and the essential lessons from the decisions on standard of care and practice by Canadian psychiatrists. Forty such cases were identified as involving psychiatrists over a 45-year period. A subgroup included those dealing with limitation periods and disclosure applications. Thirty of the 40 cases (75%) were decided in favour of the defendant psychiatrists, including 2 dismissed for running over the limitation period. The cases that actually went to trial suggest that documentation and obtaining second opinions are protective against claims of negligence. Inpatient cases resulting in successful litigation against psychiatrists involved fatal outcomes, but not all fatal outcomes led to successful litigation. The key lessons from these cases are the importance and relevance of regular best clinical practices, such as documentation, obtaining second opinions, following guidelines, and balancing competencies in the expert and manager or advocate roles. Incorporating these practices should allay concerns about litigation against psychiatrists. © The Author(s) 2015.

Metafunctional Practices in Medical Research Articles: A Comparative Study

ERIC Educational Resources Information Center

Assadi, Nader; Ghassemi, Mojtaba; Madadi, Alireza

2014-01-01

The purpose of this study is to explore any possible difference among the verb types chosen in articles written in English by the non-natives and natives. In so doing, Halliday's Systemic Functional Grammar (1994) was employed. 80 published articles from the medical sciences field of study were chosen from among which 40 were written by native…

21 CFR 111.25 - What are the requirements under this subpart D for written procedures?

Code of Federal Regulations, 2013 CFR

2013-04-01

... 21 Food and Drugs 2 2013-04-01 2013-04-01 false What are the requirements under this subpart D for written procedures? 111.25 Section 111.25 Food and Drugs FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) FOOD FOR HUMAN CONSUMPTION CURRENT GOOD MANUFACTURING PRACTICE IN...

21 CFR 111.25 - What are the requirements under this subpart D for written procedures?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 21 Food and Drugs 2 2010-04-01 2010-04-01 false What are the requirements under this subpart D for written procedures? 111.25 Section 111.25 Food and Drugs FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) FOOD FOR HUMAN CONSUMPTION CURRENT GOOD MANUFACTURING PRACTICE IN...

21 CFR 111.25 - What are the requirements under this subpart D for written procedures?

Code of Federal Regulations, 2011 CFR

2011-04-01

... 21 Food and Drugs 2 2011-04-01 2011-04-01 false What are the requirements under this subpart D for written procedures? 111.25 Section 111.25 Food and Drugs FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) FOOD FOR HUMAN CONSUMPTION CURRENT GOOD MANUFACTURING PRACTICE IN...

21 CFR 111.8 - What are the requirements under this subpart B for written procedures?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 21 Food and Drugs 2 2010-04-01 2010-04-01 false What are the requirements under this subpart B for written procedures? 111.8 Section 111.8 Food and Drugs FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) FOOD FOR HUMAN CONSUMPTION CURRENT GOOD MANUFACTURING PRACTICE IN...

A Reflection on "The Language Learning Potential" of Written CF

ERIC Educational Resources Information Center

Bitchener, John

2012-01-01

For more than 30 years, different opinions about whether written corrective feedback (CF) is a worthwhile pedagogical practice for L2 learning and acquisition have been voiced. Despite the arguments for and against its potential to help L2 learners acquire the target language and the inconclusive findings across studies that have sought answers to…

The Contribution of Written Corrective Feedback to Language Development: A Ten Month Investigation

ERIC Educational Resources Information Center

Bitchener, John; Knoch, Ute

2010-01-01

The call for longitudinal evidence on the efficacy of written corrective feedback (WCF) for ESL (English as a second language) writers has been made repeatedly since Truscott (1996) claimed that it is ineffective, harmful, and should therefore be abandoned. This article discusses some of the theoretical issues raised against the practice, outlines…

Lectura y Vida: Revista Latinoamericana de Lectura, 2000 (Reading and Life: Latin American Reading Magazine, 2000).

ERIC Educational Resources Information Center

Lectura y Vida: Revista Latinoamericana de Lectura, 2001

2001-01-01

Articles in this volume, written in Spanish, focus on the following: reading and writing assessment: Some characteristics of new assessment practices; how to support active participation in the reading of expository texts; argumentative writing as a problem in the written composition of students in teacher training; reading in a workshop…

10 CFR 2.1321 - Participation and schedule for submission in a hearing consisting of written comments.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 10 Energy 1 2011-01-01 2011-01-01 false Participation and schedule for submission in a hearing consisting of written comments. 2.1321 Section 2.1321 Energy NUCLEAR REGULATORY COMMISSION RULES OF PRACTICE FOR DOMESTIC LICENSING PROCEEDINGS AND ISSUANCE OF ORDERS Procedures for Hearings on License Transfer...

10 CFR 2.1321 - Participation and schedule for submission in a hearing consisting of written comments.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 10 Energy 1 2010-01-01 2010-01-01 false Participation and schedule for submission in a hearing consisting of written comments. 2.1321 Section 2.1321 Energy NUCLEAR REGULATORY COMMISSION RULES OF PRACTICE FOR DOMESTIC LICENSING PROCEEDINGS AND ISSUANCE OF ORDERS Procedures for Hearings on License Transfer...

On Written Corrective Feedback in L2 Writing

ERIC Educational Resources Information Center

Shao, Xu

2015-01-01

Truscott (1996) questions the practicability of grammar correction, and he believes that written corrective feedback (WCF) is not only a waste of time, but even harmful to the students as well. This has led to a great deal of discussion and research on WCF in second-language (L2) writing. Ferris (1999) is the representative opponent of Truscott's…

Professional Development through Community Partnership: How a Class Project Led to Graduate Student Teaching Practices

ERIC Educational Resources Information Center

Laidemitt, Heidi; DeMola, Sarah; Martin, Jaymee; Kelley, Caroline

2012-01-01

This article is written from the perspective of 4 current MA TESOL graduate students at the Monterey Institute of International Studies (MIIS). These students have written about their experiences by incorporating their theoretical and pedagogical English language-teaching knowledge into the growth and maintenance of a community-based ESL program…

Transformation through Research-Based Reflection: A Self-Study of Written Feedback Practice

ERIC Educational Resources Information Center

Best, Karen

2011-01-01

This study investigates the written feedback the author gave during her first year as a university English as a second language writing instructor. The article investigates the form (questions, commands, comments) and the themes (organization, content, grammar) of feedback, the use of mitigation, and the treatment of grammar errors. It shows how…

A Written, Reflective and Dialogic Strategy for Assessment Feedback That Can Enhance Student/Teacher Relationships

ERIC Educational Resources Information Center

Crimmins, Gail; Nash, Gregory; Oprescu, Florin; Liebergreen, Marama; Turley, Janet; Bond, Richard; Dayton, Jeanne

2016-01-01

In response to the shortcomings of current assessment feedback practice, this paper presents the results of a study designed to examine students' and teachers' experience of engaging in a written, reflective and dialogic feedback (WRDF) strategy. The strategy was designed to enhance the learning experience of students undertaking a large…

Transfer of Critical Thinking: Literacy from Reading Art to Reading Text

ERIC Educational Resources Information Center

Vancil, Kelly

2009-01-01

This study examined (a) the effects of Visual Thinking Strategies (VTS) on student use of critical thinking skills (CTS) in written responses to district reading assessments, (b) if practiced oral responses affected the ability to respond critically using written language, (c) whether there was a relationship between the development of the CTS of…

Ground Instructor Written Test Guide--Basic-Advanced. Revised 1972.

ERIC Educational Resources Information Center

Federal Aviation Administration (DOT), Washington, DC. Flight Standards Service.

The test guide was prepared to assist applicants who are preparing for the Ground Instructor Written Test. It supersedes the 1967 examination guide. The guide outlines the scope of the basic aeronautical knowledge requirements for a ground instructor; acquaints the applicant with source material that may be used to acquire this basic knowledge;…

The Effects of a Translation Bias on the Scores for the "Basic Economics Test"

ERIC Educational Resources Information Center

Hahn, Jinsoo; Jang, Kyungho

2012-01-01

International comparisons of economic understanding generally require a translation of a standardized test written in English into another language. Test results can differ based on how researchers translate the English written exam into one in their own language. To confirm this hypothesis, two differently translated versions of the "Basic…

Effect of Music Practice on Anxiety and Depression of Iranian Dental Students

PubMed Central

Lotfollahzadeh, Hana; Kermani-Ranjbar, Tahereh; Kharazifard, Mohammad Javad

2017-01-01

Objectives: The practice of dentistry has long been associated with high levels of occupational stress and anxiety and music has been shown as a method of reducing stress. Considering the reportedly high level of stress among dental students and its consequences and also considering the positive effect of music therapy, the aim of this study was to evaluate the relationship between music practice and level of stress in dental students. Materials and Methods: In this analytical, cross-sectional study, 88 students, including 44 with a history of music practice and 44 matched controls without music practice who met the defined inclusion criteria, participated. Upon obtaining written informed consent, all volunteers filled the Beck anxiety inventory (BAI) and Beck depression inventory (BDI) questionnaires. Data were analyzed using the Kolmogorov-Smirnov test, and multiple linear regression test with backward method was used to evaluate the effect of demographic factors on anxiety and depression scores. Results: The level of anxiety was higher in students who did not have music practice and this difference was significant (P<0.001). The same was observed for depression (P=0.027). Other factors including age, gender, and being far from family had no significant effect on depression and anxiety (P>0.05). But level of anxiety and depression was higher in students of universities with tuition fee compared to free public institutes (P<0.05). Conclusions: It may be concluded that music practice can reduce anxiety and depression of dental students. PMID:29167685

Effect of Music Practice on Anxiety and Depression of Iranian Dental Students.

PubMed

Ghasemi, Mahmood; Lotfollahzadeh, Hana; Kermani-Ranjbar, Tahereh; Kharazifard, Mohammad Javad

2017-05-01

The practice of dentistry has long been associated with high levels of occupational stress and anxiety and music has been shown as a method of reducing stress. Considering the reportedly high level of stress among dental students and its consequences and also considering the positive effect of music therapy, the aim of this study was to evaluate the relationship between music practice and level of stress in dental students. In this analytical, cross-sectional study, 88 students, including 44 with a history of music practice and 44 matched controls without music practice who met the defined inclusion criteria, participated. Upon obtaining written informed consent, all volunteers filled the Beck anxiety inventory (BAI) and Beck depression inventory (BDI) questionnaires. Data were analyzed using the Kolmogorov-Smirnov test, and multiple linear regression test with backward method was used to evaluate the effect of demographic factors on anxiety and depression scores. The level of anxiety was higher in students who did not have music practice and this difference was significant (P<0.001). The same was observed for depression (P=0.027). Other factors including age, gender, and being far from family had no significant effect on depression and anxiety (P>0.05). But level of anxiety and depression was higher in students of universities with tuition fee compared to free public institutes (P<0.05). It may be concluded that music practice can reduce anxiety and depression of dental students.

Do calculation errors by nurses cause medication errors in clinical practice? A literature review.

PubMed

Wright, Kerri

2010-01-01

This review aims to examine the literature available to ascertain whether medication errors in clinical practice are the result of nurses' miscalculating drug dosages. The research studies highlighting poor calculation skills of nurses and student nurses have been tested using written drug calculation tests in formal classroom settings [Kapborg, I., 1994. Calculation and administration of drug dosage by Swedish nurses, student nurses and physicians. International Journal for Quality in Health Care 6(4): 389 -395; Hutton, M., 1998. Nursing Mathematics: the importance of application Nursing Standard 13(11): 35-38; Weeks, K., Lynne, P., Torrance, C., 2000. Written drug dosage errors made by students: the threat to clinical effectiveness and the need for a new approach. Clinical Effectiveness in Nursing 4, 20-29]; Wright, K., 2004. Investigation to find strategies to improve student nurses' maths skills. British Journal Nursing 13(21) 1280-1287; Wright, K., 2005. An exploration into the most effective way to teach drug calculation skills to nursing students. Nurse Education Today 25, 430-436], but there have been no reviews of the literature on medication errors in practice that specifically look to see whether the medication errors are caused by nurses' poor calculation skills. The databases Medline, CINAHL, British Nursing Index (BNI), Journal of American Medical Association (JAMA) and Archives and Cochrane reviews were searched for research studies or systematic reviews which reported on the incidence or causes of drug errors in clinical practice. In total 33 articles met the criteria for this review. There were no studies that examined nurses' drug calculation errors in practice. As a result studies and systematic reviews that investigated the types and causes of drug errors were examined to establish whether miscalculations by nurses were the causes of errors. The review found insufficient evidence to suggest that medication errors are caused by nurses' poor calculation skills. Of the 33 studies reviewed only five articles specifically recorded information relating to calculation errors and only two of these detected errors using the direct observational approach. The literature suggests that there are other more pressing aspects of nurses' preparation and administration of medications which are contributing to medication errors in practice that require more urgent attention and calls into question the current focus on calculation and numeracy skills of pre registration and qualified nurses (NMC 2008). However, more research is required into the calculation errors in practice. In particular there is a need for a direct observational study on paediatric nurses as there are presently none examining this area of practice.

Theory in Educational Research and Practice in Teacher Education

ERIC Educational Resources Information Center

Higgs, Leonie G.

2013-01-01

A problem in education, that has long concerned philosophers of education, is the problem of the relationship between theory and practice in educational research and practice. Despite the fact that much has been written on the relationship between theory and practice in education, it would seem that teachers continue to cling to an image of theory…

E-Learning and Evidence Based Practice in Schools

ERIC Educational Resources Information Center

Quong, Terrence

2016-01-01

JCTIC has used open source software to develop a unique school online environment that has made evidence based practice viable in their school. In this paper the proposition is made that eLearning enables evidence based practice which in turn leads to improved student outcomes. Much has been written about evidence based practice in schools, but…

Adherence to COPD guidelines in general practice: impact of an educational programme delivered on location in Danish general practices.

PubMed

Ulrik, Charlotte Suppli; Sørensen, Tina Brandt; Højmark, Torben Brunse; Olsen, Kim Rose; Vedsted, Peter

2013-03-01

The general practitioner (GP) is often the first healthcare contact for patients with chronic obstructive pulmonary disease (COPD). To determine whether participating in a standardised educational programme delivered in the GP's own practice is associated with adherence to COPD guidelines. A nationwide register-based observational before and after study was undertaken with a control group of propensity-matched practices (follow-up period 6 months). COPD was defined as age 40+ years and at least two prescriptions for inhaled medication. The educational programme consisted of a 3-hr teaching lesson with a respiratory specialist and five visits by a representative from the sponsoring pharmaceutical company focusing on assessment and management of patients including written algorithms. A one-to-one propensity-matched control group of practices was selected. Register data were used to compare the rate of spirometry testing, preventive consultations, and influenza vaccinations provided to COPD patients and the rate of spirometry testing in non-COPD individuals, assumed to reflect diagnostic activity. Data for 102 participating GP practices were analysed. Participating clinics had a significant increase in preventive consultations and influenza vaccinations (p<0.05). For the control group, a significant change was observed only for influenza vaccinations. No significant change was found when comparing participating and control clinics in the difference-in-difference estimator. However, a significant improvement was observed for the subgroup of 48 clinics with the lowest starting point of spirometry testing. Focused education of GPs and their staff delivered in the GPs' own practices may improve adherence to COPD guidelines, not least for clinics with a high potential for improvement.

Should essays and other "open-ended"-type questions retain a place in written summative assessment in clinical medicine?

PubMed

Hift, Richard J

2014-11-28

Written assessments fall into two classes: constructed-response or open-ended questions, such as the essay and a number of variants of the short-answer question, and selected-response or closed-ended questions; typically in the form of multiple-choice. It is widely believed that constructed response written questions test higher order cognitive processes in a manner that multiple-choice questions cannot, and consequently have higher validity. An extensive review of the literature suggests that in summative assessment neither premise is evidence-based. Well-structured open-ended and multiple-choice questions appear equivalent in their ability to assess higher cognitive functions, and performance in multiple-choice assessments may correlate more highly than the open-ended format with competence demonstrated in clinical practice following graduation. Studies of construct validity suggest that both formats measure essentially the same dimension, at least in mathematics, the physical sciences, biology and medicine. The persistence of the open-ended format in summative assessment may be due to the intuitive appeal of the belief that synthesising an answer to an open-ended question must be both more cognitively taxing and similar to actual experience than is selecting a correct response. I suggest that cognitive-constructivist learning theory would predict that a well-constructed context-rich multiple-choice item represents a complex problem-solving exercise which activates a sequence of cognitive processes which closely parallel those required in clinical practice, hence explaining the high validity of the multiple-choice format. The evidence does not support the proposition that the open-ended assessment format is superior to the multiple-choice format, at least in exit-level summative assessment, in terms of either its ability to test higher-order cognitive functioning or its validity. This is explicable using a theory of mental models, which might predict that the multiple-choice format will have higher validity, a statement for which some empiric support exists. Given the superior reliability and cost-effectiveness of the multiple-choice format consideration should be given to phasing out open-ended format questions in summative assessment. Whether the same applies to non-exit-level assessment and formative assessment is a question which remains to be answered; particularly in terms of the educational effect of testing, an area which deserves intensive study.

Assessing student written problem solutions: A problem-solving rubric with application to introductory physics

NASA Astrophysics Data System (ADS)

Docktor, Jennifer L.; Dornfeld, Jay; Frodermann, Evan; Heller, Kenneth; Hsu, Leonardo; Jackson, Koblar Alan; Mason, Andrew; Ryan, Qing X.; Yang, Jie

2016-06-01

Problem solving is a complex process valuable in everyday life and crucial for learning in the STEM fields. To support the development of problem-solving skills it is important for researchers and curriculum developers to have practical tools that can measure the difference between novice and expert problem-solving performance in authentic classroom work. It is also useful if such tools can be employed by instructors to guide their pedagogy. We describe the design, development, and testing of a simple rubric to assess written solutions to problems given in undergraduate introductory physics courses. In particular, we present evidence for the validity, reliability, and utility of the instrument. The rubric identifies five general problem-solving processes and defines the criteria to attain a score in each: organizing problem information into a Useful Description, selecting appropriate principles (Physics Approach), applying those principles to the specific conditions in the problem (Specific Application of Physics), using Mathematical Procedures appropriately, and displaying evidence of an organized reasoning pattern (Logical Progression).

A universal six-joint robot controller

NASA Technical Reports Server (NTRS)

Bihn, D. G.; Hsia, T. C.

1987-01-01

A general purpose six-axis robotic manipulator controller was designed and implemented to serve as a research tool for the investigation of the practical and theoretical aspects of various control strategies in robotics. A 80286-based Intel System 310 running the Xenix operating servo software as well as the higher level software (e.g., kinematics and path planning) were employed. A Multibus compatible interface board was designed and constructed to handle I/O signals from the robot manipulator's joint motors. From the design point of view, the universal controller is capable of driving robot manipulators equipped with D.C. joint motors and position optical encoders. To test its functionality, the controller is connected to the joint motor D.C. power amplifier of a PUMA 560 arm bypassing completely the manufacturer-supplied Unimation controller. A controller algorithm consisting of local PD control laws was written and installed into the Xenix operating system. Additional software drivers were implemented to allow application programs access to the interface board. All software was written in the C language.

Problem solving strategies integrated into nursing process to promote clinical problem solving abilities of RN-BSN students.

PubMed

Wang, Jing-Jy; Lo, Chi-Hui Kao; Ku, Ya-Lie

2004-11-01

A set of problem solving strategies integrated into nursing process in nursing core courses (PSNP) was developed for students enrolled in a post-RN baccalaureate nursing program (RN-BSN) in a university in Taiwan. The purpose of this study, therefore, was to evaluate the effectiveness of PSNP on students' clinical problem solving abilities. The one-group post-test design with repeated measures was used. In total 114 nursing students with 47 full-time students and 67 part-time students participated in this study. The nursing core courses were undertaken separately in three semesters. After each semester's learning, students would start their clinical practice, and were asked to submit three written nursing process recordings during each clinic. Assignments from the three practices were named post-test I, II, and III sequentially, and provided the data for this study. The overall score of problem solving indicated that score on the post-test III was significantly better than that on post-test I and II, meaning both full-time and part-time students' clinical problem solving abilities improved at the last semester. In conclusion, problem-solving strategies integrated into nursing process designed for future RN-BSN students are recommendable.

New Teachers Handbook. Second Edition.

ERIC Educational Resources Information Center

IMPACT II--The Teachers Network, New York, NY.

