Sample records for safe working practices

  1. EMS providers' perceptions of safety climate and adherence to safe work practices.

    PubMed

    Eliseo, Laura J; Murray, Kate A; White, Laura F; Dyer, Sophia; Mitchell, Patricia A; Fernandez, William G

    2012-01-01

    Occupational injuries are an important source of morbidity for emergency medical services (EMS) providers. Previous work has shown that employee perceptions of an organization's commitment to safety (i.e., safety climate) correlate with adherence to safe practices. To assess the association between perceived safety climate and compliance with safety procedures in an urban EMS system with >100,000 calls/year. EMS providers were issued a self-administered survey that included questions on demographics, years of experience, perceived safety climate, and adherence to safety procedures. Safety climate was assessed with a 20-item validated instrument. Adherence to safety procedures was assessed with a nine-item list of safety behaviors. Strict adherence to safety procedures was defined as endorsing "agree" or "strongly agree" on 80% of items. The effect of safety climate on compliance with safe practices was estimated using multiple logistic regression. One hundred ninety-six of 221 providers (89%) completed surveys; 74% were male; the median age was 36-40 years; and the median amount of experience was 8 years. One hundred twenty-seven of 196 respondents (65%) reported strict adherence to safe work practice. Factor analysis confirmed the original six-factor grouping of questions; frequent safety-related feedback/training was significantly associated with safe practices (odds ratio [OR] = 2.14, 95% confidence interval [CI] = 1.01-4.51). EMS workers perceiving a high degree of perceived safety climate was associated with twofold greater odds of self-reported level of strict adherence to safe work practices. Frequent safety-related feedback/training was the one dimension of safety climate that had the strongest association with adherence to safe workplace behaviors.

  2. Exploring varieties of knowledge in safe work practices - an ethnographic study of surgical teams

    PubMed Central

    2011-01-01

    Background Within existing research in health and medicine, the nature of knowledge on how teams conduct safe work practices has yet to be properly explored. Methods We address this concern by exploring the varieties in which knowledge is expressed during interdisciplinary surgical operations. Specifically, the study was conducted in a surgical section of a Norwegian regional general hospital, between January and April of 2010, by means of an ethnographic design combining detailed non-participant observations, conversations and semi-structured interviews. Results Based on an analysis of the gathered data, we identify three particular themes in how knowledge is expressed by operating room personnel: (i) the ability and variety individuals demonstrate in handling multiple sources of information, before reaching a particular decision, (ii) the variety of ways awareness or anticipation of future events is expressed, and (iii) the different ways sudden and unexpected situations are handled by the individual team members. Conclusions We conclude that these facets of knowledge bring different insights into how safe work practices are achieved at an individual and team level in surgical operations, thus adding to the existing understanding of the nature of knowledge in safe work practices in surgical operations. Future research should focus on exploring and documenting the relationships between various elements of knowledge and safe work practices, in different surgical settings and countries. PMID:21914183

  3. Adoption of Sun Safe Work Place Practices by Local Governments

    PubMed Central

    Wallis, Allan; Andersen, Peter A.; Buller, David B.; Walkosz, Barbara; Lui, Lucia; Buller, Mary; Scott, Michael D.; Jenkins, Rob

    2014-01-01

    Context Outdoor workers are especially susceptible to skin cancer, the most common, but also one of the most preventable, forms of cancer. Colorado, the location of the study, has the second highest rate of skin cancer deaths in the nation. Objective Local government managers in Colorado—in municipalities, counties and special districts—were surveyed in order to ascertain the extent to which they engage in formal (written) and informal practices to protect their outdoor workers against excessive exposure to sun. Design The survey consisted of 51 question assessing awareness of formal or informal practices for sun protection of outdoor workers. An index of practices--the study's dependent variable--was created that was comprised or practices such as providing employees free or reduced-cost sunscreen, wide-brimmed hats, sunglasses, long-sleeved work shirts, long work pants, and temporary or permanent outdoor shade shelters. Proscriptive policies, such as restricting the use of broad brimmed hats, were subtracted from the index. Surveys were completed by 825 administrators representing 98 jurisdictions. Responses from administrators in the same jurisdiction were averaged. Results Over 40 percent of responding jurisdictions indicated that they engaged in informal sun safety practices. Tests conducted to determine what variables might account for the adoption of these sun protection practices found that the degree to which a community could be regarded as cosmopolite and as having an individualistic political culture were significant predictors. Type of government was also significant. Although, higher community income was a significant predictor, neither local government budget nor size was significant. Conclusions The adoption of sun safe practices bears low costs with potentially high returns. Findings from this study suggest that awareness campaigns might most effectively target cosmopolite communities, but that the greatest impact might be achieved by targeting

  4. Challenges of safe medication practice in paediatric care--a nursing perspective.

    PubMed

    Star, Kristina; Nordin, Karin; Pöder, Ulrika; Edwards, I Ralph

    2013-05-01

    To explore nurses' experiences of handling medications in paediatric clinical practice, with a focus on factors that hinder and facilitate safe medication practices. Twenty nurses (registered nurses) from four paediatric wards at two hospitals in Sweden were interviewed in focus groups. The interviews were analysed using content analysis. Six themes emerged from the analysed interviews: the complexity specific for nurses working on paediatric wards is a hindrance to safe medication practices; nurses' concerns about medication errors cause a considerable psychological burden; the individual nurse works hard for safe medication practices and values support from other nurse colleagues; circumstances out of the ordinary are perceived as critical challenges for maintaining patient safety; nurses value clear instructions, guidelines and routines, but these are often missing, variable or changeable; management, other medical professionals, the pharmacy, the pharmaceutical industry and informatics support need to respond to the requirements of the nurses' working situations to improve safe medication practices. Weaknesses were apparent in the long chain of the medication-delivery process. A joint effort by different professions involved in that delivery process, and a nationwide collaboration between hospitals is recommended to increase safe medication practices in paediatric care. ©2013 Foundation Acta Paediatrica. Published by Blackwell Publishing Ltd.

  5. Safe working practices and HIV infection: knowledge, attitudes, perception of risk, and policy in hospital.

    PubMed Central

    Davidson, G; Gillies, P

    1993-01-01

    OBJECTIVES--To assess the knowledge, attitudes, and perceptions of risk of occupational HIV transmission in hospital in relation to existing guidelines. DESIGN--Cross sectional anonymous questionnaire survey of all occupational groups. SETTING--One large inner city teaching hospital. SUBJECTS--All 1530 staff working in the hospital in October 1991 and 22 managers. MAIN MEASURES--Knowledge of safe working practices and hospital guidelines; attitudes towards patients with AIDS; perception of risk of occupational transmission of HIV; availability of guidelines. RESULTS--The response rate in the questionnaire survey was 63% (958/1530). Although staff across all occupational groups knew of the potential risk of infection from needlestick injury (98%, 904/922), significantly more non-clinical staff (ambulance, catering, and domestic staff) than clinical staff (doctors, nurses, and paramedics) thought HIV could be transmitted by giving blood (38%, 153/404 v 12%, 40/346; chi 2 = 66.1 p < 0.001); one in ten clinical staff believed this. Except for midwives, half of staff in most occupational groups and 19% (17/91) of doctors and 22% (28/125) of nurses thought gloves should be worn in all contacts with people with AIDS. Most staff (62%, 593/958), including 38% (36/94) of doctors and 52% (67/128) of nurses thought patients should be routinely tested on admission, 17% of doctors and 19% of nurses thought they should be isolated in hospital. One in three staff perceived themselves at risk of HIV. Midwives, nurses, and theatre technicians were most aware of guidelines for safe working compared with only half of doctors, ambulance, and paramedical staff and no incinerator staff. CONCLUSIONS--Policy guidelines for safe working practices for patients with HIV infection and AIDS need to be disseminated across all occupational groups to reduce negative staff attitudes, improve knowledge of occupational transmission, establish an appropriate perception of risk, and create a supportive

  6. 29 CFR 1926.1080 - Safe practices manual.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... Regulations Relating to Labor (Continued) OCCUPATIONAL SAFETY AND HEALTH ADMINISTRATION, DEPARTMENT OF LABOR (CONTINUED) SAFETY AND HEALTH REGULATIONS FOR CONSTRUCTION Diving General Operations Procedures § 1926.1080 Safe practices manual. Note: The requirements applicable to construction work under this section are...

  7. Safe Sleep Practices of Kansas Birthing Hospitals

    PubMed Central

    Ahlers-Schmidt, Carolyn R.; Schunn, Christy; Sage, Cherie; Engel, Matthew; Benton, Mary

    2018-01-01

    Background Sleep-related death is tied with congenital anomalies as the leading cause of infant mortality in Kansas, and external risk factors are present in 83% of these deaths. Hospitals can impact caregiver intentions to follow risk-reduction strategies. This project assessed the current practices and policies of Kansas hospitals with regard to safe sleep. Methods A cross-sectional survey of existing safe sleep practices and policies in Kansas hospitals was performed. Hospitals were categorized based on reported delivery volume and data were compared across hospital sizes. Results Thirty-one of 73 (42%) contacted hospitals responded. Individual survey respondents represented various hospital departments including newborn/well-baby (68%), neonatal intensive care unit (3%) and other non-nursery departments or administration (29%). Fifty-eight percent of respondents reported staff were trained on infant safe sleep; 44% of these held trainings annually. High volume hospitals tended to have more annual training than low or mid volume birth hospitals. Thirty-nine percent reported a safe sleep policy, though most of these (67%) reported never auditing compliance. The top barrier to safe sleep education, regardless of delivery volume, was conflicting patient and family member beliefs. Conclusions Hospital promotion of infant safe sleep is being conducted in Kansas to varying degrees. High and mid volume birth hospitals may need to work more on formal auditing of safe sleep practices, while low volume hospitals may need more staff training. Low volume hospitals also may benefit from access to additional caregiver education materials. Finally, it is important to note hospitals should not be solely responsible for safe sleep education. PMID:29844848

  8. Safe delivery practices: experience from cross-sectional data of Bangladeshi women.

    PubMed

    Kabir, M A; Goh, Kim-Leng; Khan, M M H; Al-Amin, Abul Quasem; Azam, Mohammad Nurul

    2015-03-01

    This study examines the safe delivery practices of Bangladeshi women using data on 4905 ever-married women aged 15 to 49 years from the 2007 Bangladesh Demographic and Health Survey. Variables that included age, region of origin, education level of respondent and spouse, residence, working status, religion, involvement in NGOs, mass media exposure, and wealth index were analyzed to find correlates of safe delivery practices. More than 80% of the deliveries took place at home, and only 18% were under safe and hygienic conditions. The likelihood of safe deliveries was significantly lower among younger and older mothers than middle-aged mothers and higher among educated mothers and those living in urban areas. Economically better-off mothers and those with greater exposure to mass media had a significantly higher incidence of safe delivery practices. A significant association with religion and safe delivery practices was revealed. Demographic, socioeconomic, cultural, and programmatic factors that are strongly associated with safe delivery practices should be considered in the formulation of reproductive health policy. © 2012 APJPH.

  9. Safe Use Practices for Pesticides

    Science.gov Websites

    ; Environment Human Health Animal Health Safe Use Practices Food Safety Environment Air Water Soil Wildlife Ingredients Low-Risk Pesticides Organic Pesticide Ingredients Pesticide Incidents Human Exposure Pet Exposure Home Page Pesticide Health and Safety Information Safe Use Practices for Pesticides Related Topics

  10. A qualitative assessment of safe work practices in logging in the southern United States.

    PubMed

    Conway, Sadie H; Pompeii, Lisa A; Casanova, Vanessa; Douphrate, David I

    2017-01-01

    The logging industry is recognized as one of the most dangerous professions in the U.S., but little is known about safety management practices on remote logging sites. A total of six focus group sessions were held among logging supervisors and front line crew members in Arkansas, Louisiana, and Texas (N = 27 participants). Participants perceived that logging was a dangerous profession, but its risks had been mitigated in several ways, most notably through mechanization of timber harvesting. Log trucking-related incidents were widely identified as the primary source of risk for injury and death on logging work sites. Human error, in general, and being out of the machinery on the work site were highlighted as additional sources of risk. Participants indicated high levels of personal motivation to work in a safe manner but tended to underestimate workplace hazards and expressed widely varying levels of co-worker trust. Am. J. Ind. Med. 60:58-68, 2017. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

  11. Safe sex self-efficacy and safe sex practice in a Southern United States College

    PubMed Central

    Addoh, Ovuokerie; Sng, Eveleen; Loprinzi, Paul D.

    2017-01-01

    Background: The purpose of this study was to assess the association between safe sex self-efficacy and safe-sex practice in a Southern college setting. Methods: Multivariable logistic regression models were used to examine the association between safe sex self-efficacy in four domains (mechanics, partner disapproval, assertiveness, intoxicants) and safe sex practice (outcome variable). Results: For every 1-unit increase in the composite condom use self-efficacy score, there was an 8% increase in the odds of being beyond the median safe-sex practice score (odds ration [OR]: 1.08, 95% CI: 1.02-1.15). Additionally, for every 1-unit increase in intoxicants self-efficacy score, there was a 31% increase in the odds of being beyond the median safe-sex practice score (OR: 1.31, 95% CI: 1.08-1.58). Conclusion: A greater degree of safe-sex self-efficacy is associated with increased odds of safe-sex practice. These findings are informative for the development of targeted approaches to foster safe-sex behavior in Southern US colleges. PMID:28326287

  12. Do Leadership Style, Unit Climate, and Safety Climate Contribute to Safe Medication Practices?

    PubMed

    Farag, Amany; Tullai-McGuinness, Susan; Anthony, Mary K; Burant, Christopher

    2017-01-01

    This study aims at: examining if leadership style and unit climate predict safety climate; and testing the direct, indirect, and total effect of leadership style, unit climate, and safety climate on nurses' safe medication practices. The Institute of Medicine and nursing scholars propose that safety climate is a prerequisite to safety practices. However, there is limited empirical evidence about factors contributing to the development of safety climate and about the association with nurses' safe medication practices. This cross-sectional study used survey data from 246 RNs working in a Magnet® hospital. Leadership style and unit climate predicted 20% to 50% of variance on all safety climate dimensions. Model testing revealed the indirect impact of leadership style and unit climate on nurses' safe medication practices. Our hypothesized model explained small amount of the variance on nurses' safe medication practices. This finding suggests that nurses' safe medication practices are influenced by multiple contextual and personal factors that should be further examined.

  13. Staying Healthy and Safe at Work

    MedlinePlus

    ... The Prematurity Campaign About us Annual report Our work Community impact Global programs Research Need help? Frequently ... safe at work Staying healthy and safe at work E-mail to a friend Please fill in ...

  14. Safe working hours--doctors in training a best practice issue.

    PubMed

    Lewis, Andrew

    2002-01-01

    In 1995, the Australian Medical Association launched its Safe Working Hours campaign. By 1998, this had been developed into a National Code of Conduct that continues to resonate in the Australian public health system. However, and particularly in respect of Doctors in Training (DITs) who continue to work long hours, there are levels of resistance to proposals that seek to re-organise work or change prevailing professional and cultural expectations. Long working hours have substantial impacts on a DIT's capacity to consistently deliver high quality patient care, dilute the effectiveness of their training regime and have negative consequences on their health, social life and family responsibilities. While public hospitals often maintain the view that minimal budget flexibility restricts their capacity to affect change in a positive way, in fact devisable productivity and efficiency gains can be achieved by reducing working hours. Further, the medical profession needs to consider whether long hours provide an optimal environment for quality learning and performance.

  15. Interactive eLearning - a safe place to practice.

    PubMed

    Einarson, Elisabeth; Moen, Anne; Kolberg, Ragnhild; Flingtorp, Gry; Linnerud, Eva

    2009-01-01

    Interactive web-based learning environment offers refreshing opportunities to create innovative solutions to explore and exploit informatics support on-the-job training. We report from a study where a hospital is created a interactive eLearning resource. The modules are creating a safe place to practice - to be used for introduction to the work and preparation for certification or re-certification of competencies.

  16. Safe injection practice among health care workers, Gharbiya, Egypt.

    PubMed

    Ismail, Nanees A; Aboul Ftouh, Aisha M; El Shoubary, Waleed H

    2005-01-01

    A cross-sectional study was conducted in 25 health care facilities in Gharbiya governorate to assess safe injection practices among health care workers (HCWs). Two questionnaires, one to collect information about administrative issues related to safe injection and the other to collect data about giving injections, exposure to needle stick injuries, hepatitis B vaccination status and safe injection training. Practices of injections were observed using a standardized checklist. The study revealed that there was lack of both national and local infection control policies and lack of most of the supplies needed for safe injection practices. Many safe practices were infrequent as proper needle manipulation before disposal (41%), safe needle disposal (47.5%), reuse of used syringe & needle (13.2%) and safe syringe disposal (0%). Exposure to needle stick injuries were common among the interviewed HCWs (66.2%) and hand washing was the common post exposure prophylaxis measure (63.4%). Only 11.3% of HCWs had full course hepatitis B vaccination. Infection control -including safe injections- training programs should be afforded to all HCWs.

  17. Adoption of sun safe workplace practices by local governments.

    PubMed

    Wallis, Allan; Andersen, Peter A; Buller, David B; Walkosz, Barbara; Lui, Lucia; Buller, Mary; Scott, Michael D; Jenkins, Rob

    2014-01-01

    Outdoor workers are especially susceptible to skin cancer--the most common, but also one of the most preventable, forms of cancer. Colorado, the location of the study, has the second highest rate of skin cancer deaths in the nation. Local government managers in Colorado-in municipalities, counties, and special districts-were surveyed to ascertain the extent to which they engage in formal (written) and informal practices to protect their outdoor workers against excessive exposure to sun. The survey consisted of 51 questions assessing awareness of formal or informal practices for sun protection of outdoor workers. An index of practices--the study's dependent variable--was created that was composed or practices such as providing employees free or reduced-cost sunscreen, wide-brimmed hats, sunglasses, long-sleeved work shirts, long work pants, and temporary or permanent outdoor shade shelters. Proscriptive policies, such as restricting the use of broad brimmed hats, were subtracted from the index. Surveys were completed by 825 administrators representing 98 jurisdictions. Responses from administrators in the same jurisdiction were averaged. More than 40% of responding jurisdictions indicated that they engaged in informal sun safety practices. Tests conducted to determine what variables might account for the adoption of these sun protection practices found that the degree to which a community could be regarded as cosmopolite and as having an individualistic political culture were significant predictors. Type of government was also significant. Although, higher community income was a significant predictor, neither local government budget nor size was significant. The adoption of sun safe practices bears low costs with potentially high returns. Findings from this study suggest that awareness campaigns might most effectively target cosmopolite communities, but that the greatest impact might be achieved by targeting localite communities. Government size and budget do not

  18. Strategies and challenges for safe injection practice in developing countries.

    PubMed

    Gyawali, Sudesh; Rathore, Devendra Singh; Shankar, P Ravi; Kumar, Kc Vikash

    2013-01-01

    Injection is one of the important health care procedures used globally to administer drugs. Its unsafe use can transmit various blood borne pathogens. This article aims to review the history and status of injection practices, its importance, interventions and the challenges for safe injection practice in developing countries. The history of injections started with the discovery of syringe in the early nineteenth century. Safe injection practice in developed countries was initiated in the early twentieth century but has not received adequate attention in developing countries. The establishment of "Safe Injection Global Network (SIGN)" was an milestone towards safe injection practice globally. In developing countries, people perceive injection as a powerful healing tool and do not hesitate to pay more for injections. Unsafe disposal and reuse of contaminated syringe is common. Ensuring safe injection practice is one of the greatest challenges for healthcare system in developing countries. To address the problem, interventions with active involvement of a number of stakeholders is essential. A combination of educational, managerial and regulatory strategies is found to be effective and economically viable. Rational and safe use of injections can save many lives but unsafe practice threatens life. Safe injection practice is crucial in developing countries. Evidence based interventions, with honest commitment and participation from the service provider, recipient and community with aid of policy makers are required to ensure safe injection practice.

  19. Strategies and challenges for safe injection practice in developing countries

    PubMed Central

    Gyawali, Sudesh; Rathore, Devendra Singh; Shankar, P Ravi; Kumar, KC Vikash

    2013-01-01

    Injection is one of the important health care procedures used globally to administer drugs. Its unsafe use can transmit various blood borne pathogens. This article aims to review the history and status of injection practices, its importance, interventions and the challenges for safe injection practice in developing countries. The history of injections started with the discovery of syringe in the early nineteenth century. Safe injection practice in developed countries was initiated in the early twentieth century but has not received adequate attention in developing countries. The establishment of “Safe Injection Global Network (SIGN)” was an milestone towards safe injection practice globally. In developing countries, people perceive injection as a powerful healing tool and do not hesitate to pay more for injections. Unsafe disposal and reuse of contaminated syringe is common. Ensuring safe injection practice is one of the greatest challenges for healthcare system in developing countries. To address the problem, interventions with active involvement of a number of stakeholders is essential. A combination of educational, managerial and regulatory strategies is found to be effective and economically viable. Rational and safe use of injections can save many lives but unsafe practice threatens life. Safe injection practice is crucial in developing countries. Evidence based interventions, with honest commitment and participation from the service provider, recipient and community with aid of policy makers are required to ensure safe injection practice. PMID:23662018

  20. Sociotechnical attributes of safe and unsafe work systems.

    PubMed

    Kleiner, Brian M; Hettinger, Lawrence J; DeJoy, David M; Huang, Yuang-Hsiang; Love, Peter E D

    2015-01-01

    Theoretical and practical approaches to safety based on sociotechnical systems principles place heavy emphasis on the intersections between social-organisational and technical-work process factors. Within this perspective, work system design emphasises factors such as the joint optimisation of social and technical processes, a focus on reliable human-system performance and safety metrics as design and analysis criteria, the maintenance of a realistic and consistent set of safety objectives and policies, and regular access to the expertise and input of workers. We discuss three current approaches to the analysis and design of complex sociotechnical systems: human-systems integration, macroergonomics and safety climate. Each approach emphasises key sociotechnical systems themes, and each prescribes a more holistic perspective on work systems than do traditional theories and methods. We contrast these perspectives with historical precedents such as system safety and traditional human factors and ergonomics, and describe potential future directions for their application in research and practice. The identification of factors that can reliably distinguish between safe and unsafe work systems is an important concern for ergonomists and other safety professionals. This paper presents a variety of sociotechnical systems perspectives on intersections between social--organisational and technology--work process factors as they impact work system analysis, design and operation.

  1. Sociotechnical attributes of safe and unsafe work systems

    PubMed Central

    Kleiner, Brian M.; Hettinger, Lawrence J.; DeJoy, David M.; Huang, Yuang-Hsiang; Love, Peter E.D.

    2015-01-01

    Theoretical and practical approaches to safety based on sociotechnical systems principles place heavy emphasis on the intersections between social–organisational and technical–work process factors. Within this perspective, work system design emphasises factors such as the joint optimisation of social and technical processes, a focus on reliable human–system performance and safety metrics as design and analysis criteria, the maintenance of a realistic and consistent set of safety objectives and policies, and regular access to the expertise and input of workers. We discuss three current approaches to the analysis and design of complex sociotechnical systems: human–systems integration, macroergonomics and safety climate. Each approach emphasises key sociotechnical systems themes, and each prescribes a more holistic perspective on work systems than do traditional theories and methods. We contrast these perspectives with historical precedents such as system safety and traditional human factors and ergonomics, and describe potential future directions for their application in research and practice. Practitioner Summary: The identification of factors that can reliably distinguish between safe and unsafe work systems is an important concern for ergonomists and other safety professionals. This paper presents a variety of sociotechnical systems perspectives on intersections between social–organisational and technology–work process factors as they impact work system analysis, design and operation. PMID:25909756

  2. 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)

  3. EPA Reaches Settlement with Two N.H. Companies for Failure to Disclose Lead Paint Information or Follow Lead-Safe Work Practices at Residential Property in Manchester

    EPA Pesticide Factsheets

    The U.S. EPA finalized a settlement agreement with two N.H. companies for their alleged failure to follow lead-safe work practices and provide proper lead paint disclosure to tenants at a residential property in Manchester, N.H.

  4. Working safely with H5N1 viruses.

    PubMed

    García-Sastre, Adolfo

    2012-01-01

    Research on H5N1 influenza viruses has received much attention recently due to the possible dangers associated with newly developed avian H5N1 viruses that were derived from highly pathogenic avian viruses and are now transmissible among ferrets via respiratory droplets. An appropriate discussion, based on scientific facts about the risks that such viruses pose and on the biocontainment facilities and practices necessary for working safely with these viruses, is needed. Selecting the right level of biocontainment is critical for minimizing the risks associated with H5N1 research while simultaneously allowing an appropriately fast pace of discovery. Rational countermeasures for preventing the spread of influenza can be developed only by gaining a thorough knowledge of the molecular mechanisms at work in host specificity and transmission.

  5. Implementing AORN recommended practices for a safe environment of care.

    PubMed

    Hughes, Antonia B

    2013-08-01

    Providing a safe environment for every patient undergoing a surgical or other invasive procedure is imperative. AORN's "Recommended practices for a safe environment of care" provides guidance on a wide range of topics related to the safety of perioperative patients and health care personnel. The recommendations are intended to provide guidance for establishing best practices and implementing safety measures in all perioperative practice settings. Perioperative nurses should be aware of risks related to musculoskeletal injuries, fire, equipment, latex, and chemicals, among others, and understand strategies for reducing the risks. Evidence-based recommendations can give practitioners the tools to guide safe practice. Copyright © 2013 AORN, Inc. Published by Elsevier Inc. All rights reserved.

  6. 12 CFR 1.5 - Safe and sound banking practices; credit information required.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 12 Banks and Banking 1 2012-01-01 2012-01-01 false Safe and sound banking practices; credit... TREASURY INVESTMENT SECURITIES § 1.5 Safe and sound banking practices; credit information required. (a) A national bank shall adhere to safe and sound banking practices and the specific requirements of this part...

  7. 12 CFR 1.5 - Safe and sound banking practices; credit information required.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 12 Banks and Banking 1 2013-01-01 2013-01-01 false Safe and sound banking practices; credit... TREASURY INVESTMENT SECURITIES § 1.5 Safe and sound banking practices; credit information required. (a) A national bank shall adhere to safe and sound banking practices and the specific requirements of this part...

  8. 12 CFR 1.5 - Safe and sound banking practices; credit information required.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 12 Banks and Banking 1 2014-01-01 2014-01-01 false Safe and sound banking practices; credit... TREASURY INVESTMENT SECURITIES § 1.5 Safe and sound banking practices; credit information required. (a) A national bank shall adhere to safe and sound banking practices and the specific requirements of this part...

  9. 12 CFR 1.5 - Safe and sound banking practices; credit information required.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 12 Banks and Banking 1 2010-01-01 2010-01-01 false Safe and sound banking practices; credit... TREASURY INVESTMENT SECURITIES § 1.5 Safe and sound banking practices; credit information required. (a) A national bank shall adhere to safe and sound banking practices and the specific requirements of this part...

  10. 12 CFR 1.5 - Safe and sound banking practices; credit information required.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 12 Banks and Banking 1 2011-01-01 2011-01-01 false Safe and sound banking practices; credit... TREASURY INVESTMENT SECURITIES § 1.5 Safe and sound banking practices; credit information required. (a) A national bank shall adhere to safe and sound banking practices and the specific requirements of this part...

  11. SUNRAYCE 1993: Working safely with lead-acid batteries and photovoltaic power systems

    NASA Astrophysics Data System (ADS)

    Dephillips, M. P.; Moskowitz, P. D.; Fthenakis, V. M.

    1992-11-01

    The US Department of Energy (DOE) is sponsoring SUNRAYCE 93 to advance tile technology and use of photovoltaics and electric vehicles. Participants will use cars powered by photovoltaic modules and lead-acid storage batteries. This brochure, prepared for students and faculty participating in this race, outlines the health hazards presented by these electrical systems and gives guidance on strategies for their safe usage. At the outset, it should be noted that working with photovoltaic systems and batteries requires electric vehicle drivers and technicians to have 'hands-on' contact with the car on a daily basis. It is important that no one work near a photovoltaic energy system or battery, either in a vehicle or on the bench, unless they familiarize themselves with the components in use and know and observe safe work practices including the safety precautions described in the manuals provided by the various equipment vendors and this document.

  12. Working with Self-Injurious Adolescents Using the Safe Kit

    ERIC Educational Resources Information Center

    Moyer, Michael

    2008-01-01

    This article offers a guide for using the Safe Kit when working with clients who self-injure. The Safe Kit can be used as a supplement to more traditional approaches to counseling and offers clients alternatives to self-injury when they need alternatives the most. The Safe Kit works under the assumption that individuals differ in the meaning they…

  13. Nurses' clinical reasoning practices that support safe medication administration: An integrative review of the literature.

    PubMed

    Rohde, Emily; Domm, Elizabeth

    2018-02-01

    To review the current literature about nurses' clinical reasoning practices that support safe medication administration. The literature about medication administration frequently focuses on avoiding medication errors. Nurses' clinical reasoning used during medication administration to maintain medication safety receives less attention in the literature. As healthcare professionals, nurses work closely with patients, assessing and intervening to promote mediation safety prior to, during and after medication administration. They also provide discharge teaching about using medication safely. Nurses' clinical reasoning and practices that support medication safety are often invisible when the focus is medication errors avoidance. An integrative literature review was guided by Whittemore and Knafl's (Journal of Advanced Nursing, 5, 2005 and 546) five-stage review of the 11 articles that met review criteria. This review is modelled after Gaffney et al.'s (Journal of Clinical Nursing, 25, 2016 and 906) integrative review on medical error recovery. Health databases were accessed and systematically searched for research reporting nurses' clinical reasoning practices that supported safe medication administration. The level and quality of evidence of the included research articles were assessed using The Johns Hopkins Nursing Evidence-Based Practice Rating Scale©. Nurses have a central role in safe medication administration, including but not limited to risk awareness about the potential for medication errors. Nurses assess patients and their medication and use knowledge and clinical reasoning to administer medication safely. Results indicated nurses' use of clinical reasoning to maintain safe medication administration was inadequately articulated in 10 of 11 studies reviewed. Nurses are primarily responsible for safe medication administration. Nurses draw from their foundational knowledge of patient conditions and organisational processes and use clinical reasoning that

  14. Iatrogenic Hepatitis C Virus Transmission and Safe Injection Practices.

    PubMed

    Defendorf, Charles M; Paul, Sindy; Scott, George J

    2018-05-01

    Hepatitis C virus (HCV) infection poses significant adverse health effects. Improper use of vials, needles, syringes, intravenous bags, tubing, and connectors for injections and infusions is a current preventable cause of iatrogenic HCV transmission. Numerous cases have demonstrated the need for continued vigilance and the widespread nature of this iatrogenic infection risk across a variety of medical practice settings in the United States. Failure to implement the evidence-based Centers for Disease Control and Prevention (CDC) infection prevention guidelines exposes patients to preventable harm. The guidelines establish the requirement to notify patients in cases of suspected virus transmission, as well as to screen those patients who would not otherwise have been at risk for HCV seroconversion and other bloodborne pathogens. Legal and regulatory ramifications, including state, criminal, and tort laws, hold physicians and other health care professionals accountable to use safe injection practices. This article reviews the major health risks of HCV infection, significant effects of iatrogenic infection transmission, CDC guidelines for safe injection practices, and legal regulations and ramifications designed to promote safe injection practices.

  15. Safe Haven Laws and School Social Work

    ERIC Educational Resources Information Center

    Kopels, Sandra

    2012-01-01

    "Safe haven" laws are designed to protect infants from being killed or otherwise harmed. This article examines the safe haven laws from the states that comprise the Midwest School Social Work Council and the variations between these laws regarding the age of the infant, where the infant can be left, who is allowed to leave the infant, whether…

  16. Gender difference in safe and unsafe practice of pesticide handling in tobacco farmers of malaysia.

    PubMed

    Bin Nordin, R; Araki, S; Sato, H; Yokoyama, K; Bin Wan Muda, W A; Win Kyi, D

    2001-01-01

    To identify gender difference in safe and unsafe practice of pesticide handling in tobacco farmers of Malaysia, we conducted a 20-item questionnaire interview on storage of pesticide (4 questions), mixing of pesticide (3 questions), use of personal protective equipment and clothing while spraying pesticide (7 questions), activities during and after spraying of pesticide (5 questions), and maintenance of pesticide sprayer (1 question) in 496 tobacco farmers (395 males and 101 females) in Bachok District, Kelantan, Malaysia. Duration of employment was significantly longer in females than those in males (p<0.001). In addition, proportion with no formal education in females was significantly higher than those in males (p<0.05). The following eight common factors were extracted from the 20 questionnaires by principal components factor analysis after varimax rotation in all farmers: (1) use of personal protective equipment, (2) unsafe work habit, (3) reading and following instructions on pesticide label, (4) security, storage and disposal of pesticide container, (5) safe work habit, (6) proper handling of pesticide and maintenance of pesticide sprayer, (7) use of personal protective clothing, and (8) safe handling of pesticide. Results of analysis of covariance for the eight factor scores of all male and female farmers, controlling for educational level and duration of employment, showed that: (1) factor scores for use of personal protective equipment (p<0.001), use of personal protective clothing (p<0.001) and safe work habit (p<0.001) in females were significantly lower than those in males; (2) conversely, factor scores for reading and following instruction on pesticide label (p<0.001) and proper handling of pesticide and maintenance of pesticide sprayer (p<0.01) in males were significantly lower than those in females; and (3) there were no significant differences in other three factor scores (p>0.05). We therefore conclude that: (1) for female tobacco farmers, choice

  17. Gender Difference in Safe and Unsafe Practice of Pesticide Handling in Tobacco Farmers of Malaysia

    PubMed Central

    BIN NORDIN, Rusli; ARAKI, Shunichi; SATO, Hajime; YOKOYAMA, Kazuhito; BIN WAN MUDA, Wan Abdul Manan; WIN KYI, Daw

    2001-01-01

    To identify gender difference in safe and unsafe practice of pesticide handling in tobacco farmers of Malaysia, we conducted a 20-item questionnaire interview on storage of pesticide (4 questions), mixing of pesticide (3 questions), use of personal protective equipment and clothing while spraying pesticide (7 questions), activities during and after spraying of pesticide (5 questions), and maintenance of pesticide sprayer (1 question) in 496 tobacco farmers (395 males and 101 females) in Bachok District, Kelantan, Malaysia. Duration of employment was significantly longer in females than those in males (p<0.001). In addition, proportion with no formal education in females was significantly higher than those in males (p<0.05). The following eight common factors were extracted from the 20 questionnaires by principal components factor analysis after varimax rotation in all farmers: (1) use of personal protective equipment, (2) unsafe work habit, (3) reading and following instructions on pesticide label, (4) security, storage and disposal of pesticide container, (5) safe work habit, (6) proper handling of pesticide and maintenance of pesticide sprayer, (7) use of personal protective clothing, and (8) safe handling of pesticide. Results of analysis of covariance for the eight factor scores of all male and female farmers, controlling for educational level and duration of employment, showed that: (1) factor scores for use of personal protective equipment (p<0.001), use of personal protective clothing (p<0.001) and safe work habit (p<0.001) in females were significantly lower than those in males; (2) conversely, factor scores for reading and following instruction on pesticide label (p<0.001) and proper handling of pesticide and maintenance of pesticide sprayer (p<0.01) in males were significantly lower than those in females; and (3) there were no significant differences in other three factor scores (p>0.05). We therefore conclude that: (1) for female tobacco farmers, choice

  18. The Lead-Safe Certified Guide to Renovate Right

    MedlinePlus

    ... for information about courses and resources on lead-safe work practices. 1 RENOVAT ING, REPA IRING, OR PA ... child care facility or school. • Always use lead-safe work practices when renovation or repair will disturb painted ...

  19. Exploring the influence of workplace supports and relationships on safe medication practice: A pilot study of Australian graduate nurses.

    PubMed

    Sahay, Ashlyn; Hutchinson, Marie; East, Leah

    2015-05-01

    Despite the growing awareness of the benefits of positive workplace climates, unsupportive and disruptive workplace behaviours are widespread in health care organisations. Recent graduate nurses, who are often new to a workplace, are particularly vulnerable in unsupportive climates, and are also recognised to be at higher risk for medication errors. Investigate the association between workplace supports and relationships and safe medication practice among graduate nurses. Exploratory study using quantitative survey with a convenience sample of 58 nursing graduates in two Australian States. Online survey focused on graduates' self-reported medication errors, safe medication practice and the nature of workplace supports and relationships. Spearman's correlations identified that unsupportive workplace relationships were inversely related to graduate nurse medication errors and erosion of safe medication practices, while supportive Nurse Unit Manager and supportive work team relationships positively influenced safe medication practice among graduates. Workplace supports and relationships are potentially both the cause and solution to graduate nurse medication errors and safe medication practices. The findings develop further understanding about the impact of unsupportive and disruptive behaviours on patient safety and draw attention to the importance of undergraduate and continuing education strategies that promote positive workplace behaviours and graduate resilience. Copyright © 2015 Elsevier Ltd. All rights reserved.

  20. Safe meat-handling knowledge, attitudes and practices of private and government meat processing plants' workers: implications for future policy.

    PubMed

    Adesokan, H K; Raji, A O Q

    2014-03-01

    Food-borne disease outbreaks remain a major global health challenge and cross-contamination from raw meat due to poor handling is a major cause in developing countries. Adequate knowledge of meat handlers is important in limiting these outbreaks. This study evaluated and compared the safe meat-handling knowledge, attitudes and practices (KAP) of private (PMPP) and government meat processing plants' (GMPP) workers in south-western Nigeria. This cross sectional study comprised 190 meat handlers (PMPP = 55; GMPP = 135). Data concerning their safe meat-handling knowledge, attitudes and practices as well as their socio-demographic characteristics, such as age, gender and work experience were collected. A significant association was observed between the type of meat processing plants and their knowledge (p = 0.000), attitudes (p = 0.000) and practices (p = 0.000) of safe meat-handling. Meat handlers in the GMPP were respectively, about 17 times (OR = 0.060, 95% CI: 0.018-0.203), 57 times (OR = 0.019, 95% CI: 0.007-0.054) and 111 times (OR = 0.009, 95% CI: 0.001- 0.067) less likely to obtain good knowledge, attitude and practice level of safe meat-handling than those from PMPP. Further, KAP levels were significantly associated with age group, education and work experience (p < 0.05). Study findings suggest the need for future policy in food industry in developing countries to accommodate increased involvement of private sector for improved food safety and quality delivery. Public health education on safe food handling and hygiene should be on the front burner among food handlers in general.

  1. The use of collaboration to implement evidence-based safe practices.

    PubMed

    Clarke, John R

    2013-12-01

    The Pennsylvania Patient Safety Authority receives over 235,000 reports of medical error per year. Near miss and serious event reports of common and interesting problems are analysed to identify best practices for preventing harmful errors. Dissemination of this evidence-based information in the peer-reviewed Pennsylvania Patient Safety Advisory and presentations to medical staffs are not sufficient for adoption of best practices. Adoption of best practices has required working with institutions to identify local barriers to and incentives for adopting best practices and redesigning the delivery system to make desired behaviour easy and undesirable behaviour more difficult. Collaborations, where institutions can learn from the experiences of others, have show decreases in harmful events. The Pennsylvania Program to Prevent Wrong-Site Surgery is used as an example. Two collaborations to prevent wrong-site surgery have been completed, one with 30 institutions in eastern Pennsylvania and one with 19 in western Pennsylvania. The first collaboration achieved a 73% decrease in the rolling average of wrong-site events over 18 months. The second collaboration experienced no wrong-site operating room procedures over more than one year. Significance for public healthSince the Institute of Medicine's To Err is Human identified medical errors as a major cause of death, the public has been interested in the recommendations for reporting of medical errors and implementing safe systems for the delivery of healthcare. The Commonwealth of Pennsylvania has followed those recommendations and found that an essential intermediate step between analysing reports and implementing safe systems is collaborative learning among healthcare institutions. The experience in Pennsylvania should be useful to other public organizations wishing to improve safety.

  2. Implementing AORN recommended practices for a safe environment of care, part II.

    PubMed

    Kennedy, Lynne

    2014-09-01

    Construction in and around a working perioperative suite is a challenge beyond merely managing traffic patterns and maintaining the sterile field. The AORN "Recommended practices for a safe environment of care, part II" provides guidance on building design; movement of patients, personnel, supplies, and equipment; environmental controls; safety and security; and control of noise and distractions. Whether the OR suite evolves through construction, reconstruction, or remodeling, a multidisciplinary team of construction experts and health care professionals should create a functional plan and communicate at every stage of the project to maintain a safe environment and achieve a well-designed outcome. Emergency preparedness, a facility-wide security plan, and minimization of noise and distractions in the OR also help enhance the safety of the perioperative environment. Copyright © 2014 AORN, Inc. Published by Elsevier Inc. All rights reserved.

  3. 30 CFR 250.456 - What safe practices must the drilling fluid program follow?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... INTERIOR OFFSHORE OIL AND GAS AND SULPHUR OPERATIONS IN THE OUTER CONTINENTAL SHELF Oil and Gas Drilling Operations Drilling Fluid Requirements § 250.456 What safe practices must the drilling fluid program follow... 30 Mineral Resources 2 2010-07-01 2010-07-01 false What safe practices must the drilling fluid...

  4. Safe Practices for Copy and Paste in the EHR

    PubMed Central

    Lehmann, Christoph U.; Michel, Jeremy; Solomon, Ronni; Possanza, Lorraine; Gandhi, Tejal

    2017-01-01

    Summary Background Copy and paste functionality can support efficiency during clinical documentation, but may promote inaccurate documentation with risks for patient safety. The Partnership for Health IT Patient Safety was formed to gather data, conduct analysis, educate, and disseminate safe practices for safer care using health information technology (IT). Objective To characterize copy and paste events in clinical care, identify safety risks, describe existing evidence, and develop implementable practice recommendations for safe reuse of information via copy and paste. Methods The Partnership 1) reviewed 12 reported safety events, 2) solicited expert input, and 3) performed a systematic literature review (2010 to January 2015) to identify publications addressing frequency, perceptions/attitudes, patient safety risks, existing guidance, and potential interventions and mitigation practices. Results The literature review identified 51 publications that were included. Overall, 66% to 90% of clinicians routinely use copy and paste. One study of diagnostic errors found that copy and paste led to 2.6% of errors in which a missed diagnosis required patients to seek additional unplanned care. Copy and paste can promote note bloat, internal inconsistencies, error propagation, and documentation in the wrong patient chart. Existing guidance identified specific responsibilities for authors, organizations, and electronic health record (EHR) developers. Analysis of 12 reported copy and paste safety events was congruent with problems identified from the literature review. Conclusion Despite regular copy and paste use, evidence regarding direct risk to patient safety remains sparse, with significant study limitations. Drawing on existing evidence, the Partnership developed four safe practice recommendations: 1) Provide a mechanism to make copy and paste material easily identifiable; 2) Ensure the provenance of copy and paste material is readily available; 3) Ensure adequate

  5. Safe and secure. How to create an effective OSHA compliance program in your practice.

    PubMed

    Anderson, Douglas G

    2007-08-01

    Medical group practice administrators have a responsibility to provide a safe working environment for their employees and patients. You must create an effective Occupational Safety and Health Administration (OSHA) compliance program in your organization. The complexity and diversity of OSHA standards are significant, and developing an effective program requires more than a cut-and-paste approach. This article describes the scope of the task, the steps to take and tools you can use.

  6. Safe practices and financial considerations in using oral chemotherapeutic agents.

    PubMed

    Bartel, Sylvia B

    2007-05-01

    Safe handling practices and financial concerns associated with oral chemotherapy in non-traditional settings are discussed. Oral chemotherapy may pose a risk to patients because of a narrow therapeutic index, complex dosing regimen, dispensing by community pharmacists without prescription order review by an oncology pharmacist or nurse, or self-administration in the home or another nontraditional setting, where patient monitoring is infrequent. Errors in prescribing, dispensing, and administration and patient or caregiver misunderstandings are potential problems with the use of oral chemotherapy that need to be addressed when developing safe practices. Changes in Medicare pharmaceutical reimbursement rates and rules need to be monitored because they have the potential to affect patient care and outcomes. Patient assistance programs and advocacy groups can help alleviate financial concerns associated with oral chemotherapy. Consensus guidelines specific to safe handling of oral chemotherapy in the home or other nontraditional setting need to be developed. Also, healthcare providers must understand reimbursement and provide direction to patients when patient assistance programs or advocacy groups can assist with the financial challenges of oral chemotherapy.

  7. Safe injection practice among health-care workers in Gharbiya Governorate, Egypt.

    PubMed

    Ismail, N A; Aboul Ftouh, A M; El-Shoubary, W H; Mahaba, H

    2007-01-01

    We assessed safe injection practices among 1100 health-care workers in 25 health-care facilities in Gharbiya Governorate. Questionnaires were used to collect information and 278 injections were observed using a standardized checklist. There was a lack of infection control policies in all the facilities and a lack of many supplies needed for safe injection. Proper needle manipulation before disposal was observed in only 41% of injections, safe needle disposal in 47.5% and safe syringe disposal in 0%. Reuse of used syringes and needles was reported by 13.2% of the health-care workers and 66.2% had experienced a needle-stick injury. Only 11.3% had received a full course of hepatitis B vaccination.

  8. School Foodservice Employees' Perceptions of Practice: Differences by Generational Age and Hours Worked

    ERIC Educational Resources Information Center

    Strohbehn, Catherine; Jun, Jinhyun; Arendt, Susan

    2014-01-01

    Purpose/Objectives: This study investigated the influences of school foodservice employees' age and average number of hours worked per week on perceived safe food handling practices, barriers, and motivators. Methods: A bilingual survey (English and Spanish) was developed to assess reported food safety practices, barriers, and motivators to…

  9. Access to Safe Water and Personal Hygiene Practices in the Kulandia Refugee Camp (Jerusalem).

    PubMed

    Issa, Mohamad; McHenry, Michael; Issa, Abdul Aziz; Blackwood, R Alexander

    2015-12-22

    Diarrheal illness, frequently associated with fecal-oral transmission, is one of the leading causes of death worldwide. It is commonly preventable through the implementation of safe water practices. This experiment concerns how to best implement safe water practices in a quasi-permanent refugee camp setting with limited ability for structural changes. Specifically, we explore how health promotion activities that help identify target groups for hygiene interventions can play a role in disease prevention. An anonymous survey was conducted at the United Nations Relief and Works Agency Health Clinic in the Kulandia refugee camp to assess the safe water and personal hygiene practices. Demographic and social characteristics, accessible water and personal hygiene characteristics, and gastrointestinal (GI) burden for individuals and their households were assessed. A total of 96 individuals were enrolled; 62 females and 34 males. Approximately 58% of the sample had soap available and washed hands before and after eating and when preparing food. Piped water was the main source of drinking water (62%), while 31% of our sample utilized tanker-trucks. 93% of participants had access to toilet facilities, with 86% of these facilities being private households. 55% practice extra water hygiene measures on their household drinking water source. 51.3% considered vendor cleanliness when they were buying food. 51% had received formal health education. 68.8% had been taught by their parents, but only 55.2% were teaching their children and 15.6% had consistent access to a health professional for hygiene inquiries. Individual variables and hygiene practices associated with lower rates of diarrheal illnesses included having water piped into the home, proper hand washing, adequate soap availability, proper consideration of vendor cleanliness, higher income, levels of education, health hygiene education, and having access to healthcare professions to discuss hygiene related matters. This is

  10. The safe home project.

    PubMed

    Arphorn, Sara; Jiraniratisai, Sopaphan; Rungtakul, Rungsri; Phutta, Nikom

    2011-12-01

    The Thai Health Promotion Foundation supported the Improvement of Quality of Life of Informal Workers project in Ban Luang District, Amphur Photaram, Ratchaburi Province. There were many informal workers in Ban Luang District. Sweet-crispy fish producers in Ban Luang were the largest group among the sweet-crispy fish producers in Thailand. This project was aimed at improving living and working conditions of informal workers, with a focus on the sweet-crispy fish group. Good practices of improved living and working conditions were used to help informal workers build safe, healthy and productive work environments. These informal workers often worked in substandard conditions and were exposed to various hazards in the working area. These hazards included risk of exposure to hot work environment, ergonomics-related injuries, chemical hazards, electrical hazards etc. Ergonomics problems were commonly in the sweet-crispy fish group. Unnatural postures such as prolonged sitting were performed dominantly. One hundred and fifty informal workers participated in this project. Occupational health volunteers were selected to encourage occupational health and safety in four groups of informal workers in 2009. The occupational health volunteers trained in 2008 were farmers, beauty salon workers and doll makers. The occupational health and safety knowledge is extended to a new informal worker group: sweet-crispy fish producer, in 2009. The occupational health and safety training for sweet-crispy fish group is conducted by occupational health volunteers. The occupational health volunteers increased their skills and knowledge assist in to make safe home and safe community through participatory oriented training. The improvement of living and working condition is conducted by using a modified WISH, Work Improvement for Safe Home, checklist. The plans of improvement were recorded. The informal workers showed improvement mostly on material handling and storage. The safe uses and safe

  11. Safe sleep practices and sudden infant death syndrome risk reduction: NICU and well-baby nursery graduates.

    PubMed

    Fowler, Aja J; Evans, Patricia W; Etchegaray, Jason M; Ottenbacher, Allison; Arnold, Cody

    2013-11-01

    Our primary objective was to compare parents of infants cared for in newborn intensive care units (NICUs) and infants cared for in well-baby ("general") nurseries with regard to knowledge and practice of safe sleep practices/sudden infant death syndrome risk reduction measures and guidelines. Our secondary objective was to obtain qualitative data regarding reasons for noncompliance in both populations. Sixty participants (30 from each population) completed our survey measuring safe sleep knowledge and practice. Parents of NICU infants reported using 2 safe sleep practices-(a) always placing baby in crib to sleep and (b) always placing baby on back to sleep-significantly more frequently than parents of well infants. Additional findings and implications for future studies are discussed.

  12. 33 CFR 150.607 - What are the general safe working requirements?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... subchapter. (b) All machinery and equipment must be maintained in proper working order or removed. Personal Protective Equipment ... Workplace Conditions § 150.607 What are the general safe working requirements? (a) All equipment, including...

  13. 33 CFR 150.607 - What are the general safe working requirements?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... subchapter. (b) All machinery and equipment must be maintained in proper working order or removed. Personal Protective Equipment ... Workplace Conditions § 150.607 What are the general safe working requirements? (a) All equipment, including...

  14. MRI-guided stereotactic neurosurgical procedures in a diagnostic MRI suite: Background and safe practice recommendations.

    PubMed

    Larson, Paul S; Willie, Jon T; Vadivelu, Sudhakar; Azmi-Ghadimi, Hooman; Nichols, Amy; Fauerbach, Loretta Litz; Johnson, Helen Boehm; Graham, Denise

    2017-07-01

    The development of navigation technology facilitating MRI-guided stereotactic neurosurgery has enabled neurosurgeons to perform a variety of procedures ranging from deep brain stimulation to laser ablation entirely within an intraoperative or diagnostic MRI suite while having real-time visualization of brain anatomy. Prior to this technology, some of these procedures required multisite workflow patterns that presented significant risk to the patient during transport. For those facilities with access to this technology, safe practice guidelines exist only for procedures performed within an intraoperative MRI. There are currently no safe practice guidelines or parameters available for facilities looking to integrate this technology into practice in conventional MRI suites. Performing neurosurgical procedures in a diagnostic MRI suite does require precautionary measures. The relative novelty of technology and workflows for direct MRI-guided procedures requires consideration of safe practice recommendations, including those pertaining to infection control and magnet safety issues. This article proposes a framework of safe practice recommendations designed for assessing readiness and optimization of MRI-guided neurosurgical interventions in the diagnostic MRI suite in an effort to mitigate patient risk. The framework is based on existing clinical evidence, recommendations, and guidelines related to infection control and prevention, health care-associated infections, and magnet safety, as well as the clinical and practical experience of neurosurgeons utilizing this technology. © 2017 American Society for Healthcare Risk Management of the American Hospital Association.

  15. Safe delivery and newborn care practices in Sindh, Pakistan: a community-based investigation of mothers and health workers.

    PubMed

    Hassan, Hamid; Jokhio, Abdul Hakeem; Winter, Heather; Macarthur, Christine

    2012-08-01

    to determine the prevalence of specific intrapartum practices in Sindh province, Pakistan. a cross-sectional, questionnaire based study. 6 health clinics in Mirpurkhas, Sindh province, rural Pakistan. 225 mothers and 82 health workers. outcome measures were indicators of safe delivery practices and referral following an obstetric complication. Prevalence of unhygienic and unsafe practices in deliveries attended by Traditional Birth Attendants (TBAs) was common. Deliveries by skilled attendants were significantly safer but with some failures in hygienic practices. 29% of women who had experienced an obstetric complication had not received emergency obstetric care. safe delivery practices and newborn care needs to be improved in rural Pakistan. This may be achieved by training health workers and TBAs in safe delivery practices, using safe delivery kits and with an effective referral system. Copyright © 2011 Elsevier Ltd. All rights reserved.

  16. A Standardized Shift Handover Protocol: Improving Nurses’ Safe Practice in Intensive Care Units

    PubMed Central

    Malekzadeh, Javad; Mazluom, Seyed Reza; Etezadi, Toktam; Tasseri, Alireza

    2013-01-01

    Introduction: For maintaining the continuity of care and improving the quality of care, effective inter-shift information communication is necessary. Any handover error can endanger patient safety. Despite the importance of shift handover, there is no standard handover protocol in our healthcare settings. Methods: In this one-group pretest-posttest quasi-experimental study conducted in spring and summer of 2011, we recruited a convenience sample of 56 ICU nurses. The Nurses’ Safe Practice Evaluation Checklist was used for data collection. The Content Validity Index and the inter-rater correlation coefficient of the checklist was 0.92 and 89, respectively. We employed the SPSS 11.5 software and the Mc Nemar and paired-samples t test for data analysis. Results: Study findings revealed that nurses’ mean score on the Safe Practice Evaluation Checklist increased significantly from 11.6 (2.7) to 17.0 (1.8) (P < 0.001). Conclusion: using a standard handover protocol for communicating patient’s needs and information improves nurses’ safe practice in the area of basic nursing care. PMID:25276725

  17. Varying influences of motivation factors on employees' likelihood to perform safe food handling practices because of demographic differences.

    PubMed

    Ellis, Jason D; Arendt, Susan W; Strohbehn, Catherine H; Meyer, Janell; Paez, Paola

    2010-11-01

    Food safety training has been the primary avenue for ensuring food workers are performing proper food handling practices and thus, serving safe food. Yet, knowledge of safe food handling practices does not necessarily result in actual performance of these practices. This research identified participating food service employees' level of agreement with four factors of motivation (internal motivations, communication, reward-punishment, and resources) and determined if respondents with different demographic characteristics reported different motivating factors. Data were collected from 311 food service employees who did not have any supervisory responsibilities. Intrinsic motivation agreement scores were consistently the highest of all four motivational factors evaluated and did not differ across any of the demographic characteristics considered. In contrast, motivation agreement scores for communication, reward-punishment, and resources did differ based on respondents' gender, age, place of employment, job status, food service experience, completion of food handler course, or possession of a food safety certification. In general, respondents agreed that these motivation factors influenced their likelihood to perform various safe food handling procedures. This research begins to illustrate how employees' demographic characteristics influence their responses to various motivators, helping to clarify the complex situation of ensuring safe food in retail establishments. Future research into why employee willingness to perform varies more for extrinsic motivation than for intrinsic motivation could assist food service managers in structuring employee development programs and the work environment, in a manner that aids in improving external motivation (communication, reward-punishment, and resources) and capitalizing on internal motivation.

  18. [Safe school].