This practical guide for new teachers is written by teachers and offers strategies for the early years of teaching that cover classroom practice and professional development. Seven chapters address teaching practice and cover the following topics: getting to know students at the beginning of the year; strategic planning for the whole year;…

Blended Course Design: A Synthesis of Best Practices

ERIC Educational Resources Information Center

McGee, Patricia; Reis, Abby

2012-01-01

Blended or hybrid course offerings in higher education are commonplace and much has been written about how to design a blended course effectively. This study examines publically available guides, documents, and books that espouse best or effective practices in blended course design to determine commonalities among such practices. A qualitative…

The Practice of Foreign Language Teaching.

ERIC Educational Resources Information Center

Cajkler, Wasyl; Addelman, Ron

This book on aspects of modern foreign language teaching is written for trainee, new, and experienced teachers of students aged 11-16 and is intended as a practical source of information. The discussion of specific teaching issues includes implications for classroom practice. While not directly addressing Britain's new National Curriculum, it does…

Evidence-Based Practice in Communication Disorders: Progress Not Perfection

ERIC Educational Resources Information Center

Kent, Ray D.

2006-01-01

Purpose: This commentary is written in response to a companion paper by Nan Bernstein Ratner ("Evidence-Based Practice: An Examination of its Ramifications for the Practice of Speech-Language Pathology"). Method: The comments reflect my experience as Vice President for Research and Technology of the American Speech-Language-Hearing Association…

Action Research, Stories and Practical Philosophy

ERIC Educational Resources Information Center

Cotton, Tony; Griffiths, Morwenna

2007-01-01

This collaborative piece written by a philosopher/action researcher and an action researcher/philosopher explores the use of practical philosophy as a tool in action research. The paper explores the connection to be made between what we refer to, roughly, as "theory" and "practice" (while never losing hold of either). The…

School Indoor Air Quality Best Management Practices Manual.

ERIC Educational Resources Information Center

Hall, Richard; Ellis, Richard; Hardin, Tim

This manual, written in response to requirements of the Washington State legislature, focuses on practices which can be undertaken during the siting, design, construction, or renovation of a school, recommends practices to help ensure good indoor air quality during building occupancy, and suggests protocols and useful reference documents for…

Glimpses into the transition world: New graduate nurses' written reflections.

PubMed

Walton, Jo Ann; Lindsay, Natalie; Hales, Caz; Rook, Helen

2018-01-01

This study was born out of our reflections as educators responsible for helping new graduate nurses transition into their first year of professional practice through a formal education programme. Finding ourselves wondering about many of the questions the students raised with us, we set about looking more closely at what could be gleaned from the students' experience, captured in their written work over the course of a year. To identify the challenges and learning experiences revealed in reflective assignments written by new graduate nurses undertaking a postgraduate course as part of their transition to registered nurse practice. Data consisted of the written work of two cohorts of students who had completed a postgraduate university course as part of their transition to new graduate practice in New Zealand. Fifty four reflective essays completed by twenty seven participating students were collected and their contents analysed thematically. Five key themes were identified. The students' reflections noted individual attributes - personal and professional strengths and weaknesses; professional behaviour - actions such as engaging help and support, advocating for patients' needs and safety and putting their own feelings aside; situational challenges such as communication difficulties, both systemic and interpersonal, and the pressure of competing demands. Students also identified rewards - results they experienced such as achieving the nursing outcomes they desired, and commented on reflection as a useful tool. The findings shed light on the experiences of new graduates, and how they fare through this critical phase of career development. Challenges relating to the emotional labour of nursing work are particularly evident. In addition the reflective essay is shown to be a powerful tool for assisting both new graduate nurses and their lecturers to reflect on the learning opportunities inherent in current clinical practice environments. Copyright © 2017 Elsevier Ltd. All rights reserved.

Sign-out snapshot: cross-sectional evaluation of written sign-outs among specialties

PubMed Central

Schoenfeld, Amy R.; Al-Damluji, Mohammed Salim; Horwitz, Leora I.

2013-01-01

Background Sign-out is the process (written, verbal, or both) by which one clinical team transmits information about patients to another team. Poor quality sign-outs are associated with adverse events and delayed treatment. How different specialties approach written sign-outs is unknown. Objective To compare written sign-out practices across specialties and to determine consistency of content, format, and timeliness. Methods The authors evaluated all non-Intensive Care Unit written sign-outs from five inpatient specialties on January 18, 2012, at Yale-New Haven Hospital, focusing on content elements, format style, and whether the sign-outs had been updated within 24 hours. In our institution, all specialties used a single standardized sign-out template, which was built into the electronic medical record. Results The final cohort included 457 sign-outs: 313 medicine, 64 general surgery, 36 pediatrics, 30 obstetrics, and 14 gynecology. Though nearly all sign-outs (96%) had been updated within 24 hours, they frequently lacked key information. Hospital course prevalence ranged from 57% (gynecology) to 100% (pediatrics) (p<0.001). Clinical condition prevalence ranged from 34% (surgery) to 72% (pediatrics) (p=0.005). Conclusion Specialties have varied sign-out practices, and thus structured templates alone do not guarantee inclusion of critical content. Sign-outs across specialties often lacked complex clinical information such clinical condition, anticipatory guidance, and overnight tasks. PMID:23996093

What Every Middle School Teacher Needs to Know about Reading Tests (From Someone Who Has Written Them)

ERIC Educational Resources Information Center

Fuhrken, Charles

2011-01-01

Tests require a special kind of savvy, a kind of critical thinking and knowledge application that is not always a part of classroom reading experiences. Who better to teach you how to prepare your students for reading tests than someone who has written them? Charles Fuhrken has spent years working with several major testing companies and…

EDUCATIONAL ATTAINMENT AND ATTITUDES TOWARD SCHOOL AS A FUNCTION OF FEEDBACK IN THE FORM OF TEACHERS' WRITTEN COMMENTS.

ERIC Educational Resources Information Center

SWEET, ROGER C.

RELATIONSHIPS BETWEEN A TEACHER'S WRITTEN COMMENTS ON A TEST AND (1) SUBSEQUENT STUDENT ATTAINMENT AS MEASURED BY TEST PERFORMANCE AND (2) ATTITUDE CHANGE TOWARD 9TH-GRADE ENGLISH, WERE INVESTIGATED. 9 CLASSES (225 STUDENTS) WERE GIVEN 4 TESTS BY THEIR TEACHERS OVER A 6-WEEK PERIOD. TESTS WERE RETURNED WITH NUMERICAL SCORES, LETTER GRADE, AND…

49 CFR Appendix E to Part 240 - Recommended Procedures for Conducting Skill Performance Tests

Code of Federal Regulations, 2014 CFR

2014-10-01

... experience difficulty in establishing an objective method of measuring an individual's skill level. Any... employ a written aid to help record events and procedures that as a minimum should be observed for when... developing such a written aid so as to ensure meaningful testing. When conducting a skills performance test...

49 CFR Appendix E to Part 240 - Recommended Procedures for Conducting Skill Performance Tests

Code of Federal Regulations, 2013 CFR

2013-10-01

... experience difficulty in establishing an objective method of measuring an individual's skill level. Any... employ a written aid to help record events and procedures that as a minimum should be observed for when... developing such a written aid so as to ensure meaningful testing. When conducting a skills performance test...

49 CFR Appendix E to Part 240 - Recommended Procedures for Conducting Skill Performance Tests

Code of Federal Regulations, 2012 CFR

2012-10-01

... experience difficulty in establishing an objective method of measuring an individual's skill level. Any... employ a written aid to help record events and procedures that as a minimum should be observed for when... developing such a written aid so as to ensure meaningful testing. When conducting a skills performance test...

Using Plickers as an Assessment Tool in Health and Physical Education Settings

ERIC Educational Resources Information Center

Chng, Lena; Gurvitch, Rachel

2018-01-01

Written tests are one of the most common assessment tools classroom teachers use today. Despite its popularity, administering written tests or surveys, especially in health and physical education settings, is time consuming. In addition to the time taken to type and print out the tests or surveys, health and physical education teachers must grade…

30 CFR 250.1508 - What must I do when MMS administers written or oral tests?

Code of Federal Regulations, 2010 CFR

2010-07-01

... oral tests? 250.1508 Section 250.1508 Mineral Resources MINERALS MANAGEMENT SERVICE, DEPARTMENT OF THE INTERIOR OFFSHORE OIL AND GAS AND SULPHUR OPERATIONS IN THE OUTER CONTINENTAL SHELF Well Control and Production Safety Training § 250.1508 What must I do when MMS administers written or oral tests? MMS or its...

College of American Pathologists Gynecologic Cytopathology Quality Consensus Conference on good laboratory practices in gynecologic cytology: background, rationale, and organization.

PubMed

Tworek, Joseph A; Henry, Michael R; Blond, Barbara; Jones, Bruce Allen

2013-02-01

Gynecologic cytopathology is a heavily regulated field, with Clinical Laboratory Improvement Amendments of 1988 mandating the collection of many quality metrics. There is a lack of consensus regarding methods to collect, monitor, and benchmark these data and how these data should be used in a quality assurance program. Furthermore, the introduction of human papilloma virus testing and proficiency testing has provided more data to monitor. To determine good laboratory practices in quality assurance of gynecologic cytopathology. Data were collected through a written survey consisting of 98 questions submitted to 1245 Clinical Laboratory Improvement Amendments-licensed or Department of Defense laboratories. There were 541 usable responses. Additional input was sought through a Web posting of results and questions on the College of American Pathologists Web site. Four senior authors who authored the survey and 28 cytopathologists and cytotechnologists were assigned to 5 working groups to analyze data and present statements on good laboratory practices in gynecologic cytopathology at the College of American Pathologists Gynecologic Cytopathology Quality Consensus Conference. Ninety-eight attendees at the College of American Pathologists Gynecologic Cytopathology Quality Consensus Conference discussed and voted on good laboratory practice statements to obtain consensus. This paper describes the rationale, background, process, and strengths and limitations of a series of papers that summarize good laboratory practice statements in quality assurance in gynecologic cytopathology.

Language Is Everywhere! Universally Designed Strategies to Nurture Oral and Written Language

ERIC Educational Resources Information Center

Dixon, Susan D.

2008-01-01

In this article, the author describes how early childhood professionals can create positive environments that foster the growth of both oral and written language and how the concept of universal design can inform these practices. These activities are designed with a focus on children 3 to 5 years old. The author first looks at oral language…

Differential Effects of Focused and Unfocused Written Correction on the Accurate Use of Grammatical Forms by Adult ESL Learners

ERIC Educational Resources Information Center

Sheen, Younghee; Wright, David; Moldawa, Anna

2009-01-01

Building on Sheen's (2007) study of the effects of written corrective feedback (CF) on the acquisition of English articles, this article investigated whether direct focused CF, direct unfocused CF and writing practice alone produced differential effects on the accurate use of grammatical forms by adult ESL learners. Using six intact adult ESL…

Language Learners' Writing Task Representation and Its Effect on Written Performance in an EFL Context

ERIC Educational Resources Information Center

Zarei, Gholam Reza; Pourghasemian, Hossein; Jalali, Hassan

2017-01-01

The present study attempts to give an account of how students represent writing task in an EAP course. Further, the study is intended to discover if learners' mental representation of writing would contribute to their written performance. During a 16-week term, students were instructed to practice writing as a problem solving activity. At almost…

Inquiring into Our Own Practice: Do the Intentions of Our Written Comments Match with Students' Interpretations of and Reactions to Them?

ERIC Educational Resources Information Center

Krol, Christine A.

This study examined the match between teacher comment intentions and preservice teacher interpretations of and reactions to the comments. Participants were three students enrolled in a course entitled "Approaches to Teaching." The students were required to keep a reflective dialogue journal. The teacher provided written comments about…

Short Message Service (SMS) Language and Written Language Skills: Educators' Perspectives

ERIC Educational Resources Information Center

Geertsema, Salomé; Hyman, Charene; van Deventer, Chantelle

2011-01-01

SMS language is English language slang, used as a means of mobile phone text messaging. This practice may impact on the written language skills of learners at school. The main aim of this study was to determine the perspectives of Grade 8 and 9 English (as Home Language) educators in Gauteng regarding the possible influence of SMS language on…

Between Ritual and Spiritual: Teachers' Perceptions and Practices Regarding Prayer Education in TALI Day Schools in Israel

ERIC Educational Resources Information Center

Muszkat-Barkan, Michal

2015-01-01

The aim of this qualitative study is to describe teachers' perceptions and roles in prayer education in TALI day schools in Israel, using in-depth oral Interviews, written questionnaires and written materials of the schools' network. Two educational ideologies were identified: Belonging to the Jewish collective and Personal-spiritual ideology.…

Language Learners' Writing Task Representation and Its Effect on Written Performance in an EFL Context.

PubMed

Zarei, Gholam Reza; Pourghasemian, Hossein; Jalali, Hassan

2017-06-01

The present study attempts to give an account of how students represent writing task in an EAP course. Further, the study is intended to discover if learners' mental representation of writing would contribute to their written performance. During a 16-week term, students were instructed to practice writing as a problem solving activity. At almost the end of the term, they were prompted to write on what they thought writing task was like and also an essay on an argumentative topic. The results revealed that students could conceptualize the instructed recursive model of writing as a process-based, multi-dimensional and integrated activity inducing self-direction and organization while holding in low regard the product view of writing. The findings also demonstrated that task representation was related to the students' writing performance, with process oriented students significantly outperforming the product-oriented ones. Also, it was found that task representation components (ideational, linguistic, textual, interpersonal) had a significant relationship with the written performance ([Formula: see text]; Sig.: 0.006). The study can have both theoretical and practical implications with regard to the factors involving the students' writing internal processes and their effects on written performance.

Written narrative practices in elementary school students.

PubMed

Romano-Soares, Soraia; Soares, Aparecido José Couto; Cárnio, Maria Silvia

2010-01-01

Promotion of a written narratives production program in the third grade of an Elementary School. To analyze two written narrative practice proposals in order to verify which resources are more efficient in benefitting the textual productions of third grade Elementary School students. Sixty students were selected from two third grade groups of a public Elementary School in São Paulo (Brazil). For the analysis, students were divided into two groups (Group A and Group B). Fourteen children's storybooks were used. In Group A, the story was orally told by the researchers in a colloquial manner, keeping the narrator role and the original structure proposed by the author. In Group B, the story was fully read. The book was projected onto a screen and read aloud so the students could follow the reading and observe the corresponding illustrations. Voice changing resources in the characters' dialogues were used. In the overall comparison, statistically significant results were found for moment (initial and final assessments) and for interaction between groups. It was observed that both groups presented substantial development from initial to final assessment. The Written Narratives Promotion Program based on the shared reading of children's storybooks constituted a more effective strategy than telling the stories using a single reader.

Teaching Tip: Improving Students' Email Communication through an Integrated Writing Assignment in a Third-Year Toxicology Course.

PubMed

Kedrowicz, April A; Hammond, Sarah; Dorman, David C

Client communication is important for success in veterinary practice, with written communication being an important means for veterinarian-client information sharing. Effective communication is adapted to clients' needs and wants, and presents information in a clear, understandable manner while accounting for varying degrees of client health literacy. This teaching tip describes the use of a mock electronic mail assignment as one way to integrate writing into a required veterinary toxicology course. As part of this project, we provide baseline data relating to students' written communication that will guide further development of writing modules in other curricula. Two independent raters analyzed students' writing using a coding scheme designed to assess adherence to the guidelines for effective written health communication. Results showed that the majority of students performed satisfactorily or required some development with respect to recommended guidelines for effective written health communication to facilitate client understanding. These findings suggest that additional instruction and practice should emphasize the importance of incorporating examples, metaphors, analogies, and pictures to create texts that are comprehensible and memorable to clients. Recommendations are provided for effective integration of writing assignments into the veterinary medicine curriculum.

Win-win: advancing written language knowledge and practice through university clinics.

PubMed

Katz, Lauren A; Fallon, Karen A

2015-02-01

Speech-language pathologists (SLPs) are uniquely suited for assessing and treating individuals with both spoken and written language disorders. Yet as students move from the elementary grades into the middle and high school grades, SLPs tend to provide fewer direct language services to them. Although spoken language disorders become written language disorders, SLP are not receiving sufficient training in the area of written language, and this is reflected in the extent to which they believe they have the knowledge and skills to provide services to struggling readers and writers on their caseloads. In this article, we discuss these problems and present effective methods for addressing them. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

7 CFR 46.49 - Written notifications and complaints.

Code of Federal Regulations, 2010 CFR

2010-01-01

....49 Agriculture Regulations of the Department of Agriculture AGRICULTURAL MARKETING SERVICE (Standards, Inspections, Marketing Practices), DEPARTMENT OF AGRICULTURE MARKETING OF PERISHABLE AGRICULTURAL COMMODITIES REGULATIONS (OTHER THAN RULES OF PRACTICE) UNDER THE PERISHABLE AGRICULTURAL COMMODITIES ACT, 1930 Omb Control...

AGRICULTURAL DRAINAGE WELLS: IMPACT ON GROUND WATER

EPA Science Inventory

This document discusses agricultural drainage well practices, potential contamination problems that may occur, and possible management practices or regulatory solutions that could be used to alleviate those problems. The document has been written for use by state and Agency deci...

49 CFR 238.503 - Inspection, testing, and maintenance requirements.

Code of Federal Regulations, 2010 CFR

2010-10-01

... inspection, testing, or maintenance task under this part. (i) Standard procedures. The program under paragraph (a) of this section shall include the railroad's written standard procedures for performing all... this section shall contain the railroad's written procedures to ensure that all systems and components...

Handbuch fur einen aktiven Sprachunterricht (Handbook for Active Language Instruction). Teaching Languages to Adults, Eurocentres Publication No. 2.

ERIC Educational Resources Information Center

Richterich, Rene; And Others

This trilingual handbook (English, French, German) presents exercises for eight areas of language instruction: (1) practice in sentence patterns, (2) presentation and practice of a new item, (3) pronunciation, (4) use of pictures, (5) practicing the transfer from oral to written skills, (6) presentation and practice of conversational patterns, (7)…

Defensive Medicine Among Plastic and Aesthetic Surgeons in Israel.

PubMed

Silberstein, Eldad; Shir-Az, Ofir; Reuveni, Haim; Krieger, Yuval; Shoham, Yaron; Silberstein, Tali; Bogdanov-Berezovsky, Alexander

2016-11-01

Defensive medicine (DM) includes medical practices that are aimed at avoiding liability rather than benefitting the patient. DM has not been well characterized among plastic surgeons. The authors examined the extents of intended and unintended DM among members of the Israeli Society of Plastic and Aesthetic Surgery (ISPAS) and identified risk factors for DM. A total of 108 ISPAS members were asked to complete a questionnaire that addressed physician attitudes toward DM and intended or unintended DM practices. Seventy-eight surgeons (72.2% response rate) returned the questionnaire, although some questionnaires were returned incomplete. Forty respondents acknowledged practicing DM (ie, DM group), and 33 respondents did not (ie, non-DM group). There were no between-group differences in gender, years of practice, or number of previous litigations. Thirty-one percent of respondents in the DM group indicated that they avoid certain surgical procedures, compared with 6% of respondents in the non-DM group (P = .008). In private practice, 66.2% of respondents stated that they obtain written informed consent twice before surgery, and 100% request preoperative blood-coagulation testing. In contrast, 40% and 74% of respondents in public practice, respectively, acknowledged these behaviors (for consent, P = .027; for testing, P = .0059). Sixty-three percent of respondents prescribe antibiotics for more than 24 hours postoperatively, and this practice was slightly more common in the DM group (34 prescribe antibiotics vs 21 in the non-DM group; P = .079). DM is highly integrated into the daily medical practices of plastic surgeons in Israel. © 2016 The American Society for Aesthetic Plastic Surgery, Inc. Reprints and permission: journals.permissions@oup.com.

The British Society for Clinical Cytology Certificate of Competence in Cytology Screening: a report of the first 3 years' experience.

PubMed

McGoogan, E; Chapman, P A

1992-01-01

In 1988 the Department of Health (DOH) recognized the cytology screener grade of laboratory staff. Cytology screeners have a 2 year training period after which they must sit a 'competence examination'. The British Society for Clinical Cytology offers an examination to meet the DOH specification. It consists of a written paper, a practical screening test, a spot test and a short viva voce. The screening test is paramount and candidates who miss a dyskaryotic smear cannot be successful. In the first 3 years there have been 22 examinations, 294 candidates and a pass rate of 76%. The majority of candidates were Cytology Screeners of 2-3 years experience but significant numbers of Medical Laboratory Scientific Officers (MLSOs) and senior MLSOs also chose to sit the examination.