    PubMed

    Liberal, Edson Ferreira; Aires, Roberto Tschoepke; Aires, Mariana Tschoepke; Osório, Ana Carla de Albuquerque

    2005-11-01

    To review the strategies to make school a safe environment. The paper first addresses the social context of accidents and violence in the school environment, and makes recommendations, based on the literature data, for the implementation of safe schools. Articles published between 1993 and 2005 in the MEDLINE database. Brazilian epidemiological and literature data have also been searched. There is growing evidence that intervention has multiple components, focusing on health education practices, with the participation of the whole community. The aim of those interventions is to help students and community members to adopt healthy and safe behaviors. Schools are taking on an increasing role in health promotion, disease prevention, and injury prevention. In the context of prevention of external causes of morbidity and mortality, it is important to recognize a risky environment, places, and risk behaviors as favorable to injury and violence, as well as the concept of accident as something one can avoid. Implementation of safe schools represents a promising new direction for school-based preventive work. It is important to note that a safe school should intervene not only in its physical structure, but it should also make it as safe as possible by gathering the school community through health education, and mainly encouraging healthy behavior.

  19. 49 CFR 230.23 - Responsibility for general construction and safe working pressure.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... MAINTENANCE STANDARDS Boilers and Appurtenances § 230.23 Responsibility for general construction and safe... construction of the steam locomotive boilers under their control. The steam locomotive owner shall establish the safe working pressure for each steam locomotive boiler, after giving full consideration to the...

  20. No matter how large or how small, oilwell servicing firms work safely

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

    Lyle, D.

    1995-07-01

    In working safely, the size of the company doesn`t matter as much as the dedication of the people in maintaining a safe workplace. Poe Servicing Inc. of Oberlin, Kan., earned the 1994 Association of Oilwell Servicing Contractors (AOSC) gold safety award for smaller companies that put in 10,000 to 50,000 man-hours of work. AOSC`s group one. The employees watch out for each other, and they use common sense. The common sense part of the program means the company knows new people are most susceptible to accidents, so they send them out to observe before putting them to work.

  1. Safe patient handling perceptions and practices: a survey of acute care physical therapists.

    PubMed

    Olkowski, Brian F; Stolfi, Angela M

    2014-05-01

    Acute care physical therapists are at risk for developing work-related musculoskeletal disorders (WMSDs) due to manual patient handling. Safe patient handling (SPH) reduces WMSDs caused by manual handling. The purpose of this study was to describe the patient handling practices of acute care physical therapists and their perceptions regarding SPH. Additionally, this study determined whether an SPH program influences the patient handling practices and perceptions regarding SPH of acute care physical therapists. Subscribers to the electronic discussion board of American Physical Therapy Association's Acute Care Section were invited to complete a survey questionnaire. The majority of respondents used SPH equipment and practices (91.1%), were confident using SPH equipment and practices (93.8%), agreed that evidence supports the use of SPH equipment and practices (87.0%), and reported the use of SPH equipment and practices is feasible (92.2%). Respondents at a facility with an SPH program were more likely to use SPH equipment and practices, have received training in the use of SPH equipment and practices, agree that the use of SPH equipment and practices is feasible, and feel confident using SPH equipment and practices. The study might not reflect the perceptions and practices of the population of acute care physical therapists. Acute care physical therapists are trained to use SPH equipment and practices, use SPH equipment and practices, and have positive perceptions regarding SPH. Acute care physical therapists in a facility with an SPH program are more likely to use SPH equipment and practices, receive training in SPH equipment and practices, and have positive perceptions regarding SPH. Quasi-regulatory organizations should incorporate SPH programs into their evaluative standards.

  2. Working safely with robot workers: Recommendations for the new workplace.

    PubMed

    Murashov, Vladimir; Hearl, Frank; Howard, John

    2016-01-01

    The increasing use of robots in performing tasks alongside or together with human co-workers raises novel occupational safety and health issues. The new 21st century workplace will be one in which occupational robotics plays an increasing role. This article describes the increasing complexity of robots and proposes a number of recommendations for the practice of safe occupational robotics.

  3. Working Safely with Robot Workers: Recommendations for the New Workplace

    PubMed Central

    Murashov, Vladimir; Hearl, Frank; Howard, John

    2016-01-01

    The increasing use of robots in performing tasks alongside or together with human coworkers raises novel occupational safety and health issues. The new 21st century workplace will be one in which occupational robotics plays an increasing role. This paper describes the increasing complexity of robots and proposes a number of recommendations for the practice of safe occupational robotics. PMID:26554511

  4. Safe clinical practice for patients hospitalised in a suicidal crisis: a study protocol for a qualitative case study

    PubMed Central

    Berg, Siv Hilde; Rørtveit, Kristine; Walby, Fredrik A; Aase, Karina

    2017-01-01

    Introduction Suicide prevention in psychiatric care is arguably complex and incompletely understood as a patient safety issue. A resilient healthcare approach provides perspectives through which to understand this complexity by understanding everyday clinical practice. By including suicidal patients and healthcare professionals as sources of knowledge, a deeper understanding of what constitutes safe clinical practice can be achieved. Methods This planned study aims to adopt the perspective of resilient healthcare to provide a deeper understanding of safe clinical practice for suicidal patients in psychiatric inpatient care. It will describe the experienced components and conditions of safe clinical practice and the experienced practice of patient safety. The study will apply a descriptive case study approach consisting of qualitative semistructured interviews and focus groups. The data sources are hospitalised patients in a suicidal crisis and healthcare professionals in clinical practice. Ethics and dissemination This study was approved by the Regional Ethics Committee (2016/34). The results will be disseminated through scientific articles, a PhD dissertation, and national and international conferences. These findings can generate knowledge to be integrated into the practice of safety for suicidal inpatients in Norway and to improve the feasibility of patient safety measures. Theoretical generalisations can be drawn regarding safe clinical practice by taking into account the experiences of patients and healthcare professionals. Thus, this study can inform the conceptual development of safe clinical practice for suicidal patients. PMID:28132001

  5. A practical multilayered conducting polymer actuator with scalable work output

    NASA Astrophysics Data System (ADS)

    Ikushima, Kimiya; John, Stephen; Yokoyama, Kazuo; Nagamitsu, Sachio

    2009-09-01

    Household assistance robots are expected to become more prominent in the future and will require inherently safe design. Conducting polymer-based artificial muscle actuators are one potential option for achieving this safety, as they are flexible, lightweight and can be driven using low input voltages, unlike electromagnetic motors; however, practical implementation also requires a scalable structure and stability in air. In this paper we propose and practically implement a multilayer conducting polymer actuator which could achieve these targets using polypyrrole film and ionic liquid-soaked separators. The practical work density of a nine-layer multilayer actuator was 1.4 kJ m-3 at 0.5 Hz, when the volumes of the electrolyte and counter electrodes were included, which approaches the performance of mammalian muscle. To achieve air stability, we analyzed the effect of air-stable ionic liquid gels on actuator displacement using finite element simulation and it was found that the majority of strain could be retained when the elastic modulus of the gel was kept below 3 kPa. As a result of this work, we have shown that multilayered conducting polymer actuators are a feasible idea for household robotics, as they provide a substantial practical work density in a compact structure and can be easily scaled as required.

  6. Safe clinical practice for patients hospitalised in a suicidal crisis: a study protocol for a qualitative case study.

    PubMed

    Berg, Siv Hilde; Rørtveit, Kristine; Walby, Fredrik A; Aase, Karina

    2017-01-27

    Suicide prevention in psychiatric care is arguably complex and incompletely understood as a patient safety issue. A resilient healthcare approach provides perspectives through which to understand this complexity by understanding everyday clinical practice. By including suicidal patients and healthcare professionals as sources of knowledge, a deeper understanding of what constitutes safe clinical practice can be achieved. This planned study aims to adopt the perspective of resilient healthcare to provide a deeper understanding of safe clinical practice for suicidal patients in psychiatric inpatient care. It will describe the experienced components and conditions of safe clinical practice and the experienced practice of patient safety. The study will apply a descriptive case study approach consisting of qualitative semistructured interviews and focus groups. The data sources are hospitalised patients in a suicidal crisis and healthcare professionals in clinical practice. This study was approved by the Regional Ethics Committee (2016/34). The results will be disseminated through scientific articles, a PhD dissertation, and national and international conferences. These findings can generate knowledge to be integrated into the practice of safety for suicidal inpatients in Norway and to improve the feasibility of patient safety measures. Theoretical generalisations can be drawn regarding safe clinical practice by taking into account the experiences of patients and healthcare professionals. Thus, this study can inform the conceptual development of safe clinical practice for suicidal patients. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

  7. Clinical Practice Guideline: Safe Medication Use in the ICU.

    PubMed

    Kane-Gill, Sandra L; Dasta, Joseph F; Buckley, Mitchell S; Devabhakthuni, Sandeep; Liu, Michael; Cohen, Henry; George, Elisabeth L; Pohlman, Anne S; Agarwal, Swati; Henneman, Elizabeth A; Bejian, Sharon M; Berenholtz, Sean M; Pepin, Jodie L; Scanlon, Mathew C; Smith, Brian S

    2017-09-01

    To provide ICU clinicians with evidence-based guidance on safe medication use practices for the critically ill. PubMed, Cochrane Database of Systematic Reviews, Cochrane Central Register of Controlled Trials, CINAHL, Scopus, and ISI Web of Science for relevant material to December 2015. Based on three key components: 1) environment and patients, 2) the medication use process, and 3) the patient safety surveillance system. The committee collectively developed Population, Intervention, Comparator, Outcome questions and quality of evidence statements pertaining to medication errors and adverse drug events addressing the key components. A total of 34 Population, Intervention, Comparator, Outcome questions, five quality of evidence statements, and one commentary on disclosure was developed. Subcommittee members were assigned selected Population, Intervention, Comparator, Outcome questions or quality of evidence statements. Subcommittee members completed their Grading of Recommendations Assessment, Development, and Evaluation of the question with his/her quality of evidence assessment and proposed strength of recommendation, then the draft was reviewed by the relevant subcommittee. The subcommittee collectively reviewed the evidence profiles for each question they developed. After the draft was discussed and approved by the entire committee, then the document was circulated among all members for voting on the quality of evidence and strength of recommendation. The committee followed the principles of the Grading of Recommendations Assessment, Development, and Evaluation system to determine quality of evidence and strength of recommendations. This guideline evaluates the ICU environment as a risk for medication-related events and the environmental changes that are possible to improve safe medication use. Prevention strategies for medication-related events are reviewed by medication use process node (prescribing, distribution, administration, monitoring). Detailed

  8. Safety on the Job. Some Guidelines for Working Safely. Instructor's Edition.

    ERIC Educational Resources Information Center

    Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

    This teacher's guide was developed to help teachers (especially in Oklahoma) promote safe practices on the job. As a supplement to existing programs in the requirements for job safety, this book can also promote same basic safety attitudes and help support basic safety concepts, with an emphasis on accident prevention. The guide contains eight…

  9. Do management practices support or constrain safe driving behaviour? A multi-level investigation in a sample of occupational drivers.

    PubMed

    Newnam, Sharon; Warmerdam, Amanda; Sheppard, Dianne; Griffin, Mark; Stevenson, Mark

    2017-05-01

    It has been estimated that one-third of all work-related deaths occur while driving for work-related purposes. Despite this, many organisations are unaware of the practices, beyond those that identify and control the impact of unforeseen events (i.e., risk management), that predispose drivers to risk. This study addresses the issue by identifying the management practices operationalised as, High Performance Workplace Systems (HPWS) that influence safe driver behaviour. The study also explores the value given to safety by senior level management as a moderator of the relationship between HPWS practices and driver behaviour. Each factor was tested within a two level hierarchical model consisting of 911 drivers, nested within 161 supervisors and 83 organisations. The findings highight that under conditions of high investment in job and work design, communication and selection practices, drivers reported poorer driving behaviour. An interaction effect also demonstrated that under conditions of high investment in remuneration, drivers reported safer behaviour, but only when they perceived that managers valued and prioritised safety. The findings challenge current thinking in the management of workplace road safety. Copyright © 2017 Elsevier Ltd. All rights reserved.

  10. 33 CFR 150.607 - What are the general safe working requirements?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... machinery, cranes, derricks, portable power tools, and, most importantly, safety gear must be used in a safe... subchapter. (b) All machinery and equipment must be maintained in proper working order or removed. Personal...

  11. 33 CFR 150.607 - What are the general safe working requirements?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... machinery, cranes, derricks, portable power tools, and, most importantly, safety gear must be used in a safe... subchapter. (b) All machinery and equipment must be maintained in proper working order or removed. Personal...

  12. 33 CFR 150.607 - What are the general safe working requirements?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... machinery, cranes, derricks, portable power tools, and, most importantly, safety gear must be used in a safe... subchapter. (b) All machinery and equipment must be maintained in proper working order or removed. Personal...

  13. Interaction between HIV awareness, knowledge, safe sex practice and HIV prevalence: evidence from Botswana.

    PubMed

    Ray, Ranjan; Sinha, Kompal

    2012-05-01

    This paper makes methodological and empirical contributions to the study of HIV in the context of Botswana, a country with high HIV prevalence. Comparable evidence is presented from India to put the Botswana results in perspective. The results point to the strong role played by affluence and education in increasing HIV knowledge, promoting safe sex and reducing HIV prevalence. The study presents African evidence on the role played by the empowerment of women in promoting safe sex practices such as condom use. The lack of significant association between HIV prevalence and safe sex practice points to the danger of HIV-infected individuals spreading the disease through multiple sex partners and unprotected sex. This danger is underlined by the finding that females with multiple sex partners are at higher risk of being infected with HIV. These results take on special policy significance in the context of Botswana, where the issue of multiple sex partners has not been adequately addressed in the programme to contain the spread of HIV.

  14. 29 CFR 1919.29 - Limitations on safe working loads and proof loads.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... ADMINISTRATION, DEPARTMENT OF LABOR (CONTINUED) GEAR CERTIFICATION Certification of Vessels: Tests and Proof... pertinent limitations based on stability and/or on structural competence at particular radii. Safe working...

  15. 29 CFR 1919.29 - Limitations on safe working loads and proof loads.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... ADMINISTRATION, DEPARTMENT OF LABOR (CONTINUED) GEAR CERTIFICATION Certification of Vessels: Tests and Proof... pertinent limitations based on stability and/or on structural competence at particular radii. Safe working...

  16. 29 CFR 1919.29 - Limitations on safe working loads and proof loads.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... ADMINISTRATION, DEPARTMENT OF LABOR (CONTINUED) GEAR CERTIFICATION Certification of Vessels: Tests and Proof... pertinent limitations based on stability and/or on structural competence at particular radii. Safe working...

  17. 29 CFR 1919.29 - Limitations on safe working loads and proof loads.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... ADMINISTRATION, DEPARTMENT OF LABOR (CONTINUED) GEAR CERTIFICATION Certification of Vessels: Tests and Proof... pertinent limitations based on stability and/or on structural competence at particular radii. Safe working...

  18. 29 CFR 1919.29 - Limitations on safe working loads and proof loads.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... ADMINISTRATION, DEPARTMENT OF LABOR (CONTINUED) GEAR CERTIFICATION Certification of Vessels: Tests and Proof... pertinent limitations based on stability and/or on structural competence at particular radii. Safe working...

  19. [Offshore work and the work of nurses on board: an integrative review].

    PubMed

    Antoniolli, Silvana Aline Cordeiro; Emmel, Suzel Vaz; Ferreira, Gímerson Erick; Paz, Potiguara de Oliveira; Kaiser, Dagmar Elaine

    2015-08-01

    To know the production of theoretical approaches on issues related to offshore work and the work of offshore nurses. Integrative literature review conducted in the databases of LILACS, BDENF, MEDLINE, SciELO and Index PSI. We selected 33 studies published in national and international journals between 1997 and 2014. The thematic analysis corpus resulted in four central themes: offshore work environment; amid work adversities, an escape; structuring of offshore health and safety services; in search of safe practices. This study contributes to the offshore work of nurses in relation to the nature of work, acting amid adversities and the restless search for safe practices in the open sea.

  20. Arkansas People Participating in Lead Education (APPLE): results of a lead-safe training program.

    PubMed

    Ferguson, Alesia; Bursac, Zoran; Kern, David F

    2011-06-01

    Lead is still seen as one of the most harmful environmental toxins for young children, with the predominant source being deteriorating lead-based paint. Those at continued risk include those living in homes built before 1978, renovators and remodelers, and especially those with limited access to proper healthcare and diets. Proper training on lead-safe work practices focused on preventing and reducing the spread of lead dust can help reduce lead exposure. Presented in this paper are experiences in delivering lead-safe work practices training in six Arkansas cities, and results from pre- and post- surveys delivered before and immediately after the training. Pre- and post-surveys assess strong and weak areas of training. Participants demonstrated positive shifts in attitude and behavior towards lead-safe work practices following training. However, our research found that more emphasis should be focused on clarifying current lead exposure sources and routes for children.

  1. National Athletic Trainers' Association position statement: safe weight loss and maintenance practices in sport and exercise.

    PubMed

    Turocy, Paula Sammarone; DePalma, Bernard F; Horswill, Craig A; Laquale, Kathleen M; Martin, Thomas J; Perry, Arlette C; Somova, Marla J; Utter, Alan C

    2011-01-01

    To present athletic trainers with recommendations for safe weight loss and weight maintenance practices for athletes and active clients and to provide athletes, clients, coaches, and parents with safe guidelines that will allow athletes and clients to achieve and maintain weight and body composition goals. Unsafe weight management practices can compromise athletic performance and negatively affect health. Athletes and clients often attempt to lose weight by not eating, limiting caloric or specific nutrients from the diet, engaging in pathogenic weight control behaviors, and restricting fluids. These people often respond to pressures of the sport or activity, coaches, peers, or parents by adopting negative body images and unsafe practices to maintain an ideal body composition for the activity. We provide athletic trainers with recommendations for safe weight loss and weight maintenance in sport and exercise. Although safe weight gain is also a concern for athletic trainers and their athletes and clients, that topic is outside the scope of this position statement. Athletic trainers are often the source of nutrition information for athletes and clients; therefore, they must have knowledge of proper nutrition, weight management practices, and methods to change body composition. Body composition assessments should be done in the most scientifically appropriate manner possible. Reasonable and individualized weight and body composition goals should be identified by appropriately trained health care personnel (eg, athletic trainers, registered dietitians, physicians). In keeping with the American Dietetics Association (ADA) preferred nomenclature, this document uses the terms registered dietitian or dietician when referring to a food and nutrition expert who has met the academic and professional requirements specified by the ADA's Commission on Accreditation for Dietetics Education. In some cases, a registered nutritionist may have equivalent credentials and be the

  2. National Athletic Trainers' Association Position Statement: Safe Weight Loss and Maintenance Practices in Sport and Exercise

    PubMed Central

    Turocy, Paula Sammarone; DePalma, Bernard F.; Horswill, Craig A.; Laquale, Kathleen M.; Martin, Thomas J.; Perry, Arlette C.; Somova, Marla J.; Utter, Alan C.

    2011-01-01

    Objective: To present athletic trainers with recommendations for safe weight loss and weight maintenance practices for athletes and active clients and to provide athletes, clients, coaches, and parents with safe guidelines that will allow athletes and clients to achieve and maintain weight and body composition goals. Background: Unsafe weight management practices can compromise athletic performance and negatively affect health. Athletes and clients often attempt to lose weight by not eating, limiting caloric or specific nutrients from the diet, engaging in pathogenic weight control behaviors, and restricting fluids. These people often respond to pressures of the sport or activity, coaches, peers, or parents by adopting negative body images and unsafe practices to maintain an ideal body composition for the activity. We provide athletic trainers with recommendations for safe weight loss and weight maintenance in sport and exercise. Although safe weight gain is also a concern for athletic trainers and their athletes and clients, that topic is outside the scope of this position statement. Recommendations: Athletic trainers are often the source of nutrition information for athletes and clients; therefore, they must have knowledge of proper nutrition, weight management practices, and methods to change body composition. Body composition assessments should be done in the most scientifically appropriate manner possible. Reasonable and individualized weight and body composition goals should be identified by appropriately trained health care personnel (eg, athletic trainers, registered dietitians, physicians). In keeping with the American Dietetics Association (ADA) preferred nomenclature, this document uses the terms registered dietitian or dietician when referring to a food and nutrition expert who has met the academic and professional requirements specified by the ADA's Commission on Accreditation for Dietetics Education. In some cases, a registered nutritionist may have

  3. Safe sedation practices among gastroenterology registrars: do we need more training?

    PubMed Central

    Mohanaruban, Aruchuna; Bryce, Kathleen; Radhakrishnan, Archchana; Gallaher, Joseph; Johnson, Gavin

    2015-01-01

    Endoscopy training is a central component of gastroenterology training for the vast majority of UK trainees, and integral to this is the practice of safe sedation. The majority of endoscopic procedures are performed with the patient under conscious sedation with a benzodiazepine, often combined with an opioid. Little data exists on the practice of sedation among gastroenterology trainees, including their degree of knowledge of the common sedation agents used and their actions. Using both an online and paper-based questionnaire, we surveyed current gastroenterology speciality trainees (ST) in the UK and received 78 responses giving a response rate of 10%. Fifty-one per cent of the trainees did not receive structured training in safe sedation, despite national guidelines advising this to be an essential part of the training programme, and 92% felt a structured sedation course would be beneficial. We also identified some gaps in trainees’ knowledge of the action of sedation agents. We propose that a formal training session in sedation or an e-learning module could be incorporated as part of a deanery or trust induction for gastroenterology trainees and kept under regular review. PMID:28839813

  4. APIC position paper: safe injection, infusion, and medication vial practices in health care.

    PubMed

    Dolan, Susan A; Felizardo, Gwenda; Barnes, Sue; Cox, Tracy R; Patrick, Marcia; Ward, Katherine S; Arias, Kathleen Meehan

    2010-04-01

    Outbreaks involving the transmission of bloodborne pathogens or other microbial pathogens to patients in various types of health care settings due to unsafe injection, infusion, and medication vial practices are unacceptable. Each of the outbreaks could have been prevented by the use of proper aseptic technique in conjunction with basic infection prevention practices for handling parenteral medications, administration of injections, and procurement and sampling of blood. This document provides practice guidance for health care facilities on essential safe injection, infusion, and vial practices that should be consistently implemented in such settings. 2010 Association for Professionals in Infection Control and Epidemiology, Inc. Published by Mosby, Inc. All rights reserved.

  5. Feminist Social Work: Practice and Theory of Practice.

    PubMed

    Eyal-Lubling, Roni; Krumer-Nevo, Michal

    2016-07-01

    Although feminist social work has been practiced in Israel since the 1970s, little has been written about it. This qualitative study aims to fill this gap by documenting and conceptualizing feminist theory of practice and actual practice based on interviews with 12 feminist social workers. Findings reveal that the interviewees perceive feminist practice as significantly different from traditional social work practice based on four analytical principles: (1) gender analysis, (2) awareness of power relations, (3) analysis of welfare services as structures of oppression, and (4) utilization of feminist language, as well as 10 principles of action. The principles are discussed in the context of feminist social work in Israel and in light of feminist principles described in international literature.

  6. Improving the health care work environment: implications for research, practice, and policy.

    PubMed

    Harrison, Michael I; Henriksen, Kerm; Hughes, Ronda G

    2007-11-01

    Despite the gains to date, we need better understanding of practices for implementing and sustaining improvements in health care work environments and further study of organizational conditions affecting implementation of improvements. Limiting work hours, improving schedules, and providing sleep hygiene training will help combat clinician fatigue. Hospital crowding can be reduced through systemwide improvement of patient flow and capacity management, coupled with management support, measurement, and reporting on crowding. Long-term solutions to nurse staffing shortfalls include process redesign to enhance efficiency. Improvement of organizational climate, human resource management, and interoccupational relations will also contribute to staff retention. Evidence-based enhancements to patient rooms and other physical features in hospitals contribute directly to safety and quality and also affect staff performance. POLICY: Landrigan and his colleagues call for external restrictions on residents' work shifts. Clarke examines prospects for mandated nursing-staff ratios. Public reporting on staffing, crowding, and other risks may incent change. Reporting and pay for performance require standardized measures of targeted conditions. Organizations promoting care quality can help spread safe work practices; they can also support collaborative learning and other strategies that may enhance implementation of improvements in work environments.

  7. [Rural work and health risks: a review into de "safe use" of pesticides in Brazil].

    PubMed

    de Abreu, Pedro Henrique Barbosa; Alonzo, Herling Gregorio Aguilar

    2014-10-01

    The paradigm of the "safe use" of pesticides is based on measures to control risks in the handling of these products. However, studies carried out in various regions of Brazil reveal a situation of widespread exposure and health damages among rural workers, revealing the ineffectiveness of this paradigm. This work presents a critical review of the "safe use" approach for pesticides in scientific papers published in Brazil in the past 15 years. Results indicate that these studies do not address, simultaneously, all the work activities that involve exposure and risk of intoxication (acquisition, transportation, storage, preparation and application, final disposal of empty containers and sanitization of contaminated clothes/ PPEs), nor do they comprehensively address the "safe use" measures recommended in safety manuals, which are mandatory for each activity. A total of 25 studies were selected and analyzed, revealing a high number of results and analyses regarding activities of preparation and application and final disposal of empty containers. The range of the approaches was seen to be timely in the six work activities. For future studies, a broader approach of the "safe use" of pesticides is recommended, seeking to reveal the complete infeasibility of this safety paradigm.

  8. APIC position paper: Safe injection, infusion, and medication vial practices in health care.

    PubMed

    Dolan, Susan A; Arias, Kathleen Meehan; Felizardo, Gwen; Barnes, Sue; Kraska, Susan; Patrick, Marcia; Bumsted, Amelia

    2016-07-01

    The transmission of bloodborne viruses and other microbial pathogens to patients during routine health care procedures continues to occur because of the use of improper injection, infusion, medication vial, and point-of-care testing practices by health care personnel. These unsafe practices occur in various clinical settings and result in unacceptable and devastating events for patients. This document updates the Association for Professionals in Infection Control and Epidemiology 2010 position paper on safe injection, infusion, and medication vial practices in health care. Copyright © 2016 Association for Professionals in Infection Control and Epidemiology, Inc. Published by Elsevier Inc. All rights reserved.

  9. A Safe School's Top 10 Needs

    ERIC Educational Resources Information Center

    Brunner, Judy; Lewis, Dennis

    2005-01-01

    An environment of safety in the school seldom comes down to any one particular component or plan; it is a combination of strategies and ideas that makes a school safe and secure for everyone. In this article, the authors provide practical information to educators who are already working to capacity in terms of time allocation and monetary…

  10. DroidSafe

    DTIC Science & Technology

    2016-12-01

    branches of our work . 3.1 Understanding Sensitive API Call and API Information Usage Android applications are written in a type- safe language (Java...directly invoke resolved targets. Because DroidSafe works with a comprehensive model of the Android environment , it supports precise resolution of...STATEMENT. FOR THE CHIEF ENGINEER: / S / / S / MARK K. WILLIAMS WARREN H. DEBANY, JR. Work Unit Manager

  11. Safe Schools, Safe Communities.

    ERIC Educational Resources Information Center

    Lewis, Julie E.; Pickett, Dean; Pulliam, Janet L.; Schwartz, Richard A.; St. Germaine, Anne-Marie; Underwood, Julie; Worona, Jay

    Schools must work together with agencies, groups, and individuals to eliminate the forces leading children to violence. Chapter 1, "School Safety: Working Together to Keep Schools Safe," stresses the importance of community collaboration in violence prevention. Effective prevention requires sharing information about students, consistent…

  12. Safe and secure at work?: findings from the 2002 Workplace Risk Supplement.

    PubMed

    Jenkins, E Lynn; Fisher, Bonnie S; Hartley, Dan

    2012-01-01

    To examine employee's perception of safety and related workplace safety and prevention issues, including their use of self-protection measures and victimization experience. The Workplace Risk Supplement (WRS) to the National Crime Victimization Survey (NCVS) was administered to 55,158 employed respondents who were 16 years or older. Trained U.S. Census Bureau interviewers administered the WRS in all households selected for the NCVS during the 6-month reference period from January through June 2002. Responses from the 55,158 WRS respondents were weighted to obtain national estimates, resulting in 142,410,858 cases. The demographic distribution of WRS respondents is very similar to that of the U.S. labor force. Seven percent of respondents reported that they worried about someone in their workplace attacking them, while nearly 4% experienced victimization. The majority indicated that they felt that their workplace, the neighborhood around their workplace, and places they traveled to as part of their job were either "Very Safe" or "Somewhat Safe" from crime. Six percent carried some type of self protection while at work although this varied by occupation. Employees largely feel safe from violence while working. Differences in victimization by occupation bolster efforts to focus workplace violence prevention in high-risk occupations.

  13. Lessons Learned "Establishing an Electrically Safe Work Condition" Specifically related to Racking Electrical Breakers

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

    Martinez, Tommy Robert; Romero, Philbert Roland; Garcia, Samuel Anthony

    During low voltage electrical equipment maintenance, a bad breaker was identified. The breaker was racked out from the substation cubicle without following the hazardous energy control process identified in the Integrated Work Document (IWD). The IWD required the substation to be in an electrically safe work condition prior to racking the breaker. Per NFPA 70E requirements, electrical equipment shall be put into an electrically safe work condition before an employee performs work on or interacts with equipment in a manner that increases the likelihood of creating an arc flash. Racking in or out a breaker on an energized bus maymore » increase the likelihood of creating an arc flash dependent on equipment conditions. A thorough risk assessment must be performed prior to performing such a task. The risk assessment determines the risk control measures to be put in place prior to performing the work. Electrical Safety Officers (ESO) can assist in performing risk assessments and incorporating risk control measures.« less

  14. The impact of the `Getting Practical: Improving Practical Work in Science' continuing professional development programme on teachers' ideas and practice in science practical work

    NASA Astrophysics Data System (ADS)

    Abrahams, Ian; Reiss, Michael J.; Sharpe, Rachael

    2014-09-01

    Background:Despite the widespread use of practical work in school it has been recognised that more needs to be done to improve its effectiveness in developing conceptual understanding. The 'Getting Practical' CPD (Continuing Professional Development) programme was designed to contribute towards an improvement in the effectiveness of practical work through initiating changes in teachers' predominantly 'hands-on' approach to practical work to one which manifests a more equitable balance between 'hands-on' and 'minds-on'. Purpose:To evaluate the impact of the Getting Practical: Improving Practical Work in Science CPD programme on teachers' ideas and practice in science practical work in primary and secondary schools in England. Programme description:The CPD programme was designed to improve the effectiveness of science practical work in developing conceptual understanding in primary and secondary schools in England. Sample:Ten teachers of primary science and 20 secondary science teachers. Design and methods:The study employed a condensed fieldwork strategy with data collected using interviews, observational field notes and pre- and post-CPD training observations in practical lessons within 30 schools. Results:Whilst the CPD programme was effective in getting teachers to reflect on the ideas associated with the Getting Practical programme, it was much less effective in bringing about changes in actual teaching practice. Conclusion:The findings suggest that if change, rather than only an enhanced awareness of the issues, is to be brought about in established teaching <span class="hlt">practice</span> then there is a need for ongoing support over an extended period of time. Furthermore, the impact of such CPD is more likely to be effective if it is undertaken by a senior member of a department or school with the full support of the SMT.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=scientific+AND+workers&pg=5&id=EJ821391','ERIC'); return false;" href="https://eric.ed.gov/?q=scientific+AND+workers&pg=5&id=EJ821391"><span>Implementing Evidence-Based Social <span class="hlt">Work</span> <span class="hlt">Practice</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mullen, Edward J.; Bledsoe, Sarah E.; Bellamy, Jennifer L.</p> <p>2008-01-01</p> <p>Recently, social <span class="hlt">work</span> has been influenced by new forms of <span class="hlt">practice</span> that hold promise for bringing <span class="hlt">practice</span> and research together to strengthen the scientific knowledge base supporting social <span class="hlt">work</span> intervention. The most recent new <span class="hlt">practice</span> framework is evidence-based <span class="hlt">practice</span>. However, although evidence-based <span class="hlt">practice</span> has many qualities that might…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=high+AND+altitudes&pg=4&id=ED294769','ERIC'); return false;" href="https://eric.ed.gov/?q=high+AND+altitudes&pg=4&id=ED294769"><span>Code of <span class="hlt">Practice</span> for Scientific Diving: Principles for the <span class="hlt">Safe</span> <span class="hlt">Practice</span> of Scientific Diving in Different Environments. Unesco Technical Papers in Marine Science 53.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Flemming, N. C., Ed.; Max, M. D., Ed.</p> <p></p> <p>This publication has been prepared to provide scientific divers with guidance on <span class="hlt">safe</span> <span class="hlt">practice</span> under varying experimental and environmental conditions. The Code offers advice and recommendations on administrative <span class="hlt">practices</span>, insurance, terms of employment, medical standards, training standards, dive planning, safety with different breathing gases…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED196161.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED196161.pdf"><span>A <span class="hlt">Safe</span> Ride to School; A <span class="hlt">Safe</span> Ride Home.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Illinois State Board of Education, Springfield.</p> <p></p> <p>Text and illustrations are used to teach <span class="hlt">safe</span> school bus riding <span class="hlt">practices</span>. The guide begins with instructions to parents or guardians to set a good example of <span class="hlt">safe</span> behavior, and to help children learn safety rules and be on time. Instructions to children concern obeying the bus driver, boarding the bus, riding the bus, crossing the road, and using…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title29-vol7/pdf/CFR-2011-title29-vol7-sec1919-75.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title29-vol7/pdf/CFR-2011-title29-vol7-sec1919-75.pdf"><span>29 CFR 1919.75 - Determination of crane or derrick <span class="hlt">safe</span> <span class="hlt">working</span> loads and limitations in absence of manufacturer's...</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-07-01</p> <p>... 29 Labor 7 2011-07-01 2011-07-01 false Determination of crane or derrick <span class="hlt">safe</span> <span class="hlt">working</span> loads and limitations in absence of manufacturer's data. 1919.75 Section 1919.75 Labor Regulations Relating to Labor... Certification of Shore-Based Material Handling Devices § 1919.75 Determination of crane or derrick <span class="hlt">safe</span> <span class="hlt">working</span>...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title29-vol7/pdf/CFR-2010-title29-vol7-sec1919-75.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title29-vol7/pdf/CFR-2010-title29-vol7-sec1919-75.pdf"><span>29 CFR 1919.75 - Determination of crane or derrick <span class="hlt">safe</span> <span class="hlt">working</span> loads and limitations in absence of manufacturer's...</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-07-01</p> <p>... 29 Labor 7 2010-07-01 2010-07-01 false Determination of crane or derrick <span class="hlt">safe</span> <span class="hlt">working</span> loads and limitations in absence of manufacturer's data. 1919.75 Section 1919.75 Labor Regulations Relating to Labor... Certification of Shore-Based Material Handling Devices § 1919.75 Determination of crane or derrick <span class="hlt">safe</span> <span class="hlt">working</span>...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5980460','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5980460"><span>ACVIM small animal consensus statement on <span class="hlt">safe</span> use of cytotoxic chemotherapeutics in veterinary <span class="hlt">practice</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Klahn, Shawna; Phillips, Brenda; Parshley, Lisa; Bennett, Peter; Flory, Andi; Calderon, Rosemary</p> <p>2018-01-01</p> <p>The purpose of this report is to offer a consensus opinion of ACVIM oncology diplomates and technicians on the <span class="hlt">safe</span> use of cytotoxic chemotherapeutics in veterinary <span class="hlt">practice</span>. The focus is on minimizing harm to the personnel exposed to the drugs: veterinary practitioners, veterinary technicians, veterinary staff, and pet owners. The safety of the patient receiving these drugs is also of paramount importance, but is not addressed in this statement. Much of the information presented is based on national recommendations by Occupational Safety and Health Administration, National Institute for Occupational Safety and Health, United States Pharmacopeia, and other published regulations. These directives reflect an abundance of caution to minimize exposure to medical personnel, but large‐scale studies about the consequences of long‐term occupational exposure are not available in veterinary medicine. Challenges in the delivery of optimal treatment <span class="hlt">safely</span> and economically to veterinary patients in general <span class="hlt">practice</span> without access to a veterinary oncologist or other specialist, because of costs or proximity, remain. PMID:29603372</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li class="active"><span>5</span></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_5 --> <div id="page_6" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li class="active"><span>6</span></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="101"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Prevention+AND+situational&pg=3&id=ED522843','ERIC'); return false;" href="https://eric.ed.gov/?q=Prevention+AND+situational&pg=3&id=ED522843"><span>Interactional <span class="hlt">Practices</span> Used in the Teaching of Conflict Prevention and Resolution Skills in an Innovative <span class="hlt">Safe</span> School Program at an Elementary School</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Shin, Annalise Grace</p> <p>2010-01-01</p> <p>Within the framework of language socialization, this dissertation uses conversation analytic and ethnographic methods to examine the interactional <span class="hlt">practices</span> used by the adult <span class="hlt">safe</span> school educator at a progressive elementary school to socialize students into beliefs and <span class="hlt">practices</span> associated with the school's Cool Tools <span class="hlt">Safe</span> School Program. Cool…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/10990339','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/10990339"><span>Employment and contextual impact of <span class="hlt">safe</span> and unsafe sexual <span class="hlt">practices</span> for STI and HIV: the situation in China.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Wang, S M; Gao, M Y</p> <p>2000-08-01</p> <p>China's dual employment system plays a crucial role in sexually transmitted infections (STIs) and HIV-related <span class="hlt">safe</span> and unsafe sexual <span class="hlt">practices</span> among young Chinese people. Social and psychological determinants of <span class="hlt">safe</span> and unsafe sexual <span class="hlt">practices</span> for HIV infection among young people in Sichuan, China were examined. Our findings indicate that changes in China's social structure and employment system impact upon the social contextual involvement and socio-sexual <span class="hlt">practice</span> of young Chinese people. The findings in the study suggest that the employment-related contextual involvement was a major predictor in the relationships between demography, information, and psychological risk-taking factors on one hand and the people's <span class="hlt">safe</span> and unsafe sexual <span class="hlt">practices</span> on the other. Self-employed people (officially called 'getihu') were more likely than the state-employed people to engage in unprotected sex with casual sexual partners. As China undergoes social restructuring and many state-employed people are laid off, the risk may also extend into the broader non-self-employed population as more state-employed people become involved not only in the self-employed getihu's socioeconomic activities but also in their unconventional socio-sexual <span class="hlt">practices</span>. Collective vulnerability to STI and HIV, due to the current socio-sexual <span class="hlt">practices</span> of the getihu young people, has created a new frontier for STI and HIV prevention in today's China, as well as demonstrating the importance of collective action with STI and AIDS prevention strategies within relevant social and sub-cultural contexts.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22559775','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22559775"><span><span class="hlt">Safe</span> use of chemicals for sterilization in healthcare.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Warburton, P Richard</p> <p>2012-01-01</p> <p>Chemical sterilization is necessary for temperature sensitive items that cannot be sterilized with steam. These chemical sterilants are by their nature hazardous; otherwise, they would not function well. Modern sterilizers and associated equipment are designed so that these chemicals can be used <span class="hlt">safely</span>. Whether through mechanical failure, wear and tear, or user error, leaks do sometimes occur. The maximum chemical exposure is determined by OSHA permissible exposure limits, if available, and if not available, employers should use recognized standards. Employers have a duty to ensure <span class="hlt">safe</span> <span class="hlt">work</span> environment and take appropriate action to mitigate potential risks. Employers should therefore assess the hazards of the chemicals used, the potential modes for leakage, means for identifying leaks and the risk of exposure of employees. Ideally, <span class="hlt">work</span> <span class="hlt">practices</span> should be developed by healthcare facilities so that sterile processing employees know what to do in case of a chemical leak or spill, and how to <span class="hlt">safely</span> use these chemicals to ensure their own, and patient safety.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/19720021236','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/19720021236"><span>Investigation of <span class="hlt">safe</span>-life fail-<span class="hlt">safe</span> criteria for the space shuttle</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p></p> <p>1972-01-01</p> <p>An investigation was made to determine the effects of a <span class="hlt">safe</span>-life design approach and a fail-<span class="hlt">safe</span> design approach on the space shuttle booster vehicle structure, and to recommend any changes to the structural design criteria. Two configurations of the booster vehicle were considered, one incorporating a delta wing (B-9U configuration) and the other a swept wing (B-16B configuration). Several major structural components of the booster were studied to determine the fatigue life, <span class="hlt">safe</span>-life, and fail-<span class="hlt">safe</span> capabilities of the baseline design. Each component was investigated to determine the <span class="hlt">practicability</span> of applying a <span class="hlt">safe</span>-life or fail-<span class="hlt">safe</span> design philosophy, the changes such design approaches might require, and the impact of these changes on weight, cost, development plans, and performance.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28604118','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28604118"><span><span class="hlt">Practical</span> Tips for <span class="hlt">Working</span> as an Expedition Doctor on High-Altitude Expeditions.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Brants, Anne; Metcalfe, Tracee</p> <p>2017-09-01</p> <p>Brants, Anne, and Tracee Metcalfe. <span class="hlt">Practical</span> tips for <span class="hlt">working</span> as an expedition doctor on high-altitude expeditions. High Alt Med Biol. 18:193-198, 2017.-With the explosion of adventure travel over the past decade, there has been a concurrent increase in mountaineering expeditions to extreme elevations, including many of the 8000-m peaks. This trend has created an increased demand for qualified expedition doctors to provide specialized medical advice and care to climbers and expedition staff. This review is intended to help physicians prepare for <span class="hlt">work</span> on such expeditions. The authors rely heavily on their own experience and discuss the types of <span class="hlt">work</span> available on high-altitude expeditions; how to identify a <span class="hlt">safe</span> and reputable guiding company; personal and medical preparation; priorities in selecting or building an appropriate medical kit; and medical conditions commonly encountered on expeditions. The review concludes by considering ethical dilemmas and other difficult issues unique to this <span class="hlt">work</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=security+AND+council+AND+intervention&id=ED466864','ERIC'); return false;" href="https://eric.ed.gov/?q=security+AND+council+AND+intervention&id=ED466864"><span>School-Based <span class="hlt">Practices</span> and Programs That Promote <span class="hlt">Safe</span> and Drug-Free Schools. CASE/CCBD Mini-Library Series on <span class="hlt">Safe</span>, Drug-Free, and Effective Schools.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Guthrie, Patricia M.</p> <p></p> <p>This monograph focuses on school-based <span class="hlt">practices</span> and programs that promote <span class="hlt">safe</span> and drug-free schools. It begins with a description of the key characteristics of schools with effective programs and provides a model for school-wide support. Necessary steps for developing an effective system of universal prevention are listed and include: (1)…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29276431','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29276431"><span>Making home visits: Creativity and the embodied <span class="hlt">practices</span> of home visiting in social <span class="hlt">work</span> and child protection.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Ferguson, Harry</p> <p>2018-01-01</p> <p>Although the home is the most common place where social <span class="hlt">work</span> goes on, research has largely ignored the home visit. Drawing on a participant observation study of child protection <span class="hlt">work</span>, this article reveals the complex hidden <span class="hlt">practices</span> of social <span class="hlt">work</span> on home visits. It is argued that home visits do not simply involve an extension of the social <span class="hlt">work</span> organisation, policies and procedures into the domestic domain but the home constitutes a distinct sphere of <span class="hlt">practice</span> and experience in its own right. Home visiting is shown to be a deeply embodied <span class="hlt">practice</span> in which all the senses and emotions come into play and movement is central. Through the use of creativity, craft and improvisation practitioners 'make' home visits by skilfully enacting a series of transitions from the office to the doorstep, and into the house, where complex interactions with service users and their domestic space and other objects occur. Looking around houses and <span class="hlt">working</span> with children alone in their bedrooms were common. Drawing upon sensory and mobile methods and a material culture studies approach, the article shows how effective <span class="hlt">practice</span> was sometimes blocked and also how the home was skilfully negotiated, moved around and creatively used by social workers to ensure parents were engaged with and children seen, held and kept <span class="hlt">safe</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5726604','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5726604"><span>Making home visits: Creativity and the embodied <span class="hlt">practices</span> of home visiting in social <span class="hlt">work</span> and child protection</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p></p> <p>2016-01-01</p> <p>Although the home is the most common place where social <span class="hlt">work</span> goes on, research has largely ignored the home visit. Drawing on a participant observation study of child protection <span class="hlt">work</span>, this article reveals the complex hidden <span class="hlt">practices</span> of social <span class="hlt">work</span> on home visits. It is argued that home visits do not simply involve an extension of the social <span class="hlt">work</span> organisation, policies and procedures into the domestic domain but the home constitutes a distinct sphere of <span class="hlt">practice</span> and experience in its own right. Home visiting is shown to be a deeply embodied <span class="hlt">practice</span> in which all the senses and emotions come into play and movement is central. Through the use of creativity, craft and improvisation practitioners ‘make’ home visits by skilfully enacting a series of transitions from the office to the doorstep, and into the house, where complex interactions with service users and their domestic space and other objects occur. Looking around houses and <span class="hlt">working</span> with children alone in their bedrooms were common. Drawing upon sensory and mobile methods and a material culture studies approach, the article shows how effective <span class="hlt">practice</span> was sometimes blocked and also how the home was skilfully negotiated, moved around and creatively used by social workers to ensure parents were engaged with and children seen, held and kept <span class="hlt">safe</span>. PMID:29276431</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24909631','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24909631"><span>Education, <span class="hlt">safe</span> drinking <span class="hlt">practices</span> and fetal alcohol spectrum disorder in the Kimberley region of Western Australia.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Kavanagh, Phillip S; Payne, Jennifer S</p> <p>2014-09-01</p> <p>There are alarming rates of fetal alcohol spectrum disorder (FASD) in the Kimberley region of Western Australia despite numerous international studies demonstrating the links between alcohol consumption during pregnancy and FASD. The aim of this research was to help determine factors that may be associated with correct knowledge about <span class="hlt">safe</span> drinking <span class="hlt">practices</span> during pregnancy, with these factors used to help inform future interventions. Ninety-nine residents (40 males, 59 females, 39% of which self-identified as Indigenous) from the Kimberley region (Broome and smaller remote communities) completed a survey examining knowledge of currently recommended <span class="hlt">safe</span> drinking <span class="hlt">practices</span> during pregnancy and knowledge of the outcomes for children with FASD over a period of approximately 2 months. The results revealed that education level (i.e. not completing high school through to completing university) is the biggest predictor (β = 0.44, P < 0.01) of knowledge of <span class="hlt">safe</span> drinking <span class="hlt">practices</span> during pregnancy, and having heard of FASD (β = 0.67, P < 0.001) was the biggest predictor of knowledge of outcomes for children with FASD. Other variables such as age, sex, Indigenous status and income level were not as important. These findings suggest that early education regarding the consequences of alcohol consumption for women of childbearing age should be paramount in this or similar communities. Suggestions for targeted interventions are discussed in light of these findings. © 2014 The Authors. Journal of Paediatrics and Child Health © 2014 Paediatrics and Child Health Division (Royal Australasian College of Physicians).</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/14985519','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/14985519"><span>Why do workers behave unsafely at <span class="hlt">work</span>? Determinants of <span class="hlt">safe</span> <span class="hlt">work</span> <span class="hlt">practices</span> in industrial workers.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Garcia, A M; Boix, P; Canosa, C</p> <p>2004-03-01</p> <p>To explore the relation between safety climate (workers' perceptions regarding management's attitudes towards occupational safety and health) and workers' behaviour at <span class="hlt">work</span>. Cross sectional survey of workers at the pottery industry in Castellon, Spain. Sampling was stratified by plant size and workers' gender, according to data on the <span class="hlt">working</span> population at this setting. A total of 734 production workers were interviewed. Information was collected on safety climate and workers' behaviour towards occupational risks with a specific questionnaire. A safety climate index (SCI, scale 0-100) was constructed adding scores for each item measuring safety climate in the questionnaire. Workers' unsafe behaviour was analysed for the different safety climate index levels. Mean score for SCI was 71.90 (SD 19.19). There were no differences in SCI scores according to age, gender, education, children at charge, seniority at <span class="hlt">work</span>, or type of employment. Small workplaces (<50 workers) showed significantly worse SCI (mean 67.23, SD 19.73) than the largest factories (>200 workers). Lower levels of SCI (SCI <50) were related to workers' unsafe behaviours (full/high accord with the statement "I excessively expose myself to hazards in my <span class="hlt">work</span>", adjusted odds ratio ORa 2.79, 95% CI 1.60 to 4.88), and to lack of compliance with safety rules (ORa 12.83, 95% CI 5.92 to 27.80). Safety climate measures workers' perception of organisational factors related to occupational health and safety (for example, management commitment to risk prevention or priorities of safety versus production). In this study these factors are strongly associated with workers' attitudes towards safety at <span class="hlt">work</span>. Longitudinal studies can further clarify the relation between safety climate and workers' behaviour regarding occupational safety and health.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26894097','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26894097"><span><span class="hlt">Safe</span> Injection <span class="hlt">Practices</span> in Primary Health Care Settings of Naxalbari Block, Darjeeling District, West Bengal.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Chaudhuri, Sudip Banik; Ray, Kuntala</p> <p>2016-01-01</p> <p>Unsafe injection can transmit many diseases to patients, injection providers and healthy people of community. To find out critical steps whether executed according to recommended best <span class="hlt">practice</span> methods, availability of equipments in health facilities for <span class="hlt">safe</span> injection <span class="hlt">practices</span> and some important steps of waste disposal methods. This facility-based cross-sectional observational study was conducted among 30 Auxiliary nurse midwives (ANM) & 27 nursing staffs (NS) to assess certain aspects of their <span class="hlt">practice</span> while administrating injection and disposal of the disposables. Health facilities were also observed to asses necessary equipments of <span class="hlt">safe</span> injection and waste disposal methods. Among the health workers 93.3% ANM and 100% NS took sterile syringe from sterile unopened packet, all of the study subjects washed hand before giving injection, 13.3% of ANMs and 8% of NS are fully vaccinated against Hep B, 53.3% of ANM and all NS are <span class="hlt">practices</span> non recapping. Only 13.33% sub centres along with PHC & BPHC had at least one puncture resistant leak proof container, 86.7% sub centres, PHC are free from loose needles. Transport for off side treatment is the method of waste disposal in case of 73.3% cases sub centres, PHC & BPHC. There is need to educate, train and motivate service providers in proper methods of giving injection along with improve the adequacy of supply of required equipments.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19166521','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19166521"><span>A new <span class="hlt">practice</span> environment measure based on the reality and experiences of nurses <span class="hlt">working</span> lives.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Webster, Joan; Flint, Anndrea; Courtney, Mary</p> <p>2009-01-01</p> <p>To explore the underlying organizational issues affecting a nurses' decision to leave and to develop a contemporary <span class="hlt">practice</span> environment measure based on the experiences of nurses <span class="hlt">working</span> lives. Turnover had reached an unacceptable level in our organization but underlying reasons for leaving were unknown. In-depth interviews were conducted with 13 nurses who had resigned. Transcripts were analysed using the constant comparative method. Information from the interviews informed the development a new <span class="hlt">practice</span> environment tool, which has undergone initial testing using the Content Validity Index and Chronbach's alpha. Two domains ('<span class="hlt">work</span> life' and 'personal life/professional development') and five themes ('feeling <span class="hlt">safe</span>', 'feeling valued', 'getting things done', 'professional development' and 'being flexible') emerged from the interviews. A content validity score for the new instrument was 0.79 and Chronbach's alpha 0.93. The new <span class="hlt">practice</span> environment tool has shown useful initial reliability and validity but requires wider testing in other settings. The reality and experiences of nurses <span class="hlt">working</span> lives can be identified through exit interviews conducted by an independent person. Information from such interviews is useful in identifying an organization's strength and weaknesses and to develop initiatives to support retention.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=oral+AND+health+AND+nutrition&pg=5&id=ED346696','ERIC'); return false;" href="https://eric.ed.gov/?q=oral+AND+health+AND+nutrition&pg=5&id=ED346696"><span>Feeding Students in School: Providing Guidelines and Information on <span class="hlt">Safe</span> Feeding <span class="hlt">Practices</span> for Special Students.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hall, Sandra; And Others</p> <p></p> <p>This manual provides guidelines for <span class="hlt">safe</span> feeding <span class="hlt">practices</span> for students with disabilities in Oregon schools. Stressed is the importance of distinguishing between feeding for the maintenance of health and feeding for the acquisition of skills. Individual sections cover: definitions of feeding programs; the school district responsibility; risks;…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=attitude+AND+change+AND+rational&pg=3&id=EJ1071824','ERIC'); return false;" href="https://eric.ed.gov/?q=attitude+AND+change+AND+rational&pg=3&id=EJ1071824"><span>"Re-Making" Jobs: Enacting and Learning <span class="hlt">Work</span> <span class="hlt">Practices</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Price, Oriana Milani; Scheeres, Hermine; Boud, David</p> <p>2009-01-01</p> <p>This paper takes up understandings of organisations where <span class="hlt">practices</span> constitute and frame past and present <span class="hlt">work</span>, as well as future <span class="hlt">work</span> <span class="hlt">practice</span> possibilities. Within this view, <span class="hlt">work</span> <span class="hlt">practices</span>, and thus organisations, are both perpetuated and varied through employees' enactments of <span class="hlt">work</span>. Using a <span class="hlt">practice</span> lens, we are particularly interested in the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19573187','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19573187"><span>'It's a cultural expectation...' The pressure on medical trainees to <span class="hlt">work</span> independently in clinical <span class="hlt">practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Kennedy, Tara J T; Regehr, Glenn; Baker, G Ross; Lingard, Lorelei A</p> <p>2009-07-01</p> <p>Medical trainees demonstrate a reluctance to ask for help unless they believe it is absolutely necessary, a situation which could impact on the safety of patients. This study aimed to develop a theoretical exploration of the pressure on medical trainees to be independent and to generate theory-based approaches to the implications for patient safety of this pressure towards independent <span class="hlt">working</span>. In Phase 1, 88 teaching team members from internal and emergency medicine were observed during clinical activities (216 hours), and 65 participants completed brief interviews. In Phase 2, 36 in-depth interviews were conducted using video vignettes. Data collection and analysis employed grounded theory methodology. Participants conceived that the pressure towards independence in clinical <span class="hlt">work</span> originated in trainees' desire to lay claim to the identity of a doctor (as a member of a group of autonomous high achievers), and in organisational issues such as heavy workloads and constant evaluations. The identity and organisational issues related to the pressure towards independence were explored through the lenses of established theories from education and psychology. Consideration of Lave and Wenger's situated learning theory suggests that giving attention to the 'independent doctor' ideal, through measures such as involving trainees when their supervisors ask for help, could impact the safety of teaching team <span class="hlt">practice</span>. Amalberti et al.'s migration model explains how pressures to maximise productivity and individual gain may cause teaching teams to migrate beyond the boundaries of <span class="hlt">safe</span> <span class="hlt">practice</span> and suggests that managing triggers (such as workload and high-stakes evaluations) for violations of <span class="hlt">safe</span> <span class="hlt">practice</span> might improve safety. Implementation and evaluation of these theory-based approaches to the safety of teaching team <span class="hlt">practice</span> would contribute to a better understanding of the links between trainee independence and patient safety.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2560758','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2560758"><span>Making abortions <span class="hlt">safe</span>: a matter of good public health policy and <span class="hlt">practice</span>.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Berer, M.</p> <p>2000-01-01</p> <p>Globally, abortion mortality accounts for at least 13% of all maternal mortality. Unsafe abortion procedures, untrained abortion providers, restrictive abortion laws and high mortality and morbidity from abortion tend to occur together. Preventing mortality and morbidity from abortion in countries where these remain high is a matter of good public health policy and medical <span class="hlt">practice</span>, and constitutes an important part of <span class="hlt">safe</span> motherhood initiatives. This article examines the changes in policy and health service provision required to make abortions <span class="hlt">safe</span>. It is based on a wide-ranging review of published and unpublished sources. In order to be effective, public health measures must take into account the reasons why women have abortions, the kind of abortion services required and at what stages of pregnancy, the types of abortion service providers needed, and training, cost and counselling issues. The transition from unsafe to <span class="hlt">safe</span> abortions demands the following: changes at national policy level; abortion training for service providers and the provision of services at the appropriate primary level health service delivery points; and ensuring that women access these services instead of those of untrained providers. Public awareness that abortion services are available is a crucial element of this transition, particularly among adolescent and single women, who tend to have less access to reproductive health services generally. PMID:10859852</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28639798','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28639798"><span><span class="hlt">Working</span> <span class="hlt">Safely</span> at Some Times and Unsafely at Others: A Typology and Within-Person Process Model of Safety-Related <span class="hlt">Work</span> Behaviors.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Beus, Jeremy M; Taylor, William D</p> <p>2017-06-22</p> <p>Why do individuals choose to <span class="hlt">work</span> <span class="hlt">safely</span> in some instances and unsafely in others? Though this inherently within-person question is straightforward, the preponderance of between-person theory and research in the workplace safety literature is not equipped to answer it. Additionally, the limited way in which safety-related behaviors tend to be conceptualized further restricts understanding of why individuals vary in their safety-related actions. We use a goal-focused approach to conceptually address this question of behavioral variability and contribute to workplace safety research in 2 key ways. First, we establish an updated typology of safety-related behaviors that differentiates behaviors based on goal choice (i.e., <span class="hlt">safe</span> vs. unsafe behaviors), goal-directedness (i.e., intentional vs. unintentional behaviors), and the means of goal pursuit (i.e., commission vs. omission and promotion vs. prevention-focused behaviors). Second, using an expectancy-value theoretical framework to explain variance in goal choice, we establish within-person propositions stating that safety-related goal choice and subsequent behaviors are a function of the target of safety-related behaviors, the instrumentality and resource requirement of behaviors, and the perceived severity, likelihood, and immediacy of the threats associated with behaviors. Taken together, we define what safety-related behaviors are, explain how they differ, and offer propositions concerning when and why they may vary within-persons. We explore potential between-person moderators of our theoretical propositions and discuss the <span class="hlt">practical</span> implications of our typology and process model of safety-related behavior. (PsycINFO Database Record (c) 2017 APA, all rights reserved).</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27071626','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27071626"><span><span class="hlt">Practices</span> of Return-to-<span class="hlt">Work</span> Coordinators <span class="hlt">Working</span> in Large Organizations.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Durand, Marie-José; Nastasia, Iuliana; Coutu, Marie-France; Bernier, Michael</p> <p>2017-03-01</p> <p>Purpose Although the role of return-to-<span class="hlt">work</span> coordinators (RTW coordinators) is associated with reducing long-term disabilities, little has been written about their <span class="hlt">practices</span>. The objective of this study was to clearly identify their tasks and activities and the stakeholders with whom they collaborate. Methods A cross-sectional survey was conducted using a web-based self-administered questionnaire. Participant inclusion criteria were as follows: (1) <span class="hlt">working</span> for a large organization with 500 or more employees; (2) being responsible for managing disabilities and coordinating the return-to-<span class="hlt">work</span> process; and (3) having been involved in coordinating the return to <span class="hlt">work</span> of at least one person in the past year. Results 195 RTW coordinators completed the questionnaire. The three tasks or activities rated as most important were applying laws, policies, and regulations related to <span class="hlt">work</span> absences and return to <span class="hlt">work</span>; contacting the absent worker; and planning the return to <span class="hlt">work</span>. A nursing or occupational health and safety training background significantly influenced the RTW coordinators' <span class="hlt">practices</span>. In addition, RTW coordinators collaborated mainly with workers and their supervisors. Conclusion Despite a wide variety of contexts and diverging definitions of competencies, a set of common RTW coordination <span class="hlt">practices</span> appears to exist across industrialized countries. RTW coordinators with a training background in the health field seem better able to assimilate the various dimensions of <span class="hlt">work</span> disability. Moreover, concerted action was found to be minimal and a far cry from recommendations. The <span class="hlt">practices</span> defined could serve as a benchmark for describing RTW coordinators' responsibilities in greater detail and allow for cross-organization and cross-country comparisons.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24635029','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24635029"><span>Nurses' experiences and perspectives on medication safety <span class="hlt">practices</span>: an explorative qualitative study.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Smeulers, Marian; Onderwater, Astrid T; van Zwieten, Myra C B; Vermeulen, Hester</p> <p>2014-04-01</p> <p>To explore nurses' experiences with and perspectives on preventing medication administration errors. Insight into nurses' experiences with and perspectives on preventing medication administration errors is important and can be utilised to tailor and implement safety <span class="hlt">practices</span>. A qualitative interview study of 20 nurses in an academic medical centre was conducted between March and December of 2011. Three themes emerged from this study: (1) nurses' roles and responsibilities in medication safety: aside from <span class="hlt">safe</span> preparation and administration, the clinical reasoning of nurses is essential for medication safety; (2) nurses' ability to <span class="hlt">work</span> <span class="hlt">safely</span>: knowledge of risks and nurses' <span class="hlt">work</span> circumstances influence their ability to <span class="hlt">work</span> <span class="hlt">safely</span>; and (3) nurses' acceptance of safety <span class="hlt">practices</span>: advantages, feasibility and appropriateness are important incentives for acceptance of a safety <span class="hlt">practice</span>. Nurses' experiences coincide with the assumption that they are in a pre-eminent position to enable <span class="hlt">safe</span> medication management; however, their ability to adequately perform this role depends on sufficient knowledge to assess the risks of medication administration and on the circumstances in which they <span class="hlt">work</span>. <span class="hlt">Safe</span> medication management requires a learning climate and professional <span class="hlt">practice</span> environment that enables further development of professional nursing skills and knowledge. © 2014 John Wiley & Sons Ltd.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=definition+AND+science&pg=3&id=EJ1037194','ERIC'); return false;" href="https://eric.ed.gov/?q=definition+AND+science&pg=3&id=EJ1037194"><span>The Science of Social <span class="hlt">Work</span> and Its Relationship to Social <span class="hlt">Work</span> <span class="hlt">Practice</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Anastas, Jeane W.</p> <p>2014-01-01</p> <p>As John Brekke has observed, social <span class="hlt">work</span> does not use the word "science" to define itself, suggesting a need to articulate a science of social <span class="hlt">work</span>. This article discusses the science of social <span class="hlt">work</span> and its relationship to social <span class="hlt">work</span> <span class="hlt">practice</span> in the United States, arguing that a "rapprochement" between <span class="hlt">practice</span> and science…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li class="active"><span>6</span></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_6 --> <div id="page_7" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li class="active"><span>7</span></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="121"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25662084','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25662084"><span>Dialogical communication and empowering social <span class="hlt">work</span> <span class="hlt">practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Natland, Sidsel</p> <p>2015-01-01</p> <p>How to succeed in facilitating for empowering processes within social <span class="hlt">work</span> <span class="hlt">practice</span> is a central topic in both theoretical discussions and regarding its principles in <span class="hlt">practice</span>. With a particular focus on how dialogical communication can play a part in order to <span class="hlt">practice</span> empowering social <span class="hlt">work</span>, through this text the author frames HUSK as a project facilitating the underpinning humanistic approaches in social <span class="hlt">work</span>. Dialogical communication and its philosophical base is presented and recognized as a means to achieve empowering social <span class="hlt">work</span> as well as highlighting the importance of the humanistic approach. The author also underscores how HUSK projects in themselves were enabled because of the required collaboration between service users, professionals, and researchers that signified HUSK. This is pinpointed as having potential for a future research agenda as well as pointing at how the outcomes of the projects may impact future social <span class="hlt">work</span> <span class="hlt">practice</span> when the goal is to conduct empowering social <span class="hlt">work</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26759266','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26759266"><span>Quality assessment of osteoporosis clinical <span class="hlt">practice</span> guidelines for physical activity and <span class="hlt">safe</span> movement: an AGREE II appraisal.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Armstrong, James Jacob; Rodrigues, Isabel Braganca; Wasiuta, Tom; MacDermid, Joy C</p> <p>2016-01-01</p> <p>Many osteoporosis clinical <span class="hlt">practice</span> guidelines are published, and the extent to which physical activity and <span class="hlt">safe</span> movement is addressed varies. To better inform clinical decision-making, a quality assessment and structured analysis of recommendations was undertaken. Guideline quality varied substantially, and improvement is necessary in physical activity and <span class="hlt">safe</span> movement recommendations. The purpose of the present study is to survey available osteoporosis clinical <span class="hlt">practice</span> guidelines (CPGs) containing physical activity and <span class="hlt">safe</span> movement recommendations in order to assess the methodological quality with which they were developed. An analysis of the various physical activity and <span class="hlt">safe</span> movement recommendations was conducted to determine variability between CPGs. An online literature search revealed 19 CPGs meeting our inclusion criteria. Three independent scorers evaluated CPG quality using the Appraisal of Guidelines for Research and Evaluation version II (AGREE II) instrument. Two separate individuals used a standard table to extract relevant recommendations. Intra-reviewer AGREE II score agreement ranged from fair to good (intra-class correlation coefficient (ICC) = 0.34 to 0.65). The quality of the 19 included CPGs was variable (AGREE sub-scores: 14 to 100%). CPGs scored higher in the "scope and purpose" and "clarity of presentation" domains. They scored the lowest in "applicability" and "editorial independence." Four CPGs were classified as high quality, ten average quality, and five low quality. Most CPGs recommended weight-bearing, muscle-strengthening, and resistance exercises. Information on exercise dosage, progression, and contraindications was often absent. Immobility and movements involving spinal flexion and/or torsion were discouraged. There were several high-quality CPGs; however, variability in quality and lack of specific parameters for implementation necessitates caution and critical examination by readers. CPG development groups should pay</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2014-title16-vol1/pdf/CFR-2014-title16-vol1-sec312-11.pdf','CFR2014'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2014-title16-vol1/pdf/CFR-2014-title16-vol1-sec312-11.pdf"><span>16 CFR 312.11 - <span class="hlt">Safe</span> harbor programs.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2014&page.go=Go">Code of Federal Regulations, 2014 CFR</a></p> <p></p> <p>2014-01-01</p> <p>... 16 Commercial <span class="hlt">Practices</span> 1 2014-01-01 2014-01-01 false <span class="hlt">Safe</span> harbor programs. 312.11 Section 312.11 Commercial <span class="hlt">Practices</span> FEDERAL TRADE COMMISSION REGULATIONS UNDER SPECIFIC ACTS OF CONGRESS CHILDREN'S ONLINE PRIVACY PROTECTION RULE § 312.11 <span class="hlt">Safe</span> harbor programs. (a) In general. Industry groups or other persons...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19038128','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19038128"><span>Developing nursing <span class="hlt">practice</span> through <span class="hlt">work</span>-based learning.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Clarke, David J; Copeland, Lisa</p> <p>2003-12-01</p> <p>Developing nursing <span class="hlt">practice</span> in any area demands skills, knowledge, support and a long term commitment to the achievement of best <span class="hlt">practice</span>. It is easy to become overwhelmed by the competing demands for client care and service delivery. It is not always easy to see how good ideas, clinical concerns and professionally led objectives, can be realised in <span class="hlt">practice</span>. Ongoing professional development activities, including formal educational programmes can contribute to individual staff members' ability to take on <span class="hlt">practice</span> development projects. Too often however, educational programmes are seen as making little real difference to clinical <span class="hlt">practice</span>. <span class="hlt">Work</span>-based learning, a relatively new approach in higher education in the United Kingdom, presents opportunities for Universities and healthcare providers to <span class="hlt">work</span> in partnership to realise the shared aims of developing nursing <span class="hlt">practice</span>. Specific examples, drawn from the personal experiences of one of the authors, will examine the contribution of a <span class="hlt">work</span>-based learning approach to integrating learning and developing <span class="hlt">practice</span> in the field of cancer care. The <span class="hlt">work</span>-based learning approach can bring about tangible benefits for patients, practitioners and organisations, but only if the organisational and contextual factors which impact on <span class="hlt">practice</span> and its development are properly considered and managed through effective partnerships.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25735384','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25735384"><span>Level of awareness of cervical and breast cancer risk factors and <span class="hlt">safe</span> <span class="hlt">practices</span> among college teachers of different states in india: do awareness programmes have an impact on adoption of <span class="hlt">safe</span> <span class="hlt">practices</span>?</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Shankar, Abhishek; Rath, Gk; Roy, Shubham; Malik, Abhidha; Bhandari, Ruchir; Kishor, Kunal; Barnwal, Keshav; Upadyaya, Sneha; Srivastava, Vivek; Singh, Rajan</p> <p>2015-01-01</p> <p>Breast and cervical cancers are the most common causes of cancer mortality among women in India, but actually they are largely preventable diseases. Although early detection is the only way to reduce morbidity and mortality, there are limited data on breast and cervical cancer knowledge, <span class="hlt">safe</span> <span class="hlt">practices</span> and attitudes of teachers in India. The purpose of this study is to assess the level of awareness and impact of awareness programs in adoption of <span class="hlt">safe</span> <span class="hlt">practices</span> in prevention and early detection. This assessment was part of a pink chain campaign on cancer awareness. During cancer awareness events in 2011 at various women colleges in different parts in India, a pre-test related to cervical cancer and breast cancer was followed by an awareness program. Post-tests using the same questionnaire were conducted at the end of the interactive session, at 6 months and 1 year. A total of 156 out of 182 teachers participated in the study (overall response rate was 85.7 %). Mean age of the study population was 42.4 years (range- 28-59 yrs). There was a significant increase in level of knowledge regarding cervical and breast cancer at 6 months and this was sustained at 1 year. Adoption of breast self examination (BSE) was significantly more frequent in comparison to CBE, mammography and the Pap test. Magazines and newspapers were sources for knowledge regarding screening tests for breast cancer in more than 60% of teachers where as more than 75% were educated by doctors regarding the Pap test. Post awareness at 6 months and 1 year, there was a significant change in alcohol and smoking habits. Major reasons for not doing screening test were found to be ignorance (50%), lethargic attitude (44.8%) and lack of time (34.6%). Level of knowledge of breast cancer risk factors, symptoms and screening methods was high as compared to cervical cancer. There was a significant increase in level of knowledge regarding cervical and breast cancer at 6 months and this was sustained at 1 year</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title40-vol31/pdf/CFR-2011-title40-vol31-sec745-85.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title40-vol31/pdf/CFR-2011-title40-vol31-sec745-85.pdf"><span>40 CFR 745.85 - <span class="hlt">Work</span> <span class="hlt">practice</span> standards.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-07-01</p> <p>... 40 Protection of Environment 31 2011-07-01 2011-07-01 false <span class="hlt">Work</span> <span class="hlt">practice</span> standards. 745.85... Renovation § 745.85 <span class="hlt">Work</span> <span class="hlt">practice</span> standards. (a) Standards for renovation activities. Renovations must be... in § 745.90(b). (1) Occupant protection. Firms must post signs clearly defining the <span class="hlt">work</span> area and...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28679678','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28679678"><span>Determinants of knowledge of critical danger signs, <span class="hlt">safe</span> childbirth and immediate newborn care <span class="hlt">practices</span> among auxiliary midwives: a cross sectional survey in Myanmar.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Than, Kyu Kyu; Morgan, Alison; Pham, Minh Duc; Beeson, James G; Luchters, Stanley</p> <p>2017-07-05</p> <p>The re-emergence of community-based health workers such as the auxiliary midwives (AMWs) in Myanmar, who are local female volunteers, has been an important strategy to address global health workforce shortages. The Myanmar government recommends one AMW for every village. The aim of this study is to investigate the current knowledge of critical danger signs and <span class="hlt">practices</span> for <span class="hlt">safe</span> childbirth and immediate newborn care of AMWs to inform potential task shifting of additional healthcare responsibilities. A cross-sectional survey was conducted from July 2015 to June 2016 in three hard-to-reach areas in Myanmar. Face-to-face interviews were conducted using a pretested questionnaire. Among 262 AMWs participating in the study, only 8% of AMWs were able to identify at least 80% of 20 critical danger signs. Factors associated with greater knowledge of critical danger signs included older age over 35 years (adjusted OR (AOR) 2.19, 95% CI 0.99 to 4.83), having received refresher training within the last year (AOR 2.20, 95% CI 1.21 to 4.01) and receiving adequate supervision (AOR 5.04, 95% CI 2.74 to 9.29). Those who employed all six <span class="hlt">safe</span> childbirth and immediate newborn care <span class="hlt">practices</span> were more likely to report greater knowledge of danger signs (AOR 2.81, 95% CI 1.50 to 5.26), adequate <span class="hlt">work</span> supervision (AOR 3.18 95% CI 1.62 to 6.24) and less education (AOR 0.44, 95% CI 0.23 to 0.88). The low level of knowledge of critical danger signs and reported <span class="hlt">practices</span> for <span class="hlt">safe</span> childbirth identified suggest that an evaluation of the current AMW training and supervision programme needs to be revisited to ensure that existing <span class="hlt">practices</span>, including recognition of danger signs, meet quality care standards before new interventions are introduced or new responsibilities given to AMWs. © 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.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED544328.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED544328.pdf"><span><span class="hlt">Safe</span> Schools: A Best <span class="hlt">Practices</span> Guide</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Council of Educational Facility Planners International, 2013</p> <p>2013-01-01</p> <p>Every day in America more than 50 million children go to neighborhood public schools. Parents send them off with every hope they will be <span class="hlt">safe</span> while there. And yet, as has been the case in too many cities, violence shatters that hope. The Council of Educational Facilities Planners International (CEFPI) seeks to lead in the effort to bolster schools…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27919058','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27919058"><span>Lifting and exertion injuries decrease after implementation of an integrated hospital-wide <span class="hlt">safe</span> patient handling and mobilisation programme.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Dennerlein, Jack T; O'Day, Elizabeth Tucker; Mulloy, Deborah F; Somerville, Jackie; Stoddard, Anne M; Kenwood, Christopher; Teeple, Erin; Boden, Leslie I; Sorensen, Glorian; Hashimoto, Dean</p> <p>2017-05-01</p> <p>With increasing emphasis on early and frequent mobilisation of patients in acute care, <span class="hlt">safe</span> patient handling and mobilisation <span class="hlt">practices</span> need to be integrated into these quality initiatives. We completed a programme evaluation of a <span class="hlt">safe</span> patient handling and mobilisation programme within the context of a hospital-wide patient care improvement initiative that utilised a systems approach and integrated <span class="hlt">safe</span> patient equipment and <span class="hlt">practices</span> into patient care plans. Baseline and 12-month follow-up surveys of 1832 direct patient care workers assessed <span class="hlt">work</span> <span class="hlt">practices</span> and self-reported pain while an integrated employee payroll and injury database provided recordable injury rates collected concurrently at 2 hospitals: the study hospital with the programme and a comparison hospital. <span class="hlt">Safe</span> and unsafe patient handling <span class="hlt">practice</span> scales at the study hospital improved significantly (p<0.0001 and p=0.0031, respectively), with no differences observed at the comparison hospital. We observed significant decreases in recordable neck and shoulder (Relative Risk (RR)=0.68, 95% CI 0.46 to 1.00), lifting and exertion (RR=0.73, 95% CI 0.60 to 0.89) and pain and inflammation (RR=0.78, 95% CI 0.62 to 1.00) injury rates at the study hospital. Changes in rates at the comparison hospital were not statistically significant. Within the context of a patient mobilisation initiative, a <span class="hlt">safe</span> patient handling and mobilisation programme was associated with improved <span class="hlt">work</span> <span class="hlt">practices</span> and a reduction in recordable worker injuries. This study demonstrates the potential impact of utilising a systems approach based on recommended best <span class="hlt">practices</span>, including integration of these <span class="hlt">practices</span> into the patient's plan for care. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29939385','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29939385"><span>Violations of <span class="hlt">safe</span> diving <span class="hlt">practices</span> among 122 diver fatalities.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Shreeves, Karl; Buzzacott, Peter; Hornsby, Al; Caney, Mark</p> <p>2018-01-01</p> <p>Diving is a popular recreation with an excellent safety record, with an estimated 1.8 deaths per 1 million dives. This study investigated the relationship between intentional deviation from accepted diving <span class="hlt">practices</span> (violations) and diver fatalities. The authors examined 119 incidents/122 diver fatalities that did not involve diver training in North America and the Caribbean, and identified the presence of violations of accepted diving safety <span class="hlt">practices</span>, as well as if the death was associated with an acute medical event such as heart attack. Of the 122 fatalities, 57% (n = 70) were associated with a medical event and 43% (n = 52) were non-medical. Violations were found in 45% of fatalities (n = 55) overall. Violations were recorded for 23% of the 70 medical and 75% of the 52 non-medical fatalities. Divers who died from something other than a medical cause were 7 times as likely to have one or more violations associated with the fatality (OR 7.3, 95% CI 2.3-23.2). The odds of dying from something other than a medical condition increased approximately 60% for each additional 10 metres of depth. The odds of a death being associated with a medical condition increased approximately 9% per year of age, or 2.4 times for every 10 years older a diver was. Medical events are associated with over half of the non-training related diver fatalities in North America and the Caribbean, with the odds of death being associated with a medical condition doubling each decade of additional age. These data support recommendations that divers stay physically fit and have regular medical checkups, particularly as they get older. They also strongly support the safety benefit of adhering to established <span class="hlt">safe</span> diving <span class="hlt">practices</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013PRPER...9a0102N','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013PRPER...9a0102N"><span>Preservice teachers' objectives and their experience of <span class="hlt">practical</span> <span class="hlt">work</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Nivalainen, V.; Asikainen, M. A.; Hirvonen, P. E.</p> <p>2013-06-01</p> <p>This study explores third-year preservice physics teachers’ (n=32) views concerning the objectives of <span class="hlt">practical</span> <span class="hlt">work</span> at school and university. Content analysis of their essays about <span class="hlt">practical</span> <span class="hlt">work</span> revealed not only the objectives of the <span class="hlt">practical</span> <span class="hlt">work</span> undertaken but also how they had experienced teaching as school and university students. The objectives most commonly referred to were related to the connections between theory and <span class="hlt">practice</span>, motivation, understanding phenomena, learning how to observe, and learning how to report. In contrast, some objectives were recognized only rarely, which is an important issue for discussion as a future challenge. Preservice teachers’ positive experiences of <span class="hlt">practical</span> <span class="hlt">work</span> resulted from the successful implementation of <span class="hlt">practical</span> <span class="hlt">work</span>. According to our findings, <span class="hlt">practical</span> <span class="hlt">work</span> can in many cases be regarded as successful, especially when the participants understand the objectives of the teaching. In contrast, negative experiences reflected failures or difficulties in implementation. We conclude by suggesting that preservice teachers should be offered opportunities to reflect on their previous experiences and to see and experience in <span class="hlt">practice</span> the advantages of <span class="hlt">practical</span> <span class="hlt">work</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=metas&pg=5&id=EJ1026202','ERIC'); return false;" href="https://eric.ed.gov/?q=metas&pg=5&id=EJ1026202"><span>Responding to Global Shifts: Meta-<span class="hlt">Practice</span> as a Relevant Social <span class="hlt">Work</span> <span class="hlt">Practice</span> Paradigm</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Grise-Owens, Erlene; Miller, J. Jay; Owens, Larry W.</p> <p>2014-01-01</p> <p>In response to increasing global changes, this article proposes that social <span class="hlt">work</span> education add meta-<span class="hlt">practice</span> to traditional micro-, mezzo-, and macro-<span class="hlt">practice</span> curriculum areas. Drawing on pertinent literature, the authors conceptualize meta-<span class="hlt">practice</span> as a necessary paradigm shift for competent and relevant social <span class="hlt">work</span> <span class="hlt">practice</span>. Further, the authors…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25308713','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25308713"><span><span class="hlt">Safe</span> sleep <span class="hlt">practices</span> in a New Zealand community and development of a Sudden Unexpected Death in Infancy (SUDI) risk assessment instrument.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Galland, Barbara C; Gray, Andrew; Sayers, Rachel M; Heath, Anne-Louise M; Lawrence, Julie; Taylor, Rachael; Taylor, Barry J</p> <p>2014-10-13</p> <p>Interventions to prevent sudden unexpected death in infancy (SUDI) have generally been population wide interventions instituted after case-control studies identified specific childcare <span class="hlt">practices</span> associated with sudden death. While successful overall, in New Zealand (NZ), the rates are still relatively high by international comparison. This study aims to describe childcare <span class="hlt">practices</span> related to SUDI prevention messages in a New Zealand community, and to develop and explore the utility of a risk assessment instrument based on international guidelines and evidence. Prospective longitudinal study of 209 infants recruited antenatally. Participant characteristics and infant care data were collected by questionnaire at: baseline (third trimester), and monthly from infant age 3 weeks through 23 weeks. Published meta-analyses data were used to estimate individual risk ratios for 6 important SUDI risk factors which, when combined, yielded a "SUDI risk score". Most infants were at low risk for SUDI with 72% at the lowest or slightly elevated risk (combined risk ratio ≤1.5). There was a high prevalence of the <span class="hlt">safe</span> <span class="hlt">practices</span>: supine sleeping (86-89% over 3-19 weeks), mother not smoking (90-92% over 3-19 weeks), and not bed sharing at a young age (87% at 3 weeks). Five independent predictors of a high SUDI risk score were: higher parity (P =0.028), younger age (P =0.030), not <span class="hlt">working</span> or caring for other children antenatally (P =0.031), higher depression scores antenatally (P =0.036), and lower education (P =0.042). Groups within the community identified as priorities for education about <span class="hlt">safe</span> sleep <span class="hlt">practices</span> beyond standard care are mothers who are young, have high parity, low educational levels, and have symptoms of depression antenatally. These findings emphasize the importance of addressing maternal depression as a modifiable risk factor in pregnancy.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=groups+AND+equipment+AND+work&pg=4&id=EJ1116589','ERIC'); return false;" href="https://eric.ed.gov/?q=groups+AND+equipment+AND+work&pg=4&id=EJ1116589"><span>Making <span class="hlt">Practical</span> <span class="hlt">Work</span> <span class="hlt">Work</span>: Using Discussion to Enhance Pupils' Understanding of Physics</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Harrison, Mark</p> <p>2016-01-01</p> <p>Background: <span class="hlt">Practical</span> <span class="hlt">work</span> is widely seen as a necessary part of a good physics education, but convincing evidence that it impacts positively on pupils' learning is scarce. Recent <span class="hlt">work</span> suggests the use of talk and discussion might hold the key to making <span class="hlt">practical</span> <span class="hlt">work</span> more educationally productive. Purpose: The research question that this study…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19895703','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19895703"><span>Use of information and communication technologies to support effective <span class="hlt">work</span> <span class="hlt">practice</span> innovation in the health sector: a multi-site study.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Westbrook, Johanna I; Braithwaite, Jeffrey; Gibson, Kathryn; Paoloni, Richard; Callen, Joanne; Georgiou, Andrew; Creswick, Nerida; Robertson, Louise</p> <p>2009-11-08</p> <p>Widespread adoption of information and communication technologies (ICT) is a key strategy to meet the challenges facing health systems internationally of increasing demands, rising costs, limited resources and workforce shortages. Despite the rapid increase in ICT investment, uptake and acceptance has been slow and the benefits fewer than expected. Absent from the research literature has been a multi-site investigation of how ICT can support and drive innovative <span class="hlt">work</span> <span class="hlt">practice</span>. This Australian-based project will assess the factors that allow health service organisations to harness ICT, and the extent to which such systems drive the creation of new sustainable models of service delivery which increase capacity and provide rapid, <span class="hlt">safe</span>, effective, affordable and sustainable health care. A multi-method approach will measure current ICT impact on workforce <span class="hlt">practices</span> and develop and test new models of ICT use which support innovations in <span class="hlt">work</span> <span class="hlt">practice</span>. The research will focus on three large-scale commercial ICT systems being adopted in Australia and other countries: computerised ordering systems, ambulatory electronic medical record systems, and emergency medicine information systems. We will measure and analyse each system's role in supporting five key attributes of <span class="hlt">work</span> <span class="hlt">practice</span> innovation: changes in professionals' roles and responsibilities; integration of best <span class="hlt">practice</span> into routine care; <span class="hlt">safe</span> care <span class="hlt">practices</span>; team-based care delivery; and active involvement of consumers in care. A socio-technical approach to the use of ICT will be adopted to examine and interpret the workforce and organisational complexities of the health sector. The project will also focus on ICT as a potentially disruptive innovation that challenges the way in which health care is delivered and consequently leads some health professionals to view it as a threat to traditional roles and responsibilities and a risk to existing models of care delivery. Such views have stifled debate as well as wider</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ795611.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ795611.pdf"><span>University Students' Involvement in Body Piercing and Adherence to <span class="hlt">Safe</span> Piercing <span class="hlt">Practices</span>: Do Males and Females Differ?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>King, Keith A.; Vidourek, Rebecca A.</p> <p>2007-01-01</p> <p>Background: Health concerns of body piercing include infection, scarring, allergic reactions, pain, and disease. Current gaps in the research include students' perceived piercing risks and <span class="hlt">safe</span> piercing <span class="hlt">practices</span>. Purpose: The purpose of this study was to examine university students' involvement in body piercing, risk consideration and adherence…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22828676','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22828676"><span>Debating the use of <span class="hlt">work</span>-based learning and interprofessional education in promoting collaborative <span class="hlt">practice</span> in primary care: a discussion paper.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Cameron, Shona; Rutherford, Ishbel; Mountain, Kristina</p> <p>2012-01-01</p> <p>The context of primary care in the UK is changing rapidly, underpinned by continuing policy drivers to ensure person-centred <span class="hlt">safe</span> and effective <span class="hlt">practice</span>. Undergraduate and postgraduate programmes for healthcare practitioners are increasingly using interprofessional education (IPE) as one route to engender greater understanding of others' roles and contributions to health care, with the suggestion that IPE leads to better integration and teamwork, and thus stronger collaborative <span class="hlt">practice</span>. Access to education and professional development for those <span class="hlt">working</span> in primary care is difficult, and individuals need the focus of learning to be clearly relevant to their <span class="hlt">practice</span>. To review and debate the evidence on the role of <span class="hlt">work</span>-based learning and IPE in enhancing collaborative <span class="hlt">practice</span> in primary care. Literature search and critique of key papers relevant to primary care <span class="hlt">practice</span>. The three themes emerged of IPE, workbased learning (WBL) and collaborative <span class="hlt">practice</span>. There is a growing body of literature to support the positive outcomes of IPE and the utilisation of WBL in developing <span class="hlt">practice</span>. A range of practitioners in a variety of <span class="hlt">work</span> settings have used WBL approaches in the implementation of innovations and the development of communities of <span class="hlt">practice</span>. However, little evidence exists to support these approaches in primary care. The application of WBL across primary care teams can support a positive and collaborative learning culture, resulting in changes to professional <span class="hlt">practice</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19034785','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19034785"><span>Studying <span class="hlt">work</span> <span class="hlt">practices</span>: a key factor in understanding accidents on the level triggered by a balance disturbance.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Derosier, C; Leclercq, S; Rabardel, P; Langa, P</p> <p>2008-12-01</p> <p>Accidents on the level (AOL) rank second amongst the most numerous and serious occupational accidents with days lost in France and are a major health and safety problem in every sector of activity. The case study described in this paper was conducted at a metallurgical company with 300 employees. The aims of this <span class="hlt">work</span> were dual: 1) to extend the general knowledge required for preventing these accidents; 2) to propose prevention measures to this company. Existing data on company occupational accidents were gathered and analysed to identify a <span class="hlt">work</span> situation that appeared likely to cause AOL. This <span class="hlt">work</span> situation was analysed in detail. Several risk factors were identified within this <span class="hlt">work</span> situation, by way of interviews with 12 operators. These risk factors concerned various dimensions of the <span class="hlt">work</span> situation, particularly its physical dimension (e.g. templates structure) and organisational dimension (e.g. parts availability). Interviews were conducted, focusing on risk factors perceived by operators and involving allo-confrontations based on accounts of four AOL occurring in this situation. Allo-confrontations were interviews confronting operators with a risk occupational situation that was accidental for one of their colleagues, the latter being absent from the interview. Results highlighted the fact that the <span class="hlt">work</span> <span class="hlt">practices</span> implemented are key factors in understanding these accidents. This study underlines the role of <span class="hlt">work</span> <span class="hlt">practices</span> in AOL causality and prevention. It also provides explanations associated with various <span class="hlt">work</span> situation dimensions involving adoption of more or less <span class="hlt">safe</span> <span class="hlt">work</span> <span class="hlt">practices</span>. AOL are serious and frequent in occupational situations. Injury claims analysis and interviews in an industrial company emphasise the specific characteristics of an occupational situation and of prevention actions forming the basis of an intervention. The need for a better understanding of factors affecting <span class="hlt">work</span> <span class="hlt">practice</span> is highlighted in relation to research.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/9587977','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/9587977"><span>[Hazardous materials and <span class="hlt">work</span> safety in veterinary <span class="hlt">practice</span>. 1: Hazardous material definition and characterization, <span class="hlt">practice</span> documentation and general rules for handling].