Using Written Narratives in Public Health Practice: A Creative Writing Perspective

PubMed Central

Kreuter, Matthew W.

2014-01-01

Narratives have become an increasingly common health communication tool in recent years. Vivid, engaging writing can help audiences identify with storytellers and understand health messages, but few public health practitioners are trained to create such stories. A transdisciplinary perspective, informed by both creative writing advice and evidence-based public health practices, can help public health professionals use stories more effectively in their work. This article provides techniques for creating written narratives that communicate health information for chronic disease prevention. We guide public health professionals through the process of soliciting, writing, and revising such stories, and we discuss challenges and potential solutions. PMID:24901794

ORGANIZATIONAL ATTRIBUTES OF PRACTICES SUCCESSFUL AT A DISEASE MANAGEMENT PROGRAM

PubMed Central

Cloutier, Michelle M.; Wakefield, Dorothy B.; Tsimikas, John; Hall, Charles B.; Tennen, Howard; Brazil, Kevin

2009-01-01

Objective To assess the contribution of organizational factors to implementation of three asthma quality measures: enrollment in a disease management program, development of a written treatment plan and prescribing severity-appropriate anti-inflammatory therapy. Study design 138 pediatric clinicians and 247 office staff in 13 urban clinics and 23 non-urban, private practices completed questionnaires about their practice’s organizational characteristics (e.g. leadership, communication, perceived effectiveness, job satisfaction). Results 94% of clinicians and 92% of office staff completed questionnaires. When adjusted for confounders, greater practice activity and perceived effectiveness in meeting family needs was associated with higher rates of Easy Breathing enrollment, whereas higher scores for three organizational characteristics--communication timeliness, decision authority and job satisfaction--were associated both with higher numbers of enrolled children and a greater number of written treatment plans. None of the organizational characteristics were associated with greater use of anti-inflammatory therapy. Conclusions Three organizational characteristics predicted two quality asthma measures - use of a disease management program and creation of a written asthma treatment plan. If these organizational characteristics are amenable to change, our results could help focus interventions in areas of effective and acceptable organizational change. PMID:18835488

Writing-Based Teaching: Essential Practices and Enduring Questions

ERIC Educational Resources Information Center

Vilardi, Teresa, Ed.; Chang, Mary, Ed.

2009-01-01

Written by the team at Bard College's Institute for Writing and Thinking, this book is designed to provide practical guidance regarding the challenges and potential of writing-based teaching, and suggestions for how to adapt the practices to particular classroom situations. The contributors share candid, first-hand accounts of what it is like to…

40 CFR 63.7294 - What work practice standard must I meet for soaking?

Code of Federal Regulations, 2012 CFR

2012-07-01

... prepare and operate at all times according to a written work practice plan for soaking. Each plan must... 40 Protection of Environment 14 2012-07-01 2011-07-01 true What work practice standard must I meet... (CONTINUED) AIR PROGRAMS (CONTINUED) NATIONAL EMISSION STANDARDS FOR HAZARDOUS AIR POLLUTANTS FOR SOURCE...

40 CFR 63.7294 - What work practice standard must I meet for soaking?

Code of Federal Regulations, 2014 CFR

2014-07-01

... prepare and operate at all times according to a written work practice plan for soaking. Each plan must... 40 Protection of Environment 14 2014-07-01 2014-07-01 false What work practice standard must I... (CONTINUED) AIR PROGRAMS (CONTINUED) NATIONAL EMISSION STANDARDS FOR HAZARDOUS AIR POLLUTANTS FOR SOURCE...

40 CFR 63.7294 - What work practice standard must I meet for soaking?

Code of Federal Regulations, 2011 CFR

2011-07-01

... prepare and operate at all times according to a written work practice plan for soaking. Each plan must... 40 Protection of Environment 13 2011-07-01 2011-07-01 false What work practice standard must I... (CONTINUED) AIR PROGRAMS (CONTINUED) NATIONAL EMISSION STANDARDS FOR HAZARDOUS AIR POLLUTANTS FOR SOURCE...

40 CFR 63.7294 - What work practice standard must I meet for soaking?

Code of Federal Regulations, 2010 CFR

2010-07-01

... prepare and operate at all times according to a written work practice plan for soaking. Each plan must... 40 Protection of Environment 13 2010-07-01 2010-07-01 false What work practice standard must I... (CONTINUED) AIR PROGRAMS (CONTINUED) NATIONAL EMISSION STANDARDS FOR HAZARDOUS AIR POLLUTANTS FOR SOURCE...

A Survey of Social-Regulatory Practices in Selected Michigan Community Colleges.

ERIC Educational Resources Information Center

Hollander, Martin Elliot

This study surveyed social-regulatory practices of selected community colleges in Michigan to find out: origin and extent of written social-regulatory policies and the provisions for change; types of rules of conduct; and communication and enforcement of social-regulatory practices and rules. The study was limited to commuter-type publicly…

Accessing Participatory Research Impact and Legacy: Developing the Evidence Base for Participatory Approaches in Health Research

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…

Viewing Violence, Mental Illness and Addiction through a Wise Practices Lens

ERIC Educational Resources Information Center

Wesley-Esquimaux, Cynthia C.; Snowball, Andrew

2010-01-01

The progressive approaches First Nations, Metis, and Inuit communities use to address health and wellness concerns are rarely written about or acknowledged in a positive manner. This paper speaks to a concept introduced through the Canadian Aboriginal Aids Network (CAAN) entitled "wise practices". CAAN saw a "wise practices"…

Using Reflective Practice to Support Management Student Learning: Three Brief Assignments

ERIC Educational Resources Information Center

Reilly, Anne H.

2018-01-01

Reflective practice supports critical thinking and assessment skills through analyzing one's own life experiences, and the role of reflection in learning has been long recognized. However, drawbacks of many reflective practice assignments are their broad scope and lengthy written requirements. I propose that the reflection process is robust enough…

Strength and Comprehensiveness of District School Wellness Policies Predict Policy Implementation at the School Level

PubMed Central

Henderson, Kathryn E; Falbe, Jennifer; Novak, Sarah A.; Wharton, Christopher; Long, Michael; O'Connell, Meghan L.; Fiore, Susan S.

2013-01-01

Background In 2006, all local education agencies in the United States participating in federal school meal programs were required to establish school wellness policies. The aim of this study was to document the strength and comprehensiveness of one state's written district policies using a quantitative coding tool, and test whether the strength and comprehensiveness of the written policy predicted school level implementation and practices. Methods School wellness policies from 151 Connecticut districts were evaluated using a quantitative coding system. In each district, school principal surveys were collected before and after the writing and expected implementation of wellness policies. Socio-demographic variables were assessed for each district, including enrollment, population density, political climate, racial composition and socio-economic status. Changes in school-level policy implementation before and after the federal wellness policy requirement were compared across districts by wellness policy strength, and policies were compared based on district-level demographic factors. Results Statewide, fuller implementation of nutrition and physical activity policies at the school level was reported after adoption of written policies in 2006. Districts with stronger, more comprehensive policies were more successful in implementing those policies at the school level. Some socio-demographic characteristics predicted the strength of wellness policies; larger, urban districts and districts with a greater ratio of registered Democrats to Republicans wrote stronger policies. Conclusions Written school wellness policies have the potential to promote significant improvements in the school environment. Future regulation of school wellness policies should focus on the importance of writing strong and comprehensive policies. PMID:22568461

'Who's actually gonna read this?' An evaluation of staff experiences of the value of information contained in written care plans in supporting care in three different dementia care settings.

PubMed

Drummond, C; Simpson, A

2017-08-01

WHAT IS KNOWN ON THE SUBJECT?: A written plan is designed to improve communication and co-ordinate care between mental health inpatient wards and community settings. Reports of care plan quality issues and staff and service user dissatisfaction with healthcare bureaucracy have focused on working age mental health or general hospital settings. Little is known about mental health staff perspectives on the value of written care plans in supporting dementia care. WHAT THIS PAPER ADDS TO EXISTING KNOWLEDGE?: Competing demands on staff time and resources to meet administrative standards for care plans caused a tension with their own professional priorities for supporting care. Mental health staff face difficulties using electronic records alongside other systems of information sharing. Further exploration is needed of the gap between frontline staff values and those of the local organization and managers when supporting good dementia care. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: Frontline staff should be involved in designing new information systems including care plans. Care plan documentation needs to be refocused to ensure it is effective in enabling staff to communicate amongst themselves and with others to support people with dementia. Practice-based mentors could be deployed to strengthen good practice in effective information sharing. Background Reports of increased healthcare bureaucracy and concerns over care plan quality have emerged from research and surveys into staff and service user experiences. Little is known of mental health staff perspectives on the value of written care plans in supporting dementia care. Aim To investigate the experiences and views of staff in relation to care planning in dementia services in one National Health Service (NHS) provider Trust in England. Method Grounded Theory methodology was used. A purposive sample of 11 multidisciplinary staff were interviewed across three sites in one NHS Trust. Interviews were transcribed, coded and analysed using the constant comparative method. Findings Five themes were identified and are explored in detail below: (1) Repetition; (2) the impact of electronic records on practice; (3) ambivalence about the value of paperwork; (4) time conflicts; and (5) alternative sources of information to plan care. Discussion Participants perceived that written care plans did not help staff with good practice in planning care or to support dementia care generally. Staff were frustrated by repetitive documentation, inflexible electronic records and conflicting demands on their time. Implications for practice Frontline staff should be involved in designing new information systems including care plans. © 2017 John Wiley & Sons Ltd.

78 FR 79675 - Guidance to Federal Financial Assistance Recipients Regarding Title VI Prohibition Against...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-12-31

... written translations. --Competency to interpret, however, does not necessarily mean formal certification... free language assistance. --Written tests that do not assess English language competency, but test... States read, write, speak and understand English. There are many individuals, however, for whom English...

Increased correlation coefficient between the written test score and tutors' performance test scores after training of tutors for assessment of medical students during problem-based learning course in Malaysia.

PubMed

Jaiprakash, Heethal; Min, Aung Ko Ko; Ghosh, Sarmishtha

2016-03-01

This paper is aimed at finding if there was a change of correlation between the written test score and tutors' performance test scores in the assessment of medical students during a problem-based learning (PBL) course in Malaysia. This is a cross-sectional observational study, conducted among 264 medical students in two groups from November 2010 to November 2012. The first group's tutors did not receive tutor training; while the second group's tutors were trained in the PBL process. Each group was divided into high, middle and low achievers based on their end-of-semester exam scores. PBL scores were taken which included written test scores and tutors' performance test scores. Pearson correlation coefficient was calculated between the two kinds of scores in each group. The correlation coefficient between the written scores and tutors' scores in group 1 was 0.099 (p<0.001) and for group 2 was 0.305 (p<0.001). The higher correlation coefficient in the group where tutors received the PBL training reinforces the importance of tutor training before their participation in the PBL course.

42 CFR 417.1 - Definitions.

Code of Federal Regulations, 2010 CFR

2010-10-01

... part. Health professionals means physicians (doctors of medicine and doctors of osteopathy), dentists... majority of whom are licensed to practice medicine or osteopathy. The written services arrangement must... group: (1) That is composed of health professionals licensed to practice medicine or osteopathy and of...

48 CFR 9904.407-60 - Illustrations.

Code of Federal Regulations, 2010 CFR

2010-10-01

... Section 9904.407-60 Federal Acquisition Regulations System COST ACCOUNTING STANDARDS BOARD, OFFICE OF FEDERAL PROCUREMENT POLICY, OFFICE OF MANAGEMENT AND BUDGET PROCUREMENT PRACTICES AND COST ACCOUNTING STANDARDS COST ACCOUNTING STANDARDS 9904.407-60 Illustrations. (a) Contractor A's written practice is to set...

Survey of management of neonatal haemolytic jaundice in Australasia.

PubMed

Malhotra, Atul; Carse, Elizabeth

2010-05-01

Haemolytic jaundice is an important entity in neonatal clinical practice. Because of the decrease in rhesus isoimmunisation since the advent of anti-D immunoglobulin and improved antenatal management strategies, its management in the neonatal period has become less intensive and exchange transfusions rarely performed. We planned to review the practice of Australasian perinatal units in light of recent advances and recommendations. An electronic survey was sent to the directors of all 25 tertiary-level perinatal units across Australasia. The questionnaire comprised 20 questions dealing with the management of haemolytic jaundice. Twenty out of the 25 neonatal units responded. Most were aware of the recent American Academy of Pediatrics guidelines, but only eight (40%) based their practice on it. Fifty per cent of neonatal units had written protocols to manage such infants, but almost all had written guidelines for performing exchange transfusions. Seven (35%) units started prophylactic phototherapy; however, the criteria used for early exchange were variable, most related to cord haemoglobin or rate of rise of bilirubin. Few units used high-dose intravenous immunoglobulin in haemolytic jaundice. Average exchange rates (based on the last 2 years) were 3.5/year (0-10). Variable practice was noted across the Australasian units. Written protocols form the backbone of management of jaundice in such babies. The use of intravenous immunoglobulin is minimal, and the information available on its use needs to be critically appraised.

[Automated external defibrillators, life vest defibrillator, or both?].

PubMed

Conti, C Richard

2012-03-01

As most understand, survival of cardiac arrest victims falls significantly if cardioversion is not performed promptly. The standard of practice for out-of-hospital defibrillation is the implantable cardiac defibrillator; however, much has been written and discussed about the use of automated external defibrillators. Not as much has been written about life vest wearable defibrillators. How to use these devices will be reviewed in this article.

5 CFR 315.608 - Noncompetitive appointment of certain former overseas employees.

Code of Federal Regulations, 2011 CFR

2011-01-01

... written test after determining that the duties and responsibilities of the applicant's overseas position were similar enough to make the written test unnecessary. (1) Tenure. A person appointed under this... individual, for example, ill health or personal interest in relocating. (d) Time limit on eligibility. An...

5 CFR 315.608 - Noncompetitive appointment of certain former overseas employees.

Code of Federal Regulations, 2013 CFR

2013-01-01

... written test after determining that the duties and responsibilities of the applicant's overseas position were similar enough to make the written test unnecessary. (1) Tenure. A person appointed under this... individual, for example, ill health or personal interest in relocating. (d) Time limit on eligibility. An...

10 CFR 431.12 - Definitions.

Code of Federal Regulations, 2011 CFR

2011-01-01

...) Standard 112-1996, Test Procedure for Polyphase Induction Motors and Generators, and Test Method (1) of CSA... a system, that has its own rules of procedure and management, for giving written assurance that a... operated by an entity independent of both the party seeking the written assurance and the party providing...

10 CFR 431.12 - Definitions.

Code of Federal Regulations, 2012 CFR

2012-01-01

...) Standard 112-1996, Test Procedure for Polyphase Induction Motors and Generators, and Test Method (1) of CSA... a system, that has its own rules of procedure and management, for giving written assurance that a... operated by an entity independent of both the party seeking the written assurance and the party providing...

Differential prediction of FAA Academy performance on the basis of gender and written air traffic control specialist aptitude test scores.

DOT National Transportation Integrated Search

1996-04-01

The technical fairness of the written air traffic control specialist (ATCS) aptitude test battery was investigated within the framework of the Uniform Guidelines on Employee Selection Procedures (29 CFR 1607). First, the adverse impact of using a com...

The licensure exam in nursing degree courses: a survey in the four universities of the Lazio Region.

PubMed

Marchetti, A; Virgolesi, M; Pulimeno, A M L; Rocco, G; Stievano, A; Venturini, G; De Marinis, M G

2014-01-01

In recent years, the nursing licensure exam is at the centre of a national and international wide debate. This debate regards the planning of the nursing licensure exam in many Universities and the competences that this exam must certify to ensure quality, effectiveness, and ethics of nursing care from newly-graduated nurses to general public. The aim of this study was to describe the practical tests used for the licensure exam in the four Universities of the Lazio Region. The researchers analyzed the type of practical tests used and the field of competences assessed according to the degrees of performance defined by the Dublin Descriptors. The data were collected through semi-structured interviews to Presidents, Directors and Lecturers of nursing degree courses and through direct retrieval of the written texts of the licensure exam. Two researchers analyzed the practical tests. A special lecture-grid divided into three different sections to interpret the data was created. Statistical analysis was carried out by means of Epi-info 3.5.1/2008. Analysis of data showed that the most used tests were Discussion of theoretical and practical aspects in context (33.6%), followed by the Test with open and/or closed questions (23,9%). Psychomotor and relational skills tests were little used. The most valued field of competence was the cognitive one (85,5%) that assessed, above all, the storage of the concept. The ability to interpret data and solve problems was less valued. The study showed the high discrepancy in the types of tests used in the four Universities of the Lazio Region. Universities found it difficult to assess psychomotor and relational skills of the students. Most of the cognitive tests utilized omitted the evaluation of mastery of complex competences. Therefore, there is the necessity of a new planning of the nursing licensure exam to overcome these critical issues.

Developing Pharmacy Student Communication Skills through Role-Playing and Active Learning

PubMed Central

Zeszotarski, Paula; Ma, Carolyn

2015-01-01

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

A planning approach for agricultural watersheds using precision conservation

USDA-ARS?s Scientific Manuscript database

This brief article, written for a non-technical audience, discusses a recently-developed approach for watershed planning and nutrient reduction. The approach can help local stakeholders identify conservation practices that are locally preferred and determine how those practices can be distributed ac...

9 CFR 149.1 - Definitions.

Code of Federal Regulations, 2010 CFR

2010-01-01

... generates a written record documenting a pork production site's adherence to the required good production... production site for compliance with good production practices and other program requirements of the Trichinae... or higher, based on adherence to good production practices and other program requirements as provided...

9 CFR 149.1 - Definitions.

Code of Federal Regulations, 2011 CFR

2011-01-01

... generates a written record documenting a pork production site's adherence to the required good production... production site for compliance with good production practices and other program requirements of the Trichinae... or higher, based on adherence to good production practices and other program requirements as provided...

Leadership Magazine. Volume 34, Number 1

ERIC Educational Resources Information Center

Leadership, 2004

2004-01-01

Every month, "Leadership" features articles written in an informal, conversational style that provide practical information for school administrators. This issue of "Leadership" contains the following titles: (1) "Building Communities of Practice: Creating Small Learning Communities of School Leaders that Support Teacher Development Has a…

Effects of structured written feedback by cards on medical students' performance at Mini Clinical Evaluation Exercise (Mini-CEX) in an outpatient clinic.

PubMed

Haghani, Fariba; Hatef Khorami, Mohammad; Fakhari, Mohammad

2016-07-01

Feedback cards are recommended as a feasible tool for structured written feedback delivery in clinical education while effectiveness of this tool on the medical students' performance is still questionable.  The purpose of this study was to compare the effects of structured written feedback by cards as well as verbal feedback versus verbal feedback alone on the clinical performance of medical students at the Mini Clinical Evaluation Exercise (Mini-CEX) test in an outpatient clinic. This is a quasi-experimental study with pre- and post-test comprising four groups in two terms of medical students' externship. The students' performance was assessed through the Mini-Clinical Evaluation Exercise (Mini-CEX) as a clinical performance evaluation tool. Structured written feedbacks were given to two experimental groups by designed feedback cards as well as verbal feedback, while in the two control groups feedback was delivered verbally as a routine approach in clinical education. By consecutive sampling method, 62 externship students were enrolled in this study and seven students were excluded from the final analysis due to their absence for three days. According to the ANOVA analysis and Post Hoc Tukey test,  no statistically significant difference was observed among the four groups at the pre-test, whereas a statistically significant difference was observed between the experimental and control groups at the post-test  (F = 4.023, p =0.012). The effect size of the structured written feedbacks on clinical performance was 0.19. Structured written feedback by cards could improve the performance of medical students in a statistical sense. Further studies must be conducted in other clinical courses with longer durations.

Speaking of Supervision: A Dialogic Approach to Building Higher Degree Research Supervision Capacity in the Creative Arts

ERIC Educational Resources Information Center

Hamilton, Jillian; Carson, Sue

2015-01-01

In the emergent field of creative practice higher degrees by research, first generation supervisors have developed new models of supervision for an unprecedented form of research, which combines creative practice and a written thesis. In a national research project, entitled "Effective supervision of creative practice higher research…

The Practice-Research Relationship in Educational Administration: Potion or Poison?