</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Sliwinski-Korell, A; Lutz, F</p> <p>1998-04-01</p> <p>In the last years the standards for professional handling of hazardous material as well as health and safety in the veterinary <span class="hlt">practice</span> became considerably more stringent. This is expressed in various safety regulations, particularly the decree of hazardous material and the legislative directives concerning health and safety at <span class="hlt">work</span>. In part 1, a definition based on the law for hazardous material is given and the potential risks are mentioned. The correct documentation regarding the protection of the purchase, storage, <span class="hlt">working</span> conditions and removal of hazardous material and of the personal is explained. General rules for the handling of hazardous material are described. In part 2, particular emphasis is put on the handling of flammable liquids, disinfectants, cytostatica, pressurised gas, liquid nitrogen, narcotics, mailing of potentially infectious material and <span class="hlt">safe</span> disposal of hazardous waste. Advice about possible unrecognized hazards and references is also given.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title41-vol1/pdf/CFR-2010-title41-vol1-sec50-204-72.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title41-vol1/pdf/CFR-2010-title41-vol1-sec50-204-72.pdf"><span>41 CFR 50-204.72 - <span class="hlt">Safe</span> <span class="hlt">practices</span> for welding and cutting on containers which have held combustibles.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-07-01</p> <p>... welding and cutting on containers which have held combustibles. 50-204.72 Section 50-204.72 Public..., and Mists § 50-204.72 <span class="hlt">Safe</span> <span class="hlt">practices</span> for welding and cutting on containers which have held combustibles. Welding or cutting, or both, on containers which have held flammable or combustible solids...</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li class="active"><span>7</span></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_7 --> <div id="page_8" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li class="active"><span>8</span></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="141"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2013-title41-vol1/pdf/CFR-2013-title41-vol1-sec50-204-72.pdf','CFR2013'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2013-title41-vol1/pdf/CFR-2013-title41-vol1-sec50-204-72.pdf"><span>41 CFR 50-204.72 - <span class="hlt">Safe</span> <span class="hlt">practices</span> for welding and cutting on containers which have held combustibles.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2013&page.go=Go">Code of Federal Regulations, 2013 CFR</a></p> <p></p> <p>2013-07-01</p> <p>... welding and cutting on containers which have held combustibles. 50-204.72 Section 50-204.72 Public..., and Mists § 50-204.72 <span class="hlt">Safe</span> <span class="hlt">practices</span> for welding and cutting on containers which have held combustibles. Welding or cutting, or both, on containers which have held flammable or combustible solids...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2012-title41-vol1/pdf/CFR-2012-title41-vol1-sec50-204-72.pdf','CFR2012'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2012-title41-vol1/pdf/CFR-2012-title41-vol1-sec50-204-72.pdf"><span>41 CFR 50-204.72 - <span class="hlt">Safe</span> <span class="hlt">practices</span> for welding and cutting on containers which have held combustibles.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2012&page.go=Go">Code of Federal Regulations, 2012 CFR</a></p> <p></p> <p>2012-07-01</p> <p>... welding and cutting on containers which have held combustibles. 50-204.72 Section 50-204.72 Public..., and Mists § 50-204.72 <span class="hlt">Safe</span> <span class="hlt">practices</span> for welding and cutting on containers which have held combustibles. Welding or cutting, or both, on containers which have held flammable or combustible solids...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2014-title41-vol1/pdf/CFR-2014-title41-vol1-sec50-204-72.pdf','CFR2014'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2014-title41-vol1/pdf/CFR-2014-title41-vol1-sec50-204-72.pdf"><span>41 CFR 50-204.72 - <span class="hlt">Safe</span> <span class="hlt">practices</span> for welding and cutting on containers which have held combustibles.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2014&page.go=Go">Code of Federal Regulations, 2014 CFR</a></p> <p></p> <p>2014-07-01</p> <p>... welding and cutting on containers which have held combustibles. 50-204.72 Section 50-204.72 Public..., and Mists § 50-204.72 <span class="hlt">Safe</span> <span class="hlt">practices</span> for welding and cutting on containers which have held combustibles. Welding or cutting, or both, on containers which have held flammable or combustible solids...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title41-vol1/pdf/CFR-2011-title41-vol1-sec50-204-72.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title41-vol1/pdf/CFR-2011-title41-vol1-sec50-204-72.pdf"><span>41 CFR 50-204.72 - <span class="hlt">Safe</span> <span class="hlt">practices</span> for welding and cutting on containers which have held combustibles.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-07-01</p> <p>... welding and cutting on containers which have held combustibles. 50-204.72 Section 50-204.72 Public..., and Mists § 50-204.72 <span class="hlt">Safe</span> <span class="hlt">practices</span> for welding and cutting on containers which have held combustibles. Welding or cutting, or both, on containers which have held flammable or combustible solids...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title40-vol9/pdf/CFR-2011-title40-vol9-sec63-306.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title40-vol9/pdf/CFR-2011-title40-vol9-sec63-306.pdf"><span>40 CFR 63.306 - <span class="hlt">Work</span> <span class="hlt">practice</span> standards.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-07-01</p> <p>... for Coke Oven Batteries § 63.306 <span class="hlt">Work</span> <span class="hlt">practice</span> standards. (a) <span class="hlt">Work</span> <span class="hlt">practice</span> plan. On or before... plan for each coke oven battery. The plan shall be designed to achieve compliance with visible emission limitations for coke oven doors, topside port lids, offtake systems, and charging operations under this...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/7971426','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/7971426"><span><span class="hlt">Safe</span> handling <span class="hlt">practices</span> of cytotoxic drugs: the results of a chapter survey.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Mahon, S M; Casperson, D S; Yackzan, S; Goodner, S; Hasse, B; Hawkins, J; Parham, J; Rimkus, C; Schlomer, M; Witcher, V</p> <p>1994-08-01</p> <p>To describe how nurses from a local Oncology Nursing Society (ONS) Chapter Implement Occupational Safety and Health Administration (OSHA) guidelines for handling cytotoxic drugs (CDs) in their individual <span class="hlt">practices</span> and to identify barriers to implementing these guidelines. Mailed survey. ONS chapter in a large midwestern city. 103 nurses, 83 of whom handle CDs. Mean years in oncology nursing was 7.5. Mailed survey consisting of 48 questions on seven topics, as well as demographic questions. Roles in preparation and administration of CDs, management spills, patient care, and use of protective equipment in patient and family education <span class="hlt">practices</span>; barriers to use of protective <span class="hlt">practices</span>. Subjects used some protective equipment when preparing and administering CDs, but the type of equipment and its frequency of use did not specifically meet OSHA Guidelines. Rates of compliance with guidelines were better for management of spills and disposal of equipment. Verbal instructions for patients and families were employed but very few provided written instructions or explanations. Barriers to using protective equipment included a lack of time, problems with availability, and concerns about patient reactions. Barriers must be overcome and better <span class="hlt">safe</span>-handling <span class="hlt">practices</span> incorporated into <span class="hlt">practice</span> to ensure the safety of nurses. More education is needed for family members who come into contact with patients receiving CDs. Future research to document the extent of the problem, including stratification of responses according to the quantity and frequency with which a nurse administers CDs. Better, and perhaps more frequent, staff and family education efforts are needed.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=improve+AND+effectiveness+AND+teaching+AND+science&pg=2&id=EJ1041694','ERIC'); return false;" href="https://eric.ed.gov/?q=improve+AND+effectiveness+AND+teaching+AND+science&pg=2&id=EJ1041694"><span>The Impact of the "Getting <span class="hlt">Practical</span>: Improving <span class="hlt">Practical</span> <span class="hlt">Work</span> in Science" Continuing Professional Development Programme on Teachers' Ideas and <span class="hlt">Practice</span> in Science <span class="hlt">Practical</span> <span class="hlt">Work</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Abrahams, Ian; Reiss, Michael J.; Sharpe, Rachael</p> <p>2014-01-01</p> <p>Background: Despite the widespread use of <span class="hlt">practical</span> <span class="hlt">work</span> in school it has been recognised that more needs to be done to improve its effectiveness in developing conceptual understanding. The "Getting <span class="hlt">Practical</span>" CPD (Continuing Professional Development) programme was designed to contribute towards an improvement in the effectiveness of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2012-title40-vol10/pdf/CFR-2012-title40-vol10-sec63-306.pdf','CFR2012'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2012-title40-vol10/pdf/CFR-2012-title40-vol10-sec63-306.pdf"><span>40 CFR 63.306 - <span class="hlt">Work</span> <span class="hlt">practice</span> standards.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2012&page.go=Go">Code of Federal Regulations, 2012 CFR</a></p> <p></p> <p>2012-07-01</p> <p>... Standards for Coke Oven Batteries § 63.306 <span class="hlt">Work</span> <span class="hlt">practice</span> standards. (a) <span class="hlt">Work</span> <span class="hlt">practice</span> plan. On or before... plan for each coke oven battery. The plan shall be designed to achieve compliance with visible emission limitations for coke oven doors, topside port lids, offtake systems, and charging operations under this...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2013-title40-vol10/pdf/CFR-2013-title40-vol10-sec63-306.pdf','CFR2013'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2013-title40-vol10/pdf/CFR-2013-title40-vol10-sec63-306.pdf"><span>40 CFR 63.306 - <span class="hlt">Work</span> <span class="hlt">practice</span> standards.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2013&page.go=Go">Code of Federal Regulations, 2013 CFR</a></p> <p></p> <p>2013-07-01</p> <p>... Standards for Coke Oven Batteries § 63.306 <span class="hlt">Work</span> <span class="hlt">practice</span> standards. (a) <span class="hlt">Work</span> <span class="hlt">practice</span> plan. On or before... plan for each coke oven battery. The plan shall be designed to achieve compliance with visible emission limitations for coke oven doors, topside port lids, offtake systems, and charging operations under this...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2014-title40-vol10/pdf/CFR-2014-title40-vol10-sec63-306.pdf','CFR2014'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2014-title40-vol10/pdf/CFR-2014-title40-vol10-sec63-306.pdf"><span>40 CFR 63.306 - <span class="hlt">Work</span> <span class="hlt">practice</span> standards.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2014&page.go=Go">Code of Federal Regulations, 2014 CFR</a></p> <p></p> <p>2014-07-01</p> <p>... Standards for Coke Oven Batteries § 63.306 <span class="hlt">Work</span> <span class="hlt">practice</span> standards. (a) <span class="hlt">Work</span> <span class="hlt">practice</span> plan. On or before... plan for each coke oven battery. The plan shall be designed to achieve compliance with visible emission limitations for coke oven doors, topside port lids, offtake systems, and charging operations under this...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/FR-2010-05-26/pdf/2010-12754.pdf','FEDREG'); return false;" href="https://www.gpo.gov/fdsys/pkg/FR-2010-05-26/pdf/2010-12754.pdf"><span>75 FR 29391 - National <span class="hlt">Safe</span> Boating Week, 2010</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collection.action?collectionCode=FR">Federal Register 2010, 2011, 2012, 2013, 2014</a></p> <p></p> <p>2010-05-26</p> <p>... <span class="hlt">Safe</span> Boating Week, 2010 By the President of the United States of America A Proclamation Our Nation's... National <span class="hlt">Safe</span> Boating Week to <span class="hlt">practicing</span> <span class="hlt">safe</span> techniques so boaters of all ages can enjoy this pastime... annually the 7-day period prior to Memorial Day weekend as ``National <span class="hlt">Safe</span> Boating Week.'' NOW, THEREFORE...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28960114','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28960114"><span><span class="hlt">Work</span>, organisational <span class="hlt">practices</span>, and margin of manoeuver during <span class="hlt">work</span> reintegration.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>O'Hagan, Fergal</p> <p>2017-09-29</p> <p>Many individuals of <span class="hlt">working</span> age experience cardiovascular disease and are disabled from <span class="hlt">work</span> as a result. The majority of research in cardiac <span class="hlt">work</span> disability has focused on individual biological and psychological factors influencing <span class="hlt">work</span> disability despite evidence of the importance of social context in <span class="hlt">work</span> disability. In this article, the focus is on <span class="hlt">work</span> and organisational features influencing the leeway (margin of manoeuvre) workers are afforded during <span class="hlt">work</span> reintegration. A qualitative method was used. A large auto manufacturing plant was selected owing to <span class="hlt">work</span>, organisational, and worker characteristics. Workplace context was assessed through site visits and meetings with stakeholders including occupational health, human resources and union personnel and a review of collective agreement provisions relating to seniority, benefits and accommodation. Worker experience was assessed using a series of in-depth interviews with workers (n = 12) returning to <span class="hlt">work</span> at the plant following disabling cardiac illness. Data was analysed using qualitative content analysis. Workers demonstrated variable levels of adjustment to the workplace that could be related to production expectations and <span class="hlt">work</span> design. Policies and <span class="hlt">practices</span> around electronic rate monitoring, seniority and accommodation, and disability management <span class="hlt">practices</span> affected the buffer available to workers to adjust to the workplace. <span class="hlt">Work</span> qualities and organisational resources establish a margin of manoeuver for <span class="hlt">work</span> reintegration efforts. Practitioners need to inform themselves of the constraints on <span class="hlt">work</span> accommodation imposed by <span class="hlt">work</span> organisation and collective agreements. Organisations and labour need to reconsider policies and <span class="hlt">practices</span> that creates unequal accommodation conditions for disabled workers. Implications for rehabilitation Margin of manoeuvre offers a framework for evaluating and structuring <span class="hlt">work</span> reintegration programmes. Assessing initial conditions for productivity expectations, context and ways</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Chemistry+AND+research+AND+work&pg=2&id=EJ1166961','ERIC'); return false;" href="https://eric.ed.gov/?q=Chemistry+AND+research+AND+work&pg=2&id=EJ1166961"><span>Thinking about <span class="hlt">Practical</span> <span class="hlt">Work</span> in Chemistry: Teachers' Considerations of Selected <span class="hlt">Practices</span> for the Macroscopic Experience</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lewthwaite, Brian</p> <p>2014-01-01</p> <p>This study explores teachers' thinking about <span class="hlt">practical</span> <span class="hlt">work</span>, especially in regards to the types of <span class="hlt">practical</span> <span class="hlt">work</span> they privilege in their teaching of chemistry to support students in their learning. It seeks to investigate the view that <span class="hlt">practical</span> <span class="hlt">work</span>, especially the type of <span class="hlt">practical</span> <span class="hlt">work</span> selected, is "unthinkingly" and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=social+AND+innovation&id=EJ1130610','ERIC'); return false;" href="https://eric.ed.gov/?q=social+AND+innovation&id=EJ1130610"><span>Catalyzing Innovation in Social <span class="hlt">Work</span> <span class="hlt">Practice</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Traube, Dorian E.; Begun, Stephanie; Okpych, Nathanael; Choy-Brown, Mimi</p> <p>2017-01-01</p> <p>Social innovation is defined by novelty and improvement. This definition requires social <span class="hlt">work</span> <span class="hlt">practice</span> to be more effective or efficient than preexisting alternatives. <span class="hlt">Practice</span> innovation is accomplished by leveraging technical, social, and economic factors to generate novel interventions, diffusion or adoption of the interventions into broader…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20070018005','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20070018005"><span><span class="hlt">Safe</span> Use of Hydrogen and Hydrogen Systems</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Maes, Miguel</p> <p>2006-01-01</p> <p>This is a viewgraph presentation that is a course for teaching the <span class="hlt">safe</span> use of hydrogen. The objectives of the course are 1. To familiarize the student with H2 safety properties 2. To enable the identification, evaluations and addressing of H2 system hazards 3. To teach: a. <span class="hlt">Safe</span> <span class="hlt">practices</span> for, b. Design, c. Materials selection, d. H2 system operation, e. Physical principles and empirical observations on which these <span class="hlt">safe</span> <span class="hlt">practices</span> are based, f. How to respond to emergency situations involving H2, g How to visualize safety concepts through in-class exercises, h. Identify numerous parameters important to H2 safety.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26593796','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26593796"><span>[<span class="hlt">Safe</span> and family-centered maternity hospitals: organizational culture of maternity hospitals in the province of Buenos Aires].</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Ramos, Silvina; Romero, Mariana; Ortiz, Zulma; Brizuela, Vanessa</p> <p>2015-12-01</p> <p>In 2010, the <span class="hlt">Safe</span> and Family-Centered Maternity Hospitals initiative was launched in order to transform large public maternity centers into settings where <span class="hlt">safe</span> <span class="hlt">practices</span> are implemented and the rights of women, newborn infants and families are warranted. As a result, the paradigm of perinatal care was modified. This article reports on the findings of organizational culture as a component for the implementation of the initiative. The sample was selected in a non-probabilistic way and was made up of 29 public hospitals located in the province of Buenos Aires that participated in the initiative. During 2011 and 2012, an anonymous, self-administered survey was completed by members of the Department of Neonatology and the Department of Obstetrics. The survey collected information on three dimensions of the organizational culture: organizational environment, <span class="hlt">safe</span> <span class="hlt">practices</span>, and facilitation of change. A total of 1828 surveys were collected; 51% of survey respondents stated that there is a need to improve communication by having more meetings, while 60% made a positive assessment of various aspects of leadership. <span class="hlt">Work</span> overload was described as the main cause of conflicts by 60%. Approximately 25% agreed and showed commitment with the initiative of transforming maternity centers. Adherence to <span class="hlt">practices</span> was dissimilar depending on the <span class="hlt">practice</span>, but half of survey respondents reported that there were genuine reasons for change. The assessment of the organizational culture showed that commitment to the <span class="hlt">Safe</span> and Family-Centered Maternity Hospitals initiative is yet to be consolidated, and the evaluation of leadership is not comprehensive. <span class="hlt">Work</span> overload and communication failures are the main reasons for conflict.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title24-vol1/pdf/CFR-2010-title24-vol1-sec35-1350.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title24-vol1/pdf/CFR-2010-title24-vol1-sec35-1350.pdf"><span>24 CFR 35.1350 - <span class="hlt">Safe</span> <span class="hlt">work</span> <span class="hlt">practices</span>.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-04-01</p> <p>... activities do not disturb painted surfaces that total more than: (1) 20 square feet (2 square meters) on exterior surfaces; (2) 2 square feet (0.2 square meters) in any one interior room or space; or (3) 10...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title24-vol1/pdf/CFR-2011-title24-vol1-sec35-1350.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title24-vol1/pdf/CFR-2011-title24-vol1-sec35-1350.pdf"><span>24 CFR 35.1350 - <span class="hlt">Safe</span> <span class="hlt">work</span> <span class="hlt">practices</span>.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-04-01</p> <p>... activities do not disturb painted surfaces that total more than: (1) 20 square feet (2 square meters) on exterior surfaces; (2) 2 square feet (0.2 square meters) in any one interior room or space; or (3) 10...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2014-title24-vol1/pdf/CFR-2014-title24-vol1-sec35-1350.pdf','CFR2014'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2014-title24-vol1/pdf/CFR-2014-title24-vol1-sec35-1350.pdf"><span>24 CFR 35.1350 - <span class="hlt">Safe</span> <span class="hlt">work</span> <span class="hlt">practices</span>.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2014&page.go=Go">Code of Federal Regulations, 2014 CFR</a></p> <p></p> <p>2014-04-01</p> <p>... activities do not disturb painted surfaces that total more than: (1) 20 square feet (2 square meters) on exterior surfaces; (2) 2 square feet (0.2 square meters) in any one interior room or space; or (3) 10...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2013-title24-vol1/pdf/CFR-2013-title24-vol1-sec35-1350.pdf','CFR2013'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2013-title24-vol1/pdf/CFR-2013-title24-vol1-sec35-1350.pdf"><span>24 CFR 35.1350 - <span class="hlt">Safe</span> <span class="hlt">work</span> <span class="hlt">practices</span>.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2013&page.go=Go">Code of Federal Regulations, 2013 CFR</a></p> <p></p> <p>2013-04-01</p> <p>... activities do not disturb painted surfaces that total more than: (1) 20 square feet (2 square meters) on exterior surfaces; (2) 2 square feet (0.2 square meters) in any one interior room or space; or (3) 10...</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li class="active"><span>8</span></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_8 --> <div id="page_9" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li class="active"><span>9</span></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="161"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2012-title24-vol1/pdf/CFR-2012-title24-vol1-sec35-1350.pdf','CFR2012'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2012-title24-vol1/pdf/CFR-2012-title24-vol1-sec35-1350.pdf"><span>24 CFR 35.1350 - <span class="hlt">Safe</span> <span class="hlt">work</span> <span class="hlt">practices</span>.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2012&page.go=Go">Code of Federal Regulations, 2012 CFR</a></p> <p></p> <p>2012-04-01</p> <p>... activities do not disturb painted surfaces that total more than: (1) 20 square feet (2 square meters) on exterior surfaces; (2) 2 square feet (0.2 square meters) in any one interior room or space; or (3) 10...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28074211','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28074211"><span><span class="hlt">Safe</span> <span class="hlt">Practices</span> for Copy and Paste in the EHR. Systematic Review, Recommendations, and Novel Model for Health IT Collaboration.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Tsou, Amy Y; Lehmann, Christoph U; Michel, Jeremy; Solomon, Ronni; Possanza, Lorraine; Gandhi, Tejal</p> <p>2017-01-11</p> <p>Copy and paste functionality can support efficiency during clinical documentation, but may promote inaccurate documentation with risks for patient safety. The Partnership for Health IT Patient Safety was formed to gather data, conduct analysis, educate, and disseminate <span class="hlt">safe</span> <span class="hlt">practices</span> for safer care using health information technology (IT). To characterize copy and paste events in clinical care, identify safety risks, describe existing evidence, and develop implementable <span class="hlt">practice</span> recommendations for <span class="hlt">safe</span> reuse of information via copy and paste. The Partnership 1) reviewed 12 reported safety events, 2) solicited expert input, and 3) performed a systematic literature review (2010 to January 2015) to identify publications addressing frequency, perceptions/attitudes, patient safety risks, existing guidance, and potential interventions and mitigation <span class="hlt">practices</span>. The literature review identified 51 publications that were included. Overall, 66% to 90% of clinicians routinely use copy and paste. One study of diagnostic errors found that copy and paste led to 2.6% of errors in which a missed diagnosis required patients to seek additional unplanned care. Copy and paste can promote note bloat, internal inconsistencies, error propagation, and documentation in the wrong patient chart. Existing guidance identified specific responsibilities for authors, organizations, and electronic health record (EHR) developers. Analysis of 12 reported copy and paste safety events was congruent with problems identified from the literature review. Despite regular copy and paste use, evidence regarding direct risk to patient safety remains sparse, with significant study limitations. Drawing on existing evidence, the Partnership developed four <span class="hlt">safe</span> <span class="hlt">practice</span> recommendations: 1) Provide a mechanism to make copy and paste material easily identifiable; 2) Ensure the provenance of copy and paste material is readily available; 3) Ensure adequate staff training and education; 4) Ensure copy and paste</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title3-vol1/pdf/CFR-2011-title3-vol1-proc8524.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title3-vol1/pdf/CFR-2011-title3-vol1-proc8524.pdf"><span>3 CFR 8524 - Proclamation 8524 of May 20, 2010. National <span class="hlt">Safe</span> Boating Week, 2010</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-01-01</p> <p>..., let us recommit during National <span class="hlt">Safe</span> Boating Week to <span class="hlt">practicing</span> <span class="hlt">safe</span> techniques so boaters of all ages... awareness and teach <span class="hlt">safe</span> boating <span class="hlt">practices</span>. Boaters can take advantage of these opportunities to learn, make... activities to observe this occasion by learning more about <span class="hlt">safe</span> boating <span class="hlt">practices</span> and to take advantage of...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4985719','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4985719"><span>Defensive <span class="hlt">Practice</span> as ‘Fear-Based’ <span class="hlt">Practice</span>: Social <span class="hlt">Work</span>'s Open Secret?</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Whittaker, Andrew; Havard, Tirion</p> <p>2016-01-01</p> <p>Defensive <span class="hlt">practice</span> has received attention through the Munro review of child protection, which has identified that current organisational cultures increase the likelihood of defensive <span class="hlt">practice</span>. Whilst the wider socio-political climate that gives rise to defensive <span class="hlt">practice</span> has been explored within the literature, little attention has been paid to the everyday realities of defensive <span class="hlt">practice</span>. This paper reports the findings of a study into final year social <span class="hlt">work</span> students' attitudes towards defensive <span class="hlt">practice</span> within social <span class="hlt">work</span>. Three focus groups were completed with a total of ninety final-year students that collected qualitative and quantitative data using interactive software. This paper examines how participants perceived defensive <span class="hlt">practice</span>, both in general and when faced with real-life vignettes. Participants distinguished between pro-active behaviour (sins of commission) and passive behaviour (sins of omission), generally regarding the latter as less serious because it was less tangible and easier to attribute to more positive motives. Whilst the literature identifies defensive <span class="hlt">practice</span> as deliberate behaviour, the focus group discussions suggest that it is a subtler and less conscious process. Whilst there was there was a general consensus about the nature of defensive <span class="hlt">practice</span>, there was considerable disagreement about specific vignettes and several competing explanations are explored. PMID:27559220</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=karate+AND+injuries&id=EJ241490','ERIC'); return false;" href="https://eric.ed.gov/?q=karate+AND+injuries&id=EJ241490"><span>Karate: Keep It <span class="hlt">Safe</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Jordan, David</p> <p>1981-01-01</p> <p>Safety guidelines for each phase of a karate <span class="hlt">practice</span> session are presented to provide an accident-free and <span class="hlt">safe</span> environment for teaching karate in a physical education or traditional karate training program. (JMF)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=creating&pg=6&id=EJ1037952','ERIC'); return false;" href="https://eric.ed.gov/?q=creating&pg=6&id=EJ1037952"><span>Creating <span class="hlt">Safe</span> Spaces for Music Learning</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hendricks, Karin S.; Smith, Tawnya D.; Stanuch, Jennifer</p> <p>2014-01-01</p> <p>This article offers a <span class="hlt">practical</span> model for fostering emotionally <span class="hlt">safe</span> learning environments that instill in music students a positive sense of self-belief, freedom, and purpose. The authors examine the implications for music educators of creating effective learning environments and present recommendations for creating a <span class="hlt">safe</span> space for learning,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Creativity+AND+old+AND+age&pg=4&id=ED494219','ERIC'); return false;" href="https://eric.ed.gov/?q=Creativity+AND+old+AND+age&pg=4&id=ED494219"><span>Group <span class="hlt">Work</span> with Adolescents: Principles and <span class="hlt">Practice</span>. Second Edition. Social <span class="hlt">Work</span> <span class="hlt">Practice</span> with Children and Families</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Malekoff, Andrew</p> <p>2006-01-01</p> <p>This popular text provides essential knowledge and skills for conducting creative, strengths-based group <span class="hlt">work</span> with adolescents. A rich introduction to the field, enlivened by numerous illustrations from actual sessions, the book provides principles and guidelines for <span class="hlt">practice</span> in a wide range of settings. The book covers all phases of group <span class="hlt">work</span>,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Kate+AND+L.+AND+Phillippo&id=EJ994965','ERIC'); return false;" href="https://eric.ed.gov/?q=Kate+AND+L.+AND+Phillippo&id=EJ994965"><span>Specialty <span class="hlt">Practice</span> or Interstitial <span class="hlt">Practice</span>? A Reconsideration of School Social <span class="hlt">Work</span>'s Past and Present</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Phillippo, Kate L.; Blosser, Allison</p> <p>2013-01-01</p> <p>This article analyzes school social <span class="hlt">work</span>'s history to provide perspective on current dilemmas in social <span class="hlt">work</span> <span class="hlt">practice</span> and research. The authors use interstitial emergence theory, which holds that <span class="hlt">practices</span> from overlapping fields (like social <span class="hlt">work</span> and K-12 education) can develop into new fields, as an analytic framework. This perspective extends…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=restaurant&pg=5&id=EJ1008133','ERIC'); return false;" href="https://eric.ed.gov/?q=restaurant&pg=5&id=EJ1008133"><span>Reliability and Validity of a Questionnaire to Measure Consumer Knowledge regarding <span class="hlt">Safe</span> <span class="hlt">Practices</span> to Prevent Microbiological Contamination in Restaurants</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Uggioni, Paula Lazzarin; Salay, Elisabette</p> <p>2013-01-01</p> <p>Objective: The objective of this study was to develop a validated and reliable questionnaire to measure consumer knowledge regarding <span class="hlt">safe</span> <span class="hlt">practices</span> to prevent microbiological contamination in restaurants and commercial kitchens. Methods: Non-probabilistic samples of individuals were interviewed in the city of Campinas, Brazil. Questionnaire items…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title40-vol6/pdf/CFR-2011-title40-vol6-sec60-103a.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title40-vol6/pdf/CFR-2011-title40-vol6-sec60-103a.pdf"><span>40 CFR 60.103a - <span class="hlt">Work</span> <span class="hlt">practice</span> standards.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-07-01</p> <p>... 40 Protection of Environment 6 2011-07-01 2011-07-01 false <span class="hlt">Work</span> <span class="hlt">practice</span> standards. 60.103a Section 60.103a Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) AIR PROGRAMS... <span class="hlt">Work</span> <span class="hlt">practice</span> standards. (a) Each owner or operator that operates a flare that is subject to this...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=opal&pg=3&id=ED421679','ERIC'); return false;" href="https://eric.ed.gov/?q=opal&pg=3&id=ED421679"><span>Empowerment in Social <span class="hlt">Work</span> <span class="hlt">Practice</span>. A Sourcebook.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Gutierrez, Lorraine M., Ed.; Parsons, Ruth J., Ed.; Cox, Enid Opal, Ed.</p> <p></p> <p>Empowerment as a philosophy, approach, or method of <span class="hlt">practice</span> provides a way to rethink social <span class="hlt">work</span> <span class="hlt">practice</span> and to achieve needed social change, personally and politically, in ways that meet human needs. Part One, "An Introduction to Empowerment <span class="hlt">Practice</span>," written by the editors, describes the elements and process of the model in the first…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4568815','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4568815"><span>Adherence to <span class="hlt">Safe</span> Handling Guidelines by Health Care Workers Who Administer Antineoplastic Drugs</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Boiano, James M.; Steege, Andrea L.; Sweeney, Marie H.</p> <p>2015-01-01</p> <p>The toxicity of antineoplastic drugs is well documented. Many are known or suspected human carcinogens where no <span class="hlt">safe</span> exposure level exists. Authoritative guidelines developed by professional <span class="hlt">practice</span> organizations and federal agencies for the <span class="hlt">safe</span> handling of these hazardous drugs have been available for nearly three decades. As a means of evaluating the extent of use of primary prevention <span class="hlt">practices</span> such as engineering, administrative and <span class="hlt">work</span> <span class="hlt">practice</span> controls, personal protective equipment (PPE), and barriers to using PPE, the National Institute for Safety and Health (NIOSH) conducted a web survey of health care workers in 2011. The study population primarily included members of professional <span class="hlt">practice</span> organizations representing health care occupations which routinely use or come in contact with selected chemical agents. All respondents who indicated that they administered antineoplastic drugs in the past week were eligible to complete a hazard module addressing self-reported health and safety <span class="hlt">practices</span> on this topic. Most (98%) of the 2069 respondents of this module were nurses. <span class="hlt">Working</span> primarily in hospitals, outpatient care centers, and physician offices, respondents reported that they had collectively administered over 90 specific antineoplastic drugs in the past week, with carboplatin, cyclophosphamide, and paclitaxel the most common. Examples of activities which increase exposure risk, expressed as percent of respondents, included: failure to wear nonabsorbent gown with closed front and tight cuffs (42%); intravenous (I.V.) tubing primed with antineoplastic drug by respondent (6%) or by pharmacy (12%); potentially contaminated clothing taken home (12%); spill or leak of antineoplastic drug during administration (12%); failure to wear chemotherapy gloves (12%); and lack of hazard awareness training (4%). The most common reason for not wearing gloves or gowns was “skin exposure was minimal”; 4% of respondents, however, reported skin contact during handling</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.cdc.gov/vitalsigns/safesleep/index.html','NIH-MEDLINEPLUS'); return false;" href="https://www.cdc.gov/vitalsigns/safesleep/index.html"><span><span class="hlt">Safe</span> Sleep for Babies</span></a></p> <p><a target="_blank" href="http://medlineplus.gov/">MedlinePlus</a></p> <p></p> <p></p> <p>... Every year, there are thousands of sleep-related deaths among babies. View large image and text description ... 2AZh9Bn Supporting research to better understand sleep-related deaths and strategies to improve <span class="hlt">safe</span> sleep <span class="hlt">practices</span>. Healthcare ...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=adopt&pg=4&id=EJ1120250','ERIC'); return false;" href="https://eric.ed.gov/?q=adopt&pg=4&id=EJ1120250"><span>Designing Research-Informed Resources for More Effective <span class="hlt">Practical</span> <span class="hlt">Work</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hall, Angela; Palmer, Emma</p> <p>2015-01-01</p> <p>The Nuffield Foundation's <span class="hlt">Practical</span> <span class="hlt">Work</span> for Learning project takes the position that <span class="hlt">practical</span> <span class="hlt">work</span> is not a pedagogic approach in its own right, but that its affordances for learning depend on how successfully other pedagogies are applied to <span class="hlt">practical</span> lessons. The design process used in the project is made explicit, illustrating…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=R-10&pg=7&id=ED479017','ERIC'); return false;" href="https://eric.ed.gov/?q=R-10&pg=7&id=ED479017"><span>Foundations of Social <span class="hlt">Work</span> <span class="hlt">Practice</span>: A Graduate Text.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mattaini, Mark A., Ed.; Lowery, Christine T., Ed.; Meyer, Carol H., Ed.</p> <p></p> <p>As social <span class="hlt">work</span> enters its second century, dynamic developments in <span class="hlt">practice</span> and theory, the richness offered by multiple cultures and groups, and changing political and economic climates are potent forces driving advances in social <span class="hlt">work</span> knowledge and <span class="hlt">practice</span>. In the context of this professional evolution, this textbook wrestles with and builds on…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=infusion&pg=5&id=EJ1107787','ERIC'); return false;" href="https://eric.ed.gov/?q=infusion&pg=5&id=EJ1107787"><span>Digital Doings: Curating <span class="hlt">Work</span>-Learning <span class="hlt">Practices</span> and Ecologies</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Thompson, Terrie Lynn</p> <p>2016-01-01</p> <p>Workers are faced with wider networks of knowledge generation amplified by the scale, diffusion, and critical mass of digital artefacts and web technologies globally. In this study of mobilities of <span class="hlt">work</span>-learning <span class="hlt">practices</span>, I draw on sociomaterial theorizing to explore how the <span class="hlt">work</span> and everyday learning <span class="hlt">practices</span> of self-employed workers or…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20130012642','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20130012642"><span>An Automated <span class="hlt">Safe</span>-to-Mate (ASTM) Tester</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Nguyen, Phuc; Scott, Michelle; Leung, Alan; Lin, Michael; Johnson, Thomas</p> <p>2013-01-01</p> <p><span class="hlt">Safe</span>-to-mate testing is a common hardware safety <span class="hlt">practice</span> where impedance measurements are made on unpowered hardware to verify isolation, continuity, or impedance between pins of an interface connector. A computer-based instrumentation solution has been developed to resolve issues. The ASTM is connected to the circuit under test, and can then quickly, <span class="hlt">safely</span>, and reliably <span class="hlt">safe</span>-to-mate the entire connector, or even multiple connectors, at the same time.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/18315821','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/18315821"><span>Puzzling <span class="hlt">practice</span>: a strategy for <span class="hlt">working</span> with clinical <span class="hlt">practice</span> issues.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Walsh, Kenneth; Moss, Cheryle; Lawless, Jane; McKelvie, Rhonda; Duncan, Lindsay</p> <p>2008-04-01</p> <p>In this paper we aim to share the evolution of innovative ways to explore, 'unpack' and reframe clinical issues that exist in everyday <span class="hlt">practice</span>. The elements of these processes, which we call 'puzzling <span class="hlt">practice</span>', and the techniques associated with them, were delineated over a two year period by the four authors using action theory based processes. The authors have evolved several different frameworks for 'puzzling <span class="hlt">practice</span>' which we draw on and use in our <span class="hlt">practice</span> development <span class="hlt">work</span> and in our research <span class="hlt">practice</span>. This paper pays attention to a particular form of puzzling <span class="hlt">practice</span> that we have found to be useful in assisting individual clinicians and teams to explore and find workable solutions to <span class="hlt">practice</span> issues. The paper uses a semi-fictitious example of 'Puzzling <span class="hlt">Practice</span>' gleaned from our experience as <span class="hlt">practice</span> development facilitators. In this example 'puzzling <span class="hlt">practice</span>' uses seven different elements; naming the issue; puzzling the issue; testing the puzzle exploring the heart of out <span class="hlt">practice</span>; formulating the puzzle question; visualizing the future; and generating new strategies for action. Each of the elements is illustrated by the story and the key foundations and ideas behind each element is explored.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/8900704','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/8900704"><span>Nurses who <span class="hlt">work</span> in general medical <span class="hlt">practices</span>: a Victorian survey.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Bonawit, V; Watson, L</p> <p>1996-01-01</p> <p>A questionnaire survey of 452 general medical <span class="hlt">practices</span> in Victoria attracted responses from 277 <span class="hlt">practices</span>, many of which did not employ nurses. The 93 respondents from 85 <span class="hlt">practices</span> who were nurses reported that they enjoyed flexible <span class="hlt">working</span> hours and stable employment. While their main reason for <span class="hlt">working</span> in GPs' rooms was convenience, the most important aspect of their <span class="hlt">work</span> was interaction with patients and fellow workers. Sixtyseven percent of nurses thought continuing education in specific skills was necessary for their <span class="hlt">work</span>, 43% thought a post-registration qualification in community health nursing would be desirable and 47% thought a special interest group of nurses <span class="hlt">working</span> in medical <span class="hlt">practices</span> would be useful.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29681039','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29681039"><span>The <span class="hlt">Safe</span> and Effective Use of Shared Data Underpinned by Stakeholder Engagement and Evaluation <span class="hlt">Practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Georgiou, Andrew; Magrabi, Farah; Hypponen, Hannele; Wong, Zoie Shui-Yee; Nykänen, Pirkko; Scott, Philip J; Ammenwerth, Elske; Rigby, Michael</p> <p>2018-04-22</p> <p> The paper draws attention to: i) key considerations involving the confidentiality, privacy, and security of shared data; and ii) the requirements needed to build collaborative arrangements encompassing all stakeholders with the goal of ensuring <span class="hlt">safe</span>, secure, and quality use of shared data.  A narrative review of existing research and policy approaches along with expert perspectives drawn from the International Medical Informatics Association (IMIA) <span class="hlt">Working</span> Group on Technology Assessment and Quality Development in Health Care and the European Federation for Medical Informatics (EFMI) <span class="hlt">Working</span> Group for Assessment of Health Information Systems.  The technological ability to merge, link, re-use, and exchange data has outpaced the establishment of policies, procedures, and processes to monitor the ethics and legality of shared use of data. Questions remain about how to guarantee the security of shared data, and how to establish and maintain public trust across large-scale shared data enterprises. This paper identifies the importance of data governance frameworks (incorporating engagement with all stakeholders) to underpin the management of the ethics and legality of shared data use. The paper also provides some key considerations for the establishment of national approaches and measures to monitor compliance with best <span class="hlt">practice</span>. Data sharing endeavours can help to underpin new collaborative models of health care which provide shared information, engagement, and accountability amongst all stakeholders. We believe that commitment to rigorous evaluation and stakeholder engagement will be critical to delivering health data benefits and the establishment of collaborative models of health care into the future. Georg Thieme Verlag KG Stuttgart.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li class="active"><span>9</span></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_9 --> <div id="page_10" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li class="active"><span>10</span></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="181"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28462311','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28462311"><span>Putting Safety in the Frame: Nurses' Sensemaking at <span class="hlt">Work</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>O'Keeffe, Valerie Jean; Thompson, Kirrilly Rebecca; Tuckey, Michelle Rae; Blewett, Verna Lesley</p> <p>2015-01-01</p> <p>Current patient safety policy focuses nursing on patient care goals, often overriding nurses' safety. Without understanding how nurses construct <span class="hlt">work</span> health and safety (WHS), patient and nurse safety cannot be reconciled. Using ethnography, we examine social contexts of safety, studying 72 nurses across five Australian hospitals making decisions during patient encounters. In enacting <span class="hlt">safe</span> <span class="hlt">practice</span>, nurses used "frames" built from their contextual experiences to guide their behavior. Frames are produced by nurses, and they structure how nurses make sense of their <span class="hlt">work</span>. Using thematic analysis, we identify four frames that inform nurses' decisions about WHS: (a) communicating builds knowledge, (b) experiencing situations guides decisions, (c) adapting procedures streamlines <span class="hlt">work</span>, and (d) team <span class="hlt">working</span> promotes <span class="hlt">safe</span> <span class="hlt">working</span>. Nurses' frames question current policy and <span class="hlt">practice</span> by challenging how nurses' safety is positioned relative to patient safety. Recognizing these frames can assist the design and implementation of effective WHS management.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=logistic+AND+definition&pg=4&id=EJ572497','ERIC'); return false;" href="https://eric.ed.gov/?q=logistic+AND+definition&pg=4&id=EJ572497"><span>Mini-Special Issue: Taking <span class="hlt">Practical</span> <span class="hlt">Work</span> Beyond the Laboratory.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hodson, Derek</p> <p>1998-01-01</p> <p>Reviews the traditional definition of <span class="hlt">practical</span> <span class="hlt">work</span> in science, offers a different definition of it, and points out that <span class="hlt">practical</span> <span class="hlt">work</span> is not always laboratory based. Discusses the logistics of coordinating fieldwork. Contains 17 references. (DDR)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED571488.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED571488.pdf"><span>Can E-Learning Change <span class="hlt">Work</span> <span class="hlt">Practices</span>?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Noesgaard, Signe Schack</p> <p>2016-01-01</p> <p>Stand-alone e-learning is unlikely to change <span class="hlt">work</span> <span class="hlt">practices</span>. This claim contrasts with a comprehensive body of research arguing that e-learning is at least as effective as face-to-face instruction in improving <span class="hlt">work</span> performance. Such a comparison is, however, problematic. On the one hand, it relies on the premise that face-to-face instruction is…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=geology&pg=5&id=EJ1039232','ERIC'); return false;" href="https://eric.ed.gov/?q=geology&pg=5&id=EJ1039232"><span>Conceptual Demand of <span class="hlt">Practical</span> <span class="hlt">Work</span> in Science Curricula</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ferreira, Sílvia; Morais, Ana M.</p> <p>2014-01-01</p> <p>This article addresses the issue of the level of complexity of <span class="hlt">practical</span> <span class="hlt">work</span> in science curricula and is focused on the discipline of Biology and Geology at high school. The level of complexity is seen in terms of the emphasis on and types of <span class="hlt">practical</span> <span class="hlt">work</span> and, most importantly, in terms of its level of conceptual demand as given by the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2012-title16-vol1/pdf/CFR-2012-title16-vol1-sec312-10.pdf','CFR2012'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2012-title16-vol1/pdf/CFR-2012-title16-vol1-sec312-10.pdf"><span>16 CFR 312.10 - <span class="hlt">Safe</span> harbors.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2012&page.go=Go">Code of Federal Regulations, 2012 CFR</a></p> <p></p> <p>2012-01-01</p> <p>... 16 Commercial <span class="hlt">Practices</span> 1 2012-01-01 2012-01-01 false <span class="hlt">Safe</span> harbors. 312.10 Section 312.10 Commercial <span class="hlt">Practices</span> FEDERAL TRADE COMMISSION REGULATIONS UNDER SPECIFIC ACTS OF CONGRESS CHILDREN'S ONLINE..., issued by representatives of the marketing or online industries, or by other persons, that, after notice...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2013-title16-vol1/pdf/CFR-2013-title16-vol1-sec312-10.pdf','CFR2013'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2013-title16-vol1/pdf/CFR-2013-title16-vol1-sec312-10.pdf"><span>16 CFR 312.10 - <span class="hlt">Safe</span> harbors.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2013&page.go=Go">Code of Federal Regulations, 2013 CFR</a></p> <p></p> <p>2013-01-01</p> <p>... 16 Commercial <span class="hlt">Practices</span> 1 2013-01-01 2013-01-01 false <span class="hlt">Safe</span> harbors. 312.10 Section 312.10 Commercial <span class="hlt">Practices</span> FEDERAL TRADE COMMISSION REGULATIONS UNDER SPECIFIC ACTS OF CONGRESS CHILDREN'S ONLINE..., issued by representatives of the marketing or online industries, or by other persons, that, after notice...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title16-vol1/pdf/CFR-2011-title16-vol1-sec312-10.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title16-vol1/pdf/CFR-2011-title16-vol1-sec312-10.pdf"><span>16 CFR 312.10 - <span class="hlt">Safe</span> harbors.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-01-01</p> <p>... 16 Commercial <span class="hlt">Practices</span> 1 2011-01-01 2011-01-01 false <span class="hlt">Safe</span> harbors. 312.10 Section 312.10 Commercial <span class="hlt">Practices</span> FEDERAL TRADE COMMISSION REGULATIONS UNDER SPECIFIC ACTS OF CONGRESS CHILDREN'S ONLINE..., issued by representatives of the marketing or online industries, or by other persons, that, after notice...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017JIEIA..98..185P','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017JIEIA..98..185P"><span>A Comparative Study on <span class="hlt">Safe</span> Pile Capacity as Shown in Table 1 of IS 2911 (Part III): 1980</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Pakrashi, Somdev</p> <p>2017-06-01</p> <p>Code of <span class="hlt">practice</span> for design and construction of under reamed pile foundations: IS 2911 (Part-III)—1980 presents one table in respect of <span class="hlt">safe</span> load for bored cast in situ under reamed piles in sandy and clayey soils including black cotton soils, stem dia. of pile ranging from 20 to 50 cm and its effective length being 3.50 m. A comparative study, was taken up by <span class="hlt">working</span> out <span class="hlt">safe</span> pile capacity for one 400 dia., 3.5 m long bored cast in situ under reamed pile based on subsoil properties obtained from soil investigation <span class="hlt">work</span> as well as subsoil properties of different magnitudes of clayey, sandy soils and comparing the same with the <span class="hlt">safe</span> pile capacity shown in Table 1 of that IS Code. The study reveals that <span class="hlt">safe</span> pile capacity computed from subsoil properties, barring a very few cases, considerably differs from that shown in the aforesaid code and looks forward for more research <span class="hlt">work</span> and study to find out a conclusive explanation of this probable anomaly.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24714045','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24714045"><span><span class="hlt">Work</span> engagement in nursing <span class="hlt">practice</span>: a relational ethics perspective.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Keyko, Kacey</p> <p>2014-12-01</p> <p>The concept of <span class="hlt">work</span> engagement has existed in business and psychology literature for some time. There is a significant body of research that positively correlates <span class="hlt">work</span> engagement with organizational outcomes. To date, the interest in the <span class="hlt">work</span> engagement of nurses has primarily been related to these organizational outcomes. However, the value of <span class="hlt">work</span> engagement in nursing <span class="hlt">practice</span> is not only an issue of organizational interest, but of ethical interest. The dialogue on <span class="hlt">work</span> engagement in nursing must expand to include the ethical importance of engagement. The relational nature of <span class="hlt">work</span> engagement and the multiple levels of influence on nurses' <span class="hlt">work</span> engagement make a relational ethics approach to <span class="hlt">work</span> engagement in nursing appropriate and necessary. Within a relational ethics perspective, it is evident that <span class="hlt">work</span> engagement enables nurses to have meaningful relationships in their <span class="hlt">work</span> and subsequently deliver ethical care. In this article, I argue that <span class="hlt">work</span> engagement is essential for ethical nursing <span class="hlt">practice</span>. If engagement is essential for ethical nursing <span class="hlt">practice</span>, the environmental and organizational factors that influence <span class="hlt">work</span> engagement must be closely examined to pursue the creation of moral communities within healthcare environments. © The Author(s) 2014.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=cross+AND+cultural+AND+family&pg=2&id=EJ862036','ERIC'); return false;" href="https://eric.ed.gov/?q=cross+AND+cultural+AND+family&pg=2&id=EJ862036"><span>Diversity <span class="hlt">Practice</span> in Social <span class="hlt">Work</span>: Examining Theory in <span class="hlt">Practice</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Davis, Tamara S.</p> <p>2009-01-01</p> <p>Individualized care in children's services requires practitioners to move beyond individual worldviews to gain a cultural context for service planning and delivery to an increasingly diversifying U.S. population. As such, research is needed to empirically support diversity <span class="hlt">practice</span> models used to prepare practitioners for cross-cultural <span class="hlt">work</span>. This…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/17521982','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/17521982"><span>Ethical preferences for the clinical <span class="hlt">practice</span> of empowerment social <span class="hlt">work</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Miley, Karla; DuBois, Brenda</p> <p>2007-01-01</p> <p>Social workers in health care and mental health benefit from interventions that integrate principles of contextual social <span class="hlt">work</span> <span class="hlt">practice</span> with standards for clinical <span class="hlt">practice</span>. The authors articulate a conceptual framework for the ethical <span class="hlt">practice</span> of social <span class="hlt">work</span> that complements the social justice purpose. The sixteen ethical preferences in this framework are the ethics of care, autonomy, power, change, respect, critical thinking, praxis, discourse, critique, justice, contextual <span class="hlt">practice</span>, inclusion, anti-oppression, advocacy, collaboration, and politicized <span class="hlt">practice</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=purpose+AND+science&pg=5&id=EJ1140437','ERIC'); return false;" href="https://eric.ed.gov/?q=purpose+AND+science&pg=5&id=EJ1140437"><span><span class="hlt">Practical</span> <span class="hlt">Work</span> Activities as a Method of Assessing Learning in Chemistry Teaching</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sedumedi, Thomas D. T.</p> <p>2017-01-01</p> <p><span class="hlt">Practical</span> <span class="hlt">work</span> activities have been used for many purposes in science teaching. However, its use for assessment purposes has been limited. This study highlights the role of <span class="hlt">practical</span> <span class="hlt">work</span> activities in assessment. <span class="hlt">Practical</span> <span class="hlt">work</span> activities present various advantages as an assessment tool. <span class="hlt">Practical</span> <span class="hlt">work</span> activities allow the assessor access to a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/16632768','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/16632768"><span>Authentic leaders creating healthy <span class="hlt">work</span> environments for nursing <span class="hlt">practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Shirey, Maria R</p> <p>2006-05-01</p> <p>Implementation of authentic leadership can affect not only the nursing workforce and the profession but the healthcare delivery system and society as a whole. Creating a healthy <span class="hlt">work</span> environment for nursing <span class="hlt">practice</span> is crucial to maintain an adequate nursing workforce; the stressful nature of the profession often leads to burnout, disability, and high absenteeism and ultimately contributes to the escalating shortage of nurses. Leaders play a pivotal role in retention of nurses by shaping the healthcare <span class="hlt">practice</span> environment to produce quality outcomes for staff nurses and patients. Few guidelines are available, however, for creating and sustaining the critical elements of a healthy <span class="hlt">work</span> environment. In 2005, the American Association of Critical-Care Nurses released a landmark publication specifying 6 standards (skilled communication, true collaboration, effective decision making, appropriate staffing, meaningful recognition, and authentic leadership) necessary to establish and sustain healthy <span class="hlt">work</span> environments in healthcare. Authentic leadership was described as the "glue" needed to hold together a healthy <span class="hlt">work</span> environment. Now, the roles and relationships of authentic leaders in the healthy <span class="hlt">work</span> environment are clarified as follows: An expanded definition of authentic leadership and its attributes (eg, genuineness, trustworthiness, reliability, compassion, and believability) is presented. Mechanisms by which authentic leaders can create healthy <span class="hlt">work</span> environments for <span class="hlt">practice</span> (eg, engaging employees in the <span class="hlt">work</span> environment to promote positive behaviors) are described. A <span class="hlt">practical</span> guide on how to become an authentic leader is advanced. A research agenda to advance the study of authentic leadership in nursing <span class="hlt">practice</span> through collaboration between nursing and business is proposed.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=getting+AND+value&pg=2&id=EJ929923','ERIC'); return false;" href="https://eric.ed.gov/?q=getting+AND+value&pg=2&id=EJ929923"><span>Effective <span class="hlt">Practical</span> <span class="hlt">Work</span> in Primary Science: The Role of Empathy</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Abrahams, Ian; Reiss, Michael</p> <p>2010-01-01</p> <p>"Getting <span class="hlt">Practical</span>-Improving <span class="hlt">practical</span> <span class="hlt">work</span> in science" is a government-funded programme intended to improve the effectiveness and affective value of <span class="hlt">practical</span> <span class="hlt">work</span> in school science in England. In order to evaluate the effectiveness of the programme in terms of achieving its aims, ten primary and twenty secondary schools have been…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://healthfinder.gov/HealthTopics/Category/everyday-healthy-living/safety/stay-safe-at-work','NIH-MEDLINEPLUS'); return false;" href="https://healthfinder.gov/HealthTopics/Category/everyday-healthy-living/safety/stay-safe-at-work"><span>Stay <span class="hlt">Safe</span> at <span class="hlt">Work</span></span></a></p> <p><a target="_blank" href="http://medlineplus.gov/">MedlinePlus</a></p> <p></p> <p></p> <p>... Back injuries are the most common type of workplace injury. You are at risk of getting hurt at ... To learn more, check out this list of workplace safety and health topics . Next section Arrange Your <span class="hlt">Work</span> ...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017IJSEd..39.1775W','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017IJSEd..39.1775W"><span>Exploring science teachers' perceptions of experimentation: implications for restructuring school <span class="hlt">practical</span> <span class="hlt">work</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Wei, Bing; Li, Xiaoxiao</p> <p>2017-09-01</p> <p>It is commonly recognised that <span class="hlt">practical</span> <span class="hlt">work</span> has a distinctive and central role in science teaching and learning. Although a large number of studies have addressed the definitions, typologies, and purposes of <span class="hlt">practical</span> <span class="hlt">work</span>, few have consulted <span class="hlt">practicing</span> science teachers. This study explored science teachers' perceptions of experimentation for the purpose of restructuring school <span class="hlt">practical</span> <span class="hlt">work</span> in view of science <span class="hlt">practice</span>. Qualitative interviews were conducted with 87 science teachers at the secondary school level. In the interviews, science teachers were asked to make a comparison between students' experiments and scientific experiments. Eight dimensions of experimentation were generated from the qualitative data analysis, and the distributions of these eight dimensions between the two types of experiments were compared and analysed. An ideal model of <span class="hlt">practical</span> <span class="hlt">work</span> was suggested for restructuring <span class="hlt">practical</span> <span class="hlt">work</span> at the secondary school level, and some issues related to the effective enactment of <span class="hlt">practical</span> <span class="hlt">work</span> were discussed.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=20030018928&hterms=micro+grid&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D10%26Ntt%3Dmicro%2Bgrid','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=20030018928&hterms=micro+grid&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D10%26Ntt%3Dmicro%2Bgrid"><span><span class="hlt">Safe</span> Grid</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Chow, Edward T.; Stewart, Helen; Korsmeyer, David (Technical Monitor)</p> <p>2003-01-01</p> <p>The biggest users of GRID technologies came from the science and technology communities. These consist of government, industry and academia (national and international). The NASA GRID is moving into a higher technology readiness level (TRL) today; and as a joint effort among these leaders within government, academia, and industry, the NASA GRID plans to extend availability to enable scientists and engineers across these geographical boundaries collaborate to solve important problems facing the world in the 21 st century. In order to enable NASA programs and missions to use IPG resources for program and mission design, the IPG capabilities needs to be accessible from inside the NASA center networks. However, because different NASA centers maintain different security domains, the GRID penetration across different firewalls is a concern for center security people. This is the reason why some IPG resources are been separated from the NASA center network. Also, because of the center network security and ITAR concerns, the NASA IPG resource owner may not have full control over who can access remotely from outside the NASA center. In order to obtain organizational approval for secured remote access, the IPG infrastructure needs to be adapted to <span class="hlt">work</span> with the NASA business process. Improvements need to be made before the IPG can be used for NASA program and mission development. The Secured Advanced Federated Environment (<span class="hlt">SAFE</span>) technology is designed to provide federated security across NASA center and NASA partner's security domains. Instead of one giant center firewall which can be difficult to modify for different GRID applications, the <span class="hlt">SAFE</span> "micro security domain" provide large number of professionally managed "micro firewalls" that can allow NASA centers to accept remote IPG access without the worry of damaging other center resources. The <span class="hlt">SAFE</span> policy-driven capability-based federated security mechanism can enable joint organizational and resource owner approved remote</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24913487','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24913487"><span>Driving simulator validation of driver behavior with limited <span class="hlt">safe</span> vantage points for data collection in <span class="hlt">work</span> zones.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Bham, Ghulam H; Leu, Ming C; Vallati, Manoj; Mathur, Durga R</p> <p>2014-06-01</p> <p>This study is aimed at validating a driving simulator (DS) for the study of driver behavior in <span class="hlt">work</span> zones. A validation study requires field data collection. For studies conducted in highway <span class="hlt">work</span> zones, the availability of <span class="hlt">safe</span> vantage points for data collection at critical locations can be a significant challenge. A validation framework is therefore proposed in this paper, demonstrated using a fixed-based DS that addresses the issue by using a global positioning system (GPS). The validation of the DS was conducted using objective and subjective evaluations. The objective validation was divided into qualitative and quantitative evaluations. The DS was validated by comparing the results of simulation with the field data, which were collected using a GPS along the highway and video recordings at specific locations in a <span class="hlt">work</span> zone. The constructed <span class="hlt">work</span> zone scenario in the DS was subjectively evaluated with 46 participants. The objective evaluation established the absolute and relative validity of the DS. The mean speeds from the DS data showed excellent agreement with the field data. The subjective evaluation indicated realistic driving experience by the participants. The use of GPS showed that continuous data collected along the highway can overcome the challenges of unavailability of <span class="hlt">safe</span> vantage points especially at critical locations. Further, a validated DS can be used for examining driver behavior in complex situations by replicating realistic scenarios. Copyright © 2014 Elsevier Ltd. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=19910000292&hterms=software+free&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D80%26Ntt%3Dsoftware%2Bfree','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19910000292&hterms=software+free&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D80%26Ntt%3Dsoftware%2Bfree"><span>How <span class="hlt">Safe</span> Is Control Software</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Dunn, William R.; Corliss, Lloyd D.</p> <p>1991-01-01</p> <p>Paper examines issue of software safety. Presents four case histories of software-safety analysis. Concludes that, to be <span class="hlt">safe</span>, software, for all <span class="hlt">practical</span> purposes, must be free of errors. Backup systems still needed to prevent catastrophic software failures.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title40-vol12/pdf/CFR-2010-title40-vol12-sec63-4893.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title40-vol12/pdf/CFR-2010-title40-vol12-sec63-4893.pdf"><span>40 CFR 63.4893 - What <span class="hlt">work</span> <span class="hlt">practice</span> standards must I meet?</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-07-01</p> <p>... Limitations § 63.4893 What <span class="hlt">work</span> <span class="hlt">practice</span> standards must I meet? (a) For any coating operation or group of... 40 Protection of Environment 12 2010-07-01 2010-07-01 true What <span class="hlt">work</span> <span class="hlt">practice</span> standards must I... controls option to demonstrate compliance, you are not required to meet any <span class="hlt">work</span> <span class="hlt">practice</span> standards. (b...</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li class="active"><span>10</span></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_10 --> <div id="page_11" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li class="active"><span>11</span></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="201"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=life+AND+satisfaction+AND+employee&pg=6&id=EJ1024676','ERIC'); return false;" href="https://eric.ed.gov/?q=life+AND+satisfaction+AND+employee&pg=6&id=EJ1024676"><span>Commitment to Community <span class="hlt">Practice</span> among Social <span class="hlt">Work</span> Students: Contributing Factors</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Boehm, Amnon; Cohen, Ayala</p> <p>2013-01-01</p> <p>It is important to develop commitment to community <span class="hlt">practice</span> among social <span class="hlt">work</span> students to encourage their engagement in this field as professionals later in life. This research examines factors that affect commitment to community <span class="hlt">practice</span> among social <span class="hlt">work</span> students. A structured questionnaire was administered to 277 social <span class="hlt">work</span> students in one…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=inuit&pg=2&id=EJ768610','ERIC'); return false;" href="https://eric.ed.gov/?q=inuit&pg=2&id=EJ768610"><span><span class="hlt">Practices</span> against Culture that "<span class="hlt">Work</span>" in Nunavut Schools: Problematizing Two Common <span class="hlt">Practices</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Berger, Paul; Epp, Juanita Ross</p> <p>2006-01-01</p> <p><span class="hlt">Practices</span> exist in Nunavut schools that were reported by "Qallunaat" (non-Inuit) teachers in Berger's (2001) study to "<span class="hlt">work</span>," but that seem to be against historical Inuit culture. In this paper we discuss dangers in using such <span class="hlt">practices</span> in schools that already erode Inuit culture, and also reasons to consider their use, then…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=gce+AND+levels&pg=3&id=EJ201995','ERIC'); return false;" href="https://eric.ed.gov/?q=gce+AND+levels&pg=3&id=EJ201995"><span><span class="hlt">Practical</span> <span class="hlt">Work</span> in the Sixth Form.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Newton, Douglas P.</p> <p>1979-01-01</p> <p>Divides the stated aims of <span class="hlt">practical</span> <span class="hlt">work</span>, listed in some of the A-level syllabuses of the GCE examining boards, into four groups and discusses each: didactic aims, the development of skills, the scientific method, and affective aims. (GA)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2012-title40-vol14/pdf/CFR-2012-title40-vol14-part63-subpartKKKKK-app3.pdf','CFR2012'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2012-title40-vol14/pdf/CFR-2012-title40-vol14-part63-subpartKKKKK-app3.pdf"><span>40 CFR Table 3 to Subpart Kkkkk of... - <span class="hlt">Work</span> <span class="hlt">Practice</span> Standards</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2012&page.go=Go">Code of Federal Regulations, 2012 CFR</a></p> <p></p> <p>2012-07-01</p> <p>... 40 Protection of Environment 14 2012-07-01 2011-07-01 true <span class="hlt">Work</span> <span class="hlt">Practice</span> Standards 3 Table 3 to..., Subpt. KKKKK, Table 3 Table 3 to Subpart KKKKK of Part 63—<span class="hlt">Work</span> <span class="hlt">Practice</span> Standards As stated in § 63.8555, you must comply with each <span class="hlt">work</span> <span class="hlt">practice</span> standard in the following table that applies to you. For...