ERIC Educational Resources Information Center

Lutz, Frank W.

1979-01-01

Written in response to a paper by Wayne K. Hoy on theory and practice in educational administration, this paper maintains that research and practice must be coordinated if educational administration is to progress. The author outlines Hoy's key points, agreeing with many but taking issue with Hoy's central thesis, which the author perceives as…

Moths, Candles and Fires: Examining Dance as Creative Practice Research in a Master's degree

ERIC Educational Resources Information Center

Rowe, Nicholas; Buck, Ralph

2013-01-01

This article reflects on the purposes and functions of examination criteria for Masters' research degrees with creative practice components. With a particular focus on dance projects that incorporate both a performed and a written expression of the research, we consider how a rubric for creative practice research degrees might address formative…

Critical Practice in Teacher Education: A Study of Professional Learning

ERIC Educational Resources Information Center

Heilbronn, Ruth, Ed.; Yandell, John, Ed.

2010-01-01

This timely book uncovers all of the processes that should be considered when high-quality teacher education is designed, delivered and studied around the world. Written by experienced teacher educators, this book shows what critical practice is and how it can be used to facilitate a deeper understanding of practice that draws upon personal…

Evaluating the Use of Reflective Practice in a Nonprofessional, Undergraduate Clinical Communication Skills Course

ERIC Educational Resources Information Center

Beveridge, Tyler S.; Fruchter, Lauren L.; Sanmartin, Cleo V.; deLottinville, Carl B.

2014-01-01

Recent studies suggest that the quality of reflective practice being achieved in educational settings is inadequate. Our study aims to determine the level of reflection present in written student reflections in a nonprofessional undergraduate course. We also seek to explore student and instructor perspectives on the value of reflective practices.…

The ethics of social media in dental practice: challenges.

PubMed

Peltier, Bruce; Curley, Arthur

2013-07-01

This is the first of two essays written to consider several important trends in dental practice that result from innovations in digital and social media. This essay reviews ethical and legal implications of the use of websites, Facebook, review sites, email and other digital innovations in dental practice. The second essay provides ethical tools for analysis, illuminates areas of ethical concern in today's practice environment and offers recommendations for future practice.

Narrative medicine in surgical education.

PubMed

Pearson, A Scott; McTigue, Michael P; Tarpley, John L

2008-01-01

Narrative medicine is a patient-centered approach to the practice of medicine that rescues the patients' stories and integrates what is important to them into decisions regarding their health care. Our hypothesis is that narrative understanding enhances the patient-provider relationship and contributes to optimizing patient care. We propose to use written narrative reflection to capture and measure the general competencies of systems-based practice, practice-based learning, communication skills, and professionalism. DEVELOPMENT/METHODS: The development of this narrative-based project is based on a pilot study that we conducted at our institution with third-year surgical clerkship students. In the pilot, students produced in-depth narrative write-ups on a patient they had had the opportunity to "know." We plan a similar approach for surgical resident education. After a brief discussion of narrative medicine during our scheduled didactic conference, the residents are asked to initiate a written narrative reflection on a patient of their choosing. The narratives will be collected 1 week later. Our plan is to repeat this assessment quarterly so that 4 narratives will be generated annually from internship through the chief resident year. The narratives will be analyzed for content and recurring themes that capture the resident's communication skills, professionalism, as well as self-critique (practice-based learning) and value attributed to health-care teams (systems-based practice). After completion of the narratives, a 5-point Likert response survey will be given to the residents to assess their experience and the perceived value of written reflection. The written narratives will become part of the resident's ongoing portfolio. IMPLEMENTATION/EXPERIENCE TO DATE: Feedback from the medical student pilot study was favorable. When asked in a follow-up questionnaire, most students reported the experience to be valuable and recommended the use of narrative reflection in medical education. To assess the feasibility of this approach in surgical residency, we introduced the concept of narrative reflection to our residents during surgery grand rounds. Thirty-three narratives were collected 1 week later. CONCLUSION/NEXT STEPS: This preliminary experience suggests that acquisition of resident-authored narrative reflection is feasible during surgical residency. Use of this narrative-based approach in surgical resident education has the potential to capture and measure the general competencies of systems-based practice, practice-based learning, communication skills, and professionalism.

Assessing Deaf Children's Written Language

ERIC Educational Resources Information Center

Steinkamp, Marjorie W.; Quigley, Stephen P.

1977-01-01

Described is the development of the Test of Syntactical Abilities (TSA), an instrument for measuring deaf children's ability to comprehend and produce syntactically correct written sentences. (Author/IM)

Procedures can be learned on the Web: a randomized study of ultrasound-guided vascular access training.

PubMed

Chenkin, Jordan; Lee, Shirley; Huynh, Thien; Bandiera, Glen

2008-10-01

Web-based learning has several potential advantages over lectures, such as anytime-anywhere access, rich multimedia, and nonlinear navigation. While known to be an effective method for learning facts, few studies have examined the effectiveness of Web-based formats for learning procedural skills. The authors sought to determine whether a Web-based tutorial is at least as effective as a didactic lecture for learning ultrasound-guided vascular access (UGVA). Participating staff emergency physicians (EPs) and junior emergency medicine (EM) residents with no UGVA experience completed a precourse test and were randomized to either a Web-based or a didactic group. The Web-based group was instructed to use an online tutorial and the didactic group attended a lecture. Participants then practiced on simulators and live models without any further instruction. Following a rest period, participants completed a four-station objective structured clinical examination (OSCE), a written examination, and a postcourse questionnaire. Examination results were compared using a noninferiority data analysis with a 10% margin of difference. Twenty-one residents and EPs participated in the study. There were no significant differences in mean OSCE scores (absolute difference = -2.8%; 95% confidence interval [CI] = -9.3% to 3.8%) or written test scores (absolute difference = -1.4%; 95% CI = -7.8% to 5.0%) between the Web group and the didactic group. Both groups demonstrated similar improvements in written test scores (26.1% vs. 25.8%; p = 0.95). Ninety-one percent (10/11) of the Web group and 80% (8/10) of the didactic group participants found the teaching format to be effective (p = 0.59). Our Web-based tutorial was at least as effective as a traditional didactic lecture for teaching the knowledge and skills essential for UGVA. Participants expressed high satisfaction with this teaching technology. Web-based teaching may be a useful alternative to didactic teaching for learning procedural skills.

Concurrent Validity and Classification Accuracy of Curriculum-Based Measurement for Written Expression

ERIC Educational Resources Information Center

Furey, William M.; Marcotte, Amanda M.; Hintze, John M.; Shackett, Caroline M.

2016-01-01

The study presents a critical analysis of written expression curriculum-based measurement (WE-CBM) metrics derived from 3- and 10-min test lengths. Criterion validity and classification accuracy were examined for Total Words Written (TWW), Correct Writing Sequences (CWS), Percent Correct Writing Sequences (%CWS), and Correct Minus Incorrect…

Preventing Stalled Quality Improvement Teams: A Written Test of Project Selectionability.

ERIC Educational Resources Information Center

Bacdayan, Paul

2002-01-01

Discusses organizations' use of quality improvement teams in total quality management and how they can benefit from training team personnel in how to select projects with a low risk of stalling. Describes an efficient written assessment test of project selection ability designed for those who conduct evaluations of training sessions. (Author/LRW)

22 CFR 11.2 - Written examination for appointment to class 7 or 8.

Code of Federal Regulations, 2012 CFR

2012-04-01

... written examination is designed to permit the Board to test the candidate's intelligence, breadth and quality of knowledge, and understanding. It will consist of three parts: (1) A general ability test, (2... designated cities in the United States and at Foreign Service posts on dates established by the Board of...

22 CFR 11.2 - Written examination for appointment to class 7 or 8.

Code of Federal Regulations, 2013 CFR

2013-04-01

... written examination is designed to permit the Board to test the candidate's intelligence, breadth and quality of knowledge, and understanding. It will consist of three parts: (1) A general ability test, (2... designated cities in the United States and at Foreign Service posts on dates established by the Board of...

22 CFR 11.2 - Written examination for appointment to class 7 or 8.

Code of Federal Regulations, 2010 CFR

2010-04-01

... written examination is designed to permit the Board to test the candidate's intelligence, breadth and quality of knowledge, and understanding. It will consist of three parts: (1) A general ability test, (2... designated cities in the United States and at Foreign Service posts on dates established by the Board of...

22 CFR 11.2 - Written examination for appointment to class 7 or 8.

Code of Federal Regulations, 2011 CFR

2011-04-01

... written examination is designed to permit the Board to test the candidate's intelligence, breadth and quality of knowledge, and understanding. It will consist of three parts: (1) A general ability test, (2... designated cities in the United States and at Foreign Service posts on dates established by the Board of...

22 CFR 11.2 - Written examination for appointment to class 7 or 8.

Code of Federal Regulations, 2014 CFR

2014-04-01

... written examination is designed to permit the Board to test the candidate's intelligence, breadth and quality of knowledge, and understanding. It will consist of three parts: (1) A general ability test, (2... designated cities in the United States and at Foreign Service posts on dates established by the Board of...

Major Appliance Repair. Teacher Edition and Student Edition. Second Edition.

ERIC Educational Resources Information Center

Smreker, Gene; Calvert, King

This second edition contains teacher and student guides for 14 units of instruction in major appliance repair. Each unit in the teacher edition includes some or all of the following basic components: objective sheet, suggested activities, answers to assignment sheets, answers to the written test, written test, a unit evaluation form, teacher…

16 CFR 1000.4 - Commission address.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 16 Commercial Practices 2 2010-01-01 2010-01-01 false Commission address. 1000.4 Section 1000.4 Commercial Practices CONSUMER PRODUCT SAFETY COMMISSION GENERAL COMMISSION ORGANIZATION AND FUNCTIONS § 1000..., Bethesda, Maryland 20814. All written communications with the Commission, including those sent by U.S...

Student Teaching Portfolios: A Tool for Promoting Reflective Practice.

ERIC Educational Resources Information Center

Borko, Hilda; Michalec, Paul; Timmons, Maria; Siddle, Jean

1997-01-01

Examines student teaching portfolios in action within preservice teacher education, describing how the University of Colorado mandated student teaching portfolios for preservice educators. A study examined whether portfolio construction would enhance student teachers' reflection on practice. Data from interviews and students' written reflections…

22 CFR 96.40 - Fee policies and procedures.

Code of Federal Regulations, 2010 CFR

2010-04-01

... Accreditation and Approval Information Disclosure, Fee Practices, and Quality Control Policies and Practices... application, a written schedule of expected total fees and estimated expenses and an explanation of the... connection with a Convention adoption: (1) Home study. The expected total fees and estimated expenses for...

22 CFR 96.40 - Fee policies and procedures.

Code of Federal Regulations, 2011 CFR

2011-04-01

... Accreditation and Approval Information Disclosure, Fee Practices, and Quality Control Policies and Practices... application, a written schedule of expected total fees and estimated expenses and an explanation of the... connection with a Convention adoption: (1) Home study. The expected total fees and estimated expenses for...

Anticoagulation for nonvalvular atrial fibrillation: effects of type of practice on physicians' self-reported behavior.

PubMed

Bush, D; Tayback, M

1998-02-01

This study examines whether social and economic factors affect physician practice and attitude with regard to warfarin anticoagulation in patients with nonvalvular atrial fibrillation. We identified physicians in Baltimore City, Baltimore County, and Prince George's County who (1) had written one or more prescriptions for a digitalis compound during the preceding year, and (2) were classified as general practitioners, family practice specialists, internists, or cardiologists. All 358 physicians fulfilling these criteria were surveyed by questionnaire. The overall response rate was 43%. Physicians who wrote 15% or more of their digitalis prescriptions for Medicaid patients said they used warfarin at significantly lower rates for patients with nonvalvular AF than other (66% versus 79%, P <0.01). The opposite pattern was seen with regard to aspirin. There were no significant differences in practice pattern between physicians located in urban vs. suburban counties. In our sample, self-reported anticoagulant practices for patients with nonvalvular AF were associated with the percentage of digitalis prescriptions written for Medicaid patients. In this metropolitan area, anticoagulant therapy was reportedly prescribed for approximately 75% of patients with nonvalvular atrial fibrillation.

Evaluating the Impact of Feedback on Elementary Aged Students’ Fluency Growth in Written Expression: A Randomized Controlled Trial

PubMed Central

Truckenmiller, Adrea J.; Eckert, Tanya L.; Codding, Robin S.; Petscher, Yaacov

2016-01-01

The purpose of this randomized controlled trial was to evaluate elementary-aged students’ writing fluency growth in response to (a) instructional practices, (b) sex differences, and (c) student’s initial level of writing fluency. Third-grade students (n=133) in three urban elementary schools were randomly assigned to either an individualized performance feedback condition (n=46), a practice-only condition (i.e., weekly writing practice; n = 39), or an instructional control condition (n = 48) for 8 weeks. Findings included support for use of performance feedback as an instructional component in general education classrooms (Hedges’ g = 0.66), whereas simple practice with curriculum-based measurement in written expression did not produce growth significantly greater than standard instructional practices. The hypothesis that girls write significantly more than boys was supported. However, girls and boys did not differ in their rate of growth. Finally, students’ initial risk status in writing fluency did not differentially predict growth in writing fluency over the course of the study. Implications for incorporating feedback as a basic component of intervention in writing are discussed. PMID:25432270

U.S. military enlisted accession mental health screening: history and current practice.

PubMed

Cardona, Robert Andrew; Ritchie, Elspeth Cameron

2007-01-01

Through the stimulus of war and concerns about neuropsychiatric disability, the U.S. military developed methods to rapidly screen the mental health of World War I and II draftees. Intelligence testing and brief psychiatric screening expanded the accession physical examination and underwent revision to identify only gross mental health disability. Supplemental psychiatric evaluations and written psychological screening tools were abandoned after postwar assessments; they demonstrated poor predictive power in evaluating recruit service capacity for combat environments. Currently, only three mental health accession tools are used to screen applicants before their entrance into military service, namely, educational achievement, cognitive testing, and a cursory psychiatric evaluation. The Navy and Air Force use a fourth screening measure during entry-level training. Educational attainment with high school graduation has been the strongest predictor of finishing a service term. The purpose of this article is to provide both a historical review and a review of testing efforts.

Detecting malingering: a survey of experts' practices.

PubMed

Slick, Daniel J; Tan, Jing E; Strauss, Esther H; Hultsch, David F

2004-06-01

A survey addressing practices of 'expert' neuropsychologists in handling financial compensation claim or personal injury litigation cases was carried out. Potential participants were identified by publication history. Responses were obtained from 24 out of the 39 neuropsychologists who were surveyed. Approximately 79% of the respondents reported using at least one specialized technique for detecting malingering in every litigant assessment. Half stated that they always give specialized tests at the beginning of the assessment. The Rey 15-Item test and the Test of Memory Malingering were the most frequently reported measures. Respondents also reported frequent use of 'malingering' indexes from standard neuropsychological tests. Reported base-rates varied, but the majority of respondents indicated that at least 10% of the litigants they assessed in the last year were definitely malingering. Respondents were split on the practice of routinely giving warnings at the outset of assessments that suboptimal performance may be detected. However, when the client's motivational status was suspect, more than half (58.3%) altered their assessment routine at least on some occasions, by encouraging good effort (70.8%) or administering additional SVTs. A minority directly confronted or warned clients (25%), terminated the examination earlier than planned (16.6%), or contacted the referring attorney immediately (29.2%). Respondents almost always stated some opinion regarding indicators of invalidity in written reports (95%). However, 41.7% rarely used the term 'malingering' and 12.5% never used the term. Most respondents (>80%) instead stated that the test results are invalid, inconsistent with the severity of the injury or indicative of exaggeration. Copyright 2003 National Academy of Neuropsychology

Guidelines and recommendations for laboratory analysis in the diagnosis and management of diabetes mellitus.

PubMed

Sacks, David B; Arnold, Mark; Bakris, George L; Bruns, David E; Horvath, Andrea Rita; Kirkman, M Sue; Lernmark, Ake; Metzger, Boyd E; Nathan, David M

2011-06-01

Multiple laboratory tests are used to diagnose and manage patients with diabetes mellitus. The quality of the scientific evidence supporting the use of these tests varies substantially. An expert committee compiled evidence-based recommendations for the use of laboratory testing for patients with diabetes. A new system was developed to grade the overall quality of the evidence and the strength of the recommendations. Draft guidelines were posted on the Internet and presented at the 2007 Arnold O. Beckman Conference. The document was modified in response to oral and written comments, and a revised draft was posted in 2010 and again modified in response to written comments. The National Academy of Clinical Biochemistry and the Evidence-Based Laboratory Medicine Committee of the American Association for Clinical Chemistry jointly reviewed the guidelines, which were accepted after revisions by the Professional Practice Committee and subsequently approved by the Executive Committee of the American Diabetes Association. In addition to long-standing criteria based on measurement of plasma glucose, diabetes can be diagnosed by demonstrating increased blood hemoglobin A(1c) (HbA(1c)) concentrations. Monitoring of glycemic control is performed by self-monitoring of plasma or blood glucose with meters and by laboratory analysis of HbA(1c). The potential roles of noninvasive glucose monitoring, genetic testing, and measurement of autoantibodies, urine albumin, insulin, proinsulin, C-peptide, and other analytes are addressed. The guidelines provide specific recommendations that are based on published data or derived from expert consensus. Several analytes have minimal clinical value at present, and their measurement is not recommended.

Guidelines and recommendations for laboratory analysis in the diagnosis and management of diabetes mellitus.

PubMed

Sacks, David B; Arnold, Mark; Bakris, George L; Bruns, David E; Horvath, Andrea Rita; Kirkman, M Sue; Lernmark, Ake; Metzger, Boyd E; Nathan, David M

2011-06-01

Multiple laboratory tests are used to diagnose and manage patients with diabetes mellitus. The quality of the scientific evidence supporting the use of these tests varies substantially. An expert committee compiled evidence-based recommendations for the use of laboratory testing for patients with diabetes. A new system was developed to grade the overall quality of the evidence and the strength of the recommendations. Draft guidelines were posted on the Internet and presented at the 2007 Arnold O. Beckman Conference. The document was modified in response to oral and written comments, and a revised draft was posted in 2010 and again modified in response to written comments. The National Academy of Clinical Biochemistry and the Evidence Based Laboratory Medicine Committee of the AACC jointly reviewed the guidelines, which were accepted after revisions by the Professional Practice Committee and subsequently approved by the Executive Committee of the American Diabetes Association. In addition to long-standing criteria based on measurement of plasma glucose, diabetes can be diagnosed by demonstrating increased blood hemoglobin A(1c) (Hb A(1c)) concentrations. Monitoring of glycemic control is performed by self-monitoring of plasma or blood glucose with meters and by laboratory analysis of Hb A(1c). The potential roles of noninvasive glucose monitoring, genetic testing, and measurement of autoantibodies, urine albumin, insulin, proinsulin, C-peptide, and other analytes are addressed. The guidelines provide specific recommendations that are based on published data or derived from expert consensus. Several analytes have minimal clinical value at present, and their measurement is not recommended.

Written plans: an overlooked mechanism to develop recovery-oriented primary care for depression?

PubMed

Palmer, Victoria J; Johnson, Caroline L; Furler, John S; Densley, Konstancja; Potiriadis, Maria; Gunn, Jane M

2014-01-01

There is a global shift to foster patient-centred and recovery-oriented mental health services. This has resulted from the expansion of how the concept of recovery is understood in mental health literature and practice. Recovery is now more than a return to function or reduction in symptoms; it is a subjective, individualised and multi-faceted experience. To date there has not been investigation of how recovery-oriented services can be translated and implemented into the primary mental health care system. This paper presents the results of a survey from a prospective cohort of primary care patients with probable depression about the importance of written plans to recover. The benefits of having a written plan to recover from depression, as outlined by the participants, were analysed using Leximancer software. The findings provide insights into how written plans may be an important mechanism for implementing a recovery-oriented primary mental health care system. We conclude that the benefits of a written plan provide insight into how patients conceptualise recovery.

Comprehension of Ambiguous and Other Polysemous Utterances: Presented in Written Mode.

ERIC Educational Resources Information Center

Brause, Rita S.