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2014-title40-vol14/pdf/CFR-2014-title40-vol14-part63-subpartKKKKK-app3.pdf','CFR2014'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2014-title40-vol14/pdf/CFR-2014-title40-vol14-part63-subpartKKKKK-app3.pdf"><span>40 CFR Table 3 to Subpart Kkkkk of... - <span class="hlt">Work</span> <span class="hlt">Practice</span> Standards</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2014&page.go=Go">Code of Federal Regulations, 2014 CFR</a></p> <p></p> <p>2014-07-01</p> <p>... 40 Protection of Environment 14 2014-07-01 2014-07-01 false <span class="hlt">Work</span> <span class="hlt">Practice</span> Standards 3 Table 3 to..., Subpt. KKKKK, Table 3 Table 3 to Subpart KKKKK of Part 63—<span class="hlt">Work</span> <span class="hlt">Practice</span> Standards As stated in § 63.8555, you must comply with each <span class="hlt">work</span> <span class="hlt">practice</span> standard in the following table that applies to you. For...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2013-title40-vol14/pdf/CFR-2013-title40-vol14-part63-subpartKKKKK-app3.pdf','CFR2013'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2013-title40-vol14/pdf/CFR-2013-title40-vol14-part63-subpartKKKKK-app3.pdf"><span>40 CFR Table 3 to Subpart Kkkkk of... - <span class="hlt">Work</span> <span class="hlt">Practice</span> Standards</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2013&page.go=Go">Code of Federal Regulations, 2013 CFR</a></p> <p></p> <p>2013-07-01</p> <p>... 40 Protection of Environment 14 2013-07-01 2013-07-01 false <span class="hlt">Work</span> <span class="hlt">Practice</span> Standards 3 Table 3 to..., Subpt. KKKKK, Table 3 Table 3 to Subpart KKKKK of Part 63—<span class="hlt">Work</span> <span class="hlt">Practice</span> Standards As stated in § 63.8555, you must comply with each <span class="hlt">work</span> <span class="hlt">practice</span> standard in the following table that applies to you. For...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title40-vol14/pdf/CFR-2010-title40-vol14-part63-subpartSSSSS-app3.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title40-vol14/pdf/CFR-2010-title40-vol14-part63-subpartSSSSS-app3.pdf"><span>40 CFR Table 3 to Subpart Sssss of... - <span class="hlt">Work</span> <span class="hlt">Practice</span> Standards</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-07-01</p> <p>... 40 Protection of Environment 14 2010-07-01 2010-07-01 false <span class="hlt">Work</span> <span class="hlt">Practice</span> Standards 3 Table 3 to.... 63, Subpt. SSSSS, Table 3 Table 3 to Subpart SSSSS of Part 63—<span class="hlt">Work</span> <span class="hlt">Practice</span> Standards As stated in § 63.9788, you must comply with the <span class="hlt">work</span> <span class="hlt">practice</span> standards for affected sources in the following table...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title40-vol12/pdf/CFR-2011-title40-vol12-part63-subpartEEEE-app4.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title40-vol12/pdf/CFR-2011-title40-vol12-part63-subpartEEEE-app4.pdf"><span>40 CFR Table 4 to Subpart Eeee of... - <span class="hlt">Work</span> <span class="hlt">Practice</span> Standards</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-07-01</p> <p>... 40 Protection of Environment 12 2011-07-01 2009-07-01 true <span class="hlt">Work</span> <span class="hlt">Practice</span> Standards 4 Table 4 to..., Table 4 Table 4 to Subpart EEEE of Part 63—<span class="hlt">Work</span> <span class="hlt">Practice</span> Standards As stated in § 63.2346, you may elect to comply with one of the <span class="hlt">work</span> <span class="hlt">practice</span> standards for existing, reconstructed, or new affected...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title40-vol13/pdf/CFR-2011-title40-vol13-part63-subpartKKKKK-app3.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title40-vol13/pdf/CFR-2011-title40-vol13-part63-subpartKKKKK-app3.pdf"><span>40 CFR Table 3 to Subpart Kkkkk of... - <span class="hlt">Work</span> <span class="hlt">Practice</span> Standards</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-07-01</p> <p>... 40 Protection of Environment 13 2011-07-01 2011-07-01 false <span class="hlt">Work</span> <span class="hlt">Practice</span> Standards 3 Table 3 to..., Subpt. KKKKK, Table 3 Table 3 to Subpart KKKKK of Part 63—<span class="hlt">Work</span> <span class="hlt">Practice</span> Standards As stated in § 63.8555, you must comply with each <span class="hlt">work</span> <span class="hlt">practice</span> standard in the following table that applies to you. For...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title40-vol13/pdf/CFR-2010-title40-vol13-part63-subpartKKKKK-app3.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title40-vol13/pdf/CFR-2010-title40-vol13-part63-subpartKKKKK-app3.pdf"><span>40 CFR Table 3 to Subpart Kkkkk of... - <span class="hlt">Work</span> <span class="hlt">Practice</span> Standards</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-07-01</p> <p>... 40 Protection of Environment 13 2010-07-01 2010-07-01 false <span class="hlt">Work</span> <span class="hlt">Practice</span> Standards 3 Table 3 to..., Subpt. KKKKK, Table 3 Table 3 to Subpart KKKKK of Part 63—<span class="hlt">Work</span> <span class="hlt">Practice</span> Standards As stated in § 63.8555, you must comply with each <span class="hlt">work</span> <span class="hlt">practice</span> standard in the following table that applies to you. For...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=safe+AND+space&pg=2&id=EJ1052212','ERIC'); return false;" href="https://eric.ed.gov/?q=safe+AND+space&pg=2&id=EJ1052212"><span><span class="hlt">Safe</span> Spaces, Support, Social Capital: A Critical Analysis of Artists <span class="hlt">Working</span> with Vulnerable Young People in Educational Contexts</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sellman, Edward</p> <p>2015-01-01</p> <p>This article provides a critical and thematic analysis of three research projects involving artists <span class="hlt">working</span> with vulnerable young people in educational contexts. It argues that artists create <span class="hlt">safe</span> spaces in contrast to traditional educational activities but it will also raise questions about what constitutes such a space for participants. It will…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/12764974','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/12764974"><span><span class="hlt">Work</span>-based learning: making a difference in <span class="hlt">practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Chapman, Linda; Howkins, Elizabeth</p> <p></p> <p>Nurses play an increasingly crucial role in ensuring that patients receive the best possible care, and strive to lead innovations in health care. Changing <span class="hlt">practice</span> is not easy and many nurses do not have the leadership skills or confidence to push for change. Therefore, they need to know that they are supported and encouraged to bring about change in nursing <span class="hlt">practice</span>. Primary care trusts in the west of Berkshire and a university based in Reading have <span class="hlt">worked</span> together to respond to this challenge by developing and implementing a flexible, accredited, <span class="hlt">work</span>-based educational programme. The programme ensures that patients remain at the heart of learning by enabling nurses to lead and influence <span class="hlt">practice</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=triple+AND+point&id=EJ935875','ERIC'); return false;" href="https://eric.ed.gov/?q=triple+AND+point&id=EJ935875"><span>Embedding "Getting <span class="hlt">Practical</span>" and ASE Improving <span class="hlt">Practical</span> <span class="hlt">Work</span> in Triple Science LSN Network</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Stephenson, Kay; Chapman, Georgina</p> <p>2011-01-01</p> <p>With the two-year pilot of "Getting <span class="hlt">Practical</span>" drawing to a close, new ways to embed the key messages into existing CPD programmes are being sought. In "Embedding Getting <span class="hlt">Practical</span>," the first author describes how she has been able to do this with the courses she is involved with. In "ASE Improving <span class="hlt">Practical</span> <span class="hlt">Work</span> in Triple Science LSN Network,"…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28252816','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28252816"><span>Feeling <span class="hlt">safe</span> and motivated to achieve better health: Experiences with a partnership-based nursing <span class="hlt">practice</span> programme for in-home patients with chronic obstructive pulmonary disease.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Leine, Marit; Wahl, Astrid Klopstad; Borge, Christine Råheim; Hustavenes, Magne; Bondevik, Hilde</p> <p>2017-09-01</p> <p>To explore chronic obstructive pulmonary disease patients' experiences with a partnership-based nursing <span class="hlt">practice</span> programme in the home setting. Patients with chronic obstructive pulmonary disease suffer from psychological and physiological problems, especially when they return home after hospitalisation from exacerbation. Many express a need for information and knowledge about chronic obstructive pulmonary disease. Partnership as <span class="hlt">practice</span> is a patient-centred framework providing an individualised <span class="hlt">practice</span> for each patient. This study intends to achieve a nuanced and improved understanding of chronic obstructive pulmonary disease patients' experiences with a partnership-based nursing <span class="hlt">practice</span> programme comprising home visits from a respiratory nurse after hospital discharge, alongside interdisciplinary collaboration. This study has a qualitative design with interviews. Six individual semi-structured interviews collected in 2012-2013 constitute the material. Interviews were recorded, transcribed to written text and analysed using systematic text condensation. Three key themes were identified: to be seen, talked with and understood; healthcare support at home-continuity, <span class="hlt">practical</span> support and facilitation; and exchange of knowledge. However, there were two generic themes that permeated the material: feeling <span class="hlt">safe</span> and comforted, and motivation to achieve better health. Patients with chronic obstructive pulmonary disease can experience feeling <span class="hlt">safe</span> and comforted, and be motivated to make changes in order to achieve better health after participating in a partnership-based nursing <span class="hlt">practice</span> programme that includes home visits from a respiratory nurse and interdisciplinary cooperation after hospital discharge. To feel <span class="hlt">safe</span> is of great importance, and how this relates to the patient's ability to cope with illness should be explored in further research. The results suggest that the partnership-based nursing <span class="hlt">practice</span> programme that includes home visits and interdisciplinary</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27351831','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27351831"><span><span class="hlt">Work</span> engagement in professional nursing <span class="hlt">practice</span>: A systematic review.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Keyko, Kacey; Cummings, Greta G; Yonge, Olive; Wong, Carol A</p> <p>2016-09-01</p> <p><span class="hlt">Work</span> engagement in professional nursing <span class="hlt">practice</span> is critically important to consider when addressing key challenges of health systems, including the global nursing shortage, pressures to reduce health care spending, and increasing demands for quality care and positive outcomes for patients. However, research on <span class="hlt">work</span> engagement in professional nursing <span class="hlt">practice</span> has not yet been synthesized and therefore, does not provide a sufficient foundation of knowledge to guide <span class="hlt">practice</span> and further research. The overall aim of this systematic review is to determine what is currently known about the antecedents and outcomes of <span class="hlt">work</span> engagement in professional nursing <span class="hlt">practice</span>. Systematic review. The search strategy included eight electronic databases: CINAHL, MEDLINE, PsycINFO, PROQUEST, SCOPUS, Web of Science, EMBASE, and Business Source Complete. The search was conducted in October 2013. Quantitative and qualitative research that examined relationships between <span class="hlt">work</span> engagement and antecedent or outcome factors was included. Quality assessment, data extractions, and analysis were completed on all included studies. Data extracted from included studies were synthesized through descriptive and narrative synthesis. Content analysis was used to categorize factors into themes and categories. 3621 titles and abstracts were screened and yielded 113 manuscripts for full text review. Full text review resulted in 18 included studies. All factors examined were grouped into either influences or outcomes of <span class="hlt">work</span> engagement. A total of 77 influencing factors were categorized into 6 themes: organizational climate, job resources, professional resources, personal resources, job demands, and demographic variables. A total of 17 outcomes of <span class="hlt">work</span> engagement were categorized into 3 themes: performance and care outcomes, professional outcomes, and personal outcomes. Based on the results, we adapted the Job Demands-Resources (JD-R) model and developed the Nursing Job Demands-Resources (NJD-R) model for</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2572515','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2572515"><span>Promoting <span class="hlt">safe</span> motherhood through the private sector in low- and middle-income countries.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Brugha, Ruair; Pritze-Aliassime, Susanne</p> <p>2003-01-01</p> <p>The formal private sector could play a significant role in determining whether success or failure is achieved in <span class="hlt">working</span> towards goals for <span class="hlt">safe</span> motherhood in many low- and middle-income settings. Established private providers, especially nurses/midwives, have the potential to contribute to <span class="hlt">safe</span> motherhood <span class="hlt">practices</span> if they are involved in the care continuum. However, they have largely been overlooked by policy-makers in low-income settings. The private sector (mainly doctors) contributes to overprovision and high Caesarean section rates in settings where it provides care to wealthier segments of the population; such care is often funded through third-party payment schemes. In poorer settings, especially rural areas, private nurses/midwives and the women who choose to use them are likely to experience similar constraints to those encountered in the public sector - for example, poor or unaffordable access to higher level facilities for the management of obstetrical emergencies. Policy-makers at the country-level need to map the health system and understand the nature and distribution of the private sector, and what influences it. This potential resource could then be mobilized to <span class="hlt">work</span> towards the achievement of <span class="hlt">safe</span> motherhood goals. PMID:14576894</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/biblio/22325182-su-smart-auto-planning-framework-emr-environment-safee','SCIGOV-STC'); return false;" href="https://www.osti.gov/biblio/22325182-su-smart-auto-planning-framework-emr-environment-safee"><span>SU-E-I-97: Smart Auto-Planning Framework in An EMR Environment (<span class="hlt">SAFEE</span>)</span></a></p> <p><a target="_blank" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Zhang, B; Chen, S; Mutaf, Y</p> <p>2014-06-01</p> <p>Purpose: Our Radiation Oncology Department uses clinical <span class="hlt">practice</span> guidelines for patient treatment, including normal tissue sparing and other dosimetric constraints. These <span class="hlt">practice</span> guidelines were adapted from national guidelines, clinical trials, literature reviews, and practitioner's own experience. Modern treatment planning systems (TPS) have the capability of incorporating these <span class="hlt">practice</span> guidelines to automatically create radiation therapy treatment plans with little human intervention. We are developing a software infrastructure to integrate clinical <span class="hlt">practice</span> guidelines and radiation oncology electronic medical record (EMR) system into radiation therapy treatment planning system (TPS) for auto planning. Methods: Our Smart Auto-Planning Framework in an EMR environment (<span class="hlt">SAFEE</span>) usesmore » a software pipeline framework to integrate <span class="hlt">practice</span> guidelines,EMR, and TPS together. The <span class="hlt">SAFEE</span> system starts with retrieving diagnosis information and physician's prescription from the EMR system. After approval of contouring, <span class="hlt">SAFEE</span> will automatically create plans according to our guidelines. Based on clinical objectives, <span class="hlt">SAFEE</span> will automatically select treatment delivery techniques (such as, 3DRT/IMRT/VMAT) and optimize plans. When necessary, <span class="hlt">SAFEE</span> will create multiple treatment plans with different combinations of parameters. <span class="hlt">SAFEE</span>'s pipeline structure makes it very flexible to integrate various techniques, such as, Model-Base Segmentation (MBS) and plan optimization algorithms, e.g., Multi-Criteria Optimization (MCO). In addition, <span class="hlt">SAFEE</span> uses machine learning, data mining techniques, and an integrated database to create clinical knowledgebase and then answer clinical questions, such as, how to score plan quality or how volume overlap affects physicians' decision in beam and treatment technique selection. Results: In our institution, we use Varian Aria EMR system and RayStation TPS from RaySearch, whose ScriptService API allows control by external programs. These</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22381555','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22381555"><span><span class="hlt">Safe</span> injection <span class="hlt">practices</span> for administration of propofol.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>King, Cecil A; Ogg, Mary</p> <p>2012-03-01</p> <p>Sepsis and postoperative infection can occur as a result of unsafe <span class="hlt">practices</span> in the administration of propofol and other injectable medications. Investigations of infection outbreaks have revealed the causes to be related to bacterial growth in or contamination of propofol and unsafe medication <span class="hlt">practices</span>, including reuse of syringes on multiple patients, use of single-use medication vials for multiple patients, and failure to <span class="hlt">practice</span> aseptic technique and adhere to infection control <span class="hlt">practices</span>. Surveys conducted by AORN and other researchers have provided additional information on perioperative <span class="hlt">practices</span> related to injectable medications. In 2009, the US Food and Drug Administration and the Centers for Disease Control and Prevention convened a group of clinicians to gain a better understanding of the issues related to infection outbreaks and injectable medications. The meeting participants proposed collecting data to persuade clinicians to adopt new <span class="hlt">practices</span>, developing guiding principles for propofol use, and describing propofol-specific, site-specific, and practitioner-specific injection techniques. AORN provides resources to help perioperative nurses reduce the incidence of postoperative infection related to medication administration. Copyright © 2012 AORN, Inc. Published by Elsevier Inc. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2012RScEd..42..531T','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2012RScEd..42..531T"><span>Students' Views About Secondary School Science Lessons: The Role of <span class="hlt">Practical</span> <span class="hlt">Work</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Toplis, Rob</p> <p>2012-06-01</p> <p>This paper reports an interpretive study that sought students' views about the role that <span class="hlt">practical</span> <span class="hlt">work</span> plays in their school science lessons. Twenty-nine students aged between 13 and 16 years were selected from three secondary schools in England. Data were collected from initial lesson observations and in-depth interviews in order to explore students' views about <span class="hlt">practical</span> <span class="hlt">work</span>. The findings suggest that students have three main reasons why <span class="hlt">practical</span> <span class="hlt">work</span> is important in their school science lessons: for interest and activity, including social and personal features such as participation and autonomy; as an alternative to other forms of science teaching involving a pedagogy of transmission, and as a way of learning, including memorizing and recall. The findings are discussed in the context of a critical view of previous <span class="hlt">work</span> on the role of <span class="hlt">practical</span> <span class="hlt">work</span>, <span class="hlt">work</span> on attitudes to science and on the student voice. The paper concludes that <span class="hlt">practical</span> <span class="hlt">work</span> is seen to provide opportunities for students to engage with and influence their own learning but that learning with <span class="hlt">practical</span> <span class="hlt">work</span> remains a complex issue that needs further research and evaluation about its use, effectiveness and of the role of scientific inquiry as a component of <span class="hlt">practical</span> activity.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22653629','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22653629"><span>Policy and <span class="hlt">practice</span> of <span class="hlt">work</span> ability: a negotiation of responsibility in organizing return to <span class="hlt">work</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Seing, Ida; Ståhl, Christian; Nordenfelt, Lennart; Bülow, Pia; Ekberg, Kerstin</p> <p>2012-12-01</p> <p>In welfare policy and <span class="hlt">practical</span> <span class="hlt">work</span> it is unclear what the concept of <span class="hlt">work</span> ability involves and assessments may be different among involved actors, partly due to a lack of theoretical research in relation to regulations and <span class="hlt">practice</span>. Based on theoretical and legal aspects of <span class="hlt">work</span> ability the aim of the study is to analyze stakeholders' perspectives on <span class="hlt">work</span> ability in local <span class="hlt">practice</span> by studying multi-stakeholder meetings. The material comprises nine digitally recorded multi-stakeholder meetings. Apart from the sick-listed individual, representatives from the public Social Insurance Agency, health care, employers, public employment service and the union participated in the meeting. The material was analyzed using qualitative content analysis. Three perspectives on <span class="hlt">work</span> ability were identified: a medical perspective, a workplace perspective and a regulatory perspective. The meetings developed into negotiations of responsibility concerning workplace adjustments, rehabilitation efforts and financial support. Medical assessments served as objective expert statements to legitimize stakeholders' perspectives on <span class="hlt">work</span> ability and return to <span class="hlt">work</span>. Although the formal goal of the status meeting was to facilitate stakeholder collaboration, the results demonstrates an unequal distribution of power among cooperating actors where the employers had the "trump card" due to their possibilities to offer workplace adjustments. The employer perspective often determined whether or not persons could return to <span class="hlt">work</span> and if they had <span class="hlt">work</span> ability.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li class="active"><span>11</span></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_11 --> <div id="page_12" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li class="active"><span>12</span></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="221"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED412381.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED412381.pdf"><span>Winning Ways. Best <span class="hlt">Practices</span> in <span class="hlt">Work</span>-Based Learning.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Paulter, Albert J., Ed.; Buffamanti, Deborah M., Ed.</p> <p></p> <p>This book contains 21 chapters describing best <span class="hlt">practices</span> in both the world of <span class="hlt">work</span> and in school. The first section of the book, which focuses on the background and philosophy of <span class="hlt">work</span>-based education, contains five chapters: "Education and <span class="hlt">Work</span>: The Choices We Face" (Arthur G. Wirth); "Growth Patterns in Workplace Training" (Anthony P. Carnevale,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3982467','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3982467"><span>Organizing <span class="hlt">Safe</span> Transitions from Intensive Care</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Häggström, Marie; Bäckström, Britt</p> <p>2014-01-01</p> <p>Background. Organizing and performing patient transfers in the continuum of care is part of the <span class="hlt">work</span> of nurses and other staff of a multiprofessional healthcare team. An understanding of discharge <span class="hlt">practices</span> is needed in order to ultimate patients' transfers from high technological intensive care units (ICU) to general wards. Aim. To describe, as experienced by intensive care and general ward staff, what strategies could be used when organizing patient's care before, during, and after transfer from intensive care. Method. Interviews of 15 participants were conducted, audio-taped, transcribed verbatim, and analyzed using qualitative content analysis. Results. The results showed that the categories secure, encourage, and collaborate are strategies used in the three phases of the ICU transitional care process. The main category; a <span class="hlt">safe</span>, interactive rehabilitation process, illustrated how all strategies were characterized by an intention to create and maintain safety during the process. A three-way interaction was described: between staff and patient/families, between team members and involved units, and between patient/family and environment. Discussion/Conclusions. The findings highlight that ICU transitional care implies critical care rehabilitation. Discharge procedures need to be <span class="hlt">safe</span> and structured and involve collaboration, encouraging support, optimal timing, early mobilization, and a multidiscipline approach. PMID:24782924</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Research+AND+power&pg=6&id=EJ1012038','ERIC'); return false;" href="https://eric.ed.gov/?q=Research+AND+power&pg=6&id=EJ1012038"><span>Graduate Students' Perceptions of Professional Power in Social <span class="hlt">Work</span> <span class="hlt">Practice</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bundy-Fazioli, Kimberly; Quijano, Louise M.; Bubar, Roe</p> <p>2013-01-01</p> <p>The study of ways that professional power is perceived in social <span class="hlt">work</span> <span class="hlt">practice</span> is limited. This exploratory qualitative study analyzes second-year MSW students' perceptions of professional power in social <span class="hlt">work</span> <span class="hlt">practice</span>. This inquiry is guided by social constructivism and symbolic interactionism perspectives. The authors used constant comparison…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25089766','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25089766"><span><span class="hlt">Safe</span> places for pedestrians: using cognitive <span class="hlt">work</span> analysis to consider the relationships between the engineering and urban design of footpaths.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Stevens, Nicholas; Salmon, Paul</p> <p>2014-11-01</p> <p>Footpaths provide an integral component of our urban environments and have the potential to act as <span class="hlt">safe</span> places for people and the focus for community life. Despite this, the approach to designing footpaths that are <span class="hlt">safe</span> while providing this sense of place often occurs in silos. There is often very little consideration given to how designing for sense of place impacts safety and vice versa. The aim of this study was to use a systems analysis and design framework to develop a design template for an 'ideal' footpath system that embodies both safety and sense of place. This was achieved through using the first phase of the Cognitive <span class="hlt">Work</span> Analysis framework, <span class="hlt">Work</span> Domain Analysis, to specify a model of footpaths as <span class="hlt">safe</span> places for pedestrians. This model was subsequently used to assess two existing footpath environments to determine the extent to which they meet the design requirements specified. The findings show instances where the existing footpaths both meet and fail to meet the design requirements specified. Through utilising a systems approach for footpaths, this paper has provided a novel design template that can inform new footpath design efforts or be used to evaluate the extent to which existing footpaths achieve their safety and sense of place requirements. Copyright © 2014 Elsevier Ltd. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29734240','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29734240"><span>World Health Organization-World Federation of Societies of Anaesthesiologists (WHO-WFSA) International Standards for a <span class="hlt">Safe</span> <span class="hlt">Practice</span> of Anesthesia.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Gelb, Adrian W; Morriss, Wayne W; Johnson, Walter; Merry, Alan F; Abayadeera, Anuja; Belîi, Natalia; Brull, Sorin J; Chibana, Aline; Evans, Faye; Goddia, Cyril; Haylock-Loor, Carolina; Khan, Fauzia; Leal, Sandra; Lin, Nan; Merchant, Richard; Newton, Mark W; Rowles, Jackie S; Sanusi, Arinola; Wilson, Iain; Velazquez Berumen, Adriana</p> <p>2018-06-01</p> <p>The International Standards for a <span class="hlt">Safe</span> <span class="hlt">Practice</span> of Anesthesia were developed on behalf of the World Federation of Societies of Anaesthesiologists (WFSA), a nonprofit organization representing anesthesiologists in 150 countries, and the World Health Organization (WHO). The recommendations have been approved by WHO and the membership of WFSA. These Standards are applicable to all anesthesia providers throughout the world. They are intended to provide guidance and assistance to anesthesia providers, their professional organizations, hospital and facility administrators, and governments for maintaining and improving the quality and safety of anesthesia care. The Standards cover professional aspects; facilities and equipment; medications and intravenous fluids; monitoring; and the conduct of anesthesia. HIGHLY RECOMMENDED standards, the functional equivalent of mandatory standards, include (amongst other things): the continuous presence of a trained and vigilant anesthesia provider; continuous monitoring of tissue oxygenation and perfusion by clinical observation and a pulse oximeter; intermittent monitoring of blood pressure; confirmation of correct placement of an endotracheal tube (if used) by auscultation and carbon dioxide detection; the use of the WHO <span class="hlt">Safe</span> Surgery Checklist; and a system for transfer of care at the end of an anesthetic. The International Standards represent minimum standards and the goal should always be to <span class="hlt">practice</span> to the highest possible standards, preferably exceeding the standards outlined in this document.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29736769','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29736769"><span>World Health Organization-World Federation of Societies of Anaesthesiologists (WHO-WFSA) International Standards for a <span class="hlt">Safe</span> <span class="hlt">Practice</span> of Anesthesia.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Gelb, Adrian W; Morriss, Wayne W; Johnson, Walter; Merry, Alan F</p> <p>2018-05-07</p> <p>The International Standards for a <span class="hlt">Safe</span> <span class="hlt">Practice</span> of Anesthesia were developed on behalf of the World Federation of Societies of Anaesthesiologists (WFSA), a non-profit organization representing anesthesiologists in 150 countries, and the World Health Organization (WHO). The recommendations have been approved by WHO and the membership of WFSA. These Standards are applicable to all anesthesia providers throughout the world. They are intended to provide guidance and assistance to anesthesia providers, their professional organizations, hospital and facility administrators, and governments for maintaining and improving the quality and safety of anesthesia care. The Standards cover professional aspects; facilities and equipment; medications and intravenous fluids; monitoring; and the conduct of anesthesia. HIGHLY RECOMMENDED standards, the functional equivalent of mandatory standards, include (amongst other things): the continuous presence of a trained and vigilant anesthesia provider; continuous monitoring of tissue oxygenation and perfusion by clinical observation and a pulse oximeter; intermittent monitoring of blood pressure; confirmation of correct placement of an endotracheal tube (if used) by auscultation and carbon dioxide detection; the use of the WHO <span class="hlt">Safe</span> Surgery Checklist; and a system for transfer of care at the end of an anesthetic. The International Standards represent minimum standards and the goal should always be to <span class="hlt">practice</span> to the highest possible standards, preferably exceeding the standards outlined in this document.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24045355','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24045355"><span>SUDI prevention: a review of Maori <span class="hlt">safe</span> sleep innovations for infants.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Abel, Sally; Tipene-Leach, David</p> <p>2013-08-02</p> <p>Recent research and policy around sudden unexpected death in infancy (SUDI) have emphasised the place of <span class="hlt">safe</span> sleeping <span class="hlt">practices</span> within SUDI prevention strategies. Maori SUDI prevention workers have focussed on innovations around the <span class="hlt">safe</span> sleep environment for some time now, as they have grappled with difficult to change and disproportionately high Maori SUDI rates. The wahakura (a flax bassinet modelled on a traditional Maori infant sleeping item) was developed in 2006 aiming to mitigate some of the risks of bedsharing with vulnerable infants, in particular infants exposed to maternal smoking in pregnancy. Early wahakura projects in Gisborne and Hawke's Bay showed high acceptability, effectiveness as an infant health promotion vehicle but difficulty maintaining a low/no cost supply for vulnerable families. The Hawke's Bay project revealed two pathways forward: the need for robust research to ensure the safety of the wahakura and the exploration of financially viable and more readily available alternatives. <span class="hlt">Work</span> on both pathways is currently in progress around the country, signalling New Zealand's ongoing contribution to SUDI prevention and its potential contribution to knowledge and <span class="hlt">practices</span> applicable to indigenous and other marginalised communities worldwide.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Costs+AND+operation&pg=6&id=EJ689043','ERIC'); return false;" href="https://eric.ed.gov/?q=Costs+AND+operation&pg=6&id=EJ689043"><span>Simultaneous Cognitive Operations in <span class="hlt">Working</span> Memory After Dual-Task <span class="hlt">Practice</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Oberauer, Klaus; Kliegl, Reinhold</p> <p>2004-01-01</p> <p>The authors tested the hypothesis that with adequate <span class="hlt">practice</span>, people can execute 2 cognitive operations in <span class="hlt">working</span> memory simultaneously. In Experiment 1, 6 students <span class="hlt">practiced</span> updating 2 items in <span class="hlt">working</span> memory through 2 sequences of operations (1 numerical, 1 spatial). In different blocks, imperative stimuli for the 2 sequences of operations…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Workers+AND+rights&pg=4&id=EJ1136241','ERIC'); return false;" href="https://eric.ed.gov/?q=Workers+AND+rights&pg=4&id=EJ1136241"><span>Life Story Reflection in Social <span class="hlt">Work</span> Education: A <span class="hlt">Practical</span> Model</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Spector-Mersel, Gabriela</p> <p>2017-01-01</p> <p>Drawing from the <span class="hlt">practice</span>-oriented conception of reflection in social <span class="hlt">work</span>, its applications in social <span class="hlt">work</span> education typically focus on students' encounters with the field. Recognizing the value of <span class="hlt">practice</span>-oriented reflection yet aware of its limitations, complementing it with life story reflection (LSR) is urged. The importance of LSR in social…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=evaluative+AND+research+AND+design&pg=5&id=EJ909611','ERIC'); return false;" href="https://eric.ed.gov/?q=evaluative+AND+research+AND+design&pg=5&id=EJ909611"><span>Evaluation Development and Use in Social <span class="hlt">Work</span> <span class="hlt">Practice</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Gervin, Derrick W.; Davis, Sarita K.; Jones, Jenny L.; Counts-Spriggs, Margaret S. E.; Farris, Kimberly D.</p> <p>2010-01-01</p> <p>Background: Social workers entering the profession typically receive little, if any, content or training on evaluation <span class="hlt">practice</span>. This is, in part, due to limited course offerings outside of the typical courses in most schools of social <span class="hlt">work</span>. In addition, <span class="hlt">practicing</span> social workers who often serve in the role as field instructors have not fully…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29460688','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29460688"><span>Flourishing-at-<span class="hlt">Work</span>: The Role of Positive Organizational <span class="hlt">Practices</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Redelinghuys, Kleinjan; Rothmann, Sebastiaan; Botha, Elrie</p> <p>2018-01-01</p> <p>The first aim of the study was to investigate the effects of flourishing at <span class="hlt">work</span> (as measured by the Flourishing-at-<span class="hlt">Work</span> Scale-Short Form) on intention to leave, performance, and organizational citizenship behavior. The second aim was to determine the prevalence of workplace flourishing and to examine differences in the perceived flourishing levels of teachers based on the positive <span class="hlt">practices</span> they experience in their organization. A sample of 258 secondary school educators in the Gauteng province of South Africa was used in the cross-sectional design. The Flourishing-at-<span class="hlt">Work</span> Scale-Short Form, Turnover Intention Scale, In-Role Behavior Scale, Organizational Citizenship Behavior Scale, and the Positive <span class="hlt">Practices</span> Questionnaire were administered. The results showed acceptable psychometric properties for the short scale which measures flourishing. Workplace flourishing negatively predicted intention to leave, while positively predicting in-role performance and organizational citizenship behavior. A total of 44.19% of the population flourished, while 49.22% were moderately mentally healthy and 6.59% languished. Positive organizational <span class="hlt">practices</span> were associated with flourishing at <span class="hlt">work</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25680494','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25680494"><span>Ergonomics: <span class="hlt">safe</span> patient handling and mobility.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Hallmark, Beth; Mechan, Patricia; Shores, Lynne</p> <p>2015-03-01</p> <p>This article reviews and investigates the issues surrounding ergonomics, with a specific focus on <span class="hlt">safe</span> patient handling and mobility. The health care worker of today faces many challenges, one of which is related to the safety of patients. <span class="hlt">Safe</span> patient handling and mobility is on the forefront of the movement to improve patient safety. This article reviews the risks associated with patient handling and mobility, and informs the reader of current evidence-based <span class="hlt">practice</span> relevant to this area of care. Copyright © 2015 Elsevier Inc. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27938248','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27938248"><span>"<span class="hlt">Working</span> with COW": Social <span class="hlt">Work</span> Supporting Older Women Living in the Community.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Rawsthorne, Margot; Ellis, Kayleigh; de Pree, Alison</p> <p>2017-01-01</p> <p>Australia, like all developed Western countries, is experiencing a demographic shift resulting in an increasing proportion of the population being over the age of 65 years. Contrary to stereotypes, the vast majority of older people live independently in communities. This article explores the potential of social <span class="hlt">work</span> <span class="hlt">practice</span> informed by community development principles to enable socially disadvantaged older women to live in vibrant and supportive communities, in which they feel <span class="hlt">safe</span> and are able to access the support services they need. It argues that participation in social action not only builds older women's well-being but also enables them to become (or continue to be) agents for social change in local communities. Adopting a community-based research methodology, this article draws on a decade of community development <span class="hlt">practice</span> with the Concerned Older Women's (COW) Group. This data suggests that community development <span class="hlt">practice</span> based on participation, empowerment, and social action founded on respectful relationships may accrue significant benefits to individuals and the broader community. This social <span class="hlt">work</span> <span class="hlt">practice</span> creates the social conditions to facilitate older women's capacity to <span class="hlt">work</span> collectively to achieve social change, challenging ageist stereotypes.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5487085','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5487085"><span>Improving Adherence to Essential Birth <span class="hlt">Practices</span> Using the WHO <span class="hlt">Safe</span> Childbirth Checklist With Peer Coaching: Experience From 60 Public Health Facilities in Uttar Pradesh, India</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Marx Delaney, Megan; Maji, Pinki; Kalita, Tapan; Kara, Nabihah; Rana, Darpan; Kumar, Krishan; Masoinneuve, Jenny; Cousens, Simon; Gawande, Atul A; Kumar, Vishwajeet; Kodkany, Bhala; Sharma, Narender; Saurastri, Rajiv; Pratap Singh, Vinay; Hirschhorn, Lisa R; Semrau, Katherine EA; Firestone, Rebecca</p> <p>2017-01-01</p> <p>Background: Adherence to evidence-based essential birth <span class="hlt">practices</span> is critical for improving health outcomes for mothers and newborns. The WHO <span class="hlt">Safe</span> Childbirth Checklist (SCC) incorporates these <span class="hlt">practices</span>, which occur during 4 critical pause points: on admission, before pushing (or cesarean delivery), soon after birth, and before discharge. A peer-coaching strategy to support consistent use of the SCC may be an effective approach to increase birth attendants' adherence to these <span class="hlt">practices</span>. Methods: We assessed data from 60 public health facilities in Uttar Pradesh, India, that received an 8-month staggered coaching intervention from December 2014 to September 2016 as part of the BetterBirth Trial, which is studying effectiveness of an SCC-centered intervention on maternal and neonatal harm. Nurse coaches recorded birth attendants' adherence to 39 essential birth <span class="hlt">practices</span>. <span class="hlt">Practice</span> adherence was calculated for each intervention month. After 2 months of coaching, a subsample of 15 facilities was selected for independent observation when the coach was not present. We compared adherence to the 18 <span class="hlt">practices</span> recorded by both coaches and independent observers. Results: Coaches observed birth attendants' behavior during 5,971 deliveries. By the final month of the intervention, 35 of 39 essential birth <span class="hlt">practices</span> had achieved >90% adherence in the presence of a coach, compared with only 7 of 39 <span class="hlt">practices</span> during the first month. Key behaviors with the greatest improvement included explanation of danger signs, temperature measurement, assessment of fetal heart sounds, initiation of skin-to-skin contact, and breastfeeding. Without a coach present, birth attendants' average adherence to <span class="hlt">practices</span> and checklist use was 24 percentage points lower than when a coach was present (range: −1% to 62%). Conclusion: Implementation of the WHO <span class="hlt">Safe</span> Childbirth Checklist with coaching improved uptake of and adherence to essential birth <span class="hlt">practices</span>. Coordination and communication among facility</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2011IJSEd..33..465K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2011IJSEd..33..465K"><span>Rethinking Difficulties of Teaching Inquiry-Based <span class="hlt">Practical</span> <span class="hlt">Work</span>: Stories from elementary pre-service teachers</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Kim, Mijung; Tan, Aik-Ling</p> <p>2011-03-01</p> <p>To alleviate teachers' reluctance toward <span class="hlt">practical</span> <span class="hlt">work</span>, there has been much discussion on teachers' pedagogical content knowledge, teaching materials, and failsafe strategies for <span class="hlt">practical</span> <span class="hlt">work</span>. Despite these efforts, <span class="hlt">practical</span> <span class="hlt">work</span> is still regarded as a challenging task for many elementary science teachers. To understand the complexity of teachers' conflicts in <span class="hlt">practical</span> <span class="hlt">work</span>, this study examines teachers' ideas about teaching and learning that influence teachers' decision-making and action on teaching <span class="hlt">practical</span> <span class="hlt">work</span>. More important than knowing technical-rational aspects of <span class="hlt">practical</span> <span class="hlt">work</span> is to understand the internal contradictions that teachers have to resolve within themselves regarding their capabilities and beliefs about science teaching and <span class="hlt">practical</span> <span class="hlt">work</span>. Using stories and experiences of 38 third-year university students in a science method course in Korea, we seek to understand the conflicts and negotiations that they experience as they make decisions regarding <span class="hlt">practical</span> <span class="hlt">work</span> throughout their course. Reflective writings and group discussions on their lived experiences and concerns were used to probe participants' ideas on teaching using <span class="hlt">practical</span> <span class="hlt">work</span>. From written and verbal data, themes were saturated in terms of the aspects which could (dis)encourage their <span class="hlt">practice</span>. Results suggest that there are multifactorial challenges in pre-service teachers' understandings and concerns in <span class="hlt">practical</span> <span class="hlt">work</span>. Besides time, materials, and curriculum, pedagogical assumptions and values also compositely challenge the minds of teachers. As the pre-service elementary teachers negotiated within themselves the importance of science in classroom and social levels, the question is raised about their identities as pre-service elementary teachers to appreciate the balance between science teaching and <span class="hlt">practical</span> <span class="hlt">work</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29785467','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29785467"><span>Impact of a <span class="hlt">Safe</span> Resident Handling Program in Nursing Homes on Return-to-<span class="hlt">Work</span> and Re-injury Outcomes Following <span class="hlt">Work</span> Injury.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Kurowski, Alicia; Pransky, Glenn; Punnett, Laura</p> <p>2018-05-21</p> <p>Purpose This study examined the impact of a <span class="hlt">Safe</span> Resident Handling Program (SRHP) on length of disability and re-injury, following <span class="hlt">work</span>-related injuries of nursing home workers. Resident handling-related injuries and back injuries were of particular interest. Methods A large national nursing home corporation introduced a SRHP followed by three years of training for 136 centers. Lost-time workers' compensation claims (3 years pre-SRHP and 6 years post-SRHP) were evaluated. For each claim, length of first episode of disability and recurrence of disabling injury were evaluated over time. Differences were assessed using Chi square analyses and a generalized linear model, and "avoided" costs were projected. Results The SRHP had no impact on length of disability, but did appear to significantly reduce the rate of recurrence among resident handling-related injuries. As indemnity and medical costs were three times higher for claimants with recurrent disabling injuries, the SRHP resulted in significant "avoided" costs due to "avoided" recurrence. Conclusions In addition to reducing overall injury rates, SRHPs appear to improve long-term return-to-<span class="hlt">work</span> success by reducing the rate of recurrent disabling injuries resulting in <span class="hlt">work</span> disability. In this study, the impact was sustained over years, even after a formal training and implementation program ended. Since back pain is inherently a recurrent condition, results suggest that SRHPs help workers remain at <span class="hlt">work</span> and return-to-<span class="hlt">work</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25365835','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25365835"><span>Exploring critical youth media <span class="hlt">practice</span>: connections and contributions for social <span class="hlt">work</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Johnston-Goodstar, Katie; Richards-Schuster, Katie; Sethi, Jenna K</p> <p>2014-10-01</p> <p>Youth media is emerging as an interdisciplinary field of <span class="hlt">practice</span> and subject of study. Over the last two decades, there have been many efforts within communities to engage in media, especially within the fields of youth <span class="hlt">work</span> and education. Despite the increase in <span class="hlt">practice</span>, we found surprisingly little attention to the potential for youth media within the social <span class="hlt">work</span> literature. Drawing on a qualitative content analysis of program descriptions from 49 youth media groups, the authors attempt to examine the current field of youth media. Using a critical media literacy framework, the authors analyze the <span class="hlt">practice</span> of these youth media groups and apply those findings to social <span class="hlt">work</span> <span class="hlt">practice</span>, education, and research.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29632225','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29632225"><span>Effect of <span class="hlt">Practice</span> Ownership on <span class="hlt">Work</span> Environment, Learning Culture, Psychological Safety, and Burnout.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Cuellar, Alison; Krist, Alex H; Nichols, Len M; Kuzel, Anton J</p> <p>2018-04-01</p> <p>Physicians have joined larger groups and hospital systems in the face of multiple environmental challenges. We examine whether there are differences across <span class="hlt">practice</span> ownership in self-reported <span class="hlt">work</span> environment, a <span class="hlt">practice</span> culture of learning, psychological safety, and burnout. Using cross-sectional data from staff surveys of small and medium-size <span class="hlt">practices</span> that participated in EvidenceNOW in Virginia, we tested for differences in <span class="hlt">work</span> environment, culture of learning, psychological safety, and burnout by <span class="hlt">practice</span> type. We conducted weighted multivariate linear regression of outcomes on ownership, controlling for <span class="hlt">practice</span> size, specialty mix, payer mix, and whether the <span class="hlt">practice</span> was located in a medically underserved area. We further analyzed clinician and staff responses separately. Participating were 104 hospital-owned and 61 independent <span class="hlt">practices</span> and 24 federally qualified health centers (FQHCs). We analyzed 2,005 responses from <span class="hlt">practice</span> clinicians and staff, a response rate of 49%. <span class="hlt">Working</span> in a hospital-owned <span class="hlt">practice</span> was associated with favorable ratings of <span class="hlt">work</span> environment, psychological safety, and burnout compared with independent <span class="hlt">practices</span>. When we examined separately the responses of clinicians vs staff, however, the association appears to be largely driven by staff. Hospital ownership was associated with positive perceptions of <span class="hlt">practice</span> <span class="hlt">work</span> environment and lower burnout for staff relative to independent ownership, whereas clinicians in FQHCs perceive a more negative, less joyful <span class="hlt">work</span> environment and burnout. Our findings are suggestive that clinician and nonclinician staff perceive <span class="hlt">practice</span> adaptive reserve differently, which may have implications for creating the energy for ongoing quality improvement <span class="hlt">work</span>. © 2018 Annals of Family Medicine, Inc.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=school+AND+safety&pg=7&id=EJ886495','ERIC'); return false;" href="https://eric.ed.gov/?q=school+AND+safety&pg=7&id=EJ886495"><span>How <span class="hlt">Safe</span> Are Our Schools?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mayer, Matthew J.; Furlong, Michael J.</p> <p>2010-01-01</p> <p>Schools are basically <span class="hlt">safe</span> places for children. School violence and disruption, although in decline through the mid- to late 1990s, remains a concern. National surveys that inform research, policy, and <span class="hlt">practice</span> have been designed for different purposes and can present conflicting findings. Common standards of risk and harm that could advance…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/20815656','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/20815656"><span>How <span class="hlt">safe</span> is GP obstetrics? An assessment of antenatal risk factors and perinatal outcomes in one rural <span class="hlt">practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Kirke, Andrew B</p> <p>2010-01-01</p> <p>Approximately one-fifth of Western Australian women deliver their babies in rural and remote regions of the state. The medical workforce caring for these women is predominantly non-specialist GP obstetricians. This article explores how <span class="hlt">safe</span> is rural GP obstetrics. It reviews one rural obstetric <span class="hlt">practice</span> in detail. In particular it asks these questions: What are the antenatal risk factors? What are the obstetric outcomes for the mother? What are the obstetric outcomes for the baby? This study is an audit of the author's obstetric <span class="hlt">practice</span> over a two-year period from July 2007 to June 2009. The audit criteria included all obstetric patients managed by the author through to delivery and immediate post-partum care. Hospital and <span class="hlt">practice</span> notes for 195 singleton pregnancies were reviewed. Antenatal risk factors, intrapartum events and immediate post-partum events for all patients cared for by the author through to delivery were recorded and compared with averages for Western Australia from published 2007 figures. The maternal population had mean age of 28.5 years, 2.1% were Aboriginal. Body mass index (BMI) at booking was a mean of 27.1 (range 18-40). Those with a BMI > 40 were referred elsewhere. Significant antenatal risks included smoking (14.9%), previous caesarean section (14.4%), hypertension (13.3%), pre-eclampsia (5.1%) and gestational diabetes (8.2%). Intrapartum there were high rates of induction (33.5%), epidural/spinal (34.7%) and shoulder dystocia (3.6%). Type of delivery was predominantly spontaneous vaginal (65.6%), vacuum (14.9%), forceps (2.6%), elective caesarean (9.7%) and non-elective caesarean (8.7%). Post-partum events included post-partum haemorrhage (10.3%), transfusion (1.5%), retained placenta (2.1%), neonatal jaundice (21.1%), neonatal seizures (1.5%) neonatal sepsis (1.5%) and neonatal special care or intensive care (SCU/NICU) admission (9.8%). The audit population was a group of relatively low risk pregnant women. Despite referral of more</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li class="active"><span>12</span></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_12 --> <div id="page_13" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li class="active"><span>13</span></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="241"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19140644','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19140644"><span><span class="hlt">Working</span> memory plasticity in old age: <span class="hlt">practice</span> gain, transfer, and maintenance.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Li, Shu-Chen; Schmiedek, Florian; Huxhold, Oliver; Röcke, Christina; Smith, Jacqui; Lindenberger, Ulman</p> <p>2008-12-01</p> <p>Adult age differences in cognitive plasticity have been studied less often in <span class="hlt">working</span> memory than in episodic memory. The authors investigated the effects of extensive <span class="hlt">working</span> memory <span class="hlt">practice</span> on performance improvement, transfer, and short-term maintenance of <span class="hlt">practice</span> gains and transfer effects. Adults age 20-30 years and 70-80 years <span class="hlt">practiced</span> a spatial <span class="hlt">working</span> memory task with 2 levels of processing demands across 45 days for about 15 min per day. In both age groups and relative to age-matched, no-contact control groups, we found (a) substantial performance gains on the <span class="hlt">practiced</span> task, (b) near transfer to a more demanding spatial n-back task and to numerical n-back tasks, and (c) 3-month maintenance of <span class="hlt">practice</span> gains and near transfer effects, with decrements relative to postpractice performance among older but not younger adults. No evidence was found for far transfer to complex span tasks. The authors discuss neuronal mechanisms underlying adult age differences and similarities in patterns of plasticity and conclude that the potential of deliberate <span class="hlt">working</span> memory <span class="hlt">practice</span> as a tool for improving cognition in old age merits further exploration. Copyright (c) 2009 APA, all rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28350179','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28350179"><span><span class="hlt">Safe</span> and inclusive research <span class="hlt">practices</span> for qualitative research involving people with dementia: A review of key issues and strategies.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Novek, Sheila; Wilkinson, Heather</p> <p>2017-01-01</p> <p>Aim Developing strategies to ensure the <span class="hlt">safe</span> participation of people with dementia in research is critical to support their wider inclusion in research and to advance knowledge in the areas of dementia policy and <span class="hlt">practice</span>. Objectives This literature review synthesizes and critically appraises different approaches to promote the <span class="hlt">safe</span> participation of people with dementia in qualitative research. Methods Two databases were searched for articles that discuss the methodological or ethical aspects of qualitative research involving people with dementia. We did not focus on informed consent or ethical review processes as these have been reviewed elsewhere. Findings Key issues that impact participant safety include: language, gatekeepers, the research relationship, communication, dealing with distress, knowledge dissemination, and researcher skills. Conclusion By synthesizing different approaches to safety and highlighting areas of debate, we hope to advance discussion and to contribute to the development of inclusive research methods.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Reis&id=EJ840322','ERIC'); return false;" href="https://eric.ed.gov/?q=Reis&id=EJ840322"><span>Beth Reis and the <span class="hlt">Safe</span> Schools Coalition</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Vaught, Sabina E.</p> <p>2007-01-01</p> <p>This article chronicles the formation and organization of the <span class="hlt">Safe</span> Schools Coalition (SCC) through the experiences of Beth Reis, co-founder and co-Chair. The article suggests ways in which the SCC can serve as a model for both collective and individual <span class="hlt">work</span> in promoting <span class="hlt">safe</span> schools.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25684026','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25684026"><span>Medical scientists' information <span class="hlt">practices</span> in the research <span class="hlt">work</span> context.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Roos, Annikki</p> <p>2015-03-01</p> <p>The aim of the study was to investigate the information <span class="hlt">practices</span> of medical scientists in the research <span class="hlt">work</span> context. This is a qualitative study based on semi-structured interviews. The interviews were transcribed and analysed in a web tool for qualitative analysis. Activity theory was used as the theoretical framework. The generating motives for the information related activity come from the core activity, research <span class="hlt">work</span>. The motives result in actions such as searching and using information. Usability, accessibility and ease of use are the most important conditions that determine information related operations. Medical scientists search and use information most of all in the beginning and at the end of the research <span class="hlt">work</span>. Information <span class="hlt">practices</span> appear as an instrument producing activity to the central activity. Information services should be embedded in this core activity and in <span class="hlt">practice</span> libraries should follow researchers' workflow and embed their tools and services in it. © 2015 Health Libraries Journal.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=social+AND+issues+AND+education&pg=7&id=EJ987996','ERIC'); return false;" href="https://eric.ed.gov/?q=social+AND+issues+AND+education&pg=7&id=EJ987996"><span>Service Learning in Social <span class="hlt">Work</span> Education: The State of Knowledge, Pedagogical <span class="hlt">Practicalities</span>, and <span class="hlt">Practice</span> Conundrums</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lemieux, Catherine M.; Allen, Priscilla D.</p> <p>2007-01-01</p> <p>This article reviews research-based knowledge about service learning in social <span class="hlt">work</span> education. Student learning outcomes common to both service learning and social <span class="hlt">work</span> education are examined, and the research-based literature on service learning in social <span class="hlt">work</span> is analyzed. Service-learning <span class="hlt">practice</span> issues in social <span class="hlt">work</span> education are described:…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017AIPC.1818b0069W','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017AIPC.1818b0069W"><span>Implementation of Industrial <span class="hlt">Work</span> <span class="hlt">Practice</span> management at vocational high school</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Widodo, Joko; Samsudi, Sunyoto</p> <p>2017-03-01</p> <p>The purpose of this study was to develop a management model of entrepreneurship-based Industrial <span class="hlt">Work</span> <span class="hlt">Practice</span> (Prakerin) at Vocational High School. This research was planned for three years under Research and Development design. The respondents were public and private Vocational High Schools in Semarang, Salatiga and District of Demak, Central Java, Indonesia. Data were collected through interviews, questionnaires, observation, and documentation. The data were analyzed qualitatively and quantitatively. Preliminary study shows that the implementation of Industrial <span class="hlt">Work</span> <span class="hlt">Practice</span> at Vocational High School, which has been carried out, was only to prepare the graduates to become an employee of the industry instead of entrepreneur. Further study is needed to develop a management model of entrepreneurship-based Industrial <span class="hlt">Work</span> <span class="hlt">Practice</span> at Vocational High School.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=20080029373&hterms=environment+health+safety&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D30%26Ntt%3Denvironment%2Bhealth%2Bsafety','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=20080029373&hterms=environment+health+safety&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D30%26Ntt%3Denvironment%2Bhealth%2Bsafety"><span>A Strategy to <span class="hlt">Safely</span> Live and <span class="hlt">Work</span> in the Space Radiation Environment</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Corbin, Barbara J.; Sulzman, Frank M.; Krenek, Sam</p> <p>2006-01-01</p> <p>The goal of the National Aeronautics and Space Agency and the Space Radiation Project is to ensure that astronauts can <span class="hlt">safely</span> live and <span class="hlt">work</span> in the space radiation environment. The space radiation environment poses both acute and chronic risks to crew health and safety, but unlike some other aspects of space travel, space radiation exposure has clinically relevant implications for the lifetime of the crew. The term <span class="hlt">safely</span> means that risks are sufficiently understood such that acceptable limits on mission, post-mission and multi-mission consequences (for example, excess lifetime fatal cancer risk) can be defined. The Space Radiation Project strategy has several elements. The first element is to use a peer-reviewed research program to increase our mechanistic knowledge and genetic capabilities to develop tools for individual risk projection, thereby reducing our dependency on epidemiological data and population-based risk assessment. The second element is to use the NASA Space Radiation Laboratory to provide a ground-based facility to study the understanding of health effects/mechanisms of damage from space radiation exposure and the development and validation of biological models of risk, as well as methods for extrapolation to human risk. The third element is a risk modeling effort that integrates the results from research efforts into models of human risk to reduce uncertainties in predicting risk of carcinogenesis, central nervous system damage, degenerative tissue disease, and acute radiation effects. To understand the biological basis for risk, we must also understand the physical aspects of the crew environment. Thus the fourth element develops computer codes to predict radiation transport properties, evaluate integrated shielding technologies and provide design optimization recommendations for the design of human space systems. Understanding the risks and determining methods to mitigate the risks are keys to a successful radiation protection strategy.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=20070009935&hterms=acute+radiation+syndrome&qs=N%3D0%26Ntk%3DAll%26Ntx%3Dmode%2Bmatchall%26Ntt%3Dacute%2Bradiation%2Bsyndrome','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=20070009935&hterms=acute+radiation+syndrome&qs=N%3D0%26Ntk%3DAll%26Ntx%3Dmode%2Bmatchall%26Ntt%3Dacute%2Bradiation%2Bsyndrome"><span>NASA Strategy to <span class="hlt">Safely</span> Live and <span class="hlt">Work</span> in the Space Radiation Environment</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Cucinotta, Francis A.; Wu, Honglu; Corbin, Barbara J.; Sulzman, Frank M.; Krenek, Sam</p> <p>2007-01-01</p> <p>In space, astronauts are constantly bombarded with energetic particles. The goal of the National Aeronautics and Space Agency and the NASA Space Radiation Project is to ensure that astronauts can <span class="hlt">safely</span> live and <span class="hlt">work</span> in the space radiation environment. The space radiation environment poses both acute and chronic risks to crew health and safety, but unlike some other aspects of space travel, space radiation exposure has clinically relevant implications for the lifetime of the crew. Among the identified radiation risks are cancer, acute and late CNS damage, chronic and degenerative tissue decease, and acute radiation syndrome. The term "<span class="hlt">safely</span>" means that risks are sufficiently understood such that acceptable limits on mission, post-mission and multi-mission consequences can be defined. The NASA Space Radiation Project strategy has several elements. The first element is to use a peer-reviewed research program to increase our mechanistic knowledge and genetic capabilities to develop tools for individual risk projection, thereby reducing our dependency on epidemiological data and population-based risk assessment. The second element is to use the NASA Space Radiation Laboratory to provide a ground-based facility to study the health effects/mechanisms of damage from space radiation exposure and the development and validation of biological models of risk, as well as methods for extrapolation to human risk. The third element is a risk modeling effort that integrates the results from research efforts into models of human risk to reduce uncertainties in predicting the identified radiation risks. To understand the biological basis for risk, we must also understand the physical aspects of the crew environment. Thus, the fourth element develops computer algorithms to predict radiation transport properties, evaluate integrated shielding technologies and provide design optimization recommendations for the design of human space systems. Understanding the risks and determining</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=world&pg=3&id=EJ1139643','ERIC'); return false;" href="https://eric.ed.gov/?q=world&pg=3&id=EJ1139643"><span>Research on Social <span class="hlt">Work</span> <span class="hlt">Practice</span> in Egypt and the Arab World</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Megahead, Hamido A.</p> <p>2017-01-01</p> <p>This article aims at introducing the research on social <span class="hlt">work</span> <span class="hlt">practice</span> in Egypt and the Arab World as a thematic topic. It has started with the essence of the current Arab World and its definition. Social <span class="hlt">work</span> <span class="hlt">practice</span> and models of social <span class="hlt">work</span> intervention in this specific region have been described in terms of its specific and topographic nature.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20040087131','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20040087131"><span>A Multiagent Modeling Environment for Simulating <span class="hlt">Work</span> <span class="hlt">Practice</span> in Organizations</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Sierhuis, Maarten; Clancey, William J.; vanHoof, Ron</p> <p>2004-01-01</p> <p>In this paper we position Brahms as a tool for simulating organizational processes. Brahms is a modeling and simulation environment for analyzing human <span class="hlt">work</span> <span class="hlt">practice</span>, and for using such models to develop intelligent software agents to support the <span class="hlt">work</span> <span class="hlt">practice</span> in organizations. Brahms is the result of more than ten years of research at the Institute for Research on Learning (IRL), NYNEX Science & Technology (the former R&D institute of the Baby Bell telephone company in New York, now Verizon), and for the last six years at NASA Ames Research Center, in the <span class="hlt">Work</span> Systems Design and Evaluation group, part of the Computational Sciences Division (Code IC). Brahms has been used on more than ten modeling and simulation research projects, and recently has been used as a distributed multiagent development environment for developing <span class="hlt">work</span> <span class="hlt">practice</span> support tools for human in-situ science exploration on planetary surfaces, in particular a human mission to Mars. Brahms was originally conceived of as a business process modeling and simulation tool that incorporates the social systems of <span class="hlt">work</span>, by illuminating how formal process flow descriptions relate to people s actual located activities in the workplace. Our research started in the early nineties as a reaction to experiences with <span class="hlt">work</span> process modeling and simulation . Although an effective tool for convincing management of the potential cost-savings of the newly designed <span class="hlt">work</span> processes, the modeling and simulation environment was only able to describe <span class="hlt">work</span> as a normative workflow. However, the social systems, uncovered in <span class="hlt">work</span> <span class="hlt">practices</span> studied by the design team played a significant role in how <span class="hlt">work</span> actually got done-actual lived <span class="hlt">work</span>. Multi- tasking, informal assistance and circumstantial <span class="hlt">work</span> interactions could not easily be represented in a tool with a strict workflow modeling paradigm. In response, we began to develop a tool that would have the benefits of <span class="hlt">work</span> process modeling and simulation, but be distinctively able to</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=pain+AND+nursing&pg=4&id=ED117358','ERIC'); return false;" href="https://eric.ed.gov/?q=pain+AND+nursing&pg=4&id=ED117358"><span>Nurses in <span class="hlt">Practice</span>: A Perspective on <span class="hlt">Work</span> Environments.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Davis, Marcella Z., Ed.; And Others</p> <p></p> <p>A major portion of the collection of 20 readings authored by <span class="hlt">practicing</span> professionals consists of field observations presented both as raw data (field notes) and as analyzed and organized data. About the <span class="hlt">work</span> of nurses in a variety of settings, a recurrent theme is that <span class="hlt">work</span> behavior is greatly influenced by organizational and structural elements…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.epa.gov/brownfields/brownfields-and-urban-agriculture-interim-guidelines-safe-gardening-practices','PESTICIDES'); return false;" href="https://www.epa.gov/brownfields/brownfields-and-urban-agriculture-interim-guidelines-safe-gardening-practices"><span>Brownfields and Urban Agriculture: Interim Guidelines for <span class="hlt">Safe</span> Gardening <span class="hlt">Practices</span></span></a></p> <p><a target="_blank" href="http://www.epa.gov/pesticides/search.htm">EPA Pesticide Factsheets</a></p> <p></p> <p></p> <p>This document is a condensation of the input of experts from the government, the nonprofit sector, and academia who gathered to outline the range of issues which need to be addressed in order to <span class="hlt">safely</span> grow food on former brownfield sites.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2012-title40-vol32/pdf/CFR-2012-title40-vol32-sec745-85.pdf','CFR2012'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2012-title40-vol32/pdf/CFR-2012-title40-vol32-sec745-85.pdf"><span>40 CFR 745.85 - <span class="hlt">Work</span> <span class="hlt">practice</span> standards.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2012&page.go=Go">Code of Federal Regulations, 2012 CFR</a></p> <p></p> <p>2012-07-01</p> <p>... 40 Protection of Environment 32 2012-07-01 2012-07-01 false <span class="hlt">Work</span> <span class="hlt">practice</span> standards. 745.85 Section 745.85 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) TOXIC SUBSTANCES CONTROL ACT LEAD-BASED PAINT POISONING PREVENTION IN CERTAIN RESIDENTIAL STRUCTURES Residential Property...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2013-title40-vol32/pdf/CFR-2013-title40-vol32-sec745-85.pdf','CFR2013'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2013-title40-vol32/pdf/CFR-2013-title40-vol32-sec745-85.pdf"><span>40 CFR 745.85 - <span class="hlt">Work</span> <span class="hlt">practice</span> standards.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2013&page.go=Go">Code of Federal Regulations, 2013 CFR</a></p> <p></p> <p>2013-07-01</p> <p>... 40 Protection of Environment 32 2013-07-01 2013-07-01 false <span class="hlt">Work</span> <span class="hlt">practice</span> standards. 745.85 Section 745.85 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) TOXIC SUBSTANCES CONTROL ACT LEAD-BASED PAINT POISONING PREVENTION IN CERTAIN RESIDENTIAL STRUCTURES Residential Property...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2014-title40-vol31/pdf/CFR-2014-title40-vol31-sec745-85.pdf','CFR2014'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2014-title40-vol31/pdf/CFR-2014-title40-vol31-sec745-85.pdf"><span>40 CFR 745.85 - <span class="hlt">Work</span> <span class="hlt">practice</span> standards.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2014&page.go=Go">Code of Federal Regulations, 2014 CFR</a></p> <p></p> <p>2014-07-01</p> <p>... 40 Protection of Environment 31 2014-07-01 2014-07-01 false <span class="hlt">Work</span> <span class="hlt">practice</span> standards. 745.85 Section 745.85 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) TOXIC SUBSTANCES CONTROL ACT LEAD-BASED PAINT POISONING PREVENTION IN CERTAIN RESIDENTIAL STRUCTURES Residential Property...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27111585','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27111585"><span><span class="hlt">Safe</span>-Play Knowledge, Aggression, and Head-Impact Biomechanics in Adolescent Ice Hockey Players.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Schmidt, Julianne D; Pierce, Alice F; Guskiewicz, Kevin M; Register-Mihalik, Johna K; Pamukoff, Derek N; Mihalik, Jason P</p> <p>2016-05-01</p> <p>Addressing <span class="hlt">safe</span>-play knowledge and player aggression could potentially improve ice hockey sport safety. To compare (1) <span class="hlt">safe</span>-play knowledge and aggression between male and female adolescent ice hockey players and (2) head-impact frequency and severity between players with high and low levels of <span class="hlt">safe</span>-play knowledge and aggression during <span class="hlt">practices</span> and games. Cohort study. On field. Forty-one male (n = 29) and female (n = 12) adolescent ice hockey players. Players completed the <span class="hlt">Safe</span> Play Questionnaire (0 = less knowledge, 7 = most knowledge) and Competitive Aggressiveness and Anger Scale (12 = less aggressive, 60 = most aggressive) at midseason. Aggressive penalty minutes were recorded throughout the season. The Head Impact Telemetry System was used to capture head-impact frequency and severity (linear acceleration [g], rotational acceleration [rad/s(2)], Head Impact Technology severity profile) at <span class="hlt">practices</span> and games. One-way analyses of variance were used to compare <span class="hlt">safe</span> play knowledge and aggression between sexes. Players were categorized as having high or low <span class="hlt">safe</span>-play knowledge and aggression using a median split. A 2 × 2 mixed-model analysis of variance was used to compare head-impact frequency, and random-intercept general linear models were used to compare head-impact severity between groups (high, low) and event types (<span class="hlt">practice</span>, game). Boys (5.8 of 7 total; 95% confidence interval [CI] = 5.3, 6.3) had a trend toward better <span class="hlt">safe</span>-play knowledge compared with girls (4.9 of 7 total; 95% CI = 3.9, 5.9; F1,36 = 3.40, P = .073). Less aggressive male players sustained significantly lower head rotational accelerations during <span class="hlt">practices</span> (1512.8 rad/s (2) , 95% CI = 1397.3, 1637.6 rad/s(2)) versus games (1754.8 rad/s (2) , 95% CI = 1623.9, 1896.2 rad/s(2)) and versus high-aggression players during <span class="hlt">practices</span> (1773.5 rad/s (2) , 95% CI = 1607.9, 1956.3 rad/s (2) ; F1,26 = 6.04, P = .021). Coaches and sports medicine professionals should ensure that athletes of all levels</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016AGUFMED21D0796J','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016AGUFMED21D0796J"><span>Staying <span class="hlt">Safe</span> While Doing Science in Public: Emerging Best <span class="hlt">Practices</span> for Social Media</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Jefferson, A.; McKinnon, M.</p> <p>2016-12-01</p> <p>Doing science in public has incalculable benefits for professional networking, science advocacy, and public outreach, but it also carries significant risks. Online harassment related to social media use can pose significant emotional hardship, negatively impact professional standing, and even threaten physical welfare. Women, people of color, and other underrepresented people in science are disproportionately targeted for anonymous online harassment. We analyzed our experiences with online harassment, and tactics for managing this harassment. While anecdotal, our experiences cover scientists with differing identities and fields, demonstrating that while the details change the overarching patterns remain the same. Fear of becoming a target poses a significant barrier to engaging in public discourse about science. But it is possible to mitigate this risk. Successful strategies for social media to promote science while staying <span class="hlt">safe</span> are slowly creating a body of emerging best <span class="hlt">practices</span>. These tactics include proactively restricting access to personal information, developing strategies for identifying and responding to deliberate antagonists (trolls), and choosing when and how to participate in volatile topics. They also require full-community engagement from creating support networks, partnering with allies to manage sudden floods of hostility, and educating on security <span class="hlt">practices</span> for protecting colleagues' potentially sensitive personal information. It is our hope that frank and open discussion of the realistic threat passed by harassment and strategies for mitigating that threat will jump start a culture of online safety amongst geoscientists, and encourage our most vulnerable and underrepresented scientists to participate in the public sphere.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/17989400','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/17989400"><span>Transportation and aging: a research agenda for advancing <span class="hlt">safe</span> mobility.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Dickerson, Anne E; Molnar, Lisa J; Eby, David W; Adler, Geri; Bédard, Michel; Berg-Weger, Marla; Classen, Sherrilene; Foley, Daniel; Horowitz, Amy; Kerschner, Helen; Page, Oliver; Silverstein, Nina M; Staplin, Loren; Trujillo, Leonard</p> <p>2007-10-01</p> <p>We review what we currently know about older driver safety and mobility, and we highlight important research needs in a number of key areas that hold promise for achieving the safety and mobility goals for the aging baby boomers and future generations of older drivers. Through the use of a framework for transportation and <span class="hlt">safe</span> mobility, we describe key areas of screening and assessment, remediation and rehabilitation, vehicle design and modification, technological advancements, roadway design, transitioning to nondriving, and alternative transportation to meet the goals of crash prevention and mobility maintenance for older adults. Four cross-cutting themes emerged from this review: <span class="hlt">safe</span> transportation for older adults is important; older adults have a variety of needs, abilities, and resources; research to help meet the transportation needs of older adults may be of benefit to persons with disabilities; and transportation issues concerning older adults are multifaceted. <span class="hlt">Safe</span> mobility is essential to continued engagement in civic, social, and community life, and to the human interactions necessary for health, well-being, and quality of life. When <span class="hlt">safe</span> driving is no longer possible for older adults, <span class="hlt">safe</span> and <span class="hlt">practicable</span> alternative transportation must be available. Furthermore, older adults are individuals; they have specific needs, abilities, and resources. Not all older adults will have difficulty meeting their transportation needs and no single transportation solution will <span class="hlt">work</span> for all people. Research and countermeasures intended to help meet the transportation needs of older adults will likely also benefit younger users of the transportation system, particularly those with disabilities. The issues surrounding the maintenance of <span class="hlt">safe</span> transportation for older adults will require an interdisciplinary research approach if we are to make significant progress in the next decade as the baby boomers begin to reach age 70.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21115082','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21115082"><span>Predicting intentions to adopt <span class="hlt">safe</span> home food handling <span class="hlt">practices</span>. Applying the theory of planned behavior.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Shapiro, Michael A; Porticella, Norman; Jiang, L Crystal; Gravani, Robert B</p> <p>2011-02-01</p> <p>While most home cooks know about <span class="hlt">safe</span> home food handling procedures, compliance is generally low and has not been much improved by campaigns. Foodborne disease is a common cause of illness, hospitalization and even death, and many of these illnesses are caused by unsafe home food <span class="hlt">practices</span>. Using the theory of planned behavior as a model, survey data were analyzed. Perceived behavioral control was the strongest predictor of behavioral intentions for both hand washing and food thermometer use. Subjective norm was the next strongest predictor for thermometer use, while attitude towards the behavior was the next strongest predictor for hand washing. This is consistent with earlier focus group results for thermometer use and suggests some possible strategies for designing future home food safety messages. Copyright © 2010 Elsevier Ltd. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/19950016612','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/19950016612"><span>Aerospace Industries Association (AIA) <span class="hlt">work</span> <span class="hlt">practices</span> report for composites</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Luca, Jackie</p> <p>1994-01-01</p> <p>In an effort to gain a better understanding of effective safety and health <span class="hlt">work</span> <span class="hlt">practice</span> controls for composite manufacturing operations, the Aerospace Industries Association (AIA) Occupational Safety and Health Committee established a Composites Task Group. The group's task was to provide AIA members with recommendations for minimizing occupational exposure risk and to determine research needs and information gaps. The strategy included a review of toxicological information on composites, a review of member company experience and control methods, and interaction with other professional organizations who share an interest in composite <span class="hlt">work</span> <span class="hlt">practices</span>.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li class="active"><span>13</span></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_13 --> <div id="page_14" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li class="active"><span>14</span></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="261"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27224467','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27224467"><span>Nursing Student <span class="hlt">Work</span>-Study Internship Program: An Academic Partnership.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Wallace, Jonalyn</p> <p>2016-06-01</p> <p>A large northern California-based integrated health system and five universities partnered to conduct an innovative <span class="hlt">work</span>-study internship program designed to address the education-to-<span class="hlt">practice</span> gap for nursing students. The nursing student <span class="hlt">work</span>-study intern-ship program provides prelicensure nursing students with a paid internship in the health system. Interns are exposed to the realities of clinical <span class="hlt">practice</span> and master learned skills <span class="hlt">working</span> under the supervision of an RN preceptor. <span class="hlt">Work</span>-study interns reported that participation in the program exposed them to new clinical situations, helped them integrate clinical knowledge and critical thinking skills, improved prioritization and time management skills, and expanded their communication skills within the interprofessional team. Interns cited feeling better equipped to <span class="hlt">safely</span> and effectively transition into the new graduate role. The nursing student <span class="hlt">work</span>-study program shows how an academic <span class="hlt">practice</span> partnership can address the education-to-<span class="hlt">practice</span> gap in an innovative manner. [J Nurs Educ. 2016;55(6):357-359.]. Copyright 2016, SLACK Incorporated.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/10136200','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/10136200"><span><span class="hlt">Safe</span> handling of antineoplastic drugs.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Harrison, B R</p> <p>1994-07-01</p> <p>Managers should be aware of the hazardous properties of antineoplastic drugs and of the procedures and equipment commonly recommended to provide a <span class="hlt">safe</span> <span class="hlt">working</span> environment for employees, patients, and visitors. Compliance with the many published guidelines should help ensure passage of the inevitable Occupational Safety and Health Administration (OSHA) or Joint Commission inspection. Acute and chronic toxicities of the antineoplastic drugs, the potential for exposure in the workplace, and the basic guidelines for <span class="hlt">safe</span> handling of these agents are reviewed.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/18313826','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/18313826"><span>Gender differences in dentists' <span class="hlt">working</span> <span class="hlt">practices</span> and job satisfaction.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Ayers, Kathryn M S; Thomson, W Murray; Rich, Alison M; Newton, J Timothy</p> <p>2008-05-01</p> <p>To describe the <span class="hlt">working</span> <span class="hlt">practices</span> and level of job satisfaction of male and female dentists. A nationwide postal survey of all dentists holding an annual practising certificate in New Zealand (response rate 78.1%). The mean number of hours <span class="hlt">worked</span> per week was 29.1 for female and 36.0 for male dentists. The main reason for part-time <span class="hlt">practice</span> given by women was caring for children (cited by 67.2%) and for men was personal choice (cited by 63.6%). A greater proportion of females than males were employed on a salary or as an associate in <span class="hlt">practice</span> rather than owning their own <span class="hlt">practice</span>. Male dentists were more active in continuing education than females. The mean career satisfaction score for male respondents was 7.6 and for females 7.1 (P<0.001). Relatively more women than men had taken a career break, usually for child rearing. Two-thirds of women and one-third of men planned to retire from dentistry before 60 years of age. Male and female dentists differ in their <span class="hlt">working</span> patterns and career satisfaction. There is a need for ongoing monitoring of the workforce, particularly as the gender distribution (and societal trends and expectations) continues to change.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=social+AND+innovation&pg=6&id=EJ887843','ERIC'); return false;" href="https://eric.ed.gov/?q=social+AND+innovation&pg=6&id=EJ887843"><span>Integrating Social Neuroscience and Social <span class="hlt">Work</span>: Innovations for Advancing <span class="hlt">Practice</span>-Based Research</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Matto, Holly C.; Strolin-Goltzman, Jessica</p> <p>2010-01-01</p> <p>Throughout the social <span class="hlt">work</span> profession, there is ongoing interest in building a social science agenda that can address the complex <span class="hlt">practice</span>-based questions faced by social <span class="hlt">work</span> professionals today. Methodological innovations and unique funding opportunities have already significantly advanced research on social <span class="hlt">work</span> <span class="hlt">practice</span>. Still, there is…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=WORK&id=EJ1171261','ERIC'); return false;" href="https://eric.ed.gov/?q=WORK&id=EJ1171261"><span>Merging Micro and Macro Intervention: Social <span class="hlt">Work</span> <span class="hlt">Practice</span> with Groups in the Community</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Knight, Carolyn; Gitterman, Alex</p> <p>2018-01-01</p> <p>Clinical or micro intervention predominates in social <span class="hlt">work</span> education and <span class="hlt">practice</span>. The prevailing assumption in social <span class="hlt">work</span> <span class="hlt">practice</span> and education is that one engages in either micro or macro intervention. In this article, we describe how these interventions may be merged into an integrated whole through social <span class="hlt">work</span> <span class="hlt">practice</span> with groups. The…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19300067','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19300067"><span>Threading needles in the dark: the effect of the physical <span class="hlt">work</span> environment on nursing <span class="hlt">practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Simmons, Debora; Graves, Krisanne; Flynn, Elizabeth A</p> <p>2009-01-01</p> <p>Frequently, the most critical calculations, considerations, and preparations for patient care and medication administration are made in noisy, dimly lit, and chaotic areas of the nursing unit. Healthcare has begun to recognize the impact of the physical <span class="hlt">work</span> environment plays in the ability of humans to perform reliably and <span class="hlt">safely</span>. This article reviews the draft guidelines recently released by the United States Pharmacopeia for public comment for the physical environment to promote <span class="hlt">safe</span> medication administration.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24735456','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24735456"><span>Ethical dilemmas experienced by speech-language pathologists <span class="hlt">working</span> in private <span class="hlt">practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Flatley, Danielle R; Kenny, Belinda J; Lincoln, Michelle A</p> <p>2014-06-01</p> <p>Speech-language pathologists experience ethical dilemmas as they fulfil their professional roles and responsibilities. Previous research findings indicated that speech-language pathologists <span class="hlt">working</span> in publicly funded settings identified ethical dilemmas when they managed complex clients, negotiated professional relationships, and addressed service delivery issues. However, little is known about ethical dilemmas experienced by speech-language pathologists <span class="hlt">working</span> in private <span class="hlt">practice</span> settings. The aim of this qualitative study was to describe the nature of ethical dilemmas experienced by speech-language pathologists <span class="hlt">working</span> in private <span class="hlt">practice</span>. Data were collected through semi-structured interviews with 10 speech-language pathologists employed in diverse private <span class="hlt">practice</span> settings. Participants explained the nature of ethical dilemmas they experienced at <span class="hlt">work</span> and identified their most challenging and frequently occurring ethical conflicts. Qualitative content analysis was used to analyse transcribed data and generate themes. Four themes reflected the nature of speech-language pathologists' ethical dilemmas; balancing benefit and harm, fidelity of business <span class="hlt">practices</span>, distributing funds, and personal and professional integrity. Findings support the need for professional development activities that are specifically targeted towards facilitating ethical <span class="hlt">practice</span> for speech-language pathologists in the private sector.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3943506','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3943506"><span>Clinical audit to enhance <span class="hlt">safe</span> <span class="hlt">practice</span> of skilled birth attendants for the fetus with nuchal cord: evidence from a refugee and migrant cohort</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p></p> <p>2014-01-01</p> <p>Background Current evidence for optimal management of fetal nuchal cord detected after the head has birthed supports techniques that avoid ligation of the umbilical cord circulation. Routine audit found frequent unsafe management of nuchal cord by skilled birth attendants (SBAs) in migrant and refugee birth centres on the Thai-Burmese border. Method The audit cycle was used to enhance <span class="hlt">safe</span> <span class="hlt">practice</span> by SBA for the fetus with nuchal cord. In the three birth centres the action phase of the audit cycle was initially carried out by the doctor responsible for the site. Six months later a registered midwife, present six days per week for three months in one birth facility, encouraged SBAs to facilitate birth with an intact umbilical circulation for nuchal cord. Rates of cord ligation before birth were recorded over a 24 month period (1-July-2011 to 30-June-2013) and in-depth interviews and a knowledge survey of the SBAs took place three months after the registered midwife departure. Results The proportion of births with nuchal cord ligation declined significantly over the four six monthly quarters from 15.9% (178/1123) before the action phase of the audit cycle; to 11.1% (107/966) during the action phase of the audit cycle with the doctors; to 2.4% (28/1182) with the registered midwife; to 0.9% (9/999) from three to nine months after the departure of the registered midwife, (p < 0.001, linear trend). Significant improvements in <span class="hlt">safe</span> <span class="hlt">practice</span> were observed at all three SMRU birth facilities. Knowledge of fetal nuchal cord amongst SBAs was sub-optimal and associated with fear and worry despite improved <span class="hlt">practice</span>. The support of a registered midwife increased confidence of SBAs. Conclusion The audit cycle and registered midwife interprofessional learning for SBAs led to a significant improvement in <span class="hlt">safe</span> <span class="hlt">practice</span> for the fetus with nuchal cord. The authors would encourage this type of learning in organizations with birth facilities on the Thai-Burmese border and in other</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24990281','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24990281"><span>A review of best <span class="hlt">work</span>-absence management and return-to-<span class="hlt">work</span> <span class="hlt">practices</span> for workers with musculoskeletal or common mental disorders.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Durand, Marie-José; Corbière, Marc; Coutu, Marie-France; Reinharz, Daniel; Albert, Valérie</p> <p>2014-01-01</p> <p>Workplace absenteeism is still a curse for developed countries, and more systematic <span class="hlt">practices</span> need to be adopted to address this issue. To review the literature on best <span class="hlt">practices</span> for managing <span class="hlt">work</span> absences related to musculoskeletal or common mental disorders. A review was conducted by performing a search in bibliographic databases and on <span class="hlt">work</span>-disability research institute websites. Recommendations regarding <span class="hlt">work</span>-absence management and return-to-<span class="hlt">work</span> <span class="hlt">practices</span> were extracted from all the retained documents and organized within a chronological framework. In total, 17 documents were analyzed, leading to identification of common <span class="hlt">work</span>-absence management and return-to-<span class="hlt">work</span> <span class="hlt">practices</span>, the importance of a worker support approach, and recommended roles and responsibilities for stakeholders. These <span class="hlt">practices</span> were then integrated into a six-step process: (1) time off and recovery period; (2) initial contact with the worker; (3) evaluation of the worker and his job tasks; (4) development of a return-to-<span class="hlt">work</span> plan with accommodations; (5) <span class="hlt">work</span> resumption, and (6) follow-up of the return-to-<span class="hlt">work</span> process. Based on this review, we constructed a comprehensive <span class="hlt">work</span>-absence management and return-to-<span class="hlt">work</span> process designed to assist organizations. Our results indicate that such a process must be included within a broader policy of health promotion and job retention. Adaptations will be required for implementation in the workplace.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22202591','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22202591"><span>Promoting job safety for workers with intellectual disabilities: the staying <span class="hlt">safe</span> at <span class="hlt">work</span> training curriculum.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Dewey, Robin</p> <p>2011-01-01</p> <p>In the United States, approximately 125,000 people with disabilities are employed through Community Rehabilitation Programs in manufacturing, assembly, and service jobs. These jobs have significant hazards and, consequently, the workers are at risk of injury. Training that empowers workers to participate in prevention efforts can help reduce <span class="hlt">work</span>-related injuries. In general this kind of health and safety training in the United States is limited. It is even more so for workers with intellectual disabilities, in part because there have not been programs for teaching individuals with cognitive challenges health and safety skills, adapted to their learning needs. This paper describes the development and promotion of the Staying <span class="hlt">Safe</span> at <span class="hlt">Work</span> curriculum of UC Berkeley's Labor Occupational Health Program, which is designed for use by support agencies and employers of workers with intellectual disabilities. The goal of this program is to teach these workers essential occupational safety and health skills in a manner they can understand.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2010JSTEd..21..393N','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2010JSTEd..21..393N"><span>Preservice and Inservice Teachers' Challenges in the Planning of <span class="hlt">Practical</span> <span class="hlt">Work</span> in Physics</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Nivalainen, Ville; Asikainen, Mervi A.; Sormunen, Kari; Hirvonen, Pekka E.</p> <p>2010-06-01</p> <p><span class="hlt">Practical</span> <span class="hlt">work</span> in school science plays many essential roles that have been discussed in the literature. However, less attention has been paid to how teachers learn the different roles of <span class="hlt">practical</span> <span class="hlt">work</span> and to the kind of challenges they face in their learning during laboratory courses designed for teachers. In the present study we applied the principles of grounded theory to frame a set of factors that seem to set major challenges concerning both successful <span class="hlt">work</span> in the school physics laboratory and also in the preparation of lessons that exploit <span class="hlt">practical</span> <span class="hlt">work</span>. The subject groups of the study were preservice and inservice physics teachers who participated in a school laboratory course. Our results derived from a detailed analysis of tutoring discussions between the instructor and the participants in the course, which revealed that the challenges in <span class="hlt">practical</span> or laboratory <span class="hlt">work</span> consisted of the limitations of the laboratory facilities, an insufficient knowledge of physics, problems in understanding instructional approaches, and the general organization of <span class="hlt">practical</span> <span class="hlt">work</span>. Based on these findings, we present our recommendations on the preparation of preservice and inservice teachers for the more effective use of <span class="hlt">practical</span> <span class="hlt">work</span> in school science and in school physics.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28238289','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28238289"><span>Challenges to <span class="hlt">Safe</span> Injection <span class="hlt">Practices</span> in Ambulatory Care.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Anderson, Laura; Weissburg, Benjamin; Rogers, Kelli; Musuuza, Jackson; Safdar, Nasia; Shirley, Daniel</p> <p>2017-05-01</p> <p>Most recent infection outbreaks caused by unsafe injection <span class="hlt">practices</span> in the United States have occurred in ambulatory settings. We utilized direct observation and a survey to assess injection <span class="hlt">practices</span> at 31 clinics. Improper vial use was observed at 13 clinics (41.9%). Pharmacy support and healthcare worker education may improve injection <span class="hlt">practices</span>. Infect Control Hosp Epidemiol 2017;38:614-616.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title40-vol12/pdf/CFR-2011-title40-vol12-part63-subpartDDDD-app3.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title40-vol12/pdf/CFR-2011-title40-vol12-part63-subpartDDDD-app3.pdf"><span>40 CFR Table 3 to Subpart Dddd of... - <span class="hlt">Work</span> <span class="hlt">Practice</span> Requirements</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-07-01</p> <p>... 40 Protection of Environment 12 2011-07-01 2009-07-01 true <span class="hlt">Work</span> <span class="hlt">Practice</span> Requirements 3 Table 3 to Subpart DDDD of Part 63 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) AIR PROGRAMS... Table 3 to Subpart DDDD of Part 63—<span class="hlt">Work</span> <span class="hlt">Practice</span> Requirements For the following process units at...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://medlineplus.gov/ency/article/001949.htm','NIH-MEDLINEPLUS'); return false;" href="https://medlineplus.gov/ency/article/001949.htm"><span><span class="hlt">Safe</span> sex</span></a></p> <p><a target="_blank" href="http://medlineplus.gov/">MedlinePlus</a></p> <p></p> <p></p> <p>... sex; Sexually transmitted - <span class="hlt">safe</span> sex; GC - <span class="hlt">safe</span> sex; Gonorrhea - <span class="hlt">safe</span> sex; Herpes - <span class="hlt">safe</span> sex; HIV - <span class="hlt">safe</span> sex; ... contact. STIs include: Chlamydia Genital herpes Genital warts Gonorrhea Hepatitis HIV HPV Syphilis STIs are also called ...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/15500529','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/15500529"><span>Adolescent mothers: resilience, family health <span class="hlt">work</span> and health-promoting <span class="hlt">practices</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Black, Claire; Ford-Gilboe, Marilyn</p> <p>2004-11-01</p> <p>This paper reports a study examining the relationships among mother's resilience, family health promotion (i.e. health <span class="hlt">work</span>) and mother's health-promoting lifestyle <span class="hlt">practices</span> in single-parent families led by adolescent mothers by testing hypotheses derived from the Developmental Model of Health and Nursing. Research on families led by adolescent mothers has focussed primarily on negative maternal and child outcomes while ignoring the capacities of these families, including their efforts to promote the health and well-being of both mothers and children. This replication study was conducted with convenience sample of 41 adolescent mothers recruited using a variety of strategies. Mothers were asked to provide verbal responses to items on three study instruments: The Resilience Scale, a measure of mother's resilience, the Health Options Scale, a measure of family health <span class="hlt">work</span> and the Health Promoting Lifestyle Profile a measure of mother's health promoting lifestyle <span class="hlt">practices</span>, as well as a demographic questionnaire. Consistent with the theory, moderate positive relationships were observed between mothers' resilience and both family health <span class="hlt">work</span> (r = 0.34, P = 0.01) and mothers' health-promoting lifestyle <span class="hlt">practices</span> (r = 0.42, P < 0.001). As predicted, moderate correlations were also observed between health <span class="hlt">work</span> and mother's health promoting lifestyle <span class="hlt">practices</span> (r = 0.62, P < 0.001). With the effects of employment status and professional support held constant, mother's resilience and health <span class="hlt">work</span> explained 30.2% of the variance in mother's health-promoting lifestyle <span class="hlt">practices</span>. The study validates theoretical relationships among concepts in the developmental model of health and nursing and contributes to better understanding health promotion in families led by adolescent mothers.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24764612','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24764612"><span>Emotions, Social <span class="hlt">Work</span> <span class="hlt">Practice</span> and Supervision: An Uneasy Alliance?</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Ingram, Richard</p> <p>2013-03-01</p> <p>This paper examines the place of emotions within social <span class="hlt">work</span> <span class="hlt">practice</span>. The perceived tensions between emotions and rational decision making are explored and it is argued that their relationship is compatible and necessary. A model for the co-creation of emotionally intelligent supervision is developed to support this vision of <span class="hlt">practice</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24456321','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24456321"><span>Adherence to national recommendations for <span class="hlt">safe</span> methotrexate dispensing in community pharmacies.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Koster, Ellen S; Walgers, Joelle C D; van Grinsven, Mariska C J; Winters, Nina A; Bouvy, Marcel L</p> <p>2014-02-01</p> <p>The number of patients using methotrexate (MTX) has increased during the last decade. Because of the narrow therapeutic range and potential risks of incorrect use, vigilance is required when dispensing MTX. In 2009, the Royal Dutch Pharmacists Society, in accordance with the Dutch Health Care Inspectorate, published <span class="hlt">safe</span> MTX dispensing recommendations for community pharmacies. To examine adherence to recommendations aimed at <span class="hlt">safe</span> 
MTX dispensing. This study was conducted within a convenience sample of 78 community pharmacies belonging to the Utrecht Pharmacy <span class="hlt">Practice</span> Network for Education and Research (UPPER). Data were collected in May 2011. 95 pharmacists and 337 pharmacy technicians were interviewed to assess self-reported adherence with dispensing recommendations. In addition, medication records for patients using MTX were extracted in 52 pharmacies in order to objectively assess adoption of recommendations. More than 75% of the pharmacists and pharmacy technicians reported to be adherent to 6 of the 11 recommendations. There are variations in reported adherence between team members <span class="hlt">working</span> in 1 pharmacy; higher adherence rates ( greater than 75%) for the pharmacy team as a whole were only shown for 2 recommendations (recording of day of intake on the label and moment of authorization by the pharmacist). The medication records showed that adherence with <span class="hlt">working</span> procedures significantly increased: The number of dispensed records with notification of the day of intake on the medication label increased from 9.9% of the records per pharmacy in 2008 to 77.1% in 2010 (P  less than  0.001). Dutch community pharmacies seem to be adherent to most <span class="hlt">safe</span> dispensing recommendations. However, inconsistencies exist between team members that emphasize the importance of addressing this issue and discussing recommendations within the team, as there is still room for improvement to ensure <span class="hlt">safe</span> dispensing.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title40-vol9/pdf/CFR-2010-title40-vol9-sec63-306.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title40-vol9/pdf/CFR-2010-title40-vol9-sec63-306.pdf"><span>40 CFR 63.306 - <span class="hlt">Work</span> <span class="hlt">practice</span> standards.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-07-01</p> <p>... November 15, 1993, each owner or operator shall prepare and submit a written emission control <span class="hlt">work</span> <span class="hlt">practice</span>... 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...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=The+AND+development+AND+achievement+AND+task+AND+values%3a+AND+A+AND+theoretical+AND+analysis&id=EJ800770','ERIC'); return false;" href="https://eric.ed.gov/?q=The+AND+development+AND+achievement+AND+task+AND+values%3a+AND+A+AND+theoretical+AND+analysis&id=EJ800770"><span>Collaborative <span class="hlt">Practice</span>: A Model of Successful <span class="hlt">Working</span> in Schools</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>James, C. R.; Dunning, G.; Connolly, M.; Elliott, T.</p> <p>2007-01-01</p> <p>Purpose: The purpose of this paper is to develop the notion of collaborative <span class="hlt">practice</span> from theoretical and empirical bases. Design/methodology/approach: The research analysed the concepts of collaboration, reflective <span class="hlt">practice</span> and the primary task. It also examined the ways of <span class="hlt">working</span> of 18 primary schools in Wales where the level of student…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3991318','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3991318"><span>Emotions, Social <span class="hlt">Work</span> <span class="hlt">Practice</span> and Supervision: An Uneasy Alliance?</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Ingram, Richard</p> <p>2012-01-01</p> <p>This paper examines the place of emotions within social <span class="hlt">work</span> <span class="hlt">practice</span>. The perceived tensions between emotions and rational decision making are explored and it is argued that their relationship is compatible and necessary. A model for the co-creation of emotionally intelligent supervision is developed to support this vision of <span class="hlt">practice</span>. PMID:24764612</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li class="active"><span>14</span></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_14 --> <div id="page_15" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li class="active"><span>15</span></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="281"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23252316','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23252316"><span>Social <span class="hlt">work</span> <span class="hlt">practice</span> in the digital age: therapeutic e-mail as a direct <span class="hlt">practice</span> methodology.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Mattison, Marian</p> <p>2012-07-01</p> <p>The author addresses the risks and benefits of incorporating therapeutic e-mail communication into clinical social <span class="hlt">work</span> <span class="hlt">practice</span>. Consumer demand for online clinical services is growing faster than the professional response. E-mail, when used as an adjunct to traditional meetings with clients, offers distinct advantages and risks. Benefits include the potential to reach clients in geographically remote and underserved communities, enhancing and extending the therapeutic relationship and improving treatment outcomes. Risks include threats to client confidentiality and privacy, liability coverage for practitioners, licensing jurisdiction, and the lack of competency standards for delivering e-mail interventions. Currently, the social <span class="hlt">work</span> profession does not have adequate instructive guidelines and best-<span class="hlt">practice</span> standards for using e-mail as a direct <span class="hlt">practice</span> methodology. Practitioners need (formal) academic training in the techniques connected to e-mail exchanges with clients. The author describes the ethical and legal risks for practitioners using therapeutic e-mail with clients and identifies recommendations for establishing best-<span class="hlt">practice</span> standards.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1056070.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1056070.pdf"><span>The Role of School Technicians in Promoting Science through <span class="hlt">Practical</span> <span class="hlt">Work</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Helliar, Anne T.; Harrison, Timothy G.</p> <p>2011-01-01</p> <p>This is a review of the role of <span class="hlt">practical</span> <span class="hlt">work</span> in UK's secondary school science lessons, the impact that <span class="hlt">practical</span> <span class="hlt">work</span> has in the promotion of science, the challenges created through use of non-specialist science teachers and a possible additional role for science technicians. The paper considers how improved deployment of suitably experienced…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=advanced+AND+performance+AND+management&id=EJ1170571','ERIC'); return false;" href="https://eric.ed.gov/?q=advanced+AND+performance+AND+management&id=EJ1170571"><span>Understanding and Representing Changing <span class="hlt">Work</span> Structures and <span class="hlt">Practices</span> through Art</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wieland, Stacey M. B.</p> <p>2018-01-01</p> <p>Courses: Organizational Communication, Advanced Organizational Communication, Organizing <span class="hlt">Work</span>, Management/Organizational History. Objectives: This activity will help students to understand major shifts in the organization of <span class="hlt">work</span> and creatively represent changing <span class="hlt">work</span> structures and <span class="hlt">practices</span>. An optional follow-up assignment is included. A…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=technical+AND+training&pg=2&id=ED581710','ERIC'); return false;" href="https://eric.ed.gov/?q=technical+AND+training&pg=2&id=ED581710"><span><span class="hlt">Practicing</span> as a Social <span class="hlt">Work</span> Educator in International Collaboration</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Butterfield, Alice K., Ed.; Cohen, Carol S., Ed.</p> <p>2017-01-01</p> <p>The editors offer Six Promising Principles to guide successful <span class="hlt">practice</span> by social <span class="hlt">work</span> educators in international settings, including research, travel and study programs, technical assistance and training, and interdisciplinary efforts. These principles inform the content, which illuminates the specific role of U.S. social <span class="hlt">work</span> educators in…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25455808','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25455808"><span>Reprint of "<span class="hlt">Safe</span> places for pedestrians: using cognitive <span class="hlt">work</span> analysis to consider the relationships between the engineering and urban design of footpaths".</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Stevens, Nicholas; Salmon, Paul</p> <p>2015-01-01</p> <p>Footpaths provide an integral component of our urban environments and have the potential to act as <span class="hlt">safe</span> places for people and the focus for community life. Despite this, the approach to designing footpaths that are <span class="hlt">safe</span> while providing this sense of place often occurs in silos. There is often very little consideration given to how designing for sense of place impacts safety and vice versa. The aim of this study was to use a systems analysis and design framework to develop a design template for an 'ideal' footpath system that embodies both safety and sense of place. This was achieved through using the first phase of the Cognitive <span class="hlt">Work</span> Analysis framework, <span class="hlt">Work</span> Domain Analysis, to specify a model of footpaths as <span class="hlt">safe</span> places for pedestrians. This model was subsequently used to assess two existing footpath environments to determine the extent to which they meet the design requirements specified. The findings show instances where the existing footpaths both meet and fail to meet the design requirements specified. Through utilising a systems approach for footpaths, this paper has provided a novel design template that can inform new footpath design efforts or be used to evaluate the extent to which existing footpaths achieve their safety and sense of place requirements. Copyright © 2014 Elsevier Ltd. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5013701','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5013701"><span><span class="hlt">Safe</span>-Play Knowledge, Aggression, and Head-Impact Biomechanics in Adolescent Ice Hockey Players</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Schmidt, Julianne D.; Pierce, Alice F.; Guskiewicz, Kevin M.; Register-Mihalik, Johna K.; Pamukoff, Derek N.; Mihalik, Jason P.</p> <p>2016-01-01</p> <p>Context:  Addressing <span class="hlt">safe</span>-play knowledge and player aggression could potentially improve ice hockey sport safety. Objectives:  To compare (1) <span class="hlt">safe</span>-play knowledge and aggression between male and female adolescent ice hockey players and (2) head-impact frequency and severity between players with high and low levels of <span class="hlt">safe</span>-play knowledge and aggression during <span class="hlt">practices</span> and games. Design:  Cohort study. Setting:  On field. Patients or Other Participants:  Forty-one male (n = 29) and female (n = 12) adolescent ice hockey players. Intervention(s):  Players completed the <span class="hlt">Safe</span> Play Questionnaire (0 = less knowledge, 7 = most knowledge) and Competitive Aggressiveness and Anger Scale (12 = less aggressive, 60 = most aggressive) at midseason. Aggressive penalty minutes were recorded throughout the season. The Head Impact Telemetry System was used to capture head-impact frequency and severity (linear acceleration [g], rotational acceleration [rad/s2], Head Impact Technology severity profile) at <span class="hlt">practices</span> and games. Main Outcome Measure(s):  One-way analyses of variance were used to compare <span class="hlt">safe</span> play knowledge and aggression between sexes. Players were categorized as having high or low <span class="hlt">safe</span>-play knowledge and aggression using a median split. A 2 × 2 mixed-model analysis of variance was used to compare head-impact frequency, and random-intercept general linear models were used to compare head-impact severity between groups (high, low) and event types (<span class="hlt">practice</span>, game). Results:  Boys (5.8 of 7 total; 95% confidence interval [CI] = 5.3, 6.3) had a trend toward better <span class="hlt">safe</span>-play knowledge compared with girls (4.9 of 7 total; 95% CI = 3.9, 5.9; F1,36 = 3.40, P = .073). Less aggressive male players sustained significantly lower head rotational accelerations during <span class="hlt">practices</span> (1512.8 rad/s2, 95% CI = 1397.3, 1637.6 rad/s2) versus games (1754.8 rad/s2, 95% CI = 1623.9, 1896.2 rad/s2) and versus high-aggression players during <span class="hlt">practices</span> (1773.5 rad/s2, 95% CI = 1607</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22345549','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22345549"><span>Understanding clinical <span class="hlt">work</span> <span class="hlt">practices</span> for cross-boundary decision support in e-health.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Tawfik, Hissam; Anya, Obinna; Nagar, Atulya K</p> <p>2012-07-01</p> <p>One of the major concerns of research in integrated healthcare information systems is to enable decision support among clinicians across boundaries of organizations and regional workgroups. A necessary precursor, however, is to facilitate the construction of appropriate awareness of local clinical <span class="hlt">practices</span>, including a clinician's actual cognitive capabilities, peculiar workplace circumstances, and specific patient-centered needs based on real-world clinical contexts across <span class="hlt">work</span> settings. In this paper, a user-centered study aimed to investigate clinical <span class="hlt">practices</span> across three different geographical areas-the U.K., the UAE and Nigeria-is presented. The findings indicate that differences in clinical <span class="hlt">practices</span> among clinicians are associated with differences in local <span class="hlt">work</span> contexts across <span class="hlt">work</span> settings, but are moderated by adherence to best <span class="hlt">practice</span> guidelines and the need for patient-centered care. The study further reveals that an awareness especially of the ontological, stereotypical, and situated <span class="hlt">practices</span> plays a crucial role in adapting knowledge for cross-boundary decision support. The paper then outlines a set of design guidelines for the development of enterprise information systems for e-health. Based on the guidelines, the paper proposes the conceptual design of CaDHealth, a <span class="hlt">practice</span>-centered framework for making sense of clinical <span class="hlt">practices</span> across <span class="hlt">work</span> settings for effective cross-boundary e-health decision support.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2013-title16-vol1/pdf/CFR-2013-title16-vol1-sec260-11.pdf','CFR2013'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2013-title16-vol1/pdf/CFR-2013-title16-vol1-sec260-11.pdf"><span>16 CFR 260.11 - Ozone-<span class="hlt">safe</span> and ozone-friendly claims.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2013&page.go=Go">Code of Federal Regulations, 2013 CFR</a></p> <p></p> <p>2013-01-01</p> <p>... 16 Commercial <span class="hlt">Practices</span> 1 2013-01-01 2013-01-01 false Ozone-<span class="hlt">safe</span> and ozone-friendly claims. 260.11... THE USE OF ENVIRONMENTAL MARKETING CLAIMS § 260.11 Ozone-<span class="hlt">safe</span> and ozone-friendly claims. It is... friendly to, the ozone layer or the atmosphere. Example 1: A product is labeled “ozone-friendly.” The claim...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2014-title16-vol1/pdf/CFR-2014-title16-vol1-sec260-11.pdf','CFR2014'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2014-title16-vol1/pdf/CFR-2014-title16-vol1-sec260-11.pdf"><span>16 CFR 260.11 - Ozone-<span class="hlt">safe</span> and ozone-friendly claims.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2014&page.go=Go">Code of Federal Regulations, 2014 CFR</a></p> <p></p> <p>2014-01-01</p> <p>... 16 Commercial <span class="hlt">Practices</span> 1 2014-01-01 2014-01-01 false Ozone-<span class="hlt">safe</span> and ozone-friendly claims. 260.11... THE USE OF ENVIRONMENTAL MARKETING CLAIMS § 260.11 Ozone-<span class="hlt">safe</span> and ozone-friendly claims. It is... friendly to, the ozone layer or the atmosphere. Example 1: A product is labeled “ozone-friendly.” The claim...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/servlets/purl/1331512','SCIGOV-STC'); return false;" href="https://www.osti.gov/servlets/purl/1331512"><span>Recommended <span class="hlt">Practices</span> for the <span class="hlt">Safe</span> Design and Operation of Flywheels</span></a></p> <p><a target="_blank" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Bender, Donald Arthur</p> <p>2015-12-01</p> <p>Flywheel energy storage systems are in use globally in increasing numbers . No codes pertaining specifically to flywheel energy storage exist. A number of industrial incidents have occurred. This protocol recommends a technical basis for <span class="hlt">safe</span> flywheel de sign and operation for consideration by flywheel developers, users of flywheel systems and standards setting organizations.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26176999','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26176999"><span>A Scoping Review of Social Media Use in Social <span class="hlt">Work</span> <span class="hlt">Practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Chan, Chitat</p> <p>2016-01-01</p> <p>The trend of using social media in social <span class="hlt">work</span> is increasing, but research which systematically reviews and evaluates their uses in actual <span class="hlt">practice</span> is limited. This article reviews the social <span class="hlt">work</span> literature to identify the uses, benefits, and limitations of social media in social <span class="hlt">work</span> <span class="hlt">practice</span>, and identifies current gaps in the literature to provide recommendations for future social <span class="hlt">work</span> research. Articles in 64 social <span class="hlt">work</span> journals published between 2000 and 2014 were screened and analyzed. The included articles (n = 20) were analyzed with particular reference to their level of evidence and ways of social media use. The methodological quality of the studies in this review was low, and this was consistent with the findings of recent systematic reviews of social media use in medical healthcare. The findings initially suggested that social media can potentially contribute to various social <span class="hlt">work</span> processes, including: service user engagement, need assessment, intervention, and program evaluation. Limitations include lack of quality control, reliability, confidentiality, and privacy. In social <span class="hlt">work</span>, the dominant research concern in social media is more about professional ethics than their application in intervention. Implications for research and <span class="hlt">practice</span> are discussed.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29475515','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29475515"><span>Synthetic torpor: A method for <span class="hlt">safely</span> and <span class="hlt">practically</span> transporting experimental animals aboard spaceflight missions to deep space.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Griko, Yuri; Regan, Matthew D</p> <p>2018-02-01</p> <p>Animal research aboard the Space Shuttle and International Space Station has provided vital information on the physiological, cellular, and molecular effects of spaceflight. The relevance of this information to human spaceflight is enhanced when it is coupled with information gleaned from human-based research. As NASA and other space agencies initiate plans for human exploration missions beyond low Earth orbit (LEO), incorporating animal research into these missions is vitally important to understanding the biological impacts of deep space. However, new technologies will be required to integrate experimental animals into spacecraft design and transport them beyond LEO in a <span class="hlt">safe</span> and <span class="hlt">practical</span> way. In this communication, we propose the use of metabolic control technologies to reversibly depress the metabolic rates of experimental animals while in transit aboard the spacecraft. Compared to holding experimental animals in active metabolic states, the advantages of artificially inducing regulated, depressed metabolic states (called synthetic torpor) include significantly reduced mass, volume, and power requirements within the spacecraft owing to reduced life support requirements, and mitigated radiation- and microgravity-induced negative health effects on the animals owing to intrinsic physiological properties of torpor. In addition to directly benefitting animal research, synthetic torpor-inducing systems will also serve as test beds for systems that may eventually hold human crewmembers in similar metabolic states on long-duration missions. The technologies for inducing synthetic torpor, which we discuss, are at relatively early stages of development, but there is ample evidence to show that this is a viable idea and one with very real benefits to spaceflight programs. The increasingly ambitious goals of world's many spaceflight programs will be most quickly and <span class="hlt">safely</span> achieved with the help of animal research systems transported beyond LEO; synthetic torpor may</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018LSSR...16..101G','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018LSSR...16..101G"><span>Synthetic torpor: A method for <span class="hlt">safely</span> and <span class="hlt">practically</span> transporting experimental animals aboard spaceflight missions to deep space</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Griko, Yuri; Regan, Matthew D.</p> <p>2018-02-01</p> <p>Animal research aboard the Space Shuttle and International Space Station has provided vital information on the physiological, cellular, and molecular effects of spaceflight. The relevance of this information to human spaceflight is enhanced when it is coupled with information gleaned from human-based research. As NASA and other space agencies initiate plans for human exploration missions beyond low Earth orbit (LEO), incorporating animal research into these missions is vitally important to understanding the biological impacts of deep space. However, new technologies will be required to integrate experimental animals into spacecraft design and transport them beyond LEO in a <span class="hlt">safe</span> and <span class="hlt">practical</span> way. In this communication, we propose the use of metabolic control technologies to reversibly depress the metabolic rates of experimental animals while in transit aboard the spacecraft. Compared to holding experimental animals in active metabolic states, the advantages of artificially inducing regulated, depressed metabolic states (called synthetic torpor) include significantly reduced mass, volume, and power requirements within the spacecraft owing to reduced life support requirements, and mitigated radiation- and microgravity-induced negative health effects on the animals owing to intrinsic physiological properties of torpor. In addition to directly benefitting animal research, synthetic torpor-inducing systems will also serve as test beds for systems that may eventually hold human crewmembers in similar metabolic states on long-duration missions. The technologies for inducing synthetic torpor, which we discuss, are at relatively early stages of development, but there is ample evidence to show that this is a viable idea and one with very real benefits to spaceflight programs. The increasingly ambitious goals of world's many spaceflight programs will be most quickly and <span class="hlt">safely</span> achieved with the help of animal research systems transported beyond LEO; synthetic torpor may</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/FR-2013-08-02/pdf/2013-18649.pdf','FEDREG'); return false;" href="https://www.gpo.gov/fdsys/pkg/FR-2013-08-02/pdf/2013-18649.pdf"><span>78 FR 46932 - Notice of Intent to Grant Exclusive Patent License; <span class="hlt">Safe</span> Environment Engineering</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collection.action?collectionCode=FR">Federal Register 2010, 2011, 2012, 2013, 2014</a></p> <p></p> <p>2013-08-02</p> <p>...; <span class="hlt">Safe</span> Environment Engineering AGENCY: Department of the Navy, DoD. ACTION: Notice. SUMMARY: The Department of the Navy hereby gives notice of its intent to grant to <span class="hlt">Safe</span> Environment Engineering a revocable, nonassignable, exclusive license to <span class="hlt">practice</span> <span class="hlt">Safe</span> Environment Engineering's proprietary sensor systems for the...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27654622','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27654622"><span>How Do Organizational Policies and <span class="hlt">Practices</span> Affect Return to <span class="hlt">Work</span> and <span class="hlt">Work</span> Role Functioning Following a Musculoskeletal Injury?</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Amick, Benjamin C; Lee, Hyunmi; Hogg-Johnson, Sheilah; Katz, Jeffrey N; Brouwer, Sandra; Franche, Renée-Louise; Bültmann, Ute</p> <p>2017-09-01</p> <p>Purpose Organizational-level policies and <span class="hlt">practices</span> that promote safety leadership and <span class="hlt">practices</span>, disability management and ergonomic policies and <span class="hlt">practices</span> are considered key contextual determinants of return to <span class="hlt">work</span>. Our objective was to examine the role of worker-reported organizational policies and <span class="hlt">practices</span> (OPPs) in return to <span class="hlt">work</span> (RTW) and <span class="hlt">work</span> role functioning (WRF) and the mediating role of pain self-efficacy and <span class="hlt">work</span> accommodation. Methods A worker cohort (n = 577) in Ontario, Canada was followed at 1, 6 and 12 months post injury. Both RTW (yes/no) and WRF (WLQ-16) status (3 levels) were measured. OPPs were measured (high vs. low) at 1 month post-injury. Pain self-efficacy (PSE) and <span class="hlt">work</span> accommodation (WA) were included in mediation analyses. Results OPPs predicted RTW at 6 months (adjusted OR 1.77; 95 % CI 1.07-2.93) and 12 months (adjusted OR 2.07; 95 % CI 1.18-3.62). OPPs predicted WRF at 6 months, but only the transition from <span class="hlt">working</span> with limitations to <span class="hlt">working</span> without limitations (adjusted OR 3.21; 95 % CI 1.92-5.39). At 12 months, OPPs predicted both the transition from not <span class="hlt">working</span> to <span class="hlt">working</span> with and without limitations and from not <span class="hlt">working</span> or <span class="hlt">working</span> with limitations to <span class="hlt">working</span> without limitations (adjusted OR 2.13; 95 % CI 1.37-3.30). Offers of WA mediated the relationship between OPPs and both RTW and WRF at 6 months follow-up. PSE mediated the relationship between OPPs and RTW and WRF at 6 months. At 12 months neither mediated the relationship. Conclusions The findings support worker-reported OPPs as key determinants of both RTW and WRF. These results point to the importance of WA and PSE in both RTW and WRF at 6 months.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title49-vol5/pdf/CFR-2010-title49-vol5-sec392-62.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title49-vol5/pdf/CFR-2010-title49-vol5-sec392-62.pdf"><span>49 CFR 392.62 - <span class="hlt">Safe</span> operation, buses.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-10-01</p> <p>... Transportation Other Regulations Relating to Transportation (Continued) FEDERAL MOTOR CARRIER SAFETY ADMINISTRATION, DEPARTMENT OF TRANSPORTATION FEDERAL MOTOR CARRIER SAFETY REGULATIONS DRIVING OF COMMERCIAL MOTOR VEHICLES Prohibited <span class="hlt">Practices</span> § 392.62 <span class="hlt">Safe</span> operation, buses. No person shall drive a bus and a motor...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014RScEd..44...53F','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014RScEd..44...53F"><span>Conceptual Demand of <span class="hlt">Practical</span> <span class="hlt">Work</span> in Science Curricula. A Methodological Approach</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Ferreira, Sílvia; Morais, Ana M.</p> <p>2014-02-01</p> <p>This article addresses the issue of the level of complexity of <span class="hlt">practical</span> <span class="hlt">work</span> in science curricula and is focused on the discipline of Biology and Geology at high school. The level of complexity is seen in terms of the emphasis on and types of <span class="hlt">practical</span> <span class="hlt">work</span> and, most importantly, in terms of its level of conceptual demand as given by the complexity of scientific knowledge, the degree of inter-relation between knowledges, and the complexity of cognitive skills. The study also analyzes recontextualizing processes that may occur within the official recontextualizing field. The study is psychologically and sociologically grounded, particularly on Bernstein's theory of pedagogic discourse. It uses a mixed methodology. The results show that <span class="hlt">practical</span> <span class="hlt">work</span> is poorly represented in the curriculum, particularly in the case of laboratory <span class="hlt">work</span>. The level of conceptual demand of <span class="hlt">practical</span> <span class="hlt">work</span> varies according to the text under analysis, between the two subjects Biology and Geology, and, within each of them, between general and specific guidelines. Aspects studied are not clearly explicated to curriculum receivers (teachers and textbooks authors). The meaning of these findings is discussed in the article. In methodological terms, the study explores assumptions used in the analysis of the level of conceptual demand and presents innovative instruments constructed for developing this analysis.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=rational+AND+influences+AND+decision&pg=4&id=EJ917718','ERIC'); return false;" href="https://eric.ed.gov/?q=rational+AND+influences+AND+decision&pg=4&id=EJ917718"><span>Rethinking Difficulties of Teaching Inquiry-Based <span class="hlt">Practical</span> <span class="hlt">Work</span>: Stories from Elementary Pre-Service Teachers</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kim, Mijung; Tan, Aik-Ling</p> <p>2011-01-01</p> <p>To alleviate teachers' reluctance toward <span class="hlt">practical</span> <span class="hlt">work</span>, there has been much discussion on teachers' pedagogical content knowledge, teaching materials, and failsafe strategies for <span class="hlt">practical</span> <span class="hlt">work</span>. Despite these efforts, <span class="hlt">practical</span> <span class="hlt">work</span> is still regarded as a challenging task for many elementary science teachers. To understand the complexity of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=understanding+AND+motivation+AND+emotion&pg=5&id=EJ866558','ERIC'); return false;" href="https://eric.ed.gov/?q=understanding+AND+motivation+AND+emotion&pg=5&id=EJ866558"><span>Does <span class="hlt">Practical</span> <span class="hlt">Work</span> Really Motivate? A Study of the Affective Value of <span class="hlt">Practical</span> <span class="hlt">Work</span> in Secondary School Science</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Abrahams, Ian</p> <p>2009-01-01</p> <p>The present paper reports on a study that examined whether <span class="hlt">practical</span> <span class="hlt">work</span> can be said to have affective outcomes, and if so in what sense. The term "affective" is used here to refer to the emotions, or feelings, engendered amongst pupils towards school science in general, or one of the sciences in particular. The study is based on 25 multi-site…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://nccih.nih.gov/health/safety','NIH-MEDLINEPLUS'); return false;" href="https://nccih.nih.gov/health/safety"><span><span class="hlt">Safe</span> Use of Complementary Health Products and <span class="hlt">Practices</span></span></a></p> <p><a target="_blank" href="http://medlineplus.gov/">MedlinePlus</a></p> <p></p> <p></p> <p>... Mind and Body <span class="hlt">Practices</span> for Children and Teens Dietary Supplement Safety Information Using Dietary Supplements Wisely Dietary Supplement ... Homeopathic Drugs Dietary Supplements—Adverse Event Reporting ( FDA ) Dietary Supplement Alerts and Advisories Alerts and Advisories Clinical <span class="hlt">Practice</span> ...</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li class="active"><span>15</span></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_15 --> <div id="page_16" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li class="active"><span>16</span></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="301"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4487566','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4487566"><span><span class="hlt">Safe</span> male circumcision in Botswana: Tension between traditional <span class="hlt">practices</span> and biomedical marketing</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Katisi, Masego; Daniel, Marguerite</p> <p>2015-01-01</p> <p>Botswana has been running <span class="hlt">Safe</span> Male Circumcision (SMC) since 2009 and has not yet met its target. Donors like the US Centers for Disease Control and Prevention and Africa Comprehensive HIV/AIDS Partnership (funded by the Gates Foundation) in collaboration with Botswana's Ministry of Health have invested much to encourage HIV-negative men to circumcise. Demand creation strategies make use of media and celebrities. The objective of this paper is to explore responses to SMC in relation to circumcision as part of traditional initiation <span class="hlt">practices</span>. More specifically, we present the views of two communities in Botswana on SMC consultation processes, implementation procedures and campaign strategies. The methods used include participant observation, in-depth interviews with key stakeholders (donors, implementers and Ministry officials), community leaders and men in the community. We observe that consultation with traditional leaders was done in a seemingly superficial, non-participatory manner. While SMC implementers reported pressure to deliver numbers to the World Health Organization, traditional leaders promoted circumcision through their routine traditional initiation ceremonies at breaks of two-year intervals. There were conflicting views on public SMC demand creation campaigns in relation to the traditional secrecy of circumcision. In conclusion, initial cooperation of local chiefs and elders turned into resistance. PMID:25866013</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25866013','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25866013"><span><span class="hlt">Safe</span> male circumcision in Botswana: tension between traditional <span class="hlt">practices</span> and biomedical marketing.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Katisi, Masego; Daniel, Marguerite</p> <p>2015-01-01</p> <p>Botswana has been running <span class="hlt">Safe</span> Male Circumcision (SMC) since 2009 and has not yet met its target. Donors like the US Centers for Disease Control and Prevention and Africa Comprehensive HIV/AIDS Partnership (funded by the Gates Foundation) in collaboration with Botswana's Ministry of Health have invested much to encourage HIV-negative men to circumcise. Demand creation strategies make use of media and celebrities. The objective of this paper is to explore responses to SMC in relation to circumcision as part of traditional initiation <span class="hlt">practices</span>. More specifically, we present the views of two communities in Botswana on SMC consultation processes, implementation procedures and campaign strategies. The methods used include participant observation, in-depth interviews with key stakeholders (donors, implementers and Ministry officials), community leaders and men in the community. We observe that consultation with traditional leaders was done in a seemingly superficial, non-participatory manner. While SMC implementers reported pressure to deliver numbers to the World Health Organization, traditional leaders promoted circumcision through their routine traditional initiation ceremonies at breaks of two-year intervals. There were conflicting views on public SMC demand creation campaigns in relation to the traditional secrecy of circumcision. In conclusion, initial cooperation of local chiefs and elders turned into resistance.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23427710','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23427710"><span><span class="hlt">Practice</span> teaching and the importance of feedback.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Lally, Sheila</p> <p>2013-01-01</p> <p><span class="hlt">Practice</span> teachers play a key role in ensuring health visitors, school nurses and occupational health nurses are capable of delivering <span class="hlt">safe</span> and effective <span class="hlt">practice</span> to the public. The <span class="hlt">practice</span> teacher is a significant member of the learning team during the specialist community public health nursing programme. This paper discusses the role of feedback in facilitating students' learning while in <span class="hlt">practice</span>. Its purpose is to raise awareness for those <span class="hlt">working</span> as <span class="hlt">practice</span> teachers to the issues they may experience when giving feedback and discusses the theories of transactional analysis, transference and counter-transference and the impact these may have on the <span class="hlt">practice</span> teachers' ability to give constructive feedback to specialist community public health nursing students.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=logistics+AND+area&pg=6&id=EJ855149','ERIC'); return false;" href="https://eric.ed.gov/?q=logistics+AND+area&pg=6&id=EJ855149"><span>Nursing Home <span class="hlt">Work</span> <span class="hlt">Practices</span> and Nursing Assistants' Job Satisfaction</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bishop, Christine E.; Squillace, Marie R.; Meagher, Jennifer; Anderson, Wayne L.; Wiener, Joshua M.