Designed to assess comprehension of written ambiguous and polysemous structures, this instrument is a series of written statements that include varying degrees and types of ambiguity. In the first part of the test students are asked to identify (from a choice of three) semantically acceptable paraphrases for an initial sentence. Then students must…

Language in Science Classrooms: An Analysis of Physics Teachers' Use of and Beliefs about Language

ERIC Educational Resources Information Center

Oyoo, Samuel Ouma

2012-01-01

The world over, secondary school science is viewed mainly as a practical subject. This may be one reason why effectiveness of teaching approaches in science education has often been judged on the kinds of practical activity with which teachers and students engage. In addition to practical work, language--often written (as in science texts) or oral…

Research on Evaluation of Chinese Students' Competence in Written Scientific Argumentation in the Context of Chemistry

ERIC Educational Resources Information Center

Deng, Yang; Wang, Houxiong

2017-01-01

Attending to practice has become a significant topic in science education today. As scientific argumentation is a typical form of scientific practice as well as an important educational practice, more and more attention has been paid to it by science education researchers. Evaluating students' competence in scientific argumentation is one of the…

A Study of the Impact of Default Management Practices and Other Factors on Student Loan Default Rates in Public Two-Year Community Colleges

ERIC Educational Resources Information Center

Daniels, Randell W.

2013-01-01

Default management practices and their relationship to the student loan default rate in public two-year community colleges was the focus of this investigation. Five research questions regarding written default management plans, default management practices, process management, accountability, and other factors impacting default guided the study.…

Discharge communication from inpatient care: an audit of written medical discharge summary procedure against the new National Health Service Standard for clinical handover.

PubMed

Reid, Daniel Brooks; Parsons, Shaun R; Gill, Stephen D; Hughes, Andrew J

2015-04-01

To audit written medical discharge summary procedure and practice against Standard Six (clinical handover) of the Australian National Safety and Quality Health Service Standards at a major regional Victorian health service. Department heads were invited to complete a questionnaire about departmental discharge summary practices. Twenty-seven (82%) department heads completed the questionnaire. Seven (26%) departments had a documented discharge summary procedure. Fourteen (52%) departments monitored discharge summary completion and 13 (48%) departments monitored the timeliness of completion. Seven (26%) departments informed the patient of the content of the discharge summary and six (22%) departments provided the patient with a copy. Seven (26%) departments provided training for staff members on how to complete discharge summaries. Completing discharge summaries was usually delegated to the medical intern. The introduction of the National Service Standards prompted an organisation-wide audit of discharge summary practices against the external criterion. There was substantial variation in the organisation's practices. The Standards and the current audit results highlight an opportunity for the organisation to enhance and standardise discharge summary practices and improve communication with general practice.

Maternal Literacy Practices and Toddlers' Emergent Literacy Skills

ERIC Educational Resources Information Center

Edwards, Claire Maples

2014-01-01

Maternal emergent literacy practices during shared-reading interactions with 18-36-month-old toddlers were examined. The investigation of emergent literacy behaviours of both mothers and toddlers investigated included the examination of phonological awareness and written language awareness. Participants included 15 mother-toddler dyads from middle…

77 FR 57055 - Regulations Governing Practice Before the Internal Revenue Service

Federal Register 2010, 2011, 2012, 2013, 2014

2012-09-17

... accountants. Any certified public accountant who is not currently under suspension or disbarment from practice... Internal Revenue Service a written declaration that the certified public accountant is currently qualified as a certified public accountant and is authorized to represent the party or parties. Notwithstanding...

40 CFR 63.306 - Work practice standards.

Code of Federal Regulations, 2010 CFR

2010-07-01

... November 15, 1993, each owner or operator shall prepare and submit a written emission control work practice... inspections, the method to be used to evaluate conformance with operating specifications for each type of... with hand-luted doors, procedures for luting and reluting, as necessary to prevent exceedances; (vi...

16 CFR 432.6 - Liability for violation.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 16 Commercial Practices 1 2010-01-01 2010-01-01 false Liability for violation. 432.6 Section 432.6 Commercial Practices FEDERAL TRADE COMMISSION TRADE REGULATION RULES POWER OUTPUT CLAIMS FOR AMPLIFIERS..., That such seller is without actual knowledge of the violation contained in said written certification. ...

40 CFR 63.1654 - Operational and work practice standards.

Code of Federal Regulations, 2011 CFR

2011-07-01

....1650(e). The requirement for the owner or operator to operate the facility according to a written... 40 Protection of Environment 12 2011-07-01 2009-07-01 true Operational and work practice standards... PROGRAMS (CONTINUED) NATIONAL EMISSION STANDARDS FOR HAZARDOUS AIR POLLUTANTS FOR SOURCE CATEGORIES...

40 CFR 63.1654 - Operational and work practice standards.

Code of Federal Regulations, 2010 CFR

2010-07-01

....1650(e). The requirement for the owner or operator to operate the facility according to a written... 40 Protection of Environment 12 2010-07-01 2010-07-01 true Operational and work practice standards... PROGRAMS (CONTINUED) NATIONAL EMISSION STANDARDS FOR HAZARDOUS AIR POLLUTANTS FOR SOURCE CATEGORIES...

40 CFR 63.1654 - Operational and work practice standards.

Code of Federal Regulations, 2013 CFR

2013-07-01

... according to a written fugitive dust control plan must be incorporated in the operating permit for the... 40 Protection of Environment 13 2013-07-01 2012-07-01 true Operational and work practice standards... PROGRAMS (CONTINUED) NATIONAL EMISSION STANDARDS FOR HAZARDOUS AIR POLLUTANTS FOR SOURCE CATEGORIES...

Collegiate Mathematics Teaching: An Unexamined Practice

ERIC Educational Resources Information Center

Speer, Natasha M.; Smith, John P., III; Horvath, Aladar

2010-01-01

Though written accounts of collegiate mathematics teaching exist (e.g., mathematicians' reflections and analyses of learning and teaching in innovative courses), research on collegiate teachers' actual classroom teaching practice is virtually non-existent. We advance this claim based on a thorough review of peer-reviewed journals where scholarship…

Collaboration Practices

ERIC Educational Resources Information Center

Brodie, Carolyn S.

2006-01-01

Collaborative practices of library media specialists and teachers as set forth in "Information Power" and implemented by the Institute for Library and Information Literacy Education (ILILE) are the focus of this article. Much has been written about collaboration in the past and much is still to be learned. "Information Power" tells everyone that…

Educational Administration and Organizational Behavior. Fifth Edition.

ERIC Educational Resources Information Center

Hanson, E. Mark

This book attempts to link academic theory and research on educational practices and organizational administration to classroom practices. Written within the framework of the social and behavioral sciences, it describes and critiques concepts, analytical tools, case material, and organizational theory and behavior from the public, business, and…

Comparison of active-learning strategies for motivational interviewing skills, knowledge, and confidence in first-year pharmacy students.

PubMed

Lupu, Ana M; Stewart, Autumn L; O'Neil, Christine

2012-03-12

To compare 3 strategies for pharmacy student learning of motivational interviewing skills, knowledge of motivational interviewing principles, and confidence in and attitudes toward their application. Following a motivational interviewing lecture, first-year students were randomized to perform practice activities (written dialogue, peer role-play, or mock-patient counseling activities). Motivational interviewing skills, knowledge, confidence, and attitudes were measured. All students demonstrated improvement in skills, knowledge, and confidence. Students in the mock-patient counseling group demonstrated significantly better motivational interviewing skills during practice and trended toward higher scores on the summative evaluation. They also demonstrated a significant improvement in knowledge compared with that of the written dialogue group during practice. Feedback at the end was generally positive, with students expressing recognition for the value of motivational interviewing. Students demonstrated their best performance of motivational interviewing during assessments using interactions with mock or standardized patients.

Variation in the Viral Hepatitis and HIV Policies and Practices of Methadone Maintenance Programs.

PubMed

Jessop, Amy B; Hom, Jeffrey K; Burke, Monika

Patients prescribed methadone maintenance treatment (MMT) demonstrate elevated prevalence of hepatitis B virus (HBV), hepatitis C virus, and HIV. Government agencies recommend testing for these infections in MMT programs, but uptake is limited. We audited infection-related policies and practices of all 14 MMT programs in Philadelphia, Pennsylvania, in 2015. Results were tabulated and compared with the results from a 2010 audit of 10 of 12 MMT programs. The audit focused on which patients are tested, timing and frequency, specific tests ordered, vaccination, and communication of test results. Written policies were nonspecific, offering little guidance on appropriate testing. The principal change in policy between 2010 and 2015 involved adding clearer guidance for communication of results to patients. In 2010 and 2015, all MMT programs tested new patients for hepatitis C virus antibodies, although retesting of existing patients varied. HBV testing increased from 2010 to 2015, though it was not uniform, with 5 programs testing for HBV surface antibodies and 10 programs testing for HBV surface antigens. Six programs assessed hepatitis vaccination status, but only 1 administered vaccines. In 2010, city-sponsored HIV antibody testing was available at all MMT programs. Without this program in 2015, few MMT programs conducted HIV testing. Despite limited hepatitis and HIV screening in MMT programs nationally, this study shows that testing can be incorporated into routine procedures. MMT programs are positioned to play an integral role in the identification of patients with chronic infections, but additional guidance and resources are required to maximize their impact.

Automating individualized coaching and authentic role-play practice for brief intervention training.

PubMed

Hayes-Roth, B; Saker, R; Amano, K

2010-01-01

Brief intervention helps to reduce alcohol abuse, but there is a need for accessible, cost-effective training of clinicians. This study evaluated STAR Workshop , a web-based training system that automates efficacious techniques for individualized coaching and authentic role-play practice. We compared STAR Workshop to a web-based, self-guided e-book and a no-treatment control, for training the Engage for Change (E4C) brief intervention protocol. Subjects were medical and nursing students. Brief written skill probes tested subjects' performance of individual protocol steps, in different clinical scenarios, at three test times: pre-training, post-training, and post-delay (two weeks). Subjects also did live phone interviews with a standardized patient, post-delay. STAR subjects performed significantly better than both other groups. They showed significantly greater improvement from pre-training probes to post-training and post-delay probes. They scored significantly higher on post-delay phone interviews. STAR Workshop appears to be an accessible, cost-effective approach for training students to use the E4C protocol for brief intervention in alcohol abuse. It may also be useful for training other clinical interviewing protocols.

Transforming student's discourse as a method of teaching science inquiry

NASA Astrophysics Data System (ADS)

Livingston, David

2005-07-01

A qualitative case study on the instructional practice of one secondary science teacher addresses the persistent reluctance of many science teachers to integrate the cultural resources and social practices of professional science communities into the science content they teach. The literature has shown that teachers' hesitation to implement a social and locally situated learning strategy curtails students' ability to draw upon the language of science necessary to co-construct and shape authentic science inquiry and in particular appropriate argument schemes. The study hypothesized that a teacher's dialogic facilitation of a particular social context and instructional practices enhances a students' ability to express verbally the claims and warrants that rise from evidence taken from their inquiries of natural phenomena. The study also tracks students' use of the Key Words and Ideas of this science curriculum for the purpose of assessing the degree of students' assimilation of these terms into their speech and written expressions of inquiry. The theoretical framework is Vygotskian (1978) and the analysis of the qualitative data is founded on Toulmin (1958), Walton (1996), Jimenez-Alexandre et al. (2000) and Shavelson (1996). The dialogic structure of this teacher's facilitation of student's science knowledge is shown to utilize students' presumptive statements to hone their construction of inductive or deductive arguments. This instructional practice may represent teacher-student activity within the zone of proximal development and supports Vygotsky's notion that a knowledgeable other is instrumental in transforming student's spontaneous talk into scientific speech. The tracking of the curriculum's Key Words and Ideas into students' speech and writing indicated that this teachers' ability to facilitate students' presumptuous reasoning into logic statements did not necessarily guarantee that they could post strong written expressions of this verbal know-how in written forms. Thus how students come to assimilate their knowledge verbally may be very different than how students assimilate and express their knowledge in written forms.

Content Validation of the Comprehension of Written Grammar Assessment for Deaf and Hard of Hearing Students

ERIC Educational Resources Information Center

Cannon, Joanna E.; Hubley, Anita M.

2014-01-01

Content validation is a crucial, but often neglected, component of good test development. In the present study, content validity evidence was collected to determine the degree to which elements (e.g., grammatical structures, items, picture responses, administration, and scoring instructions) of the Comprehension of Written Grammar (CWG) test are…

77 FR 3748 - Request for Comments and Notice of Public Hearings on Genetic Diagnostic Testing

Federal Register 2010, 2011, 2012, 2013, 2014

2012-01-25

...: Written comments should be sent by email to [email protected] . Comments may also be submitted by postal... subject line of the email or postal mailing as ``Genetic Testing Study.'' Because written comments and... wishing to present oral testimony at either hearing must request an opportunity to do so in writing no...

The Origins of the Standards Movement in the United States: Adoption of the Written Test and Its Influence on Class Work

ERIC Educational Resources Information Center

Miyamoto, Kenichiro

2008-01-01

Every state in the United States, under the NCLB act, has set state standards and is testing all students in grades 3-8. Students are given printed questions to which they write answers with a pencil on an answer sheet. These written tests are usually given to determine the academic achievements of students. This paper traces the early history of…

A Comparison of the Performance of Graduate and Undergraduate School Applicants on the Test of Written English. TOEFL Research Reports Report 50.

ERIC Educational Resources Information Center

Zwick, Rebecca; Thayer, Dorothy T.

The performance of graduate and undergraduate school applicants on the Test of Written English (TWE) was compared for each of 66 data sets, dating from 1988 to 1993. The analyses compared the average TWE score for graduates and undergraduates after matching examinees on the total score on the Test of English as a Foreign Language (TOEFL). The main…

Lyme Disease Testing in a High-Incidence State: Clinician Knowledge and Patterns.

PubMed

Conant, Joanna L; Powers, Julia; Sharp, Gregory; Mead, Paul S; Nelson, Christina A

2018-02-17

Lyme disease (LD) incidence is increasing, but data suggest some clinicians are not fully aware of recommended procedures for ordering and interpreting diagnostic tests. The study objective was to assess clinicians' knowledge and practices regarding LD testing in a high-incidence region. We distributed surveys to 1,142 clinicians in the University of Vermont Medical Center region, of which 144 were completed (12.6% response rate). We also examined LD laboratory test results and logs of calls to laboratory customer service over a period of 2.5 years and 6 months, respectively. Most clinicians demonstrated basic knowledge of diagnostic protocols, but many misinterpreted Western blot results. For example, 42.4% incorrectly interpreted a positive immunoglobulin M result as an overall positive test in a patient with longstanding symptoms. Many also reported receiving patient requests for unvalidated tests. Additional education and modifications to LD test ordering and reporting systems would likely reduce errors and improve patient care. © American Society for Clinical Pathology, 2018. This work is written by (a) US Government employee(s) and is in the public domain in the US.

Written institutional ethics policies on euthanasia: an empirical-based organizational-ethical framework.

PubMed

Lemiengre, Joke; Dierckx de Casterlé, Bernadette; Schotsmans, Paul; Gastmans, Chris

2014-05-01

As euthanasia has become a widely debated issue in many Western countries, hospitals and nursing homes especially are increasingly being confronted with this ethically sensitive societal issue. The focus of this paper is how healthcare institutions can deal with euthanasia requests on an organizational level by means of a written institutional ethics policy. The general aim is to make a critical analysis whether these policies can be considered as organizational-ethical instruments that support healthcare institutions to take their institutional responsibility for dealing with euthanasia requests. By means of an interpretative analysis, we conducted a process of reinterpretation of results of former Belgian empirical studies on written institutional ethics policies on euthanasia in dialogue with the existing international literature. The study findings revealed that legal regulations, ethical and care-oriented aspects strongly affected the development, the content, and the impact of written institutional ethics policies on euthanasia. Hence, these three cornerstones-law, care and ethics-constituted the basis for the empirical-based organizational-ethical framework for written institutional ethics policies on euthanasia that is presented in this paper. However, having a euthanasia policy does not automatically lead to more legal transparency, or to a more professional and ethical care practice. The study findings suggest that the development and implementation of an ethics policy on euthanasia as an organizational-ethical instrument should be considered as a dynamic process. Administrators and ethics committees must take responsibility to actively create an ethical climate supporting care providers who have to deal with ethical dilemmas in their practice.

Piloting a Structured Practice Audit to Assess ACGME Milestones in Written Handoff Communication in Internal Medicine

PubMed Central

Martin, Shannon K.; Farnan, Jeanne M.; McConville, John F.; Arora, Vineet M.

2015-01-01

Background Written communication skills are integral to patient care handoffs. Residency programs require feasible assessment tools that provide timely formative and summative feedback, ideally linked to the Accreditation Council for Graduate Medical Education Milestones. Objective We describe the use of 1 such tool—UPDATED—to assess written handoff communication skills in internal medicine interns. Methods During 2012–2013, the authors piloted a structured practice audit at 1 academic institution to audit written sign-outs completed by 45 interns, using the UPDATED tool, which scores 7 aspects of sign-out communication linked to milestones. Intern sign-outs were audited by trained faculty members throughout the year. Results were incorporated into intern performance reviews and Clinical Competency Committees. Results A total of 136 sign-outs were audited (averaging 3.1 audits per intern). In the first trimester, 14 interns (31%) had satisfactory audit results. Five interns (11%) had critical deficiencies and received immediate feedback, and the remaining 26 (58%) were assigned future audits due to missing audits or unsatisfactory scores. In the second trimester, 21 interns (68%) had satisfactory results, 1 had critical deficiencies, and 9 (29%) required future audits. Nine of the 10 remaining interns in the final trimester had satisfactory audits. Faculty time was estimated at 10 to 15 minutes per sign-out audited. Conclusions The UPDATED audit is a milestone-based tool that can be used to assess written sign-out communication skills in internal medicine residency programs. Future work is planned to adapt the tool for use by senior supervisory residents to appraise sign-outs in real time. PMID:26221442

Piloting a Structured Practice Audit to Assess ACGME Milestones in Written Handoff Communication in Internal Medicine.

PubMed

Martin, Shannon K; Farnan, Jeanne M; McConville, John F; Arora, Vineet M

2015-06-01

Written communication skills are integral to patient care handoffs. Residency programs require feasible assessment tools that provide timely formative and summative feedback, ideally linked to the Accreditation Council for Graduate Medical Education Milestones. We describe the use of 1 such tool-UPDATED-to assess written handoff communication skills in internal medicine interns. During 2012-2013, the authors piloted a structured practice audit at 1 academic institution to audit written sign-outs completed by 45 interns, using the UPDATED tool, which scores 7 aspects of sign-out communication linked to milestones. Intern sign-outs were audited by trained faculty members throughout the year. Results were incorporated into intern performance reviews and Clinical Competency Committees. A total of 136 sign-outs were audited (averaging 3.1 audits per intern). In the first trimester, 14 interns (31%) had satisfactory audit results. Five interns (11%) had critical deficiencies and received immediate feedback, and the remaining 26 (58%) were assigned future audits due to missing audits or unsatisfactory scores. In the second trimester, 21 interns (68%) had satisfactory results, 1 had critical deficiencies, and 9 (29%) required future audits. Nine of the 10 remaining interns in the final trimester had satisfactory audits. Faculty time was estimated at 10 to 15 minutes per sign-out audited. The UPDATED audit is a milestone-based tool that can be used to assess written sign-out communication skills in internal medicine residency programs. Future work is planned to adapt the tool for use by senior supervisory residents to appraise sign-outs in real time.

12 CFR 308.604 - Notice of removal, suspension, or debarment.

Code of Federal Regulations, 2010 CFR

2010-01-01

... issuance of a final order for removal, suspension, or debarment of an independent public accountant or..., whichever date is earlier. The written notice must be filed by the independent public accountant or... PRACTICE RULES OF PRACTICE AND PROCEDURE Removal, Suspension, and Debarment of Accountants From Performing...

How Green Is Camping? Environmental Stewardship in North Carolina Camps.

ERIC Educational Resources Information Center

Warren, Roger; Bingham, Cindy

1994-01-01

A survey of 47 residential camps in North Carolina revealed that most camps had written environmental objectives, practiced recycling, attempted to reduce water use and energy consumption, practiced low-impact camping, included environmental issues in staff training, and provided environmental education to campers. Includes survey questions. (LP)

Sewer Maintenance Manual.

ERIC Educational Resources Information Center

Ontario Ministry of the Environment, Toronto.

Outlined are practices and procedures that should be followed in order to protect and fully realize the benefits of sewer systems and also to maximize service and minimize inconveniences to the public. Written in practical terms, the manual is designed to be of immediate use to municipal employees and others involved in sewer maintenance…

17 CFR 201.233 - Depositions upon oral examination.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 17 Commodity and Securities Exchanges 2 2010-04-01 2010-04-01 false Depositions upon oral... RULES OF PRACTICE Rules of Practice Initiation of Proceedings and Prehearing Rules § 201.233 Depositions... deposition shall make a written motion setting forth the reasons why such deposition should be taken...

17 CFR 201.233 - Depositions upon oral examination.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 17 Commodity and Securities Exchanges 2 2011-04-01 2011-04-01 false Depositions upon oral... RULES OF PRACTICE Rules of Practice Initiation of Proceedings and Prehearing Rules § 201.233 Depositions... deposition shall make a written motion setting forth the reasons why such deposition should be taken...

Your Science Classroom: Becoming an Elementary/Middle School Science Teacher

ERIC Educational Resources Information Center

Goldston, M. Jenice; Downey, Laura

2012-01-01

Designed around a practical "practice-what-you-teach" approach to methods instruction, "Your Science Classroom: Becoming an Elementary/Middle School Science Teacher" is based on current constructivist philosophy, organized around 5E inquiry, and guided by the National Science Education Teaching Standards. Written in a reader-friendly style, the…

16 CFR 1018.22 - Notice of meetings.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 16 Commercial Practices 2 2010-01-01 2010-01-01 false Notice of meetings. 1018.22 Section 1018.22 Commercial Practices CONSUMER PRODUCT SAFETY COMMISSION GENERAL ADVISORY COMMITTEE MANAGEMENT Operation of Advisory Committees § 1018.22 Notice of meetings. (a) Meetings shall be called by written and/or oral...

Education, Cyberspace, and Change [Serial Article Online].

ERIC Educational Resources Information Center

Lemke, J. L.

1993-01-01

This article was originally written on the internet in Australia to provide a starting point for discussions of new perspectives on education made possible by advanced technologies. Ecosocial changes in the practices and institutions called education are discussed in the context of changes in the practices and institutions called information…

Creative Thinking for 21st Century Composing Practices: Creativity Pedagogies across Disciplines

ERIC Educational Resources Information Center

Lee, Sohui; Carpenter, Russell

2015-01-01

In this article, the authors explore the corpus of literature on creative thinking and applied creativity in higher education to help composition teacher-scholars and writing center practitioners improve the application of creativity in written, visual, and multimodal composing practices. From studies of creative thinking investigated across…

Sport Instruction for Individuals with Disabilities. The Best of Practical Pointers.

ERIC Educational Resources Information Center

American Alliance for Health, Physical Education, Recreation and Dance, Reston, VA.

This book, written for teachers by teachers, includes articles by 14 contributing authors and is divided into three sections. Section 1 is entitled "Practical Pointers for Team Sports" and contains the following chapters: "Mainstreaming the Physically Handicapped for Team Sports" (S. J. Grosse); "Program Guide to Team…

46 CFR 201.183 - Ex parte communications.

Code of Federal Regulations, 2010 CFR

2010-10-01

... officer in connection with the disposition of the case. (b) Written or oral communications involving any... 46 Shipping 8 2010-10-01 2010-10-01 false Ex parte communications. 201.183 Section 201.183... PRACTICE AND PROCEDURE Judicial Standards of Practice (Rule 19) § 201.183 Ex parte communications. (a...

Approved Practices in Soil Conservation.

ERIC Educational Resources Information Center

Foster, Albert B.

This book is written for individuals who wish to apply conservation practices, especially those of soil and water conservation, without technical assistance, to meet one's own conditions, and within his own capability to apply them. To meet these needs, the book includes a discussion and description of soil and water conservation methods for the…

40 CFR 63.7505 - What are my general requirements for complying with this subpart?

Code of Federal Regulations, 2010 CFR

2010-07-01

... emission limits (including operating limits) and the work practice standards in this subpart at all times... you have an applicable emission limit or work practice standard, you must develop a written startup... AGENCY (CONTINUED) AIR PROGRAMS (CONTINUED) NATIONAL EMISSION STANDARDS FOR HAZARDOUS AIR POLLUTANTS FOR...

40 CFR 63.1451 - How do I demonstrate initial compliance with the emission limitations, work practice standards...

Code of Federal Regulations, 2013 CFR

2013-07-01

... written operation and maintenance plan required under § 63.1447(b) detailed descriptions of the procedures... with the emission limitations, work practice standards, and operation and maintenance requirements that... (CONTINUED) AIR PROGRAMS (CONTINUED) NATIONAL EMISSION STANDARDS FOR HAZARDOUS AIR POLLUTANTS FOR SOURCE...

40 CFR 63.1451 - How do I demonstrate initial compliance with the emission limitations, work practice standards...

Code of Federal Regulations, 2011 CFR

2011-07-01

... written operation and maintenance plan required under § 63.1447(b) detailed descriptions of the procedures... with the emission limitations, work practice standards, and operation and maintenance requirements that... (CONTINUED) AIR PROGRAMS (CONTINUED) NATIONAL EMISSION STANDARDS FOR HAZARDOUS AIR POLLUTANTS FOR SOURCE...

40 CFR 63.1451 - How do I demonstrate initial compliance with the emission limitations, work practice standards...

Code of Federal Regulations, 2010 CFR

2010-07-01

... written operation and maintenance plan required under § 63.1447(b) detailed descriptions of the procedures... with the emission limitations, work practice standards, and operation and maintenance requirements that... (CONTINUED) AIR PROGRAMS (CONTINUED) NATIONAL EMISSION STANDARDS FOR HAZARDOUS AIR POLLUTANTS FOR SOURCE...

40 CFR 63.1451 - How do I demonstrate initial compliance with the emission limitations, work practice standards...

Code of Federal Regulations, 2012 CFR

2012-07-01

... written operation and maintenance plan required under § 63.1447(b) detailed descriptions of the procedures... compliance with the emission limitations, work practice standards, and operation and maintenance requirements... (CONTINUED) AIR PROGRAMS (CONTINUED) NATIONAL EMISSION STANDARDS FOR HAZARDOUS AIR POLLUTANTS FOR SOURCE...

40 CFR 63.1451 - How do I demonstrate initial compliance with the emission limitations, work practice standards...

Code of Federal Regulations, 2014 CFR

2014-07-01

... written operation and maintenance plan required under § 63.1447(b) detailed descriptions of the procedures... compliance with the emission limitations, work practice standards, and operation and maintenance requirements... (CONTINUED) AIR PROGRAMS (CONTINUED) NATIONAL EMISSION STANDARDS FOR HAZARDOUS AIR POLLUTANTS FOR SOURCE...

Learning Disabilities: Best Practices for Professionals.

ERIC Educational Resources Information Center

Bender, William N., Ed.

This book is written to assist the reader in understanding current thinking in the field of learning disabilities (LD), as well as current practices in that field. Part I describes the characteristics typically associated with LD, and includes the following chapters: "Neurological Basis of Learning Disabilities" (Richard M. Marshall and George W.…

41 CFR 60-20.3 - Job policies and practices.

Code of Federal Regulations, 2014 CFR

2014-07-01

... OF LABOR 20-SEX DISCRIMINATION GUIDELINES § 60-20.3 Job policies and practices. (a) Written personnel... against employees on account of sex. If the employer deals with a bargaining representative for his... inconsistent with these guidelines. (b) Employees of both sexes shall have an equal opportunity to any...

41 CFR 60-20.3 - Job policies and practices.

Code of Federal Regulations, 2010 CFR

2010-07-01

... OF LABOR 20-SEX DISCRIMINATION GUIDELINES § 60-20.3 Job policies and practices. (a) Written personnel... against employees on account of sex. If the employer deals with a bargaining representative for his... inconsistent with these guidelines. (b) Employees of both sexes shall have an equal opportunity to any...

41 CFR 60-20.3 - Job policies and practices.

Code of Federal Regulations, 2011 CFR

2011-07-01

... OF LABOR 20-SEX DISCRIMINATION GUIDELINES § 60-20.3 Job policies and practices. (a) Written personnel... against employees on account of sex. If the employer deals with a bargaining representative for his... inconsistent with these guidelines. (b) Employees of both sexes shall have an equal opportunity to any...

41 CFR 60-20.3 - Job policies and practices.

Code of Federal Regulations, 2012 CFR

2012-07-01

... OF LABOR 20-SEX DISCRIMINATION GUIDELINES § 60-20.3 Job policies and practices. (a) Written personnel... against employees on account of sex. If the employer deals with a bargaining representative for his... inconsistent with these guidelines. (b) Employees of both sexes shall have an equal opportunity to any...

41 CFR 60-20.3 - Job policies and practices.

Code of Federal Regulations, 2013 CFR

2013-07-01

... OF LABOR 20-SEX DISCRIMINATION GUIDELINES § 60-20.3 Job policies and practices. (a) Written personnel... against employees on account of sex. If the employer deals with a bargaining representative for his... inconsistent with these guidelines. (b) Employees of both sexes shall have an equal opportunity to any...

Whole Language: Theory in Use.

ERIC Educational Resources Information Center

Newman, Judith M., Ed.

To show how whole language theory can be put into practice, this collection of articles, many written by practicing teachers, suggest ways that teachers can help students become active participants in their own learning. Following an introduction, chapters and their authors consist of: (1) "Insights from Recent Reading and Writing Research…

School Climate: Research, Policy, Practice, and Teacher Education

ERIC Educational Resources Information Center

Cohen, Jonathan; McCabe, Libby; Michelli, Nicholas M.; Pickeral, Terry

2009-01-01

Background/Context: Educators have written about and studied school climate for 100 years. School climate refers to the quality and character of school life. School climate is based on patterns of people's experiences of school life and reflects norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational…

Doing Chemistry: A Resource for High School Chemistry Teachers.

ERIC Educational Resources Information Center

Journal of Chemical Education, 1989

1989-01-01

Described is a practical resource that ties the specifics of classroom chemistry content to the specifics of teaching practice. Listed are 135 lessons found on three videodisks which have 700 pages of supporting written materials. Notes that the full gamut of the traditional high school curriculum is covered. (MVL)

Educational Psychology: The Distinctive Contribution

ERIC Educational Resources Information Center

Cameron, R. J.

2006-01-01

This paper, written in the twenty-first anniversary year of the journal "Educational Psychology in Practice", attempts to uncover those distinctive aspects of the discipline and the practice of applied psychology in general and educational psychology in particular. After considering some of the reasons for attempting this task at this point in…

To what extent are midwives adapting antenatal information for pregnant women with intellectual disabilities? A survey of NHS trusts in England.

PubMed

Homeyard, C E; Patelarou, E

2018-05-01

To identify the existing antenatal information provision practices for pregnant women with intellectual disabilities in England. To identify how practices between and within local supervising authorities differed, and if midwives were adapting standard antenatal information for pregnant women with intellectual disabilities, including examples of accessible information being used. Cross-sectional survey. All contact supervisors of midwives from acute trusts with maternity services were accessed via the local supervisor of midwives officers' databases and sent a questionnaire. Quantitative data were collated. Associations between trust size, geographical location, antenatal provision and National Institute for Health and Care Excellence guidelines alongside National policy were examined using Fischer's exact test of association. Contact supervisors of midwives returned a questionnaire on behalf of their trust (74, 53%). The majority worked in maternity units with more than 4000 births a year (50, 66%). Few trusts had a specialist or lead midwife in post for pregnant women with intellectual disabilities (17, 22.9%) but over half (39, 52.7%) reported that their trust had a specialist learning disability nurse in post. Only 28.3% reported availability of post registration training and even fewer (8, 10.8%) had access to written protocols. Less than half reported extra time being offered at the booking (29, 39.1%) or routine antenatal appointments (30, 40.5%). Less than a quarter (17, 22.9%) reported that their trust had routine antenatal written information available in accessible formats. Reasonable adjustments to standard antenatal information for pregnant women with intellectual disabilities were not common practice. Most trusts did not have local guidelines in place or offer midwives post registration education to help support them in this requirement. Copyright © 2018 The Royal Society for Public Health. Published by Elsevier Ltd. All rights reserved.

Resident Perceptions of 2-Year Versus 3-Year Cardiothoracic Training Programs.

PubMed

Nguyen, Tom C; Terwelp, Matthew D; Stephens, Elizabeth H; Odell, David D; Loor, Gabriel; LaPar, Damien J; DeNino, Walter F; Wei, Benjamin; Aftab, Muhammad; Macke, Ryan A; Nelson, Jennifer S; Berfield, Kathleen S; Lazar, John F; Stein, William; Youssef, Samuel J; Tchantchaleishvili, Vakhtang

2015-06-01

Resident perceptions of 2-year (2Y) vs 3-year (3Y) programs have never been characterized. The objective was to use the mandatory Thoracic Surgery Residents Association and Thoracic Surgery Directors Association In-Training Examination survey to compare perceptions of residents graduating from 2Y vs 3Y cardiothoracic programs. Each year Accreditation Council for Graduate Medical Education cardiothoracic residents are required to take a 30-question survey designed by the Thoracic Surgery Residents Association and the Thoracic Surgery Directors Association accompanying the In-Training Examination with a 100% response rate. The 2013 and 2014 survey responses of residents graduating from 2Y vs 3Y training programs were compared. The Wilcoxon signed rank test was used to analyze ordinal and interval data. Graduating residents completed 167 surveys, including 96 from 2Y (56%) and 71 from 3Y (43%) programs. There was no difference in the perception of being prepared for the American Board of Thoracic Surgery examinations or amount of debt between 2Y and 3Y respondents. There was no difference in intended academic vs private practice. Graduating 3Y residents felt more prepared to meet case requirements and better trained, were more likely to pass their written American Board of Thoracic Surgery examinations, and were less likely to pursue additional training beyond their cardiothoracic residency. There was no difference in field of interest, practice type, and amount of debt between graduating 2Y vs 3Y residents. Respondents from 2Y programs expressed more difficulty in meeting case requirements, whereas residents from 3Y programs felt more prepared for independent practice and had higher American Board of Thoracic Surgery written pass rates. Copyright © 2015 The Society of Thoracic Surgeons. Published by Elsevier Inc. All rights reserved.

Improving orientation in head injured adults by repeated practice, multi-sensory input and peer participation.

PubMed

Zencius, A H; Wesolowski, M D; Rodriguez, I M

1998-01-01

The efficacy of using antecedent control procedures (practice, multi-sensory input and peer participation) in facilitating orientation to person, place and time with two survivors of traumatic brain injuries were tested in two studies. In the first investigation, a 23-year-old male was treated by presenting the orientation questions orally while being shown questions on written flashcards. Results suggest that correct responses to orientation questions only occurred when flashcards were coupled with oral questioning. The participant responded correctly to nearly 100% of all orientation questions within 2 weeks of initiating flashcards. In the second study, a 19-year-old male was asked to respond in writing to 20 orientation questions in a small group. The group had a leader and 4 TBI patients. Following this, group members who correctly answered the orientation questions, took turns reading orientation questions and providing the correct responses.

Argumentation Practices in Classroom: Pre-service teachers' conceptual understanding of chemical equilibrium

NASA Astrophysics Data System (ADS)

Kaya, Ebru

2013-05-01

This study examines the impact of argumentation practices on pre-service teachers' understanding of chemical equilibrium. The sample consisted of 100 pre-service teachers in two classes of a public university. One of these classes was assigned as experimental and the other as control group, randomly. In the experimental group, the subject of chemical equilibrium was taught by using argumentative practices and the participants were encouraged to participate in the lessons actively. However, the instructor taught the same subject by using the lecturing method without engaging argumentative activities in the control group. The Chemical Equilibrium Concept Test and Written Argumentation Survey were administered to all participants to assess their conceptual understanding and the quality of their arguments, respectively. The analysis of covariance results indicate that argumentation practices significantly improved conceptual understanding of the experimental group when compared to the control group. Furthermore, the results show that the pre-service teachers exposed to argumentative practices constructed more quality arguments than those in the control group after the instruction. Based on these results, it can be concluded that the instruction based on argumentative practices is effective in concept teaching in science education. Therefore, argumentation should be explicitly taught in teacher education besides elementary and secondary education.

Executive functions in becoming writing readers and reading writers: note taking and report writing in third and fifth graders.

PubMed

Altemeier, Leah; Jones, Janine; Abbott, Robert D; Berninger, Virginia W

2006-01-01

Results are reported for a study of 2 separate processes of report writing-taking notes while reading source material and composing a report from those notes-and related individual differences in executive functions involved in integrating reading and writing during these writing activities. Third graders (n = 122) and 5th graders (n = 106; overall, 127 girls and 114 boys) completed two reading-writing tasks-read paragraph (mock science text)-write notes and use notes to generate written report, a reading comprehension test, a written expression test, four tests of executive functions (inhibition, verbal fluency, planning, switching attention), and a working memory test. For the read-take notes task, the same combination of variables was best (explained the most variance and each variable added unique variance) for 3rd graders and 5th graders: Wechsler Individual Achievement Test-Second Edition (WIAT-II) Reading Comprehension, Process Assessment of the Learner Test for Reading and Writing (PAL) Copy Task B, WIAT-II Written Expression, and Delis-Kaplan Executive Function System (D-KEFS) Inhibition. For the use notes to write report task, the best combinations of variables depended on grade level: For 3rd graders, WIAT-II Reading Comprehension, WIAT-II Written Expression, D-KEFS Verbal Fluency, and Tower of Hanoi; for 5th graders, WIAT-II Reading Comprehension, D-KEFS Verbal Fluency, WIAT-II Written Expression, and PAL Alphabet Task. These results add to prior research findings that executive functions contribute to the writing development of elementary-grade students and additionally support the hypothesis that executive functions play a role in developing reading-writing connections.

Compliance with Prevention Practices and their Association with Central Line-Associated Blood Stream Infections in Neonatal Intensive Care Units

PubMed Central

Zachariah, Philip; Furuya, E. Yoko; Edwards, Jeffrey; Dick, Andrew; Liu, Hangsheng; Herzig, Carolyn; Pogorzelska-Maziarz, Monika; Stone, Patricia W.; Saiman, Lisa

2014-01-01

Background Bundles and checklists have been shown to decrease CLABSIs, but implementation of these practices and association with CLABSI rates have not been described nationally. We describe implementation and levels of compliance with prevention practices in a sample of US Neonatal ICUs and assess their association with CLABSI rates. Methods An online survey assessing infection prevention practices was sent to hospitals participating in National Healthcare Safety Network CLABSI surveillance in October 2011. Participating hospitals permitted access to their NICU CLABSI rates. Multivariable regressions were used to test the association between compliance with NICU specific CLABSI prevention practices and corresponding CLABSI rates. Results Overall, 190 Level II/III and Level III NICUs participated. The majority of NICUs had written policies (84%-93%) and monitored compliance with bundles and checklists (88% - 91%). Reporting ≥ 95% compliance for any of the practices ranged from 50%- 63%. Reporting ≥ 95% compliance with insertion checklist and assessment of daily line necessity were significantly associated with lower CLABSI rates (p<0.05). Conclusions Most NICUs in this national sample have instituted CLABSI prevention policies and monitor compliance, although reporting compliance ≥ 95% was suboptimal. Reporting ≥ 95% compliance with select CLABSI prevention practices was associated with lower CLABSI rates. Further studies should focus on identifying and improving compliance with effective CLABSI prevention practices in neonates. PMID:25087136

What Does It Mean to Be Literate? Designing and Implementing a Framework of Inclusive Literacy Practices in a Rural Context

ERIC Educational Resources Information Center

Mehta, Rohit

2017-01-01

Written as two interconnected articles, this dissertation study is about identifying literacy practices that are inclusive of multiple ways of being, knowing, and doing. Using these, the purpose of this study is to create a framework of inclusive literacy practices that teachers and researchers can use--implement and refine--based on their…

Exercises of Practical Life: 3 to 6 Compared to 6 to 12. Kodaikanal Advanced Course, India, 1943-44, Lecture 76

ERIC Educational Resources Information Center

Montessori, Mario M.

2013-01-01

This simple, first-published article by Mario Montessori was written in Kodaikanal, India, and reveals a great Montessori truth that has never been so explicit: There are developmental stages for practical life that cross over into nature study and living experiences. Although more abstract, the second plane has a strong practical life component…

The relationship between oral and written narratives: A three-year longitudinal study of narrative cohesion, coherence, and structure.