</p> <p>2009-01-01</p> <p>Purpose: To estimate the impact of nursing home <span class="hlt">work</span> <span class="hlt">practices</span>, specifically compensation and <span class="hlt">working</span> conditions, on job satisfaction of nursing assistants employed in nursing homes. Design and Methods: Data are from the 2004 National Nursing Assistant Survey, responses by the nursing assistants' employers to the 2004 National Nursing Home Survey,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Social+AND+role&pg=2&id=EJ1042252','ERIC'); return false;" href="https://eric.ed.gov/?q=Social+AND+role&pg=2&id=EJ1042252"><span>School Social <span class="hlt">Work</span> in Louisiana: A Model of <span class="hlt">Practice</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Richard, Laura A.; Villarreal Sosa, Leticia</p> <p>2014-01-01</p> <p>Although the role of the school social worker has historically been inconsistent, fragmented, and contextual, concerns about the need to advocate for school social <span class="hlt">work</span> positions, demonstrate the effectiveness of school social <span class="hlt">work</span> <span class="hlt">practice</span>, understand the consequences of role ambiguity, and respond in a proactive way to policy changes has…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=web+AND+tracing&id=EJ1161506','ERIC'); return false;" href="https://eric.ed.gov/?q=web+AND+tracing&id=EJ1161506"><span>Learning Academic <span class="hlt">Work</span> <span class="hlt">Practices</span> in Discipline, Department and University</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Zukas, Miriam; Malcolm, Janice</p> <p>2017-01-01</p> <p>Purpose: This paper aims to examine the everyday <span class="hlt">practices</span> of academic <span class="hlt">work</span> in social science to understand better academics' learning. It also asks how academic <span class="hlt">work</span> is enacted in relation to the discipline, department and university, taking temporality as its starting point. Design/methodology/approach: The study sought to trace academic…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20020038875','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20020038875"><span>Multiagent <span class="hlt">Work</span> <span class="hlt">Practice</span> Simulation: Progress and Challenges</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Clancey, William J.; Sierhuis, Maarten; Shaffe, Michael G. (Technical Monitor)</p> <p>2001-01-01</p> <p>Modeling and simulating complex human-system interactions requires going beyond formal procedures and information flows to analyze how people interact with each other. Such <span class="hlt">work</span> <span class="hlt">practices</span> include conversations, modes of communication, informal assistance, impromptu meetings, workarounds, and so on. To make these social processes visible, we have developed a multiagent simulation tool, called Brahms, for modeling the activities of people belonging to multiple groups, situated in a physical environment (geographic regions, buildings, transport vehicles, etc.) consisting of tools, documents, and a computer system. We are finding many useful applications of Brahms for system requirements analysis, instruction, implementing software agents, and as a workbench for relating cognitive and social theories of human behavior. Many challenges remain for representing <span class="hlt">work</span> <span class="hlt">practices</span>, including modeling: memory over multiple days, scheduled activities combining physical objects, groups, and locations on a timeline (such as a Space Shuttle mission), habitat vehicles with trajectories (such as the Shuttle), agent movement in 3D space (e.g., inside the International Space Station), agent posture and line of sight, coupled movements (such as carrying objects), and learning (mimicry, forming habits, detecting repetition, etc.).</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=20030001510&hterms=social+learning+theory&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D80%26Ntt%3Dsocial%2Blearning%2Btheory','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=20030001510&hterms=social+learning+theory&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D80%26Ntt%3Dsocial%2Blearning%2Btheory"><span>Multiagent <span class="hlt">Work</span> <span class="hlt">Practice</span> Simulation: Progress and Challenges</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Clancey, William J.; Sierhuis, Maarten</p> <p>2002-01-01</p> <p>Modeling and simulating complex human-system interactions requires going beyond formal procedures and information flows to analyze how people interact with each other. Such <span class="hlt">work</span> <span class="hlt">practices</span> include conversations, modes of communication, informal assistance, impromptu meetings, workarounds, and so on. To make these social processes visible, we have developed a multiagent simulation tool, called Brahms, for modeling the activities of people belonging to multiple groups, situated in a physical environment (geographic regions, buildings, transport vehicles, etc.) consisting of tools, documents, and computer systems. We are finding many useful applications of Brahms for system requirements analysis, instruction, implementing software agents, and as a workbench for relating cognitive and social theories of human behavior. Many challenges remain for representing <span class="hlt">work</span> <span class="hlt">practices</span>, including modeling: memory over multiple days, scheduled activities combining physical objects, groups, and locations on a timeline (such as a Space Shuttle mission), habitat vehicles with trajectories (such as the Shuttle), agent movement in 3d space (e.g., inside the International Space Station), agent posture and line of sight, coupled movements (such as carrying objects), and learning (mimicry, forming habits, detecting repetition, etc.).</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21800657','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21800657"><span>[<span class="hlt">Safe</span> <span class="hlt">practice</span> of oral rehydration therapy by oral rehydration solution and carbohydrate loading--evaluation by non-invasive gastric echo examination].</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Sakurai, Yasuyoshi; Uchida, Michiko; Aiba, Junko; Mimura, Fumiaki; Yamaguchi, Midori</p> <p>2011-07-01</p> <p>Many anesthesiologists are reluctant to depart from their traditional long fasting periods, even though many guidelines recommend that oral intake of clear fluids administered up to 2-3 hours prior to general anesthesia does not adversely affect the gastric contents. It also indicates that the application of these guidelines does not affect the incidence of pulmonary aspiration. One of the reasons why they have not changed their <span class="hlt">practices</span> is that they wonder whether it is <span class="hlt">safe</span> to administer clear fluids as recommended in the guidelines. In this review, we emphasize that oral rehydration therapy using clear fluids (such as OS-1, water and carbohydrate-rich beverage) is <span class="hlt">safe</span> based on the non-invasive gastric echo examinations as many guidelines have already indicated. Oral rehydration therapy should be considered not only as an alternative to intravenous therapy for preoperative fluid and electrolyte management but also as one of the important modalities which can enhance the recovery of surgical patients.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29120319','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29120319"><span>"It makes us really look inferior to outsiders": Coping with psychosocial experiences associated with the lack of access to <span class="hlt">safe</span> water and sanitation.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Bisung, Elijah; Elliott, Susan J</p> <p>2017-11-09</p> <p>This paper explores daily experiences and coping resources related to the lack of access to <span class="hlt">safe</span> water and adequate sanitation in Usoma, a lakeshore community in Western Kenya. A qualitative approach that involved 10 focus group discussions and 9 key informant interviews with community leaders, volunteers and professionals was used to explore the research objectives. Data were collected from June to August 2013. Daily <span class="hlt">practices</span> and experiences around water and sanitation, such as water collection, open defecation and shared toilets, were a major concern to residents. In the absence of <span class="hlt">safe</span> water, residents used social networks and support, financial resources and the nearby Lake Victoria as coping resources. Findings from this study are important for mobilizing resources in vulnerable settings as a first step towards designing community-based interventions. For public health <span class="hlt">practice</span>, practitioners must <span class="hlt">work</span> with - and collaborate across - sectors to enhance and strengthen social networks and cohesion, and protect the natural environment while <span class="hlt">working</span> toward addressing water-related challenges in deprived settings.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=qualitative+AND+research+AND+science&pg=3&id=EJ1155542','ERIC'); return false;" href="https://eric.ed.gov/?q=qualitative+AND+research+AND+science&pg=3&id=EJ1155542"><span>Exploring Science Teachers' Perceptions of Experimentation: Implications for Restructuring School <span class="hlt">Practical</span> <span class="hlt">Work</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wei, Bing; Li, Xiaoxiao</p> <p>2017-01-01</p> <p>It is commonly recognised that <span class="hlt">practical</span> <span class="hlt">work</span> has a distinctive and central role in science teaching and learning. Although a large number of studies have addressed the definitions, typologies, and purposes of <span class="hlt">practical</span> <span class="hlt">work</span>, few have consulted <span class="hlt">practicing</span> science teachers. This study explored science teachers' perceptions of experimentation for…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.fs.usda.gov/treesearch/pubs/165','TREESEARCH'); return false;" href="https://www.fs.usda.gov/treesearch/pubs/165"><span><span class="hlt">Working</span> <span class="hlt">safely</span> in summertime heat</span></a></p> <p><a target="_blank" href="http://www.fs.usda.gov/treesearch/">Treesearch</a></p> <p>Robert B. Rummer</p> <p>1997-01-01</p> <p>As logging operations continue in the hotter months of he year, the safety hazard of heat stress appears. Loggers are particularly at risk, because the combination of hard physical <span class="hlt">work</span> and outdoor conditions puts high demands on the body. While loggers rarely die from heat stress, they may suffer heat illness symptoms ranging from the discomfort of heat rash to nausea...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20100025456','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20100025456"><span>Embracing <span class="hlt">Safe</span> Ground Test Facility Operations and Maintenance</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Dunn, Steven C.; Green, Donald R.</p> <p>2010-01-01</p> <p>Conducting integrated operations and maintenance in wind tunnel ground test facilities requires a balance of meeting due dates, efficient operation, responsiveness to the test customer, data quality, effective maintenance (relating to readiness and reliability), and personnel and facility safety. Safety is non-negotiable, so the balance must be an "and" with other requirements and needs. Pressure to deliver services faster at increasing levels of quality in under-maintained facilities is typical. A challenge for management is to balance the "need for speed" with safety and quality. It s especially important to communicate this balance across the organization - workers, with a desire to perform, can be tempted to cut corners on defined processes to increase speed. Having a lean staff can extend the time required for pre-test preparations, so providing a <span class="hlt">safe</span> <span class="hlt">work</span> environment for facility personnel and providing good stewardship for expensive National capabilities can be put at risk by one well-intending person using at-risk behavior. This paper documents a specific, though typical, operational environment and cites management and worker safety initiatives and tools used to provide a <span class="hlt">safe</span> <span class="hlt">work</span> environment. Results are presented and clearly show that the <span class="hlt">work</span> environment is a relatively <span class="hlt">safe</span> one, though still not good enough to keep from preventing injury. So, the journey to a zero injury <span class="hlt">work</span> environment - both in measured reality and in the minds of each employee - continues. The intent of this paper is to provide a benchmark for others with operational environments and stimulate additional sharing and discussion on having and keeping a <span class="hlt">safe</span> <span class="hlt">work</span> environment.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED214019.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED214019.pdf"><span><span class="hlt">Practice</span> Ethical Behavior. <span class="hlt">Work</span> Maturity Skills. Competency 4.0.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ohio State Univ., Columbus. National Center for Research in Vocational Education.</p> <p></p> <p>Designed for use as a part of the <span class="hlt">Work</span> Maturity Skills Training Program, this unit consists of instructional materials dealing with <span class="hlt">practicing</span> ethical behavior. (The <span class="hlt">Work</span> Maturity Skills Training Program is a set of individualized competency-based units that are designed to help participants develop the competencies they need to find and retain…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21190583','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21190583"><span>Ethnographic study of ICT-supported collaborative <span class="hlt">work</span> routines in general <span class="hlt">practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Swinglehurst, Deborah; Greenhalgh, Trisha; Myall, Michelle; Russell, Jill</p> <p>2010-12-29</p> <p>Health informatics research has traditionally been dominated by experimental and quasi-experimental designs. An emerging area of study in organisational sociology is routinisation (how collaborative <span class="hlt">work</span> <span class="hlt">practices</span> become business-as-usual). There is growing interest in the use of ethnography and other in-depth qualitative approaches to explore how collaborative <span class="hlt">work</span> routines are enacted and develop over time, and how electronic patient records (EPRs) are used to support collaborative <span class="hlt">work</span> <span class="hlt">practices</span> within organisations. Following Feldman and Pentland, we will use 'the organisational routine' as our unit of analysis. In a sample of four UK general <span class="hlt">practices</span>, we will collect narratives, ethnographic observations, multi-modal (video and screen capture) data, documents and other artefacts, and analyse these to map and compare the different understandings and enactments of three common routines (repeat prescribing, coding and summarising, and chronic disease surveillance) which span clinical and administrative spaces and which, though 'mundane', have an important bearing on quality and safety of care. In a detailed qualitative analysis informed by sociological theory, we aim to generate insights about how complex collaborative <span class="hlt">work</span> is achieved through the process of routinisation in healthcare organisations. Our study offers the potential not only to identify potential quality failures (poor performance, errors, failures of coordination) in collaborative <span class="hlt">work</span> routines but also to reveal the hidden <span class="hlt">work</span> and workarounds by front-line staff which bridge the model-reality gap in EPR technologies and via which "automated" safety features have an impact in <span class="hlt">practice</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3043156','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3043156"><span>Primary Care <span class="hlt">Practice</span> Transformation Is Hard <span class="hlt">Work</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Crabtree, Benjamin F.; Nutting, Paul A.; Miller, William L.; McDaniel, Reuben R.; Stange, Kurt C.; Jaén, Carlos Roberto; Stewart, Elizabeth</p> <p>2010-01-01</p> <p>Background Serious shortcomings remain in clinical care in the United States despite widespread use of improvement strategies for enhancing clinical performance based on knowledge transfer approaches. Recent calls to transform primary care <span class="hlt">practice</span> to a patient-centered medical home present even greater challenges and require more effective approaches. Methods Our research team conducted a series of National Institutes of Health funded descriptive and intervention projects to understand organizational change in primary care <span class="hlt">practice</span> settings, emphasizing a complexity science perspective. The result was a developmental research effort that enabled the identification of critical lessons relevant to enabling <span class="hlt">practice</span> change. Results A summary of findings from a 15-year program of research highlights the limitations of viewing primary care <span class="hlt">practices</span> in the mechanistic terms that underlie current or traditional approaches to quality improvement. A theoretical perspective that views primary care <span class="hlt">practices</span> as dynamic complex adaptive systems with “agents” who have the capacity to learn, and the freedom to act in unpredictable ways provides a better framework for grounding quality improvement strategies. This framework strongly emphasizes that quality improvement interventions should not only use a complexity systems perspective, but also there is a need for continual reflection, careful tailoring of interventions, and ongoing attention to the quality of interactions among agents in the <span class="hlt">practice</span>. Conclusions It is unlikely that current strategies for quality improvement will be successful in transforming current primary care <span class="hlt">practice</span> to a patient-centered medical home without a stronger guiding theoretical foundation. Our <span class="hlt">work</span> suggests that a theoretical framework guided by complexity science can help in the development of quality improvement strategies that will more effectively facilitate <span class="hlt">practice</span> change. PMID:20856145</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28771579','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28771579"><span><span class="hlt">Safe</span> delivery care <span class="hlt">practices</span> in western Nepal: Does women's autonomy influence the utilization of skilled care at birth?</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Bhandari, Tulsi Ram; Kutty, V Raman; Sarma, P Sankara; Dangal, Ganesh</p> <p>2017-01-01</p> <p>Despite various efforts to increase the utilization of skilled birth attendants (SBA), nearly two-thirds of deliveries take place at home without the assistance of SBAs in Nepal. We hypothesized that the ability of women to take decisions about their own lives-women's autonomy-plays an important part in birth choices. To know this, we conducted a community-based cross-sectional study for assessing women's autonomy and utilization of <span class="hlt">safe</span> delivery care service in Kapilvastu district of Nepal from June to October 2014. We used multivariate modeling to associate socioeconomic factors and women's autonomy with the utilization of <span class="hlt">safe</span> delivery care services. Just over one-third of women sought institutional delivery care during the birth of their last child. Out of the total deliveries at health facilities, nearly 58% women visited health facility for self-reported emergency obstructive care. Only 6.2% home deliveries were handled by health workers and 14.7% women used the <span class="hlt">safe</span> delivery kit for home delivery care. Higher levels of women's education had a strong positive association (odds ratio = 24.11, CI = 9.43-61.64) with institutional delivery care. Stratified analysis showed that when the husband is educated, women's education seems to <span class="hlt">work</span> partly through their autonomy in decision making. Educational status of women emerged as one of the key predictors of the utilization of delivery care services in Kapilvastu district. Economic status of household and husband's education are other dominant predictors of the utilization of <span class="hlt">safe</span> delivery care services. Improving the economic and educational status may be the way out for improving the proportion of institutional deliveries. Women's autonomy may be an important mediating factor in this pathway.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Micro+AND+biology&pg=4&id=EJ114813','ERIC'); return false;" href="https://eric.ed.gov/?q=Micro+AND+biology&pg=4&id=EJ114813"><span><span class="hlt">Practical</span> Tips for the <span class="hlt">Safe</span> Handling of Micro-organisms in Schools</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Holt, G.</p> <p>1974-01-01</p> <p>Outlines <span class="hlt">safe</span> laboratory procedures for the handling of micro-organisms including aseptic technique, manipulation of cultures, and treatment of contaminated equipment. Identifies the principal hazard as the microbial aerosol, explains its possible effects, and describes the appropriate precautions. (GS)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/10750677','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/10750677"><span>Cochrane pregnancy and childbirth database: resource for evidence-based <span class="hlt">practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Callister, L C; Hobbins-Garbett, D</p> <p>2000-01-01</p> <p>The Cochrane Pregnancy and Childbirth database is an ongoing meta-analysis of evidence documenting effective health care <span class="hlt">practices</span> for childbearing women and their neonates. It is proving invaluable to nurse educators, researchers, clinicians, and administrators <span class="hlt">working</span> in a variety of health care delivery settings. Evidence-based nursing <span class="hlt">practice</span> that is <span class="hlt">safe</span> and effective can enhance rather than overpower pivotal and celebratory life events such as childbirth.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=social+AND+issues+AND+education&pg=6&id=EJ1147307','ERIC'); return false;" href="https://eric.ed.gov/?q=social+AND+issues+AND+education&pg=6&id=EJ1147307"><span>Greening Social <span class="hlt">Work</span> Education: Teaching Environmental Rights and Sustainability in Community <span class="hlt">Practice</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Androff, David; Fike, Chris; Rorke, John</p> <p>2017-01-01</p> <p>Green issues such as protecting environmental rights and promoting sustainability are growing in importance to social <span class="hlt">work</span> <span class="hlt">practice</span> but are largely ignored in social <span class="hlt">work</span> curricula. This article uses comparative case studies of three student-led community <span class="hlt">practice</span> projects to demonstrate how environmental rights can be incorporated into social…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li class="active"><span>16</span></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_16 --> <div id="page_17" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li class="active"><span>17</span></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="321"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=self+AND+improvement&pg=4&id=EJ992706','ERIC'); return false;" href="https://eric.ed.gov/?q=self+AND+improvement&pg=4&id=EJ992706"><span>Teaching Research and <span class="hlt">Practice</span> Evaluation Skills to Graduate Social <span class="hlt">Work</span> Students</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wong, Stephen E.; Vakharia, Sheila P.</p> <p>2012-01-01</p> <p>Objective: The authors examined outcomes of a graduate course on evaluating social <span class="hlt">work</span> <span class="hlt">practice</span> that required students to use published research, quantitative measures, and single-system designs in a simulated <span class="hlt">practice</span> evaluation project. Method: <span class="hlt">Practice</span> evaluation projects from a typical class were analyzed for the number of research references…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=rework&id=EJ1032780','ERIC'); return false;" href="https://eric.ed.gov/?q=rework&id=EJ1032780"><span>Boundaries, <span class="hlt">Work</span> and Identity <span class="hlt">Practices</span>: Being "'Asian" Migrant Educational Workers</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Joseph, Cynthia</p> <p>2014-01-01</p> <p>This article draws on the concept of boundaries in understanding the identity <span class="hlt">practices</span> of a group of Malaysian skilled migrant women <span class="hlt">working</span> in the Australian education sector. Drawing on in-depth interviews with these women on their migration and <span class="hlt">work</span> experiences, the author explores the concept of boundary <span class="hlt">work</span> within an educational framework.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=adaptation+AND+fox&pg=2&id=EJ314995','ERIC'); return false;" href="https://eric.ed.gov/?q=adaptation+AND+fox&pg=2&id=EJ314995"><span>Mission Impossible? Social <span class="hlt">Work</span> <span class="hlt">Practice</span> with Black Urban Youth Gangs.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Fox, Jerry R.</p> <p>1985-01-01</p> <p>Describes the adaptation of social <span class="hlt">work</span> <span class="hlt">practice</span> skills to serve black urban youth gangs. Presents a model for <span class="hlt">practice</span> which respects youths' right to self-determination and community needs. Model stages discussed include contact, rapport, setting goals, assigning roles, procuring resources, and evaluation. Model applicability is suggested. (NRB)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24225066','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24225066"><span>Assessing the 'system' in <span class="hlt">safe</span> systems-based road designs: using cognitive <span class="hlt">work</span> analysis to evaluate intersection designs.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Cornelissen, M; Salmon, P M; Stanton, N A; McClure, R</p> <p>2015-01-01</p> <p>While a <span class="hlt">safe</span> systems approach has long been acknowledged as the underlying philosophy of contemporary road safety strategies, systemic applications are sparse. This article argues that systems-based methods from the discipline of Ergonomics have a key role to play in road transport design and evaluation. To demonstrate, the Cognitive <span class="hlt">Work</span> Analysis framework was used to evaluate two road designs - a traditional Melbourne intersection and a cut-through design for future intersections based on road safety <span class="hlt">safe</span> systems principles. The results demonstrate that, although the cut-through intersection appears different in layout from the traditional intersection, system constraints are not markedly different. Furthermore, the analyses demonstrated that redistribution of constraints in the cut-through intersection resulted in emergent behaviour, which was not anticipated and could prove problematic. Further, based on the lack of understanding of emergent behaviour, similar design induced problems are apparent across both intersections. Specifically, incompatibilities between infrastructure, vehicles and different road users were not dealt with by the proposed design changes. The importance of applying systems methods in the design and evaluation of road transport systems is discussed. Copyright © 2013 Elsevier Ltd. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Infrastructure+AND+code&pg=3&id=EJ987987','ERIC'); return false;" href="https://eric.ed.gov/?q=Infrastructure+AND+code&pg=3&id=EJ987987"><span>A Qualitative Study of Immigration Policy and <span class="hlt">Practice</span> Dilemmas for Social <span class="hlt">Work</span> Students</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Furman, Rich; Langer, Carol L.; Sanchez, Thomas Wayne; Negi, Nalini Junko</p> <p>2007-01-01</p> <p>Social policy shapes the infrastructure wherein social <span class="hlt">work</span> is <span class="hlt">practiced</span>. However, what happens when a particular social policy is seemingly incongruent with the social <span class="hlt">work</span> code of ethics? How do social <span class="hlt">work</span> students conceive and resolve potential <span class="hlt">practice</span> dilemmas that may arise as a consequence? In this study, the authors explored potential…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24450021','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24450021"><span>Responding to the global economic crisis: inclusive social <span class="hlt">work</span> <span class="hlt">practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Strier, Ron</p> <p>2013-10-01</p> <p>The present global economic crisis raises new concerns for social workers. One of its most visible results is the further socioeconomic decline and marginalization of excluded populations. This article suggests that the current circumstances require a much more engaged, egalitarian, and reflexive <span class="hlt">practice</span>-a <span class="hlt">practice</span>, based on social rights, that matches the magnitude of the crisis and its negative impact on traditional social <span class="hlt">work</span> constituencies. Consequently, the article suggests the concept of inclusive social <span class="hlt">work</span> <span class="hlt">practice</span> (ISWP), a conceptual framework whose main principles respond to four processes of social exclusion closely related to the present global crisis: extreme social isolation, growing dependency, multiple deprivation, and internalized oppression. The author describes the impact of the global crisis on patterns of social exclusion and presents the methodological foundations of the ISWP framework.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3224237','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3224237"><span>Ethnographic study of ICT-supported collaborative <span class="hlt">work</span> routines in general <span class="hlt">practice</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p></p> <p>2010-01-01</p> <p>Background Health informatics research has traditionally been dominated by experimental and quasi-experimental designs. An emerging area of study in organisational sociology is routinisation (how collaborative <span class="hlt">work</span> <span class="hlt">practices</span> become business-as-usual). There is growing interest in the use of ethnography and other in-depth qualitative approaches to explore how collaborative <span class="hlt">work</span> routines are enacted and develop over time, and how electronic patient records (EPRs) are used to support collaborative <span class="hlt">work</span> <span class="hlt">practices</span> within organisations. Methods/design Following Feldman and Pentland, we will use 'the organisational routine' as our unit of analysis. In a sample of four UK general <span class="hlt">practices</span>, we will collect narratives, ethnographic observations, multi-modal (video and screen capture) data, documents and other artefacts, and analyse these to map and compare the different understandings and enactments of three common routines (repeat prescribing, coding and summarising, and chronic disease surveillance) which span clinical and administrative spaces and which, though 'mundane', have an important bearing on quality and safety of care. In a detailed qualitative analysis informed by sociological theory, we aim to generate insights about how complex collaborative <span class="hlt">work</span> is achieved through the process of routinisation in healthcare organisations. Discussion Our study offers the potential not only to identify potential quality failures (poor performance, errors, failures of coordination) in collaborative <span class="hlt">work</span> routines but also to reveal the hidden <span class="hlt">work</span> and workarounds by front-line staff which bridge the model-reality gap in EPR technologies and via which "automated" safety features have an impact in <span class="hlt">practice</span>. PMID:21190583</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27082052','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27082052"><span>A Critical Assessment of Evidence-Based Policy and <span class="hlt">Practice</span> in Social <span class="hlt">Work</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Diaz, Clive; Drewery, Sian</p> <p>2016-01-01</p> <p>In this article the authors consider how effective social <span class="hlt">work</span> has been in terms of evidence-based policies and <span class="hlt">practice</span>. They consider the role that "evidence" plays in policy making both in the wider context and, in particular, in relation to social <span class="hlt">work</span>. The authors argue that there are numerous voices in the policy-making process and evidence only plays a minor role in terms of policy development and <span class="hlt">practice</span> in social <span class="hlt">work</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=pesticides+AND+human+AND+health&pg=2&id=EJ427878','ERIC'); return false;" href="https://eric.ed.gov/?q=pesticides+AND+human+AND+health&pg=2&id=EJ427878"><span>The Pesticide Problem: Is Any Amount <span class="hlt">Safe</span>?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cooper, Susan</p> <p>1991-01-01</p> <p>Discusses the use of integrated pest management to foster a <span class="hlt">safe</span> school environment free from pesticides. This effective, environmentally sound system minimizes human exposure and reduces the toxicity of materials used to control pests. Parents, teachers, and students can educate themselves to improve school pest control <span class="hlt">practices</span>. (SM)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=service+AND+blueprint&id=EJ850225','ERIC'); return false;" href="https://eric.ed.gov/?q=service+AND+blueprint&id=EJ850225"><span>Privileging <span class="hlt">Practice</span>: Facing the Challenge of Integrated <span class="hlt">Working</span> for Outcomes for Children</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Canavan, John; Coen, Liam; Dolan, Pat; Whyte, Liam</p> <p>2009-01-01</p> <p>Integrated <span class="hlt">working</span> for outcomes is complex and challenging in theory and <span class="hlt">practice</span>. Yet, outcomes and integrated <span class="hlt">working</span> are central to the policy goals for children and families in Ireland. In this article, the authors present two main arguments: first, that reflective <span class="hlt">practice</span> offers a useful general methodology for engaging with the theoretical…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/20701204','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/20701204"><span><span class="hlt">Work</span>-based learning: supporting advanced perioperative <span class="hlt">practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Quick, Julie</p> <p>2010-07-01</p> <p>The arrival of <span class="hlt">work</span>-based learning awards in professional education offers an alternative route for healthcare professionals looking to undertake post-registration education. The unique way that <span class="hlt">work</span>-based learning integrates individual learning needs with that of role requirements makes the award an ideal choice for the advanced perioperative practitioner (APP) who wishes to combine academic study with professional development. As an experienced and professionally qualified practitioner (Thatcher 2003) the APP will have an accumulation of knowledge, skills and experience that may go unrecognised in alternative awards. The term APP refers to a nurse, ODP or allied healthcare professional who undertakes a role that challenges the traditional boundaries of care within the perioperative environment (Radford 2004), such as that of a surgical care practitioner (SCP). Here Julie Quick, a SCP, examines the changes within post-registration education and in particular describes why <span class="hlt">work</span>-based learning awards may be an appropriate choice for practitioners <span class="hlt">working</span> at a higher level of <span class="hlt">practice</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27938025','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27938025"><span>Advancing Hospice and Palliative Care Social <span class="hlt">Work</span> Leadership in Interprofessional Education and <span class="hlt">Practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Blacker, Susan; Head, Barbara A; Jones, Barbara L; Remke, Stacy S; Supiano, Katherine</p> <p>2016-01-01</p> <p>The importance of interprofessional collaboration in achieving high quality outcomes, improving patient quality of life, and decreasing costs has been growing significantly in health care. Palliative care has been viewed as an exemplary model of interprofessional care delivery, yet best <span class="hlt">practices</span> in both interprofessional education (IPE) and interprofessional <span class="hlt">practice</span> (IPP) in the field are still developing. So, too, is the leadership of hospice and palliative care social workers within IPE and IPP. Generating evidence regarding best <span class="hlt">practices</span> that can prepare social <span class="hlt">work</span> professionals for collaborative <span class="hlt">practice</span> is essential. Lessons learned from <span class="hlt">practice</span> experiences of social workers <span class="hlt">working</span> in hospice and palliative care can inform educational efforts of all professionals. The emergence of interprofessional education and competencies is a development that is relevant to social <span class="hlt">work</span> <span class="hlt">practice</span> in this field. Opportunities for hospice and palliative social workers to demonstrate leadership in IPE and IPP are presented in this article.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28727627','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28727627"><span>Associations of Organizational Safety <span class="hlt">Practices</span> and Culture With Physical Workload, Perceptions About <span class="hlt">Work</span>, and <span class="hlt">Work</span>-Related Injury and Symptoms Among Hospital Nurses.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Lee, Soo-Jeong; Lee, Joung Hee</p> <p></p> <p>The study aim was to examine the relationships of organizational safety <span class="hlt">practices</span> with nurses' perceptions about job and risk and experiences of <span class="hlt">work</span>-related injury and symptoms. Nursing professions report high rates of <span class="hlt">work</span>-related injuries. Organizational safety <span class="hlt">practices</span> have been linked to workers' safety outcomes and perceptions about <span class="hlt">work</span>. This study analyzed data from a random sample of 280 California RNs in a cross-sectional statewide survey. Data were collected by both postal and online surveys. Higher perceptions of organizational safety <span class="hlt">practices</span> (safety climate, ergonomic <span class="hlt">practices</span>, people-oriented culture) were significantly associated with lower physical workload, lower job strain, higher job satisfaction, lower risk perception, and lower <span class="hlt">work</span>-related injury and symptom experiences. Ergonomic <span class="hlt">practices</span> and people-oriented culture were associated with less intention of leaving job. Organizational safety <span class="hlt">practices</span> may play a pivotal role in improving positive perceptions about jobs, reducing injury risks, and promoting nurse retention.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28364834','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28364834"><span>Chinese farmers' willingness to accept compensation to <span class="hlt">practice</span> <span class="hlt">safe</span> disposal of HPAI infected chicken.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Huang, Zeying; Wang, Jimin; Zuo, Alec</p> <p>2017-04-01</p> <p>Highly Pathogenic Avian Influenza (HPAI) is a high morbidity and mortality zoonotic disease, which threatens poultry and human health. An outbreak of disease in China requires strict slaughter and disposal of all chickens within a three-kilometer radius, incurring large private costs for farmers and encouraging black market transactions. A stated preference survey of 331 farmers across six provinces in China was conducted in 2015, in order to measure the responsiveness of farmers to accept various compensation prices for <span class="hlt">safely</span> disposing of HPAI infected chicken. Findings suggest that about 25% and 40% of farmers in South and North China respectively would not adopt <span class="hlt">safe</span> disposal at the current compensation price (10 yuan/bird) offered by the government. However, 80% of farmers would adopt <span class="hlt">safe</span> disposal if the compensation price increased to 14.1 yuan in South China and 18.9 yuan in North China. The adoption of <span class="hlt">safe</span> disposal by farmers was positively and significantly influenced by compensation price (p=0.000) and regular contact with epidemic prevention staff (p=0.094). However, adoption was negatively and significantly influenced by net farm income (p=0.100) and chicken production income percentage (p=0.014). Although half of (51%) of farmers were willing to receive zero compensation, a reasonable compensation scheme along with strengthened supervision, may be considered the most effective strategy to encourage <span class="hlt">safe</span> disposal of HPAI infected chicken and reduce the risks associated with black market transactions. Copyright © 2017 Elsevier B.V. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=appreciative+AND+inquiry+AND+learning&pg=3&id=EJ1091896','ERIC'); return false;" href="https://eric.ed.gov/?q=appreciative+AND+inquiry+AND+learning&pg=3&id=EJ1091896"><span>Developing Social <span class="hlt">Work</span> Professional Judgment Skills: Enhancing Learning in <span class="hlt">Practice</span> by Researching Learning in <span class="hlt">Practice</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Rawles, Joanna</p> <p>2016-01-01</p> <p>The aims of this article are twofold: to discuss the value of <span class="hlt">practice</span>-based research as a basis for enhancing learning and teaching in social <span class="hlt">work</span> and, as an illustration of this, to present the findings of a preliminary qualitative research study into social <span class="hlt">work</span> students' development of professional judgment skills. The research was conducted…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/11829249','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/11829249"><span>Embodied <span class="hlt">practice</span>: claiming the body's experience, agency, and knowledge for social <span class="hlt">work</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Tangenberg, Kathleen M; Kemp, Susan</p> <p>2002-01-01</p> <p>Although social <span class="hlt">work</span> <span class="hlt">practice</span> typically is concerned with physical conditions and experiences such as poverty, addiction, and violence, relatively little attention has been given to the body in professional literature. Emphasizing both physical and sociocultural dimensions of the body, this article argues for an invigorated, more complex understanding of the body in social <span class="hlt">work</span> theory, <span class="hlt">practice</span>, and research. Drawing from scholarship in the humanities, social sciences, and social <span class="hlt">work</span>, a framework involving three dimensions of the body is proposed for integration with accepted ecological <span class="hlt">practice</span> models. The nature and implications of three primary dimensions of the body for multiple domains of social <span class="hlt">work</span> <span class="hlt">practice</span> are explored, citing examples from narratives of mothers living with HIV disease: (1) the experiencing body, focused on the physicality of daily life; (2) the body of power, focused on the physicality of oppression and marginality, typically based on race or ethnicity, socioeconomic status, gender, sexual orientation, age, disability, physical appearance, and illness; and (3) the client body, reflecting the bodily experiences of those identified as clients who participate in relationships with social workers.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22694131','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22694131"><span>Teaching evidence-based social <span class="hlt">work</span> in foundation <span class="hlt">practice</span> courses: learning from pedagogical choices of allied fields.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Traube, Dorian E; Pohle, Cara E; Barley, Melissa</p> <p>2012-01-01</p> <p>The field of social <span class="hlt">work</span> is attuned to the need to incorporate evidence-based <span class="hlt">practice</span> education into masters-level curriculum. One question remaining is how to integrate evidence-based <span class="hlt">practice</span> in the foundation <span class="hlt">practice</span> courses. Integration of evidence-based <span class="hlt">practice</span> across the foundation-level curriculum coincides with the Council on Social <span class="hlt">Work</span> Education's mandate that student's engage in research-informed <span class="hlt">practice</span> and <span class="hlt">practice</span>-informed research. Through a discussion of definitions, criticisms, and pedagogy across the allied fields of medicine, nursing, and social <span class="hlt">work</span> the authors address the current status of evidence-based <span class="hlt">practice</span> curriculum in foundation-level education. The authors incorporate the lessons learned from allied fields and a Masters of Social <span class="hlt">Work</span> student's analyses of their experience of evidence-based <span class="hlt">practice</span> learning to propose an adult-learner model to improve evidence-based <span class="hlt">practice</span> pedagogy in Social <span class="hlt">Work</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24611806','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24611806"><span>Social <span class="hlt">work</span> <span class="hlt">practice</span> with LGBT seniors.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Gratwick, Steve; Jihanian, Lila J; Holloway, Ian W; Sanchez, Marisol; Sullivan, Kathleen</p> <p>2014-01-01</p> <p>The Los Angeles Gay & Lesbian Center began providing services to LGBT seniors in 2008. Since then, the Center's seniors program has grown to over 3,300 clients. It provides a variety of enrichment and support services with the overarching goal of empowering seniors to successfully age in place. This article outlines the service delivery program of the Center's Seniors Services Department and describes its successes and challenges in meeting the needs of diverse LGBT seniors. It offers future directions for social <span class="hlt">work</span> <span class="hlt">practice</span>, policy, and research with LGBT older adults.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=feminism+AND+definition&pg=6&id=EJ507887','ERIC'); return false;" href="https://eric.ed.gov/?q=feminism+AND+definition&pg=6&id=EJ507887"><span>Empowerment in Social <span class="hlt">Work</span> <span class="hlt">Practice</span> with Older Women.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Browne, Colette V.</p> <p>1995-01-01</p> <p>Discusses and contrasts varying definitions of empowerment from social <span class="hlt">work</span> and feminist literature. Describes what is problematic in the definitions of empowerment <span class="hlt">practice</span> with older women and suggests reasons for broadening the definition and concept of empowerment so that social welfare professionals can meet the needs of this growing…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28562145','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28562145"><span>Exploring educational interventions to facilitate health professional students' professionally <span class="hlt">safe</span> online presence.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Henning, Marcus A; Hawken, Susan; MacDonald, Joanna; McKimm, Judy; Brown, Menna; Moriarty, Helen; Gasquoine, Sue; Chan, Kwong; Hilder, Jo; Wilkinson, Tim</p> <p>2017-09-01</p> <p>To establish the most effective approach and type of educational intervention for health professional students, to enable them to maintain a professionally <span class="hlt">safe</span> online presence. This was a qualitative, multinational, multi-institutional, multiprofessional study. <span class="hlt">Practical</span> considerations (availability of participants) led us to use a combination of focus groups and individual interviews, strengthening our findings by triangulating our method of data collection. The study gathered data from 57 nursing, medical and paramedical students across four sites in three countries (Aotearoa/New Zealand, Australia and Wales). A content analysis was conducted to clarify how and why students used Facebook and what strategies they thought might be useful to ensure professional usage. A series of emergent codes were examined and a thematic analysis undertaken from which key themes were crystallized. The results illuminated the ways in which students use social networking sites (SNS). The three key themes to emerge from the data analysis were negotiating identities, distancing and risks. Students expressed the wish to have material about professional safety on SNS taught to them by authoritative figures to explain "the rules" as well as by peers to assist with <span class="hlt">practicalities</span>. Our interactive research method demonstrated the transformative capacity of the students <span class="hlt">working</span> in groups. Our study supports the need for an educational intervention to assist health professional students to navigate SNS <span class="hlt">safely</span> and in a manner appropriate to their future roles as health professionals. Because health professional students develop their professional identity throughout their training, we suggest that the most appropriate intervention incorporate small group interactive sessions from those in authority, and from peers, combined with group <span class="hlt">work</span> that facilitates and enhances the students' development of a professional identity.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li class="active"><span>17</span></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_17 --> <div id="page_18" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li class="active"><span>18</span></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="341"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23301533','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23301533"><span>Ranking of healthcare programmes based on health outcome, health costs and <span class="hlt">safe</span> delivery of care in hospital pharmacy <span class="hlt">practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Brisseau, Lionel; Bussières, Jean-François; Bois, Denis; Vallée, Marc; Racine, Marie-Claude; Bonnici, André</p> <p>2013-02-01</p> <p>To establish a consensual and coherent ranking of healthcare programmes that involve the presence of ward-based and clinic-based clinical pharmacists, based on health outcome, health costs and <span class="hlt">safe</span> delivery of care. This descriptive study was derived from a structured dialogue (Delphi technique) among directors of pharmacy department. We established a quantitative profile of healthcare programmes at five sites that involved the provision of ward-based and clinic-based pharmaceutical care. A summary table of evidence established a unique quality rating per inpatient (clinic-based) or outpatient (ward-based) healthcare programme. Each director rated the perceived impact of pharmaceutical care per inpatient or outpatient healthcare programme on three fields: health outcome, health costs and <span class="hlt">safe</span> delivery of care. They agreed by consensus on the final ranking of healthcare programmes. A ranking was assigned for each of the 18 healthcare programmes for outpatient care and the 17 healthcare programmes for inpatient care involving the presence of pharmacists, based on health outcome, health costs and <span class="hlt">safe</span> delivery of care. There was a good correlation between ranking based on data from a 2007-2008 Canadian report on hospital pharmacy <span class="hlt">practice</span> and the ranking proposed by directors of pharmacy department. Given the often limited human and financial resources, managers should consider the best evidence available on a profession's impact to plan healthcare services within an organization. Data are few on ranking healthcare programmes in order to prioritize which healthcare programme would mostly benefit from the delivery of pharmaceutical care by ward-based and clinic-based pharmacists. © 2012 The Authors. IJPP © 2012 Royal Pharmaceutical Society.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2004SciEd..88..325W','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2004SciEd..88..325W"><span>The <span class="hlt">practical</span> epistemologies of the classroom: A study of laboratory <span class="hlt">work</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Wickman, Per-Olof</p> <p>2004-05-01</p> <p>The <span class="hlt">practical</span> epistemologies of university students during laboratory <span class="hlt">work</span> in chemistry are analyzed to enhance understanding of how teaching <span class="hlt">practices</span> interact with learners. The purpose is to develop a theoretical framework of learning as action that can be used by educational researchers to examine meaning-making, but also by teachers in close association with their daily <span class="hlt">work</span> to understand the course learning takes in their own classrooms. Here this framework is adopted to demonstrate how the sequence of learning may affect the subject content learnt. It is also demonstrated how learning can be understood in terms of habits, and how observations of such habits could be used by a teacher to inform her/his teaching. The theory of <span class="hlt">practical</span> epistemologies is based on the later Wittgenstein, pragmatics, and sociocultural approaches identifying learning with talk, action, and habits situated in <span class="hlt">practices</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29776533','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29776533"><span><span class="hlt">Safe</span> driving <span class="hlt">practices</span> and factors associated with motor-vehicle collisions among people with insulin-treated diabetes mellitus: Results from the Diabetes and Driving (DAD) study.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Almigbal, Turky H; Alfaifi, Abdullah A; Aleid, Muath A; Billah, Baki; Alramadan, Mohammed J; Sheshah, Eman; AlMogbel, Turki A; Aldekhayel, Ghassan A; Batais, Mohammed Ali</p> <p>2018-06-01</p> <p>The aim of this study was to assess the prevalence of people with insulin-treated diabetes mellitus (ITDM) who have discussed issues related to diabetes and driving with their health care providers (HCPs). We also sought to determine the <span class="hlt">safe</span> driving <span class="hlt">practices</span> that are currently employed by this group. Finally, we investigated the factors that might increase the risk of motor-vehicle collisions (MVCs) among this group in Saudi Arabia. This cross-sectional study surveyed a representative sample of 429 current male drivers with ITDM using a structured questionnaire in Saudi Arabia. Most of the participants (76.5%) never discussed topics regarding diabetes and driving with their HCPs. The majority of the participants (61.8%) reported at least never doing one of the following: (a) carrying a blood glucose testing kit while driving, (b) testing their blood glucose level before driving or during a journey, or (c) having thought of a specific threshold of blood glucose level that would preclude driving. Three factors were associated with a higher risk of MVCs among participants with ITDM: (a) being on a basal/boluses regimen, (b) never having a discussion regarding diabetes and driving with their HCPs, and (c) having experienced hypoglycemia during driving. The majority of people with ITDM had not had a discussion regarding diabetes and driving with their HCPs, which was reflected by a lack of <span class="hlt">safe</span> driving <span class="hlt">practices</span>. People with ITDM should be encouraged to take precautions while driving in order to prevent future MVCs. This research highlights the importance of investing more effort in educating drivers who have diabetes about <span class="hlt">safe</span> driving <span class="hlt">practices</span> by their health care providers. Also, it will attracts the attention of policymakers for an urgent need to establish clear policies and procedures for dealing with drivers who have diabetes. Copyright © 2018 National Safety Council and Elsevier Ltd. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2548021','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2548021"><span>Criteria for the assessment of analyser <span class="hlt">practicability</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Biosca, C.; Galimany, R.</p> <p>1993-01-01</p> <p>This article lists the theoretical criteria that need to be considered to assess the <span class="hlt">practicability</span> of an automatic analyser. Two essential sets of criteria should be taken into account when selecting an automatic analyser: ‘reliability’ and ‘practicability’. Practibility covers the features that provide information about the suitability of an analyser for specific <span class="hlt">working</span> conditions. These practibility criteria are classsified in this article and include the environment; <span class="hlt">work</span> organization; versatility and flexibility; <span class="hlt">safely</span> controls; staff training; maintenance and operational costs. PMID:18924972</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Aspects+AND+accident&pg=4&id=ED239055','ERIC'); return false;" href="https://eric.ed.gov/?q=Aspects+AND+accident&pg=4&id=ED239055"><span>Emergency Victim Care. A Training Manual for Emergency Medical Technicians. Module 2. Equipment, <span class="hlt">Safe</span> Driving <span class="hlt">Practices</span>, Legal Aspects, Controlling the Situation, Action Evaluation Conference. Revised.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ohio State Dept. of Education, Columbus. Div. of Vocational Education.</p> <p></p> <p>This student manual, the second in a set of 14 modules, is designed to train emergency medical technicians (EMTs) in Ohio. The module contains five sections that cover the following course content: ambulance equipment, <span class="hlt">safe</span> driving <span class="hlt">practices</span> for emergency vehicle drivers, legal aspects of the EMT's job, how to maintain control at an accident scene…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2870759','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2870759"><span>The impact of a school-based <span class="hlt">safe</span> water and hygiene programme on knowledge and <span class="hlt">practices</span> of students and their parents: Nyanza Province, western Kenya, 2006</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>O'REILLY, C. E.; FREEMAN, M. C.; RAVANI, M.; MIGELE, J.; MWAKI, A.; AYALO, M.; OMBEKI, S.; HOEKSTRA, R. M.; QUICK, R.</p> <p>2008-01-01</p> <p>SUMMARY <span class="hlt">Safe</span> drinking water and hygiene are essential to reducing Kenya's diarrhoeal disease burden. A school-based <span class="hlt">safe</span> water and hygiene intervention in Kenya was evaluated to assess its impact on students' knowledge and parents' adoption of <span class="hlt">safe</span> water and hygiene <span class="hlt">practices</span>. We surveyed 390 students from nine schools and their parents at baseline and conducted a final evaluation of 363 students and their parents. From baseline to final evaluation, improvement was seen in students' knowledge of correct water treatment procedure (21–65%, P<0·01) and knowing when to wash their hands. At final evaluation, 14% of parents reported currently treating their water, compared with 6% at baseline (P<0·01). From 2004 to 2005, school absenteeism in the September–November term decreased in nine project schools by 35% and increased in nine neighbouring comparison schools by 5%. This novel programme shows promise for reducing school absenteeism and promoting water and hygiene interventions in the home. PMID:17306051</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26997230','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26997230"><span>Validation of the professional <span class="hlt">practice</span> environment scale in nurse educators in hospitals.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Sayers, Jan Maree; Salamonson, Yenna; DiGiacomo, Michelle; Davidson, Patricia Mary</p> <p>2016-03-01</p> <p>To report an assessment of the psychometric properties of the Professional <span class="hlt">Practice</span> Environment (PPE) scale in a sample of Australian nurse educators in acute care hospitals. Although nurse educators are important in an enabling <span class="hlt">work</span> environment, there has been no reported exploration of their satisfaction with <span class="hlt">work</span> in acute care hospitals. The factor structure and internal consistency of the PPE scale were consistent with Erickson's eight-factor model of the items, indicating the appropriateness of the scale as an assessment tool to measure the PPE of nurse educators. The PPE scale is useful for monitoring the <span class="hlt">work</span> environment of nurse educators in clinical <span class="hlt">practice</span> and the environmental effects influencing their recruitment, retention and job satisfaction. This <span class="hlt">work</span> may inform the development of integrated professional <span class="hlt">practice</span> environments where the professional <span class="hlt">practice</span> and workplace satisfaction of nurse educators are optimised, influencing <span class="hlt">safe</span>, quality patient care.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3315250','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3315250"><span>Checklist Model to Improve <span class="hlt">Work</span> <span class="hlt">Practices</span> in Small-Scale Demolition Operations with Silica Dust Exposures</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Muianga, Custodio; Rice, Carol; Lentz, Thomas; Lockey, James; Niemeier, Richard; Succop, Paul</p> <p>2012-01-01</p> <p>A systematic approach was developed to review, revise and adapt existing exposure control guidance used in developed countries for use in developing countries. One-page employee and multiple-page supervisor guidance sheets were adapted from existing documents using a logic framework and workers were trained to use the information to improve <span class="hlt">work</span> <span class="hlt">practices</span>. Interactive, hands-on training was delivered to 26 workers at five small-scale demolition projects in Maputo City, Mozambique, and evaluated. A pre-and-post walkthrough survey used by trained observers documented <span class="hlt">work</span> <span class="hlt">practice</span> changes. Worker feedback indicated that the training was effective and useful. Workers acquired knowledge (84% increase, p < 0.01) and applied the <span class="hlt">work</span> <span class="hlt">practice</span> guidance. The difference of proportions between use of <span class="hlt">work</span> <span class="hlt">practice</span> components before and after the intervention was statistically significant (p < 0.05). Changes in <span class="hlt">work</span> <span class="hlt">practices</span> following training included preplanning, use of wet methods and natural ventilation and end-of-task review. Respirable dust measurements indicated a reduction in exposure following training. Consistency in observer ratings and observations support the reliability and validity of the instruments. This approach demonstrated the short-term benefit of training in changing <span class="hlt">work</span> <span class="hlt">practices</span>; follow-up is required to determine the long-term impact on changes in <span class="hlt">work</span> <span class="hlt">practices</span>, and to evaluate the need for refresher training. PMID:22470296</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=communication+AND+skills+AND+work+AND+Performance&pg=2&id=EJ1094023','ERIC'); return false;" href="https://eric.ed.gov/?q=communication+AND+skills+AND+work+AND+Performance&pg=2&id=EJ1094023"><span>Five Essential <span class="hlt">Practices</span> for Communication: The <span class="hlt">Work</span> of Instructional Coaches</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Walkowiak, Temple A.</p> <p>2016-01-01</p> <p>The <span class="hlt">work</span> of instructional coaches, both general and discipline-specific, has become increasingly important as more schools rely on their leadership for improvements in teaching and learning. Much of their <span class="hlt">work</span> hinges upon their effective communication with teachers and school administrators. This article outlines five <span class="hlt">practices</span> for instructional…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23072671','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23072671"><span>Opening the black box of ethics policy <span class="hlt">work</span>: evaluating a covert <span class="hlt">practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Frolic, Andrea; Drolet, Katherine; Bryanton, Kim; Caron, Carole; Cupido, Cynthia; Flaherty, Barb; Fung, Sylvia; McCall, Lori</p> <p>2012-01-01</p> <p>Hospital ethics committees (HECs) and ethicists generally describe themselves as engaged in four domains of <span class="hlt">practice</span>: case consultation, research, education, and policy <span class="hlt">work</span>. Despite the increasing attention to quality indicators, <span class="hlt">practice</span> standards, and evaluation methods for the other domains, comparatively little is known or published about the policy <span class="hlt">work</span> of HECs or ethicists. This article attempts to open the "black box" of this health care ethics <span class="hlt">practice</span> by providing two detailed case examples of ethics policy reviews. We also describe the development and application of an evaluation strategy to assess the quality of ethics policy review <span class="hlt">work</span>, and to enable continuous improvement of ethics policy review processes. Given the potential for policy <span class="hlt">work</span> to impact entire patient populations and organizational systems, it is imperative that HECs and ethicists develop clearer roles, responsibilities, procedural standards, and evaluation methods to ensure the delivery of consistent, relevant, and high-quality ethics policy reviews.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/18853668','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/18853668"><span>Exploring cultural tensions in cross-cultural social <span class="hlt">work</span> <span class="hlt">practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Yan, Miu Chung</p> <p>2008-10-01</p> <p>Discussion of cultural tension in the social <span class="hlt">work</span> literature is piecemeal. As part of a grounded theory study, this article reports some major findings on cultural tensions experienced by 30 frontline social workers. Cultural tensions caused by cultural similarities and differences among social workers, clients, organizations, and society are multifaceted. Social workers, however, are always at the center of the tensions. Findings indicate that the social <span class="hlt">work</span> profession may need to consider the neutrality claim of the profession, the different experience of ethnic minority social workers, and the need of critical reflexivity for reflective practitioners. Implications for social <span class="hlt">work</span> <span class="hlt">practice</span>, social <span class="hlt">work</span> education for ethnic minority social workers, and social <span class="hlt">work</span> research are discussed.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED378313.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED378313.pdf"><span>Oregon <span class="hlt">Works</span>: Assessing the Worker Training and <span class="hlt">Work</span> Organization <span class="hlt">Practices</span> of Oregon Employers.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Oregon State Economic Development Dept., Salem.</p> <p></p> <p>In 1992, questionnaires regarding the training and <span class="hlt">work</span> organization <span class="hlt">practices</span> were mailed to a random sample of 4,000 Oregon employers, and focus groups were held with 100 Oregon managers/employers. The main findings from the completed questionnaires (43% response rate) were as follows: most Oregon employers do not plan for training or treat it…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016AGUOSED21A..03M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016AGUOSED21A..03M"><span>Telepresence-enabled research and developing <span class="hlt">work</span> <span class="hlt">practices</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Mirmalek, Z.</p> <p>2016-02-01</p> <p>In the fall of 2014, a group of scientists and students conducted two weeks of telepresence-enabled research from the University of Rhode Island Inner Space Center and Woods Hole Oceanographic Institution with the Exploration Vessel Nautilus, which was at sea studying the Kick'em Jenny submarine volcano and Barbados Mud Volcanoes. The way that they conducted their <span class="hlt">work</span> was not so different from other telepresence-enabled ocean science exploration. As a group, they spanned geographic distance, science expertise, exploration experience, and telepresence-enabled research experience. They were connected through technologies and <span class="hlt">work</span> culture (e.g., shared habits, values, and <span class="hlt">practices</span> particular to a community). Uniquely, their project included an NSF-sponsored cultural study on the workgroups' own use of technologies and social processes. The objective of the cultural study was, in part, to identify social and technical features of the <span class="hlt">work</span> environment that present opportunities to better support science exploration via telepresence. Drawing from this case, and related research, I present some analysis on the developing <span class="hlt">work</span> culture of telepresence-enabled research and highlight potential adjustments.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=feasibility+AND+analysis&id=EJ1136195','ERIC'); return false;" href="https://eric.ed.gov/?q=feasibility+AND+analysis&id=EJ1136195"><span>What Makes Social <span class="hlt">Work</span> Students Implement Evidence-Based <span class="hlt">Practice</span> Behaviors?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Shapira, Yaron; Enosh, Guy; Havron, Naomi</p> <p>2017-01-01</p> <p>The purpose of the present study was to recognize the factors influencing social <span class="hlt">work</span> students' evidence-based <span class="hlt">practice</span> (EBP) behaviors. The authors sought to examine the roles of attitudes, EBP feasibility, and familiarity with EBP in implementing EBP behaviors. Social <span class="hlt">work</span> students (161 in total) completed a self-report questionnaire measuring…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=employee+AND+creative+AND+work&pg=3&id=EJ470801','ERIC'); return false;" href="https://eric.ed.gov/?q=employee+AND+creative+AND+work&pg=3&id=EJ470801"><span>Restricted Creativity: Advertising Agency <span class="hlt">Work</span> <span class="hlt">Practices</span> in the U.S., Canada and the UK.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>West, Douglas</p> <p>1993-01-01</p> <p>The extent to which relationships and <span class="hlt">work</span> <span class="hlt">practices</span> within advertising agencies differ in the United States, Canada, and the United Kingdom and degree of similarity to <span class="hlt">practices</span> of artists were examined. Responses from Senior Creative Directors at 303 agencies suggested that <span class="hlt">work</span> <span class="hlt">practices</span> did not differ significantly but were limited in efforts…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Firefighter&pg=3&id=EJ898716','ERIC'); return false;" href="https://eric.ed.gov/?q=Firefighter&pg=3&id=EJ898716"><span>Young Children Can Be Key to Fire-<span class="hlt">Safe</span> Families</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kourofsky, Carolyn E.; Cole, Robert E.</p> <p>2010-01-01</p> <p>For more than 15 years, preschool programs nationwide have <span class="hlt">worked</span> with Fireproof Children/Prevention First, an international center for injury prevention research and education, to bring fire safety education to young children and their families. The "play <span class="hlt">safe</span>! be <span class="hlt">safe</span>!"[R] curriculum includes lessons that young children can learn and understand,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/12347265','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/12347265"><span>Gender and development: a <span class="hlt">SAFE</span> recipe.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Mitchell, S</p> <p>1996-05-01</p> <p>It is argued that an alternative strategy to women's involvement in development is the development of a whole "new dish, prepared, baked, and distributed equally" rather than acquisition of a "bigger piece of the pie." The issues of gender and development (GAD) involve women gaining power and control of the decision making processes. Past development has been too much of a "fixed menu" approach. Feminist development involves the satisfaction of the strategic needs of women, an agenda-setting direction, flexibility, and empowerment (<span class="hlt">SAFE</span>). Strategic gender needs were conceptualized first by Maxine Malyneaux. Within women's defined roles, there are needs for access to adequate and clean water supplies, nutrition, health care, and income. Women in development (WID) approaches are strong in serving <span class="hlt">practical</span> needs. The <span class="hlt">SAFE</span> approach combines both the strategic and <span class="hlt">practical</span> needs of women. Some argue that a focus on strategic and/or <span class="hlt">practical</span> needs should be conceptualized in terms of changing women's position within a structurally unequal set of social relations. Some emphasize autonomy. The basic concepts of strategic needs is viewed as including the change in women's status and movement toward autonomy. Aid agencies and development groups have been mainstreaming WID and GAD over the past decade by integrating women and women's needs into administration, decision making, and the project cycle. Gender issues could be built into existing development paradigms or could change the existing development agenda with a gender perspective. It is argued that an agenda-setting approach is needed in order to assure that the strategic needs of women are incorporated. Flexibility and adaptation of approaches means that WID and GAD can be adjusted to all cultures. It is cited by Buvinic and Moser that welfare, equity, anti-poverty, efficiency, and empowerment are five ethical policy approaches. The policy approach of <span class="hlt">SAFE</span> is that of empowerment or the knowledge and exercise of</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/17177929','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/17177929"><span>Understanding <span class="hlt">work</span> contextual factors: a short-cut to evidence-based <span class="hlt">practice</span>?</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Wallin, Lars; Ewald, Uwe; Wikblad, Karin; Scott-Findlay, Shannon; Arnetz, Bengt B</p> <p>2006-01-01</p> <p>It has become increasingly clear that workplace contextual factors make an important contribution to provider and patient outcomes. The potential for health care professionals of using research in <span class="hlt">practice</span> is also linked to such factors, although the exact factors or mechanisms for enhancing this potential are not understood. From a perspective of implementing evidence-based nursing <span class="hlt">practice</span>, the authors of this article report on a study examining contextual factors. The objective of this study was to identify predictors of organizational improvement by measuring staff perceptions of <span class="hlt">work</span> contextual factors. The Quality <span class="hlt">Work</span> Competence questionnaire was used in a repeated measurement survey with a 1-year break between the two periods of data collection. The sample consisted of 134 employees from four neonatal units in Sweden. Over the study period significant changes occurred among staff perceptions, both within and between units, on various factors. Changes in staff perceptions on skills development and participatory management were the major predictors of enhanced potential of overall organizational improvement. Perceived improvement in skills development and performance feedback predicted improvement in leadership. Change in commitment was predicted by perceived decreases in <span class="hlt">work</span> tempo and <span class="hlt">work</span>-related exhaustion. These findings indicate the potential for organizational improvement by developing a learning and supportive professional environment as well as by involving staff in decision-making at the unit level. Such initiatives are also likely to be of importance for enhanced use of research in <span class="hlt">practice</span> and evidence-based nursing. On the other hand, high levels of <span class="hlt">work</span> tempo and burnout appear to have negative consequences on staff commitment for improving care and the <span class="hlt">work</span> environment. A better understanding of workplace contextual factors is necessary for improving the organizational potential of getting research into <span class="hlt">practice</span> and should be considered in</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=cultura&pg=2&id=EJ595160','ERIC'); return false;" href="https://eric.ed.gov/?q=cultura&pg=2&id=EJ595160"><span>Exploratory <span class="hlt">Practice</span>: <span class="hlt">Work</span> at the Cultural Inglesa, Rio de Janeiro, Brazil.