PubMed

Pinto, Giuliana; Tarchi, Christian; Bigozzi, Lucia

2015-12-01

The relationship between oral language and the writing process at early acquisition stages and the ways the former can enhance or limit the latter has not been researched extensively. The predictive relationship between kindergarten oral narrative competence and the first- and second-grade written narrative competence was explored in a 3-year longitudinal study. Among the first and second graders, the relationship between orthographic competence and narrative competence in written productions was also analysed. One hundred and nine Italian children participated in this study. Kindergarteners produced an oral narrative, whereas the first and second graders produced a written narrative. The oral and written narratives were analysed in terms of cohesion, coherence, and structure. The first-grade orthographic competence was assessed via a dictation task. Multiple linear regression and mediational analyses were performed. Kindergarten oral narrative competence affected the first- and second-grade written narrative competence via a mediational effect of orthographic competence. The results suggest the importance of practicing oral narrative competence in kindergarten and first grade and the value of composition quality independent of orthographic text accuracy. © 2015 The British Psychological Society.

The Impact of Executive Functions on the Written Language Process: Some Evidence from Children with Writing Disabilities

ERIC Educational Resources Information Center

Alevriadou, Anastasia; Giaouri, Stergiani

2015-01-01

Written language is a difficult endeavour as the demands of transcription require self-regulatory skills from a motor, cognitive and attention perspective. The purpose of the present study was to investigate the relation between the Test of Writing Difficulties (Porpodas et al., 2007) and the Test of Detection and Investigation of Executive…

Readability of Self-Report Alcohol Misuse Measures

PubMed Central

McHugh, R Kathryn; Sugarman, Dawn E; Kaufman, Julia S; Park, Sara; Weiss, Roger D; Greenfield, Shelly F

2014-01-01

Objective: Self-report measures of alcohol misuse and alcohol use disorders are valuable assessment tools for both research and clinical practice settings. However, readability is often overlooked when establishing the validity of these measures, which may result in measures written at a reading-grade level that is higher than the ability level of many potential respondents. The aim of the current study was to estimate the reading-grade level of validated measures of alcohol misuse and associated problems. Method: A total of 45 measures were identified, and reading-grade level was calculated using three validated readability formulas. Results: The majority of measures were written above the recommended reading-grade level for patient materials (5th–6th grade), with particularly poor readability for measure instructions. Conclusions: Given that many self-report alcohol misuse measures are written at a high reading-grade level, the consideration of readability is important when selecting measures for use in research and practice settings. Moreover, the development or modification of measures to target low-literacy populations may facilitate the broader applicability of these instruments. PMID:24650827

Effect of information, education and communication intervention on awareness about rational pharmacy practice in pharmacy students

PubMed Central

Gharpure, Kunda; Thawani, Vijay; Sontakke, Smita; Chaudhari, Kiran; Bankar, Mangesh; Diwe, Rajendra

2011-01-01

Background: There is a growing indifference among the pharmacy practitioners towards their duty as information providers to the patients. The patients do not always get enough desired information about proper use of medicines from the prescribers also. This contributes to improper use of medicines by the patients. Objectives: To bring about awareness about rational pharmacy practice in pharmacy students for better service to the patients. Material and Methods: The final year students of Bachelor of Pharmacy (B. Pharm) from four colleges of Nagpur were enrolled for the study after informed consent. Their base knowledge was assessed through a written test which comprised of 27 objective questions related to rational pharmacy practice. This was followed by a series of seven articles on rational medicine use, published in leading local English news daily. The participants were reminded to read them on the day of publication of each article. As a backup, the articles were displayed on the notice board of respective colleges. Second intervention was a half day interactive session where series of six lectures were delivered to the participants on the right and wrong approaches in pharmacy practice. Posters about the do's and dont's of rational pharmacy practice were also displayed at the venue. The session was followed by a repeat test using the same pre-test to assess the change. Pre and post intervention data was compared using Fisher's Exact test. Results: It was observed that the intervention did bring about a positive change in the attitude and knowledge of the final year Pharmacy students about rational pharmacy practice. Discussion: The role of a pharmacist in health care provision is usually overlooked in India. Hence there is strong need for reinforcement in final year B. Pharm when most of the students go in for community service. Such interventions will be helpful in bringing about a positive change towards rational practice of pharmacy. Conclusion: This study showed that a properly timed and meticulously implemented intervention brings about a positive change in the attitude and knowledge of pharmacy students. PMID:21844989

Effect of information, education and communication intervention on awareness about rational pharmacy practice in pharmacy students.

PubMed

Gharpure, Kunda; Thawani, Vijay; Sontakke, Smita; Chaudhari, Kiran; Bankar, Mangesh; Diwe, Rajendra

2011-07-01

There is a growing indifference among the pharmacy practitioners towards their duty as information providers to the patients. The patients do not always get enough desired information about proper use of medicines from the prescribers also. This contributes to improper use of medicines by the patients. To bring about awareness about rational pharmacy practice in pharmacy students for better service to the patients. The final year students of Bachelor of Pharmacy (B. Pharm) from four colleges of Nagpur were enrolled for the study after informed consent. Their base knowledge was assessed through a written test which comprised of 27 objective questions related to rational pharmacy practice. This was followed by a series of seven articles on rational medicine use, published in leading local English news daily. The participants were reminded to read them on the day of publication of each article. As a backup, the articles were displayed on the notice board of respective colleges. Second intervention was a half day interactive session where series of six lectures were delivered to the participants on the right and wrong approaches in pharmacy practice. Posters about the do's and dont's of rational pharmacy practice were also displayed at the venue. The session was followed by a repeat test using the same pre-test to assess the change. Pre and post intervention data was compared using Fisher's Exact test. It was observed that the intervention did bring about a positive change in the attitude and knowledge of the final year Pharmacy students about rational pharmacy practice. The role of a pharmacist in health care provision is usually overlooked in India. Hence there is strong need for reinforcement in final year B. Pharm when most of the students go in for community service. Such interventions will be helpful in bringing about a positive change towards rational practice of pharmacy. This study showed that a properly timed and meticulously implemented intervention brings about a positive change in the attitude and knowledge of pharmacy students.

Improving Nutrition and Physical Activity Policies in Afterschool Programs: Results from a Group-Randomized Controlled Trial

PubMed Central

Kenney, Erica L.; Giles, Catherine M.; deBlois, Madeleine E.; Gortmaker, Steven L.; Chinfatt, Sherene; Cradock, Angie L.

2017-01-01

OBJECTIVE Afterschool programs can be health-promoting environments for children. Written policies positively influence nutrition and physical activity (PA) environments, but effective strategies for building staff capacity to write such policies have not been evaluated. This study measures the comprehensiveness of written nutrition, PA, and screen time policies in afterschool programs and assesses impact of the Out of School Nutrition and Physical Activity (OSNAP) intervention on key policies. METHODS Twenty afterschool programs in Boston, MA participated in a group-randomized, controlled trial from September 2010 to June 2011. Intervention program staff attended learning collaboratives focused on practice and policy change. The Out-of-School Time (OST) Policy Assessment Index evaluated written policies. Inter-rater reliability and construct validity of the measure and impact of the intervention on written policies were assessed. RESULTS The measure demonstrated moderate to excellent inter-rater reliability (Spearman’s r=0.53 to 0.97) and construct validity. OSNAP was associated with significant increases in standards-based policy statements surrounding snacks (+2.6, p=0.003), beverages (+2.3, p=0.008), screen time (+0.8, p=0.046), family communication (+2.2, p=0.002), and a summary index of OSNAP goals (+3.3, p=0.02). CONCLUSIONS OSNAP demonstrated success in building staff capacity to write health-promoting policy statements. Future research should focus on determining policy change impact on practices. PMID:24941286

Baseline survey of sun-protection knowledge, practices and policy in early childhood settings in Queensland, Australia.

PubMed

Harrison, Simone L; Saunders, V; Nowak, M

2007-04-01

Excessive exposure to sunlight during early childhood increases the risk of developing skin cancer. Self-administered questionnaires exploring sun-protection knowledge, practices and policy were mailed to the directors/coordinators/senior teachers of all known early childhood services in Queensland, Australia, in 2002 (n = 1383; 56.5% response). Most (73.7%) services had a written sun-protection policy (SPP). However, 40.6% of pre-schools and kindergartens had not developed a written SPP. Most directors had moderate knowledge about sun-protection (median score: 7/12 [IQR 6, 8]), but few understood the UV index, the sun-protection factor rating for sunscreens or the association between childhood sun-exposure, mole development and melanoma. Pre-school teachers had lower knowledge scores than directors of long day care centers and other services (P = 0.0005). Staff members reportedly wore sun-protective hats, clothing and sunglasses more often than children. However, sunscreen use was higher among children than staff. Directors' knowledge scores predicted reported hat, clothing, sunscreen and shade utilization among children. Remoteness impacted negatively on director's knowledge (P = 0.043) and written SPP development (P = 0.0005). Higher composite sun-protection scores were reported for children and staff from services with written sun-protection policies. SPP development and increased sun-protection knowledge of directors may improve reported sun-protective behaviors of children and staff of early childhood services.

Getting ready for identity theft rules: creating a prevention program for your medical practice.

PubMed

Cascardo, Debra

2009-01-01

Identity theft worries have found their way into medical practices. By August 1, 2009, all "creditors" must have a written program to prevent, detect, and minimize damage from identity theft. Any medical practice that bills patients is considered a creditor. Like HIPAA, these new Red Flag guidelines will serve to protect your practice from lawsuits as well as protect your patients from identity theft of their financial, personal, and medical information.

Development of a taxonomy of practice-related stressors experienced by veterinarians in the United States

PubMed Central

Vande Griek, Olivia H.; Clark, Malissa A.; Witte, Tracy K.; Nett, Randall J.; Moeller, Amanda N.; Stabler, Margaret E.

2018-01-01

OBJECTIVE To develop a comprehensive taxonomy of practice-related stressors experienced by US veterinarians. DESIGN Cross-sectional survey. SAMPLE A subset of 1,422 US veterinarians who provided written (vs selected) responses to a question in a previous survey regarding practice-related stressors. PROCEDURES Using grounded theory analysis, 3 researchers inductively analyzed written survey responses concerning respondents’ main practice-related stressors. In 5 iterations, responses were individually coded and categorized, and a final list of practice-related stressor categories and subcategories was iteratively and collaboratively developed until theoretical and analytic saturation of the data was achieved. RESULTS A taxonomy of 15 categories of broad practice-related stressors and 40 subcategories of more specific practice-related stressors was developed. The most common practice-related stressor categories included financial insecurity (n = 289 [20.3%]), client issues (254 [17.9%]), coworker or interpersonal issues (181 [12.7%]), and work-life balance (166 [11.7%]). The most common subcategories were clients unwilling to pay (118 [8.3%]), low income (98 [6.9%]), cost of maintaining practice (56 [3.9%]), and government or state board policies (48 [3.4%]). CONCLUSIONS AND CLINICAL RELEVANCE This study provided a comprehensive list of the types of practice-related stressors experienced by US veterinarians, building a foundation for future research into relationships between job stress and mental health in this population. Frequency data on the various stressors provided an initial understanding of factors that might be contributing to high stress rates among US veterinarians. PMID:29319445

Development of a taxonomy of practice-related stressors experienced by veterinarians in the United States.

PubMed

Vande Griek, Olivia H; Clark, Malissa A; Witte, Tracy K; Nett, Randall J; Moeller, Amanda N; Stabler, Margaret E

2018-01-15

OBJECTIVE To develop a comprehensive taxonomy of practice-related stressors experienced by US veterinarians. DESIGN Cross-sectional survey. SAMPLE A subset of 1,422 US veterinarians who provided written (vs selected) responses to a question in a previous survey regarding practice-related stressors. PROCEDURES Using grounded theory analysis, 3 researchers inductively analyzed written survey responses concerning respondents' main practice-related stressors. In 5 iterations, responses were individually coded and categorized, and a final list of practice-related stressor categories and subcategories was iteratively and collaboratively developed until theoretical and analytic saturation of the data was achieved. RESULTS A taxonomy of 15 categories of broad practice-related stressors and 40 subcategories of more specific practice-related stressors was developed. The most common practice-related stressor categories included financial insecurity (n = 289 [20.3%]), client issues (254 [17.9%]), coworker or interpersonal issues (181 [12.7%]), and work-life balance (166 [11.7%]). The most common subcategories were clients unwilling to pay (118 [8.3%]), low income (98 [6.9%]), cost of maintaining practice (56 [3.9%]), and government or state board policies (48 [3.4%]). CONCLUSIONS AND CLINICAL RELEVANCE This study provided a comprehensive list of the types of practice-related stressors experienced by US veterinarians, building a foundation for future research into relationships between job stress and mental health in this population. Frequency data on the various stressors provided an initial understanding of factors that might be contributing to high stress rates among US veterinarians.

Politics of Japanese Naming Practice: Language Policy and Character Use

ERIC Educational Resources Information Center

Watanabe, Noriko

2007-01-01

This paper discusses the collision between government guidelines on "kanji" use in public documents and Japanese naming practice that places significance on written forms. The tension between the state's need to control the legibility of its texts through allowable "kanji" character lists collides with people's rights and desires to name their own…

Risk Management: An Accountability Guide for University and College Boards

ERIC Educational Resources Information Center

Abraham, Janice M.

2013-01-01

With proven advice and practical best practices for sound risk management, this robust publication written by the CEO of United Educators identifies how engaged board members should collaborate closely with institutional leaders on a variety of operational and strategic risks. All board members, whatever their role or committee assignment, will…

Making Progress: Education and Culture in New Times.

ERIC Educational Resources Information Center

Carlson, Dennis

The essays in this collection, although written at different times, are all part of a process of forming a democratic progressive educational policy and practice for the United States in the new historical era. Each chapter groups essays that critique some aspect of existing public school practice, explores the limitations of current reform…

Teaching Direct Practice Techniques for Work with Elders with Alzheimer's Disease: A Simulated Group Experience.

ERIC Educational Resources Information Center

Kane, Michael N.

2003-01-01

A role-play exercise about Alzheimer's disease was designed to teach group work with memory-impaired elders. Written comments from 26 social work students revealed four outcomes: demystifying practical knowledge, respect for diversity among memory-impaired individuals, increased awareness of elders' internal states, and awareness of the challenges…

Professional Citation Practices in Child Maltreatment Forensic Letters

ERIC Educational Resources Information Center

Schryer, Catherine F.; Bell, Stephanie; Mian, Marcellina; Spafford, Marlee M.; Lingard, Lorelei

2011-01-01

Using rhetorical genre theory and research on reported speech, this study investigates the citation practices in 81 forensic letters written by paediatricians and nurse practitioners that provide their opinion for the courts as to whether a child has experienced maltreatment. These letters exist in a complex social situation where a lack of…

Thinking Ourselves to Liberation?: Advancing Sociopolitical Action in Critical Consciousness

ERIC Educational Resources Information Center

Watts, Roderick J.; Hipolito-Delgado, Carlos P.

2015-01-01

Freire advanced critical consciousness as a tool for the liberation of oppressed communities. Based on his ideas, scholars of theory and practice from myriad disciplines have written about how to advance critical consciousness (CC) among oppressed peoples. We reviewed CC theory and practice articles in scholarly journals with the goal of…

Moving Forward--Shaping a Career Development Culture: Quality Standards, Quality Practice, Quality Outcomes

ERIC Educational Resources Information Center

McMahon, Mary

2004-01-01

This paper represents the second of two papers written as part of the National Standards and Accreditation of Career Practitioners project. The first, a scoping paper titled Shaping a career development culture: Quality standards, quality practice, quality outcomes (McMahon, 2004), provided information for and guided discussion at the National…

Adlerian Counseling: A Practitioner's Approach. Fourth Edition.

ERIC Educational Resources Information Center

Sweeney, Thomas J.

Written with the practitioner in mind, this overview of the theory and practice of Alfred Adler's Individual Psychology explains the dimensions and uses of natural and logical consequences--the twin bases of Adlerian/Individual Psychology. The text takes a practical approach to the topic, and covers a variety of settings (school, home, community,…

Discovering and Implementing Best Practices to Strengthen SEAs: Collaborative Benchmarking

ERIC Educational Resources Information Center

Building State Capacity and Productivity Center, 2013

2013-01-01

This paper is written for state educational agency (SEA) leaders who are considering the benefits of collaborative benchmarking, and it addresses the following questions: (1) What does benchmarking of best practices entail?; (2) How does "collaborative benchmarking" enhance the process?; (3) How do SEAs control the process so that "their" needs…

Perspectives on Inquiry-Oriented Teaching Practice: Conflict and Clarification.

ERIC Educational Resources Information Center

Flick, Lawrence B.; And Others

This paper is the written account of a panel presentation about inquiry-oriented teaching practices. The purpose of this group of papers is to provide an opportunity to explore the state of knowledge of inquiry-oriented teaching based on direct observation of teachers, and analysis of those observations from an inquiry perspective. The paper…

Effective Practices for Online Delivery of Quantitative Business Courses

ERIC Educational Resources Information Center

Lam, Helen; Khare, Anshuman

2010-01-01

Online delivery of university-level courses has grown exponentially in the last decade and is increasingly being recognised as a viable and effective alternative to face-to-face classroom teaching. Many scholars have already written about the benefits and best practices of online teaching in general. However, not many studies have paid specific…

Little Well Beings: A Handbook on Health in Family Day Care.

ERIC Educational Resources Information Center

Canadian Paediatric Society, Ottawa (Ontario).

Written by pediatricians, this book is designed to bring vital health information to caregivers providing child care in their homes. It provides caregivers with practical answers to common questions about children's health, safety, and well-being. The guide is divided in six sections. The Health section contains a simple practical strategy for…

Reading "Salt and Pepper": Social Practices, Unfinished Narratives, and Critical Interpretations

ERIC Educational Resources Information Center

Anderson, Diane Downer

2008-01-01

In "Reading "Salt and Pepper"" Anderson examines a story written by three third grade girls and their insights about that story as they re-read it during its production and retrospectively, eight years later. Using a frame for understanding children's writing as social practice, the children's interviews, showing their multiple and sometimes…

75 FR 1814 - Solicitation for a Cooperative Agreement-Curriculum Development: Training for Correctional...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-01-13

... services and programming that support the offenders' long term attachment to the labor force. DATES... Instructional Theory Into Practice (ITIP) model, to be written based on occupational documentation that includes... using NIC's Instructional Theory Into Practice (ITIP) model. This model can be found on NIC's Web site...

Double Gender Marking in French: A Linguistic Practice of Antisexism

ERIC Educational Resources Information Center

Abbou, Julie

2011-01-01

Linguistic antisexism is different from the institutional feminization of language. It involves practices of double gender marking which work to avoid the gender dichotomy. Working on a French written corpus, this paper will examine the forms of double gender marking, looking at typographic, morphosyntactical and rhetorical levels; then, it will…

International Collaboration and Its Contributions: Disseminating Knowledge and Supporting Evidence-Based Practices across Countries

ERIC Educational Resources Information Center

Collins, Belva C.; Tekin-Iftar, Elif; Olcay-Gul, Seray

2017-01-01

This article explores how international collaboration among researchers can contribute to developing evidence-based practices and disseminating knowledge in the field of special education. A review of a sample of special education journals published in English to identify articles written in collaboration by researchers from different countries is…

Great Assistant Principals and the (Great) Principals Who Mentor Them: A Practical Guide

ERIC Educational Resources Information Center

Goodman, Carole C.; Berry, Christopher S.

2011-01-01

Written for principals and assistant principals to read and reflect on together, this book describes the most common challenges facing today's assistant principals--and provides practical solutions. Authors Carole Goodman and Christopher Berry examine how principals and assistant principals can develop the kinds of relationships that serve to meet…

12 CFR 308.527 - Motions.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 12 Banks and Banking 4 2010-01-01 2010-01-01 false Motions. 308.527 Section 308.527 Banks and Banking FEDERAL DEPOSIT INSURANCE CORPORATION PROCEDURE AND RULES OF PRACTICE RULES OF PRACTICE AND... reduced to writing. (c) Within 15 days after a written motion is served, or any other time as may be fixed...

Organizational Members as Storywriters: On Organizing Practices of Reflexivity

ERIC Educational Resources Information Center

Gherardi, Silvia; Cozza, Michela; Poggio, Barbara

2018-01-01

Purpose: The purpose of this paper is to describe how organizational members became storywriters of an important process of organizational change. Writing became a practice designed to create a space, a time and a methodology with which to author the process of change and create a learning context. The written stories produced both the…

Researching Language Teacher Cognition and Practice: International Case Studies

ERIC Educational Resources Information Center

Barnard, Roger, Ed.; Burns, Anne, Ed.

2012-01-01

This book presents a novel approach to discussing how to research language teacher cognition and practice. An introductory chapter by the editors and an overview of the research field by Simon Borg precede eight case studies written by new researchers, each of which focuses on one approach to collecting data. These approaches range from…

How to Handle the Paper Load. Classroom Practices in Teaching English, 1979-1980.

ERIC Educational Resources Information Center

Stanford, Gene; And Others

This collection of 27 articles written by educators suggests to classroom teachers creative ways of teaching writing well even when confronted with unreasonably large classes. The articles are presented under six main headings: ungraded writing, teacher involvement--not evaluation, student self-editing, practice with parts, focused feedback, and…

Practical School Security: Basic Guidelines for Safe and Secure Schools.

ERIC Educational Resources Information Center

Trump, Kenneth S.

This book is written primarily for elementary and secondary school administrators and teachers, but college faculty involved in providing teacher or administrator education would also benefit from the practical approach to issues of school security. Chapters 1 through 3 establish a framework for dealing with the myths and realities of school…

Relationships and Dropping Out: The Voice of At-Risk Youth

ERIC Educational Resources Information Center

Henry, Robert Thomas

2009-01-01

The practice of retaining students in grade has been studied, researched, discussed, criticized and yet it continues. Dropping out of school prior to graduation has been studied, researched, discussed, written about and continues to be practiced by our youth. Policymakers are often provided quantitative data to consider as they explore, evaluate,…

Arts Integration: An Exploration of the Dis/Connect between Policy and Live(d) Practice

ERIC Educational Resources Information Center

LaJevic, Lisa M.

2009-01-01

This dissertation explores the dis/connect between arts integration policy (i.e. written texts and curriculum documents) and the live(d) practice of teachers working with arts integration. Although previous studies have examined how arts integration is implemented in schools and how it affects student achievement, particularly standardized test…

Best Implementation Practices: Disseminating New Assessment Technologies in a Juvenile Justice Agency

ERIC Educational Resources Information Center

Young, Douglas; Moline, Karl; Farrell, Jill; Bierie, David

2006-01-01

Much has been written in recent years about advances in assessment technologies designed to aid decision making in the juvenile justice system. Adoption and implementation of this latest generation of actuarial tools, however, have lagged behind their development. Assessment in juvenile justice exemplifies the "science-practice gap" that…

The Use of Story in Critical Literacy Practice.

ERIC Educational Resources Information Center

Gaber-Katz, Elaine

1996-01-01

Considers why the use of story in literacy education is central to critical adult literacy practice, and examines both its potential and limitations. The use of story in the form of student-written and student-produced autobiographies in general, and one student's story in particular, is explored. The value of publishing learners' stories is…

Comparison of Management Practices in Public and Private Universities in Khyber Pakhtunkhwa

ERIC Educational Resources Information Center

Khan, Nasrullah; Aajiz, Niaz Muhammad; Ali, Akber

2018-01-01

This study attempted to compare the management practices in public and private universities in Khyber Pakhtunkhawa, Pakistan. The comparison is based on availability of written rules and regulations, distribution of tasks, availability of managers, access to officers, time management, work load, staff promotion procedure and appraisal system.…

Environmental Health Knowledge, Attitudes and Practices of Students in Grades Four through Eight

ERIC Educational Resources Information Center

Naquin, Millie; Cole, Diane; Bowers, Ashley; Walkwitz, Ed

2011-01-01

The purpose of this study was to investigate environmental health knowledge, attitudes and practices of children enrolled in grades four through eight at a university laboratory school in southeast Louisiana, U.S.A. Quantitative and qualitative questions were completed through an online survey. The children's written responses to the survey…

17 CFR 201.150 - Service of papers by parties.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 17 Commodity and Securities Exchanges 2 2010-04-01 2010-04-01 false Service of papers by parties... PRACTICE Rules of Practice General Rules § 201.150 Service of papers by parties. (a) When required. In every proceeding as defined in § 201.101(a), each paper, including each notice of appearance, written...

17 CFR 201.150 - Service of papers by parties.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 17 Commodity and Securities Exchanges 2 2011-04-01 2011-04-01 false Service of papers by parties... PRACTICE Rules of Practice General Rules § 201.150 Service of papers by parties. (a) When required. In every proceeding as defined in § 201.101(a), each paper, including each notice of appearance, written...

Addiction Counseling Competencies: The Knowledge, Skills, and Attitudes of Professional Practice. Technical Assistance Publication Series.

ERIC Educational Resources Information Center

1999

This document presents knowledge, skills, and attitudes that are needed for achieving and practicing the competencies listed in Addiction Counseling Competencies, as written by the National Curriculum Committee of the Addiction Technology Transfer Center Program. The document is intended to provide guidance for the professional treatment of…

Success Is Cheesecake: A Guide to Analyzing Student Discourse

ERIC Educational Resources Information Center

Andrelchik, Hillary

2016-01-01

Action research, conducted by teachers in their own classrooms, with the goal of improving practice, is an invaluable practice that can provide insight into students' lives. One of the many challenges associated with action research is knowing how to analyze and interpret data. In this manuscript, written as a "how to" of sorts, I…

Self-assessed competency at working with a medical interpreter is not associated with knowledge of good practice.

PubMed

Hudelson, Patricia; Perneger, Thomas; Kolly, Véronique; Perron, Noëlle Junod

2012-01-01

Specific knowledge and skills are needed to work effectively with an interpreter, but most doctors have received limited training. Self-assessed competency may not accurately identify training needs. The purpose of this study is to explore the association between self-assessed competency at working with an interpreter and the ability to identify elements of good practice, using a written vignette. A mailed questionnaire was sent to 619 doctors and medical students in Geneva, Switzerland. 58.6% of respondents considered themselves to be highly competent at working with a professional interpreter, but 22% failed to mention even one element of good practice in response to the vignette, and only 39% could name more than one. There was no association between self-rated competency and number of elements mentioned. Training efforts should challenge the assumption that working with an interpreter is intuitive. Evaluation of clinicians' ability to work with an interpreter should not be limited to self-ratings. In the context of large-scale surveys, written vignettes may provide a simple method for identifying knowledge of good practice and topics requiring further training.

Using quantitative risk information in decisions about statins: a qualitative study in a community setting.

PubMed

Polak, Louisa; Green, Judith

2015-04-01

A large literature informs guidance for GPs about communicating quantitative risk information so as to facilitate shared decision making. However, relatively little has been written about how patients utilise such information in practice. To understand the role of quantitative risk information in patients' accounts of decisions about taking statins. This was a qualitative study, with participants recruited and interviewed in community settings. Semi-structured interviews were conducted with 34 participants aged >50 years, all of whom had been offered statins. Data were analysed thematically, using elements of the constant comparative method. Interviewees drew frequently on numerical test results to explain their decisions about preventive medication. In contrast, they seldom mentioned quantitative risk information, and never offered it as a rationale for action. Test results were spoken of as objects of concern despite an often-explicit absence of understanding, so lack of understanding seems unlikely to explain the non-use of risk estimates. Preventive medication was seen as 'necessary' either to treat test results, or because of personalised, unequivocal advice from a doctor. This study's findings call into question the assumption that people will heed and use numerical risk information once they understand it; these data highlight the need to consider the ways in which different kinds of knowledge are used in practice in everyday contexts. There was little evidence from this study that understanding probabilistic risk information was a necessary or valued condition for making decisions about statin use. © British Journal of General Practice 2015.

Estimating the Minimum Number of Judges Required for Test-Centred Standard Setting on Written Assessments. Do Discussion and Iteration Have an Influence?

ERIC Educational Resources Information Center

Fowell, S. L.; Fewtrell, R.; McLaughlin, P. J.

2008-01-01

Absolute standard setting procedures are recommended for assessment in medical education. Absolute, test-centred standard setting procedures were introduced for written assessments in the Liverpool MBChB in 2001. The modified Angoff and Ebel methods have been used for short answer question-based and extended matching question-based papers,…

Comprehension of Written Grammar Test: Reliability and Known-Groups Validity Study with Hearing and Deaf and Hard-of-Hearing Students

ERIC Educational Resources Information Center

Cannon, Joanna E.; Hubley, Anita M.; Millhoff, Courtney; Mazlouman, Shahla

2016-01-01

The aim of the current study was to gather validation evidence for the "Comprehension of Written Grammar" (CWG; Easterbrooks, 2010) receptive test of 26 grammatical structures of English print for use with children who are deaf and hard of hearing (DHH). Reliability and validity data were collected for 98 participants (49 DHH and 49…

Current UK dental sedation practice and the 'National Institute for Health and Care Excellence' (NICE) guideline 112: sedation in children and young people.

PubMed

Coulthard, P; Craig, D; Holden, C; Robb, N D; Sury, M; Chopra, S; Holroyd, I

2015-04-24

Describe current dental sedation practice for under 19-year-olds in the UK and compare it with the recommendations of NICE guidance 112. Members of the Society for the Advancement of Anaesthesia in Dentistry and members of the Dental Sedation Teachers Group were invited to participate in an online survey. Two hundred and sixty-six dentists and doctors completed the survey. Eighty-two percent were operator and sedationist (operator-sedationist). Ninety-five percent provided written information and 94% obtained written consent. Eighty-four percent kept a written or electronic sedation record. Eighty-six percent complied with life support training expectations. Eighty-six percent had immediate access to resuscitation equipment. Sixty-seven percent of sedationists reported that treatment could not be completed under sedation for <10% of cases during the previous year. When sedation was unsuccessful, 61% said they would schedule general anaesthesia and 54.5% would schedule advanced sedation care. Forty-nine percent believed that a dentist was an appropriate person to provide advanced sedation for 12-18 years. Only 24% thought a dentist should provide advanced sedation for children<12 years, with 75% preferring an anaesthetist. The appropriate setting for advanced sedation was thought to be primary care by 33% and secondary care by 68%. We found good agreement between the current practice of sedation and the recommendations of the NICE guidance 112.

Overcoming pitfalls: Results from a mandatory peer review process for written examinations.

PubMed

Wilby, Kyle John; El Hajj, Maguy S; El-Bashir, Marwa; Mraiche, Fatima

2018-04-01

Written assessments are essential components of higher education practices. However, faculty members encounter common pitfalls when designing questions intended to evaluate student-learning outcomes. The objective of this project was to determine the impact of a mandatory examination peer review process on question accuracy, alignment with learning objectives, use of best practices in question design, and language/grammar. A mandatory peer review process was implemented for all midterm (before phase) and final (after phase) examinations. Peer review occurred by two reviewers and followed a pre-defined guidance document. Non-punitive feedback given to faculty members served as the intervention. Frequencies of flagged questions according to guidance categories were compared between phases. A total of 21 midterm and 21 final exam reviews were included in the analysis. A total of 637 questions were reviewed across all midterms and 1003 questions were reviewed across all finals. Few questions were flagged for accuracy and alignment with learning outcomes. The median total proportion of questions flagged for best practices was significantly lower for final exams versus midterm exams (15.8 vs. 6.45%, p = 0.014). The intervention did not influence language and grammar errors (9.68 vs. 10.0% of questions flagged before and after, respectively, p = 0.305). A non-punitive peer review process for written examinations can overcome pitfalls in exam creation and improve best practices in question writing. The peer-review process had a substantial effect at flagging language/grammar errors but error rate did not differ between midterm and final exams. Copyright © 2017 Elsevier Inc. All rights reserved.

Imagery and rehearsal as study strategies for written or orally presented passages.

PubMed

De Beni, Rossana; Moè, Angelica

2003-12-01

In the present research, we studied the influence of text presentation modality on recall under imagery, rehearsal, and no strategy instructions. It was hypothesized that imagery is a more effective recall strategy for an oral presentation and rehearsal for a written presentation, and that imagery and rehearsal are effective study strategies. One hundred twenty participants participated, 80 of whom were trained in the use of imagery or rehearsal in the study of passages and 40 of whom made up the control group. A text was presented orally or in writing; the trained participants were to memorize it using the strategy taught, and the participants in the control group were to memorize it using a freely chosen strategy. They were then asked for free written recall. The results confirmed that the participants using imagery recalled the oral presentation better than the written one, and those using rehearsal recalled the written presentation better than the oral one. The discussion focuses on a selective-interference explanation of the presentation modality effects. Practical suggestions are given, and implications for future research are discussed.

Sweating the Small Stuff in Educational Psychology: How Effect Size and Power Reporting Failed to Change from 1969 to 1999, and What that Means for the Future of Changing Practices

ERIC Educational Resources Information Center

Osborne, Jason W.

2008-01-01

Methodologists have written for years about the importance of attending to important details in quantitative research, yet there has been little research investigating methodological practice in the social sciences. This study assessed the extent to which innovations and practices are adopted by researchers voluntarily. In particular, I use the…

Guidelines and Recommendations for Laboratory Analysis in the Diagnosis and Management of Diabetes Mellitus

PubMed Central

Arnold, Mark; Bakris, George L.; Bruns, David E.; Horvath, Andrea Rita; Kirkman, M. Sue; Lernmark, Ake; Metzger, Boyd E.; Nathan, David M.

2011-01-01

BACKGROUND Multiple laboratory tests are used to diagnose and manage patients with diabetes mellitus. The quality of the scientific evidence supporting the use of these tests varies substantially. APPROACH An expert committee compiled evidence-based recommendations for the use of laboratory testing for patients with diabetes. A new system was developed to grade the overall quality of the evidence and the strength of the recommendations. Draft guidelines were posted on the Internet and presented at the 2007 Arnold O. Beckman Conference. The document was modified in response to oral and written comments, and a revised draft was posted in 2010 and again modified in response to written comments. The National Academy of Clinical Biochemistry and the Evidence-Based Laboratory Medicine Committee of the American Association for Clinical Chemistry jointly reviewed the guidelines, which were accepted after revisions by the Professional Practice Committee and subsequently approved by the Executive Committee of the American Diabetes Association. CONTENT In addition to long-standing criteria based on measurement of plasma glucose, diabetes can be diagnosed by demonstrating increased blood hemoglobin A1c (HbA1c) concentrations. Monitoring of glycemic control is performed by self-monitoring of plasma or blood glucose with meters and by laboratory analysis of HbA1c. The potential roles of noninvasive glucose monitoring, genetic testing, and measurement of autoantibodies, urine albumin, insulin, proinsulin, C-peptide, and other analytes are addressed. SUMMARY The guidelines provide specific recommendations that are based on published data or derived from expert consensus. Several analytes have minimal clinical value at present, and their measurement is not recommended. PMID:21617108

Preparing for fieldwork: Students' perceptions of their readiness to provide evidence-based practice.

PubMed

Evenson, Mary E

2013-01-01

The purpose of this study was to explore students' perceptions of their confidence to use research evidence to complete a client case analysis assignment in preparation for participation in fieldwork and future practice. A convenience sample of 42 entry-level occupational therapy Masters students, included 41 females and one male, ages 24 to 35. A quasi-experimental pretest-posttest design was used. Students participated in a problem-based learning approach supported by educational technology. Measures included a pre- and post-semester confidence survey, a post-semester satisfaction survey, and an assignment rubric. Based on paired t-tests and Wilcoxin Signed Ranks Tests, statistically significant differences in pre- and post-test scores were noted for all 18 items on the confidence survey (p< 0.001). Significant increases in students' confidence were noted for verbal and written communication of descriptive, assessment, and intervention evidence, along with increased confidence to effectively use assessment evidence. Results suggest that problem-based learning methods were significantly associated with students' perceptions of their confidence to use research evidence to analyze a client case. These results cannot necessarily be generalized due to the limitations of using non-standardized measures with a convenience sample, without a control group, within the context of a single course as part of one academic program curriculum.

Limitations and Pitfalls of Using Family Letters to Communicate Genetic Risk: a Qualitative Study with Patients and Healthcare Professionals.

PubMed

Dheensa, Sandi; Lucassen, Anneke; Fenwick, Angela

2018-06-01

European genetic testing guidelines recommend that healthcare professionals (HCPs) discuss the familial implications of any test with a patient and offer written material to help them share the information with family members. Giving patients these "family letters" to alert any relatives of their risk has become part of standard practice and has gone relatively unquestioned over the years. Communication with at-risk relatives will become an increasingly pressing issue as mainstream and routine practice incorporates broad genome tests and as the number of findings potentially relevant to relatives increases. This study therefore explores problems around the use of family letters to communicate about genetic risk. We conducted 16 focus groups with 80 HCPs, and 35 interviews with patients, recruited from across the UK. Data were analyzed thematically and we constructed four themes: 1) HCPs writing family letters: how to write them and why?, 2) Patients' issues with handing out family letters, 3) Dissemination becomes an uncontrolled form of communication, and 4) When the relative has the letter, is the patient's and HCP's duty discharged? We conclude by suggesting alternative and supplementary methods of communication, for example through digital tools, and propose that in comparison to communication by family letter, direct contact by HCPs might be a more appropriate and successful option.

New Device for Intrinsic Hand Muscle Strength Measurement: An Alternative to Strain Gauge Handheld Dynamometer.

PubMed

Madhanagopal, Jagannathan; Singh, Om Prakash; Mohan, Vikram; Sathasivam, Kathiresan V; Omar, Abdul Hafidz; Abdul Kadir, Mohammed Rafiq

2017-01-01

An accurate measurement of intrinsic hand muscle strength (IHMS) is required by clinicians for effective clinical decision-making, diagnosis of certain diseases, and evaluation of the outcome of treatment. In practice, the clinicians use Intrins-o-meter and Rotterdam Intrinsic Hand Myometer for IHMS measurement. These are quite bulky, expensive, and possess poor interobserver reliability (37-52%) and sensitivity. The purpose of this study was to develop an alternative lightweight, accurate, cost-effective force measurement device with a simple electronic circuit and test its suitability for IHMS measurement. The device was constructed with ketjenblack/deproteinized natural rubber sensor, 1-MΩ potential divider, and Arduino Uno through the custom-written software. Then, the device was calibrated and tested for accuracy and repeatability within the force range of finger muscles (100 N). The 95% limit of agreement in accuracy from -1.95 N to 2.06 N for 10 to 100 N applied load and repeatability coefficient of ±1.91 N or 6.2% was achieved. Furthermore, the expenditure for the device construction was around US$ 53. For a practical demonstration, the device was tested among 16 participants for isometric strength measurement of the ulnar abductor and dorsal interossei. The results revealed that the performance of the device was suitable for IHMS measurement.

A descriptive study of chiropractors' opinions and practices regarding office-based health product sales.

PubMed

Page, Stacey A; Grod, Jaroslaw P; McMorland, D Gordon

2012-04-05

Although the sale of non-prescription health products is ubiquitous, the views of health professionals, such as chiropractors, regarding the sale of such products are not well known. Practitioner opinion is important to understand and inform professional practice. The purpose of this study was to describe chiropractors' perspectives and practices on the sale of health care products from practitioners' offices. Chiropractors were invited to provide written comments about health product sales at the end of a fixed choice, mailed survey. Respondents' comments were analyzed using qualitative description. Ethics approval was received from the Conjoint Health Research Ethics Board at the University of Calgary. One hundred seven of the 265 respondents (response rate of 51%) provided written comments. Approximately 30 pages of double-spaced, typed text were gathered. Respondents did not consistently endorse or condemn health product sales, and engaged in the practice to greater and lesser extents. While some were opposed to health products sales, some accepted the practice with a degree of ambivalence whereas others clearly embraced it. Some respondents acknowledged a professional conflict of interest in such sales and marketing, and described strategies used to mitigate it. Others provided a range of justifications for the practice. Personal integrity and professional standards were discussed and a need for monitoring identified. A wide range of opinions and practices were described and this is consistent with resulting variation in practice. In light of this, standards that facilitate consistency in practice may benefit professionals and the public alike.

Assisted reproductive technology: perspectives in Halakha (Jewish religious law).

PubMed

Schenker, Joseph G

2008-01-01

The Jewish religion is characterized by a strict association between faith and practical precepts. In principle, Jewish law has two divisions, the Written and the Oral traditions. The foundation of the Written Law and the origin of authority is the Torah, the first five books of the Scripture. This paper presents the attitude of Jewish religion to assisted reproductive therapeutic procedures such as IVF-embryo transfer, spermatozoa, oocytes, embryo donation, cryopreservation of genetic material, surrogacy, posthumous reproduction, gender preselection and reproductive and therapeutic cloning.