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Allwright, Dick; Lenzuen, Rosa</p> <p>1997-01-01</p> <p>Focuses on the aim of the Cultural Inglesa, Rio de Janeiro, Brazil, which is the development of a new, fully sustainable concept for classroom-based research--exploratory <span class="hlt">practice</span>--and its assimilation into the normal <span class="hlt">working</span> and professional-development <span class="hlt">practices</span> of Rio Cultura teachers. (Author/VWL)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2014-title40-vol14/pdf/CFR-2014-title40-vol14-sec63-7294.pdf','CFR2014'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2014-title40-vol14/pdf/CFR-2014-title40-vol14-sec63-7294.pdf"><span>40 CFR 63.7294 - What <span class="hlt">work</span> <span class="hlt">practice</span> standard must I meet for soaking?</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2014&page.go=Go">Code of Federal Regulations, 2014 CFR</a></p> <p></p> <p>2014-07-01</p> <p>... prepare and operate at all times according to a written <span class="hlt">work</span> <span class="hlt">practice</span> plan for soaking. Each plan must... 40 Protection of Environment 14 2014-07-01 2014-07-01 false What <span class="hlt">work</span> <span class="hlt">practice</span> standard must I... (CONTINUED) AIR PROGRAMS (CONTINUED) NATIONAL EMISSION STANDARDS FOR HAZARDOUS AIR POLLUTANTS FOR SOURCE...</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li class="active"><span>18</span></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_18 --> <div id="page_19" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li class="active"><span>19</span></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="361"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title40-vol13/pdf/CFR-2011-title40-vol13-sec63-7294.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title40-vol13/pdf/CFR-2011-title40-vol13-sec63-7294.pdf"><span>40 CFR 63.7294 - What <span class="hlt">work</span> <span class="hlt">practice</span> standard must I meet for soaking?</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-07-01</p> <p>... prepare and operate at all times according to a written <span class="hlt">work</span> <span class="hlt">practice</span> plan for soaking. Each plan must... 40 Protection of Environment 13 2011-07-01 2011-07-01 false What <span class="hlt">work</span> <span class="hlt">practice</span> standard must I... (CONTINUED) AIR PROGRAMS (CONTINUED) NATIONAL EMISSION STANDARDS FOR HAZARDOUS AIR POLLUTANTS FOR SOURCE...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title40-vol13/pdf/CFR-2010-title40-vol13-sec63-7294.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title40-vol13/pdf/CFR-2010-title40-vol13-sec63-7294.pdf"><span>40 CFR 63.7294 - What <span class="hlt">work</span> <span class="hlt">practice</span> standard must I meet for soaking?</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-07-01</p> <p>... prepare and operate at all times according to a written <span class="hlt">work</span> <span class="hlt">practice</span> plan for soaking. Each plan must... 40 Protection of Environment 13 2010-07-01 2010-07-01 false What <span class="hlt">work</span> <span class="hlt">practice</span> standard must I... (CONTINUED) AIR PROGRAMS (CONTINUED) NATIONAL EMISSION STANDARDS FOR HAZARDOUS AIR POLLUTANTS FOR SOURCE...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED566934.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED566934.pdf"><span><span class="hlt">Work</span> Based Learning in Intercultural Settings: A Model in <span class="hlt">Practice</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Leeming, David Elvis; Mora, Maria Dolores Iglesias</p> <p>2016-01-01</p> <p>The Intercultural Business Communication at the University of Central Lancashire offers a taught module with a <span class="hlt">work</span> placement that exists within a multicultural context as part of an MA in Intercultural Business Communication. As part of this process, students must <span class="hlt">work</span> towards completing two <span class="hlt">practical</span> assessments, a project presented in a report…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=work+AND+life&pg=7&id=EJ945742','ERIC'); return false;" href="https://eric.ed.gov/?q=work+AND+life&pg=7&id=EJ945742"><span>Blended Learning: Communication, Locations and <span class="hlt">Work</span>-Life <span class="hlt">Practices</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Moe, Carl Erik; Rye, Stale Angen</p> <p>2011-01-01</p> <p>The article discusses blended learning and how various delivery formats affect the way learning is situated in <span class="hlt">work</span>-life <span class="hlt">practices</span>. The authors approached this issue through an empirical study of an in-service training programme for middle-level managers in a number of case organisations. The programme used a combination of e-learning, textbooks…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4985721','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4985721"><span>Pargament's Theory of Religious Coping: Implications for Spiritually Sensitive Social <span class="hlt">Work</span> <span class="hlt">Practice</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Xu, Jianbin</p> <p>2016-01-01</p> <p>This article proposes that Pargament's theory of religious coping can be a theoretical beacon to spiritually sensitive social <span class="hlt">work</span> <span class="hlt">practice</span>. It begins with a discussion of the raison d'être of spiritually sensitive social <span class="hlt">work</span>, which is examined as being able to cast a holistic and positive glow on social <span class="hlt">work</span>. Then it provides an overview and a critique of Pargament's theory, emphasising that the theory offers a fuller and more impartial picture of religious coping. In addition, it explores the implications of Pargament's theory for spiritually sensitive social <span class="hlt">work</span> <span class="hlt">practice</span> with religious clients in terms of engagement, assessment and intervention. This article concludes by discussing how social <span class="hlt">work</span> practitioners can avoid the pitfalls and limitations of Pargament's theory. PMID:27559234</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2012-title40-vol14/pdf/CFR-2012-title40-vol14-sec63-7294.pdf','CFR2012'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2012-title40-vol14/pdf/CFR-2012-title40-vol14-sec63-7294.pdf"><span>40 CFR 63.7294 - What <span class="hlt">work</span> <span class="hlt">practice</span> standard must I meet for soaking?</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2012&page.go=Go">Code of Federal Regulations, 2012 CFR</a></p> <p></p> <p>2012-07-01</p> <p>... prepare and operate at all times according to a written <span class="hlt">work</span> <span class="hlt">practice</span> plan for soaking. Each plan must... 40 Protection of Environment 14 2012-07-01 2011-07-01 true What <span class="hlt">work</span> <span class="hlt">practice</span> standard must I meet... (CONTINUED) AIR PROGRAMS (CONTINUED) NATIONAL EMISSION STANDARDS FOR HAZARDOUS AIR POLLUTANTS FOR SOURCE...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=The+AND+dynamics+AND+social+AND+practice&pg=7&id=EJ984544','ERIC'); return false;" href="https://eric.ed.gov/?q=The+AND+dynamics+AND+social+AND+practice&pg=7&id=EJ984544"><span>Perceived Barriers and Facilitators to School Social <span class="hlt">Work</span> <span class="hlt">Practice</span>: A Mixed-Methods Study</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Teasley, Martell; Canifield, James P.; Archuleta, Adrian J.; Crutchfield, Jandel; Chavis, Annie McCullough</p> <p>2012-01-01</p> <p>Understanding barriers to <span class="hlt">practice</span> is a growing area within school social <span class="hlt">work</span> research. Using a convenience sample of 284 school social workers, this study replicates the efforts of a mixed-method investigation designed to identify barriers and facilitators to school social <span class="hlt">work</span> <span class="hlt">practice</span> within different geographic locations. Time constraints and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1153206.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1153206.pdf"><span>Advancing Social <span class="hlt">Work</span> <span class="hlt">Practice</span> Research Education--An Innovative, Experiential Pedagogical Approach</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kwong, Kenny</p> <p>2017-01-01</p> <p>Achieving <span class="hlt">practice</span> research competency is an essential pillar of social <span class="hlt">work</span> <span class="hlt">practice</span>. However, research material is often associated with dry lectures and incomprehensible statistical applications that may not reflect real life issues. Teaching research course is often antithetical to the pedagogical approach commonly used in social work…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=chronicle&pg=5&id=EJ937236','ERIC'); return false;" href="https://eric.ed.gov/?q=chronicle&pg=5&id=EJ937236"><span>Grading Written <span class="hlt">Work</span>: An Integral Part of Writing Workshop <span class="hlt">Practice</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Robbins, Kristen</p> <p>2011-01-01</p> <p>This article chronicles how the process of reviewing and grading student written <span class="hlt">work</span> became an integral part of a middle school teacher's writing workshop <span class="hlt">practice</span>. In addition to discussing how reading student <span class="hlt">work</span> can bring educators back to the heart of the profession (including the belief that spending time with drafts can reap more rewards…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29182376','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29182376"><span>Perceptions of <span class="hlt">Work</span>-Life Balance <span class="hlt">Practices</span> Offered in the Collegiate <span class="hlt">Practice</span> Setting.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Mazerolle, Stephanie M; Eason, Christianne M; Eberman, Lindsey E</p> <p>2017-12-01</p> <p>  Organizational factors have been identified as barriers to finding <span class="hlt">work</span>-life balance (WLB) in athletic training. Despite the existence of organizational policies to address WLB, little is known about athletic trainers' (ATs') awareness of these policies that could assist them.   To better understand the perceptions of ATs regarding the workplace <span class="hlt">practices</span> available to them, which may help them achieve WLB.   Phenomenologic study.   Collegiate <span class="hlt">practice</span> setting.   Twenty-one ATs (women = 10, men = 11) employed at the collegiate level (National Collegiate Athletic Association Division I = 12, Division II = 5, Division III = 4) volunteered for our study. The average age of the participants was 33 ± 9 years. Saturation of the data was met at n = 21.   Participants completed an in-depth, 1-on-1 phone interview, which was then transcribed verbatim. Data were analyzed using a phenomenologic approach. Credibility was determined by member checks, peer review, and researcher triangulation.   Our analyses revealed that participants (1) had a limited awareness of formal policies that were offered within their university or collegiate infrastructure; (2) used informal policies to manage their personal, family, and <span class="hlt">work</span> obligations; and (3) thought that more formal policies, such as adherence to adequate staffing patterns and <span class="hlt">work</span> schedules, could help establish WLB within collegiate athletic training settings.   Informal workplace policies were more commonly used by our participants and were viewed as a means of creating a supportive atmosphere. Administrators and supervisors should consider creating or endorsing more formal policies specific to the demands of an AT in the collegiate setting to help with WLB.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4041271','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4041271"><span>Making <span class="hlt">working</span> memory <span class="hlt">work</span>: The effects of extended <span class="hlt">practice</span> on focus capacity and the processes of updating, forward access, and random access</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Price, John M.; Colflesh, Gregory J. H.; Cerella, John; Verhaeghen, Paul</p> <p>2014-01-01</p> <p>We investigated the effects of 10 hours of <span class="hlt">practice</span> on variations of the N-Back task to investigate the processes underlying possible expansion of the focus of attention within <span class="hlt">working</span> memory. Using subtractive logic, we showed that random access (i.e., Sternberg-like search) yielded a modest effect (a 50% increase in speed) whereas the processes of forward access (i.e., retrieval in order, as in a standard N-Back task) and updating (i.e., changing the contents of <span class="hlt">working</span> memory) were executed about 5 times faster after extended <span class="hlt">practice</span>. We additionally found that extended <span class="hlt">practice</span> increased <span class="hlt">working</span> memory capacity as measured by the size of the focus of attention for the forward-access task, but not for variations where probing was in random order. This suggests that <span class="hlt">working</span> memory capacity may depend on the type of search process engaged, and that certain <span class="hlt">working</span>-memory-related cognitive processes are more amenable to <span class="hlt">practice</span> than others. PMID:24486803</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24486803','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24486803"><span>Making <span class="hlt">working</span> memory <span class="hlt">work</span>: the effects of extended <span class="hlt">practice</span> on focus capacity and the processes of updating, forward access, and random access.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Price, John M; Colflesh, Gregory J H; Cerella, John; Verhaeghen, Paul</p> <p>2014-05-01</p> <p>We investigated the effects of 10h of <span class="hlt">practice</span> on variations of the N-Back task to investigate the processes underlying possible expansion of the focus of attention within <span class="hlt">working</span> memory. Using subtractive logic, we showed that random access (i.e., Sternberg-like search) yielded a modest effect (a 50% increase in speed) whereas the processes of forward access (i.e., retrieval in order, as in a standard N-Back task) and updating (i.e., changing the contents of <span class="hlt">working</span> memory) were executed about 5 times faster after extended <span class="hlt">practice</span>. We additionally found that extended <span class="hlt">practice</span> increased <span class="hlt">working</span> memory capacity as measured by the size of the focus of attention for the forward-access task, but not for variations where probing was in random order. This suggests that <span class="hlt">working</span> memory capacity may depend on the type of search process engaged, and that certain <span class="hlt">working</span>-memory-related cognitive processes are more amenable to <span class="hlt">practice</span> than others. Copyright © 2014 Elsevier B.V. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25321936','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25321936"><span>Clinical social <span class="hlt">work</span> <span class="hlt">practice</span> and technology: personal, <span class="hlt">practical</span>, regulatory, and ethical considerations for the twenty-first century.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Dombo, Eileen A; Kays, Lisa; Weller, Katelyn</p> <p>2014-10-01</p> <p>The world that social <span class="hlt">work</span> exists in is no longer defined by traditional physical settings and boundaries, such as schools, agencies, or even offices. With the advent of the Internet and digital communications, social <span class="hlt">work</span> now exists in a far more complex reality, with clients and social workers engaging across multiple platforms, and sometimes even unintentionally and without one another's awareness. The implications of this can be ethical, <span class="hlt">practical</span>, regulatory, and personal. This article explores these areas of concern and suggests strategies professionals can use to navigate these complex issues related to technology and clinical <span class="hlt">practice</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4509879','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4509879"><span>Social <span class="hlt">work</span> and gender: An argument for <span class="hlt">practical</span> accounts</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p></p> <p>2015-01-01</p> <p>This article contributes to the debate on gender and social <span class="hlt">work</span> by examining dominant approaches within the field. Anti-discriminatory, woman-centered and intersectional accounts are critiqued for reliance upon both reification and isolation of gender. Via examination of poststructural, queer and trans theories within social <span class="hlt">work</span>, the author then presents accounts based upon structural/materialist, ethnomethodological and discursive theories, in order to open up debates about conceptualization of gender. These are used to suggest that social <span class="hlt">work</span> should adopt a focus on gender as a <span class="hlt">practical</span> accomplishment that occurs within various settings or contexts. PMID:26273228</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018MS%26E..306a2034H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018MS%26E..306a2034H"><span>A Remote PLC Laboratory (RLab) for Distance <span class="hlt">Practical</span> <span class="hlt">Work</span> of Industrial Automation</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Haritman, E.; Somantri, Y.; Wahyudin, D.; Mulyana, E.</p> <p>2018-02-01</p> <p>A laboratory is an essential equipment for engineering students to do a useful <span class="hlt">practical</span> <span class="hlt">work</span>. Therefore, universities should provide an adequate facility for <span class="hlt">practical</span> <span class="hlt">work</span>. On the other hand, industrial automation laboratory would offer students beneficial experience by using various educational PLC kits. This paper describes the development of Web-based Programmable Logic Controller (PLC) remote laboratory called RLab. It provides an environment for learners to study PLC application to control the level of the non-interacting tank. The RLab architecture is based on a Moodle and Remote Desktop, which also manages the booking system of the schedule of <span class="hlt">practical</span> <span class="hlt">work</span> in the laboratory. The RLab equipped by USB cameras providing a real-time view of PLC environment. To provide a secured system, the RLab combines Moodle and Remote Desktop application for the authentication system and management of remote users. Moodle will send PartnerID and password to connect to TeamViewer. It has been examined that the laboratory requirement, time and flexibility restrictions constitute a significant obstacle facing traditional students desiring to finish the course. A remote access laboratory can be eliminating time and flexibility restrictions. The preliminary study of RLab usability proved that such system is adequate to give the learners a distance <span class="hlt">practical</span> <span class="hlt">work</span> environment.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED431924.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED431924.pdf"><span>Preparing for an Aging <span class="hlt">Work</span> Force: A <span class="hlt">Practical</span> Guide for Employers.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>AARP, Washington, DC.</p> <p></p> <p>This booklet, which is intended for human resource managers, provides <span class="hlt">practical</span> guidance regarding preparing for an aging <span class="hlt">work</span> force. Chapter 1 concerns the relationship between business <span class="hlt">practices</span> and age neutrality and offers checklists that human resource managers can use to assess their company's general policy development, training,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=alien&pg=4&id=EJ943932','ERIC'); return false;" href="https://eric.ed.gov/?q=alien&pg=4&id=EJ943932"><span><span class="hlt">Practical</span> <span class="hlt">Work</span> Using Low-Level Radioactive Materials Available to the Public</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Whitcher, Ralph</p> <p>2011-01-01</p> <p>These notes describe six <span class="hlt">practical</span> activities for supplementing standard <span class="hlt">practical</span> <span class="hlt">work</span> in radioactivity. They are based on a series of workshops given at ASE regional and national conferences by the ASE's Safeguards in Science Committee. The activities, which demonstrate aspects of radioactivity, feature consumer items that happen to be…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2014-title40-vol7/pdf/CFR-2014-title40-vol7-sec60-18.pdf','CFR2014'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2014-title40-vol7/pdf/CFR-2014-title40-vol7-sec60-18.pdf"><span>40 CFR 60.18 - General control device and <span class="hlt">work</span> <span class="hlt">practice</span> requirements.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2014&page.go=Go">Code of Federal Regulations, 2014 CFR</a></p> <p></p> <p>2014-07-01</p> <p>... <span class="hlt">practice</span> requirements. 60.18 Section 60.18 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY... § 60.18 General control device and <span class="hlt">work</span> <span class="hlt">practice</span> requirements. (a) Introduction. (1) This section..., less than 18.3 m/sec (60 ft/sec), except as provided in paragraphs (c)(4) (ii) and (iii) of this...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2013-title40-vol7/pdf/CFR-2013-title40-vol7-sec60-18.pdf','CFR2013'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2013-title40-vol7/pdf/CFR-2013-title40-vol7-sec60-18.pdf"><span>40 CFR 60.18 - General control device and <span class="hlt">work</span> <span class="hlt">practice</span> requirements.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2013&page.go=Go">Code of Federal Regulations, 2013 CFR</a></p> <p></p> <p>2013-07-01</p> <p>... <span class="hlt">practice</span> requirements. 60.18 Section 60.18 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY... § 60.18 General control device and <span class="hlt">work</span> <span class="hlt">practice</span> requirements. (a) Introduction. (1) This section..., less than 18.3 m/sec (60 ft/sec), except as provided in paragraphs (c)(4) (ii) and (iii) of this...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title40-vol6/pdf/CFR-2010-title40-vol6-sec60-18.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title40-vol6/pdf/CFR-2010-title40-vol6-sec60-18.pdf"><span>40 CFR 60.18 - General control device and <span class="hlt">work</span> <span class="hlt">practice</span> requirements.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-07-01</p> <p>... <span class="hlt">practice</span> requirements. 60.18 Section 60.18 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY... § 60.18 General control device and <span class="hlt">work</span> <span class="hlt">practice</span> requirements. (a) Introduction. (1) This section..., less than 18.3 m/sec (60 ft/sec), except as provided in paragraphs (c)(4) (ii) and (iii) of this...</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li class="active"><span>19</span></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_19 --> <div id="page_20" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li class="active"><span>20</span></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="381"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2012-title40-vol7/pdf/CFR-2012-title40-vol7-sec60-18.pdf','CFR2012'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2012-title40-vol7/pdf/CFR-2012-title40-vol7-sec60-18.pdf"><span>40 CFR 60.18 - General control device and <span class="hlt">work</span> <span class="hlt">practice</span> requirements.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2012&page.go=Go">Code of Federal Regulations, 2012 CFR</a></p> <p></p> <p>2012-07-01</p> <p>... <span class="hlt">practice</span> requirements. 60.18 Section 60.18 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY... § 60.18 General control device and <span class="hlt">work</span> <span class="hlt">practice</span> requirements. (a) Introduction. (1) This section..., less than 18.3 m/sec (60 ft/sec), except as provided in paragraphs (c)(4) (ii) and (iii) of this...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=safe+AND+working+AND+environment&pg=2&id=EJ1056795','ERIC'); return false;" href="https://eric.ed.gov/?q=safe+AND+working+AND+environment&pg=2&id=EJ1056795"><span><span class="hlt">Working</span> from the Inside Out: A Case Study of Mackay <span class="hlt">Safe</span> Community</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hanson, Dale; Gunning, Colleen; Rose, Judy; McFarlane, Kathryn; Franklin, Richard C.</p> <p>2015-01-01</p> <p>Mackay Whitsunday <span class="hlt">Safe</span> Community (MWSC) was established in 2000 in response to high rates of injury observed in the region. MWSC assumed an ecological perspective, incorporating targeted safety promotion campaigns reinforced by supportive environments and policy. By involving the community in finding its own solutions, MWSC attempted to catalyze…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5542628','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5542628"><span><span class="hlt">Safe</span> delivery care <span class="hlt">practices</span> in western Nepal: Does women’s autonomy influence the utilization of skilled care at birth?</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Kutty, V. Raman; Sarma, P. Sankara; Dangal, Ganesh</p> <p>2017-01-01</p> <p>Despite various efforts to increase the utilization of skilled birth attendants (SBA), nearly two-thirds of deliveries take place at home without the assistance of SBAs in Nepal. We hypothesized that the ability of women to take decisions about their own lives—women’s autonomy—plays an important part in birth choices. To know this, we conducted a community-based cross-sectional study for assessing women’s autonomy and utilization of <span class="hlt">safe</span> delivery care service in Kapilvastu district of Nepal from June to October 2014. We used multivariate modeling to associate socioeconomic factors and women’s autonomy with the utilization of <span class="hlt">safe</span> delivery care services. Just over one-third of women sought institutional delivery care during the birth of their last child. Out of the total deliveries at health facilities, nearly 58% women visited health facility for self-reported emergency obstructive care. Only 6.2% home deliveries were handled by health workers and 14.7% women used the <span class="hlt">safe</span> delivery kit for home delivery care. Higher levels of women’s education had a strong positive association (odds ratio = 24.11, CI = 9.43–61.64) with institutional delivery care. Stratified analysis showed that when the husband is educated, women’s education seems to <span class="hlt">work</span> partly through their autonomy in decision making. Educational status of women emerged as one of the key predictors of the utilization of delivery care services in Kapilvastu district. Economic status of household and husband’s education are other dominant predictors of the utilization of <span class="hlt">safe</span> delivery care services. Improving the economic and educational status may be the way out for improving the proportion of institutional deliveries. Women’s autonomy may be an important mediating factor in this pathway. PMID:28771579</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26380926','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26380926"><span>Social <span class="hlt">Work</span> <span class="hlt">Practice</span> with LGBT Elders at End of Life: Developing <span class="hlt">Practice</span> Evaluation and Clinical Skills Through a Cultural Perspective.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Arthur, Darren P</p> <p>2015-01-01</p> <p>This article focuses on culturally sensitive clinical issues related to best <span class="hlt">practices</span> with lesbian, gay, bisexual, transgender (LGBT) elder patients at end-of-life (EOL) at key points in the therapeutic relationship. Vital concepts, including <span class="hlt">practice</span> evaluation and clinical skills, are presented through a cultural and oncology lens. There is a paucity of LGBT research and literature as well as a shortfall of MSW graduate school education specific to social <span class="hlt">work</span> palliative and end-of-life care (PELC) <span class="hlt">practice</span> with LGBT elders. The content of this article is designed to be adapted and used as an educational tool for institutions, agencies, graduate programs, medical professions, social <span class="hlt">work</span>, and students. Learning the unique elements of LGBT cultural history and their implications on EOL care can improve social <span class="hlt">work</span> <span class="hlt">practice</span>. This article provides an examination from assessment and engagement basics to advance care planning incorporating specific LGBT EOL issues.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28395044','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28395044"><span>Human Rights: Its Meaning and <span class="hlt">Practice</span> in Social <span class="hlt">Work</span> Field Settings.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Steen, Julie A; Mann, Mary; Restivo, Nichole; Mazany, Shellene; Chapple, Reshawna</p> <p>2017-01-01</p> <p>The goal of the study reported in this article was to explore the conceptualizations of human rights and human rights <span class="hlt">practice</span> among students and supervisors in social <span class="hlt">work</span> field settings. Data were collected from 35 students and 48 supervisors through an online survey system that featured two open-ended questions regarding human rights issues in their agency and human rights <span class="hlt">practice</span> tasks. Responses suggest that participants encountered human rights issues related to poverty, discrimination, participation/self-determination/autonomy, violence, dignity/respect, privacy, and freedom/liberty. They saw human rights <span class="hlt">practice</span> as encompassing advocacy, service provision, assessment, awareness of threats to clients' rights, and the nature of the worker-client relationship. These results have implications for the social <span class="hlt">work</span> profession, which has an opportunity to focus more intently on change efforts that support clients' rights. The study points to the possibilities of expanding the scope of the human rights competency within social <span class="hlt">work</span> education and addressing the key human rights issues in field education. © 2016 National Association of Social Workers.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25985285','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25985285"><span>Living better with dementia: strengths-based social <span class="hlt">work</span> <span class="hlt">practice</span> and dementia care.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>McGovern, Justine</p> <p>2015-01-01</p> <p>This article first argues that quality of life is possible despite the onset of dementia in late life. It also demonstrates how core concepts of social <span class="hlt">work</span> <span class="hlt">practice</span>, such as family systems theory, the strengths perspective, and use of self, can be applied to <span class="hlt">practice</span> with dementia-affected persons. In addition, it provides <span class="hlt">practical</span> suggestions for supporting care partners in nurturing "we-ness", focusing on what remains rather than was is lost, and remaining authentic. When strengths-based social <span class="hlt">work</span> <span class="hlt">practice</span> is integrated into dementia care protocols, wellbeing can increase. As a result, the more than 40 million persons worldwide who are affected by dementia do not have to resign themselves to the despair, devastation and inevitable demise of quality of life that dominate perception of the illness.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26330040','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26330040"><span>Students integrate knowledge acquisition and <span class="hlt">practical</span> <span class="hlt">work</span> in the laboratory.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Agüera, E I; Sánchez-Hermosín, P; Díz-Pérez, J; Tovar, P; Camacho, R; Escribano, B M</p> <p>2015-09-01</p> <p>The aim of the present <span class="hlt">work</span> was to transfer a wider concept of teamwork and self-learning to the laboratory, encouraging students' capabilities when seeking, acquiring, and processing knowledge. This educational innovation was carried out with a total of 38 students (fourth year of degree in Biology) in the area of physiology (Advances in Reproduction course) at University of Córdoba in Córdoba, Spain. The design of the project's application methodology consisted of establishing a way in which problems would be tackled in the <span class="hlt">practical</span> classes. For this purpose, the different tasks were set up so that students could relate them to the concepts learned in the theory classes. On the first day of class, the project was presented to the students. Groups of two to three students <span class="hlt">worked</span> in the laboratory and set up an outline of the protocol of the <span class="hlt">practical</span> <span class="hlt">work</span> that they had done. This outline was performed individually and sent to the lecturers through a learning management system (Moodle). The teachers gave feedback and assessed student submissions. Upon finishing the course, students completed a survey. The project-based learning method promotes <span class="hlt">practical</span> self-learning on the part of students. This methodology demonstrated to us that it stimulates a critical and self-critical capacity in students, both individually and in groups, and that writing didactic <span class="hlt">practical</span> material helped students to enhance their theory knowledge. The experiment was a success in view of the scores obtained upon finishing the subject. Copyright © 2015 The American Physiological Society.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27531308','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27531308"><span>Benefits from retrieval <span class="hlt">practice</span> are greater for students with lower <span class="hlt">working</span> memory capacity.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Agarwal, Pooja K; Finley, Jason R; Rose, Nathan S; Roediger, Henry L</p> <p>2017-07-01</p> <p>We examined the effects of retrieval <span class="hlt">practice</span> for students who varied in <span class="hlt">working</span> memory capacity as a function of the lag between study of material and its initial test, whether or not feedback was given after the test, and the retention interval of the final test. We sought to determine whether a blend of these conditions exists that maximises benefits from retrieval <span class="hlt">practice</span> for lower and higher <span class="hlt">working</span> memory capacity students. College students learned general knowledge facts and then restudied the facts or were tested on them (with or without feedback) at lags of 0-9 intervening items. Final cued recall performance was better for tested items than for restudied items after both 10 minutes and 2 days, particularly for longer study-test lags. Furthermore, on the 2-day delayed test the benefits from retrieval <span class="hlt">practice</span> with feedback were significantly greater for students with lower <span class="hlt">working</span> memory capacity than for students with higher <span class="hlt">working</span> memory capacity (r = -.42). Retrieval <span class="hlt">practice</span> may be an especially effective learning strategy for lower ability students.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title40-vol13/pdf/CFR-2010-title40-vol13-sec63-7500.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title40-vol13/pdf/CFR-2010-title40-vol13-sec63-7500.pdf"><span>40 CFR 63.7500 - What emission limits, <span class="hlt">work</span> <span class="hlt">practice</span> standards, and operating limits must I meet?</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-07-01</p> <p>... Industrial, Commercial, and Institutional Boilers and Process Heaters Emission Limits and <span class="hlt">Work</span> <span class="hlt">Practice</span>... emission limit and <span class="hlt">work</span> <span class="hlt">practice</span> standard in Table 1 to this subpart that applies to your boiler or process... 40 Protection of Environment 13 2010-07-01 2010-07-01 false What emission limits, <span class="hlt">work</span> <span class="hlt">practice</span>...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29845635','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29845635"><span>The relationship between organizational policies and <span class="hlt">practices</span> and <span class="hlt">work</span> limitations among hospital patient care workers.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Sparer, Emily H; Boden, Leslie I; Sorensen, Glorian; Dennerlein, Jack T; Stoddard, Anne; Wagner, Gregory R; Nagler, Eve M; Hashimoto, Dean M; Hopcia, Karen; Sabbath, Erika L</p> <p>2018-05-29</p> <p>We examined relationships between organizational policies and <span class="hlt">practices</span> (OPPs) (safety <span class="hlt">practices</span>, ergonomic <span class="hlt">practices</span>, and people-oriented culture) and <span class="hlt">work</span> limitations in a sample of hospital workers. We used the 6-item <span class="hlt">Work</span> Limitations Questionnaire (WLQ) to assess workers' perceptions of health-related <span class="hlt">work</span> limitations. Self-reported OPPs and the WLQ were collected from workers in Boston, Massachusetts (n = 1277). We conducted random-intercept multi-level logistic regression models for each OPP using stepwise selection of covariates. As the unit-average ergonomic <span class="hlt">practice</span> score increased by one, the odds of a worker reporting <span class="hlt">work</span> limitations decreased by approximately 39% (P-value = 0.018), adjusted for job title, age, and body mass index. A similar relationship existed for people-oriented culture (P-value = 0.038). The association between safety <span class="hlt">practices</span> and <span class="hlt">work</span> limitations was similar, but not statistically significant. This study demonstrated the importance of workplace OPPs. OPPs that promote positive and supportive environments and that foster improvements in ergonomics may help reduce <span class="hlt">work</span> limitations. © 2018 Wiley Periodicals, Inc.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22815310','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22815310"><span>Maternal return to paid <span class="hlt">work</span> and breastfeeding <span class="hlt">practices</span> in Bangkok, Thailand.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Aikawa, Tomomi; Pavadhgul, Patcharanee; Chongsuwat, Rewadee; Sawasdivorn, Siraporn; Boonshuyar, Chaweewon</p> <p>2015-03-01</p> <p>This study explored the association between mothers' <span class="hlt">work</span>-related factors and breastfeeding <span class="hlt">practices</span> in Bangkok, Thailand. Data were collected from 84 <span class="hlt">working</span> mothers with a child aged 6 to 24 months who visited the breastfeeding mobile clinic at a nursery goods exhibition. Thai interviewers collected data using a structured questionnaire. Analysis of the data showed that exclusive breastfeeding for 3 months was 78.6%, and for 6 months it was 38.1%. Mothers who returned to <span class="hlt">work</span> 3 months or more after giving birth exclusively breastfed more than the mothers who returned to <span class="hlt">work</span> in less than 3 months (crude odds ratio [OR] = 4.26, 95% confidence interval [CI] = 1.39-13.05; adjusted OR = 4.15, 95% CI = 1.15-14.95). Moreover, mothers who <span class="hlt">worked</span> at self-employed or family-owned businesses and some mothers <span class="hlt">working</span> at private companies showed tendencies of returning to <span class="hlt">work</span> in less than 3 months. Results suggest that longer maternity leave would help extend the duration of exclusive breastfeeding. In addition, the improvement of a breastfeeding supportive environment in the workplace would be valuable and may be an effective means to improve breastfeeding <span class="hlt">practices</span> and infant health. © 2011 APJPH.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=programming+AND+education&pg=2&id=EJ1059226','ERIC'); return false;" href="https://eric.ed.gov/?q=programming+AND+education&pg=2&id=EJ1059226"><span>Relating Theory and <span class="hlt">Practice</span> in Laboratory <span class="hlt">Work</span>: A Variation Theoretical Study</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Eckerdal, Anna</p> <p>2015-01-01</p> <p>Computer programming education has <span class="hlt">practice</span>-oriented as well as theory-oriented learning goals. Here, lab <span class="hlt">work</span> plays an important role in students' learning. It is however widely reported that many students face great difficulties in learning theory as well as <span class="hlt">practice</span>. This paper investigates the important but problematic relation between the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23286907','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23286907"><span>Study of status of <span class="hlt">safe</span> injection <span class="hlt">practice</span> and knowledge regarding injection safety among primary health care workers in Baglung district, western Nepal.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Gyawali, Sudesh; Rathore, Devendra S; Kc, Bhuvan; Shankar, P Ravi</p> <p>2013-01-03</p> <p>Unsafe injection <span class="hlt">practices</span> and injection overuse are widespread in developing countries harming the patient and inviting risks to the health care workers. In Nepal, there is a dearth of documented information about injection <span class="hlt">practices</span> so the present study was carried out: a) to determine whether the selected government health facilities satisfy the conditions for <span class="hlt">safe</span> injections in terms of staff training, availability of sterile injectable equipment and their proper disposal after use and b) to assess knowledge and attitudes of healthcare workers in these health care facilities with regard to injection safety. A descriptive cross-sectional mixed type (qualitative and quantitative) survey was carried out from 18th May to 16th June 2012. In-depth interviews with the in-charges were conducted using a semi-structured questionnaire. Observation of the health facilities using a structured observation tool was done. The data were analysed manually by summarizing, tabulating and presenting in various formats. The in-charges (eight males, two females) who participated in the study ranged in age from 30 to 50 years with a mean age of 37.8 years. Severe infection followed by pain was the most important cause for injection use with injection Gentamicin being most commonly prescribed. New single use (disposable) injections and auto-disable syringes were used to inject curative drugs and vaccines respectively. Sufficient safety boxes were also supplied to dispose the used syringe. All health care workers had received full course of Hepatitis B vaccine and were knowledgeable about at least one pathogen transmitted through unsafe injection <span class="hlt">practices</span>. Injection safety management policy and waste disposal guideline was not available for viewing in any of the facilities. The office staff who disposed the bio-medical wastes did so without taking any safety measures. Moreover, none of these staff had received any formal training in waste management. Certain <span class="hlt">safe</span> injection</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3583689','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3583689"><span>Study of status of <span class="hlt">safe</span> injection <span class="hlt">practice</span> and knowledge regarding injection safety among primary health care workers in Baglung district, western Nepal</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p></p> <p>2013-01-01</p> <p>Background Unsafe injection <span class="hlt">practices</span> and injection overuse are widespread in developing countries harming the patient and inviting risks to the health care workers. In Nepal, there is a dearth of documented information about injection <span class="hlt">practices</span> so the present study was carried out: a) to determine whether the selected government health facilities satisfy the conditions for <span class="hlt">safe</span> injections in terms of staff training, availability of sterile injectable equipment and their proper disposal after use and b) to assess knowledge and attitudes of healthcare workers in these health care facilities with regard to injection safety. Methodology A descriptive cross-sectional mixed type (qualitative and quantitative) survey was carried out from 18th May to 16th June 2012. In-depth interviews with the in-charges were conducted using a semi-structured questionnaire. Observation of the health facilities using a structured observation tool was done. The data were analysed manually by summarizing, tabulating and presenting in various formats. Results The in-charges (eight males, two females) who participated in the study ranged in age from 30 to 50 years with a mean age of 37.8 years. Severe infection followed by pain was the most important cause for injection use with injection Gentamicin being most commonly prescribed. New single use (disposable) injections and auto-disable syringes were used to inject curative drugs and vaccines respectively. Sufficient safety boxes were also supplied to dispose the used syringe. All health care workers had received full course of Hepatitis B vaccine and were knowledgeable about at least one pathogen transmitted through unsafe injection <span class="hlt">practices</span>. Injection safety management policy and waste disposal guideline was not available for viewing in any of the facilities. The office staff who disposed the bio-medical wastes did so without taking any safety measures. Moreover, none of these staff had received any formal training in waste management</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28623001','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28623001"><span>A concealed observational study of infection control and <span class="hlt">safe</span> injection <span class="hlt">practices</span> in Jordanian governmental hospitals.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Al-Rawajfah, Omar M; Tubaishat, Ahmad</p> <p>2017-10-01</p> <p>The recognized international organizations on infection prevention recommend using an observational method as the gold standard procedure for assessing health care professional's compliance with standard infection control <span class="hlt">practices</span>. However, observational studies are rarely used in Jordanian infection control studies. This study aimed to evaluate injection <span class="hlt">practices</span> among nurses <span class="hlt">working</span> in Jordanian governmental hospitals. A cross-sectional concealed observational design is used for this study. A convenience sampling technique was used to recruit a sample of nurses <span class="hlt">working</span> in governmental hospitals in Jordan. Participants were unaware of the time and observer during the observation episode. A total of 384 nurses from 9 different hospitals participated in the study. A total of 835 injections events were observed, of which 73.9% were performed without handwashing, 64.5% without gloving, and 27.5% were followed by needle recapping. Handwashing rate was the lowest (18.9%) when injections were performed by beginner nurses. Subcutaneous injections were associated with the lowest rate (26.7%) of postinjection handwashing compared with other routes. This study demonstrates the need for focused and effective infection control educational programs in Jordanian hospitals. Future studies should consider exploring the whole infection control <span class="hlt">practices</span> related to waste disposal and the roles of the infection control nurse in this process in Jordanian hospitals. Copyright © 2017 Association for Professionals in Infection Control and Epidemiology, Inc. Published by Elsevier Inc. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5804746','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5804746"><span>Local in <span class="hlt">Practice</span>: Professional Distinctions in Angolan Development <span class="hlt">Work</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Peters, Rebecca Warne</p> <p>2017-01-01</p> <p>Development workers employed by international nongovernmental organizations (NGOs) are commonly classified as national (local) or international (expatriate) staff members. The distinction is presumed to reflect the varieties of expertise required for the <span class="hlt">work</span> and the workers’ different biographies. I examine the experiences of Angolans <span class="hlt">working</span> in an international democratization program to demonstrate how some professionals at the lowest tiers of international development NGOs engage in social <span class="hlt">practices</span> that strategically emphasize or conceal certain skills, kinds of knowledge, or family circumstances to fulfill industry expectations of “local staff.” Doing so allows them access to employment with international organizations and pursuit of a variety of personal and professional goals. These <span class="hlt">practices</span> reinforce hierarchical inequalities within the development industry, however, limiting these workers’ influence over programmatic action. I argue that professional distinctions among development workers are social achievements and instruments of strategic manipulation by individuals and NGOs rather than accurate reflections of <span class="hlt">work</span> or workers. The case study provides insight into the institutional reproduction of hierarchical inequalities and the complexly social reasons why those who suffer their limitations may act in ways that reinforce, rather than resist, unequal social structures. PMID:29430019</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=journal+AND+applied+AND+physics&pg=4&id=EJ882650','ERIC'); return false;" href="https://eric.ed.gov/?q=journal+AND+applied+AND+physics&pg=4&id=EJ882650"><span>Preservice and Inservice Teachers' Challenges in the Planning of <span class="hlt">Practical</span> <span class="hlt">Work</span> in Physics</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Nivalainen, Ville; Asikainen, Mervi A.; Sormunen, Kari; Hirvonen, Pekka E.</p> <p>2010-01-01</p> <p><span class="hlt">Practical</span> <span class="hlt">work</span> in school science plays many essential roles that have been discussed in the literature. However, less attention has been paid to how teachers learn the different roles of <span class="hlt">practical</span> <span class="hlt">work</span> and to the kind of challenges they face in their learning during laboratory courses designed for teachers. In the present study we applied the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=dysphagia&pg=5&id=EJ990928','ERIC'); return false;" href="https://eric.ed.gov/?q=dysphagia&pg=5&id=EJ990928"><span>The <span class="hlt">Working</span> <span class="hlt">Practices</span> and Clinical Experiences of Paediatric Speech and Language Therapists: A National UK Survey</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Pring, Tim; Flood, Emma; Dodd, Barbara; Joffe, Victoria</p> <p>2012-01-01</p> <p>Background: The majority of speech and language therapists (SLTs) <span class="hlt">work</span> with children who have speech, language and communication needs. There is limited information about their <span class="hlt">working</span> <span class="hlt">practices</span> and clinical experience and their views of how changes to healthcare may impact upon their <span class="hlt">practice</span>. Aims: To investigate the <span class="hlt">working</span> <span class="hlt">practices</span> and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25486164','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25486164"><span>Community psychology <span class="hlt">practice</span>: expanding the impact of psychology's <span class="hlt">work</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Wolff, Tom</p> <p>2014-11-01</p> <p>This article introduces the reader to community psychology <span class="hlt">practice</span> by defining the field and its key principles and then illustrating through brief case stories what community psychology <span class="hlt">practice</span> looks like in various employment settings. An exploration of the development of the field includes a review of the competencies of community psychology <span class="hlt">practice</span>. Finally, the emerging opportunities for community psychology <span class="hlt">practice</span> for psychologists are outlined. Well-publicized issues such as health disparities give psychologists an opportunity to bring social problems such as racism, sexism, homophobia, and income inequality to the forefront and to create community-wide efforts to improve the ways in which people live. Community psychology <span class="hlt">practice</span> offers psychologists a format and a set of competencies for moving forward on this <span class="hlt">work</span> by focusing on approaches that are ecological, community centered, population based, preventive, focused on systems change and empowerment, and multidisciplinary and that bring those most affected by the issues to the heart of the decision making. PsycINFO Database Record (c) 2014 APA, all rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=science+AND+facts&pg=2&id=EJ1120280','ERIC'); return false;" href="https://eric.ed.gov/?q=science+AND+facts&pg=2&id=EJ1120280"><span><span class="hlt">Practical</span> <span class="hlt">Work</span> in Science: Misunderstood and Badly Used?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Osborne, Jonathan</p> <p>2015-01-01</p> <p>This article argues that the role of <span class="hlt">practical</span> <span class="hlt">work</span> in science is overemphasised and misunderstood. Science is distinguished by the fact that it is a set of ideas about the material world and not by empirical enquiry. The latter is only one of six styles of reasoning that have been used to develop scientific ideas. The lack of clarity around the…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li class="active"><span>20</span></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_20 --> <div id="page_21" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li class="active"><span>21</span></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="401"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/12345698','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/12345698"><span><span class="hlt">Safe</span> motherhood partners -- the International Children's Centre.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p></p> <p>1994-01-01</p> <p>The International Children's Centre (ICC) <span class="hlt">works</span> worldwide to improve child health in the least developed countries. In its training and research projects the agency contributes to the <span class="hlt">Safe</span> Motherhood Initiative to improve the health of mothers and infants. ICC is based in Paris, it was established in 1949, and the agency has cooperated with governments, nongovernmental organizations and international bodies like the World Health Organization (WHO) in child care. ICC's activities reflect concern for the health of women before and during pregnancy and the rest of their lives. The center's <span class="hlt">work</span> comprises training, research, local projects, and information and documentation. Following the 1987 Nairobi conference on <span class="hlt">safe</span> motherhood, ICC organized a seminar in Paris on maternal mortality in Sub-Saharan francophone Africa, which led to participation in the <span class="hlt">Safe</span> Motherhood Initiative with a variety of training and research programs. ICC training is integrated, community-based, and multidisciplinary. Anthropology, psychology, economics and management have played a role in ICC training courses. The center runs an international course on maternal and child health from January to April each year and also organizes distance training courses on problem solving in health care. ICC training programs have taken place in Laos, Senegal, and Vietnam to strengthen the <span class="hlt">work</span> of maternal and child health training centers there. A 4-week course on economic evaluation of health programs is held in Paris each July. In 1989 and 1990, ICC organized in collaboration with WHO <span class="hlt">safe</span> motherhood workshops on research methodology in Benin and in Burkina Faso with participants from 6 francophone African countries. One research project in Benin is on risk factors for maternal and perinatal mortality and morbidity, and the other in Cameroon on improving surveillance of pregnancy, delivery, and the postnatal period. ICC focuses on long-term planning and action for the benefit of mothers and children.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25626979','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25626979"><span>Do nurses provide a <span class="hlt">safe</span> sleep environment for infants in the hospital setting? An integrative review.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Patton, Carla; Stiltner, Denise; Wright, Kelly Barnhardt; Kautz, Donald D</p> <p>2015-02-01</p> <p> noncompliance with AAP <span class="hlt">safe</span> sleep recommendations. Eleven of the 16 studies found that some nurses were recommending incorrect sleep positions to mothers. Five of the 16 studies noted that some nurses and mothers gave fear of aspiration as the reason they chose to use a nonsupine sleep position. In the majority of the studies, the information was self-reported, which could impact the validity of the findings. Also, the studies used convenience sampling, which makes study findings difficult to generalize. The research indicates that there has been a plateau in <span class="hlt">safe</span> sleeping <span class="hlt">practices</span> in the hospital setting. Some infants continue to be placed in positions that increase the risk for SIDS. The research also shows that some nurses are not following the 2011 AAP recommendations for a <span class="hlt">safe</span> sleep environment. Clearly, nurses need additional education on SIDS prevention and the <span class="hlt">safe</span> sleep environment, and additional measures need to be adopted to ensure that all nurses and all families understand the research supporting the AAP recommendation that supine sleep is best. Further <span class="hlt">work</span> is needed to promote evidence-based <span class="hlt">practice</span> among healthcare professionals and families.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/20840356','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/20840356"><span>Understanding the essential elements of <span class="hlt">work</span>-based learning and its relevance to everyday clinical <span class="hlt">practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Williams, Caroline</p> <p>2010-09-01</p> <p>To critically review the <span class="hlt">work</span>-based learning literature and explore the implications of the findings for the development of <span class="hlt">work</span>-based learning programmes. With NHS budgets under increasing pressure, and challenges to the impact of classroom-based learning on patient outcomes, <span class="hlt">work</span>-based learning is likely to come under increased scrutiny as a potential solution. Evidence from higher education institutions suggests that <span class="hlt">work</span>-based learning can improve <span class="hlt">practice</span>, but in many cases it is perceived as little more than on-the-job training to perform tasks. The CINAHL database was searched using the keywords <span class="hlt">work</span>-based learning, <span class="hlt">work</span>-place learning and <span class="hlt">practice</span>-based learning. Those articles that had a focus on post-registration nursing were selected and critically reviewed. Using the review of the literature, three key issues were explored. <span class="hlt">Work</span>-based learning has the potential to change <span class="hlt">practice</span>. Learning how to learn and critical reflection are key features. For effective <span class="hlt">work</span>-based learning nurses need to take control of their own learning, receive support to critically reflect on their <span class="hlt">practice</span> and be empowered to make changes to that <span class="hlt">practice</span>. A critical review of the literature has identified essential considerations for the implementation of <span class="hlt">work</span>-based learning. A change in culture from classroom to <span class="hlt">work</span>-based learning requires careful planning and consideration of learning cultures. To enable effective <span class="hlt">work</span>-based learning, nurse managers need to develop a learning culture in their workplace. They should ensure that skilled facilitation is provided to support staff with critical reflection and effecting changes in <span class="hlt">practice</span>. CONTRIBUTION TO NEW KNOWLEDGE: This paper has identified three key issues that need to be considered in the development of <span class="hlt">work</span>-based learning programmes. © 2010 The Authors. Journal compilation © 2010 Blackwell Publishing Ltd.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=safe+AND+working+AND+environment&pg=3&id=EJ679170','ERIC'); return false;" href="https://eric.ed.gov/?q=safe+AND+working+AND+environment&pg=3&id=EJ679170"><span>Co-creating Emotionally <span class="hlt">Safe</span> Environments at Camp: Training Staff To Facilitate Adventure Activities.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Brownlee, Matt; Yerkes, Rita</p> <p>2003-01-01</p> <p>An emotionally <span class="hlt">safe</span> environment helps campers participate in adventure activities. Staff development tips for creating a <span class="hlt">safe</span> environment include using cooperative goal setting; using parallel training processes; developing <span class="hlt">working</span> lesson plans that outline facilitation techniques for creating emotionally <span class="hlt">safe</span> environments; and using co-created…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=innovation+AND+process&pg=5&id=EJ961905','ERIC'); return false;" href="https://eric.ed.gov/?q=innovation+AND+process&pg=5&id=EJ961905"><span>Cool and <span class="hlt">Safe</span>: Multiplicity in <span class="hlt">Safe</span> Innovation at Unilever</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Penders, Bart</p> <p>2011-01-01</p> <p>This article presents the making of a <span class="hlt">safe</span> innovation: the application of ice structuring protein (ISP) in edible ices. It argues that safety is not the absence of risk but is an active accomplishment; innovations are not "made <span class="hlt">safe</span> afterward" but "<span class="hlt">safe</span> innovations are made". Furthermore, there are multiple safeties to be accomplished in the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28841176','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28841176"><span>Relationships between <span class="hlt">Safe</span> Pesticide <span class="hlt">Practice</span> and Perceived Benefits and Subjective Norm, and the Moderation Role of Information Acquisition: Evidence from 971 Farmers in China.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Wang, Jianhua; Deng, Yuanyuan; Ma, Yuting</p> <p>2017-08-25</p> <p>Improper use of pesticides among farmers has caused food safety issues which are serious threats to public health in China. A central question concerns how to motivate farmers to self-regulate their pesticide usage. The paper aims to identify the influence of an internal driving factor, i.e., perceived benefits, and an external driving factor, i.e., subjective norm, on farmers' <span class="hlt">safe</span> pesticide behaviors, and whether the two factors are moderated by the exposure to information on government policies and the market, based on a sample of 971 farmers selected from 5 Chinese provinces. The results revealed that farmers' <span class="hlt">safe</span> pesticide usage was predominately driven by perceived benefits whereas external pressure or subjective norm did not play much of a role. Interaction effects were found between the exposure to market information and perceived benefits, and also between subjective norm and exposure to government policy. Extensions agencies are recommended to effectively convey to farmers the benefits to follow <span class="hlt">safe</span> pesticide <span class="hlt">practices</span>. Meanwhile, surveillance and monitoring systems should be established so that the prices of their agricultural products are reflected by the quality of the products.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25018078','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25018078"><span><span class="hlt">Work</span> and retirement preferences of <span class="hlt">practicing</span> radiologists as a predictor of workforce needs.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Moriarity, Andrew K; Brown, Manuel L; Schultz, Lonni R</p> <p>2014-08-01</p> <p>The radiology job market has been described as highly variable, and recent <span class="hlt">practice</span> hiring surveys predict that the number of available jobs will remain flat. Radiologists may be <span class="hlt">working</span> more hours and retiring later than desired, activities that influence overall job availability. A national survey was performed to determine the desired <span class="hlt">work</span> rate and retirement preferences of <span class="hlt">practicing</span> radiologists, and the responses are used to estimate current and potential future <span class="hlt">work</span> output and future workforce needs. <span class="hlt">Practicing</span> radiologists were surveyed regarding current and preferred <span class="hlt">work</span> level and desired and expected retirement age. A model incorporating these preferences and stratified by age was developed using survey responses and American Medical Association full-time equivalent (FTE) estimates. Available FTE radiologists are estimated under four scenarios from 2016 to 2031 in 5-year intervals. The model predicts a total of 26,362 FTE radiologists available in 2011, which corresponds to previous estimates. Participants reported <span class="hlt">working</span> more hours and expecting to retire later than desired, with younger radiologists and women reporting the greatest desired decrease in FTE hours <span class="hlt">worked</span>. Under each scenario, there is an initial FTE availability in 2016 ranging from 21,156 to 24,537, which increases to between 27,753 and 31,435 FTE by 2031 depending on <span class="hlt">work</span> rate and retirement patterns. <span class="hlt">Practicing</span> radiologists report that they currently <span class="hlt">work</span> more hours than desired and expect to retire later than they would prefer. If radiologists changed current personal <span class="hlt">work</span> rate and expected retirement age to meet these preferences, there would be an immediate shortage of FTE radiologists continuing until at least 2020 assuming no other workforce needs changes. Copyright © 2014 AUR. Published by Elsevier Inc. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26520827','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26520827"><span>Identifying best <span class="hlt">practices</span> for "<span class="hlt">Safe</span> Harbor" legislation to protect child sex trafficking victims: Decriminalization alone is not sufficient.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Barnert, Elizabeth S; Abrams, Susan; Azzi, Veronica F; Ryan, Gery; Brook, Robert; Chung, Paul J</p> <p>2016-01-01</p> <p>Several states have recently enacted "<span class="hlt">Safe</span> Harbor" laws to redirect child victims of commercial sexual exploitation and child sex trafficking from the criminal justice system and into the child welfare system. No comprehensive studies of <span class="hlt">Safe</span> Harbor law implementation exist. The nine state <span class="hlt">Safe</span> Harbor laws enacted by 2012 were analyzed to guide state legislators, health professionals, law enforcement agents, child welfare providers, and other responders to the commercial sexual exploitation of children on the development and implementation of state <span class="hlt">Safe</span> Harbor laws. The authors conducted 32 semi-structured interviews with <span class="hlt">Safe</span> Harbor experts in these states. Participants conveyed that <span class="hlt">Safe</span> Harbor legislation signified a critical paradigm shift, treating commercially sexually exploited youth not as criminals but as vulnerable children in need of services. However, <span class="hlt">Safe</span> Harbor legislation varied widely and significant gaps in laws exist. Such laws alone were considered insufficient without adequate funding for necessary services. As a result, many well-meaning providers were going around the <span class="hlt">Safe</span> Harbor laws by continuing to incarcerate commercially sexually exploited youth in the juvenile justice system regardless of <span class="hlt">Safe</span> Harbor laws in place. This was done, to act, in their view, in what was the best interest of the victimized children. With imperfect laws and implementation, these findings suggest an important role for local and state responders to act together to protect victims from unnecessary criminalization and potential further traumatization. Published by Elsevier Ltd.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24383463','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24383463"><span>Feeling <span class="hlt">safe</span> during an inpatient hospitalization: a concept analysis.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Mollon, Deene</p> <p>2014-08-01</p> <p>This paper aims to explore the critical attributes of the concept feeling <span class="hlt">safe</span>. The <span class="hlt">safe</span> delivery of care is a high priority; however; it is not really known what it means to the patient to 'feel <span class="hlt">safe</span>' during an inpatient hospitalization. This analysis explores the topic of safety from the patient's perspective. Concept analysis. The data bases of CINAHL, Medline, PsychInfo and Google Scholar for the years 1995-2012 were searched using the terms <span class="hlt">safe</span> and feeling <span class="hlt">safe</span>. The eight-step concept analysis method of Walker and Avant was used to analyse the concept of feeling <span class="hlt">safe</span>. Uses and defining attributes, as well as identified antecedents, consequences and empirical referents, are presented. Case examples are provided to assist in the understanding of defining attributes. Feeling <span class="hlt">safe</span> is defined as an emotional state where perceptions of care contribute to a sense of security and freedom from harm. Four attributes were identified: trust, cared for, presence and knowledge. Relationship, environment and suffering are the antecedents of feeling <span class="hlt">safe</span>, while control, hope and relaxed or calm are the consequences. Empirical referents and early development of a theory of feeling <span class="hlt">safe</span> are explored. This analysis begins the <span class="hlt">work</span> of synthesizing qualitative research already completed around the concept of feeling <span class="hlt">safe</span> by defining the key attributes of the concept. Support for the importance of developing patient-centred models of care and creating positive environments where patients receive high-quality care and feel <span class="hlt">safe</span> is provided. © 2014 John Wiley & Sons Ltd.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=feminist+AND+therapy&pg=5&id=EJ527858','ERIC'); return false;" href="https://eric.ed.gov/?q=feminist+AND+therapy&pg=5&id=EJ527858"><span>Gender-Sensitive Social <span class="hlt">Work</span> <span class="hlt">Practice</span>: A Model for Education.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Norman, Judith; Wheeler, Barbara</p> <p>1996-01-01</p> <p>Although women comprise the majority of social <span class="hlt">work</span> clients, most psychological models of assessment and intervention are based on male psychological development. Feminist theories and therapies have turned attention to female development and its differences from male progression. A psychotherapeutic model for <span class="hlt">practice</span> and education that allows…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title40-vol12/pdf/CFR-2011-title40-vol12-sec63-1654.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title40-vol12/pdf/CFR-2011-title40-vol12-sec63-1654.pdf"><span>40 CFR 63.1654 - Operational and <span class="hlt">work</span> <span class="hlt">practice</span> standards.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-07-01</p> <p>....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 <span class="hlt">work</span> <span class="hlt">practice</span> standards... PROGRAMS (CONTINUED) NATIONAL EMISSION STANDARDS FOR HAZARDOUS AIR POLLUTANTS FOR SOURCE CATEGORIES...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title40-vol12/pdf/CFR-2010-title40-vol12-sec63-1654.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title40-vol12/pdf/CFR-2010-title40-vol12-sec63-1654.pdf"><span>40 CFR 63.1654 - Operational and <span class="hlt">work</span> <span class="hlt">practice</span> standards.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-07-01</p> <p>....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 <span class="hlt">work</span> <span class="hlt">practice</span> standards... PROGRAMS (CONTINUED) NATIONAL EMISSION STANDARDS FOR HAZARDOUS AIR POLLUTANTS FOR SOURCE CATEGORIES...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2013-title40-vol13/pdf/CFR-2013-title40-vol13-sec63-1654.pdf','CFR2013'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2013-title40-vol13/pdf/CFR-2013-title40-vol13-sec63-1654.pdf"><span>40 CFR 63.1654 - Operational and <span class="hlt">work</span> <span class="hlt">practice</span> standards.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2013&page.go=Go">Code of Federal Regulations, 2013 CFR</a></p> <p></p> <p>2013-07-01</p> <p>... 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 <span class="hlt">work</span> <span class="hlt">practice</span> standards... PROGRAMS (CONTINUED) NATIONAL EMISSION STANDARDS FOR HAZARDOUS AIR POLLUTANTS FOR SOURCE CATEGORIES...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21491792','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21491792"><span>Performance of a fail-<span class="hlt">safe</span> system to follow up abnormal mammograms in primary care.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Grossman, Ellie; Phillips, Russell S; Weingart, Saul N</p> <p>2010-09-01</p> <p>Missed and delayed breast cancer diagnoses are major sources of potential harm to patients and medical malpractice liability in the United States. Follow-up of abnormal mammogram results is an essential but challenging component of <span class="hlt">safe</span> breast care. To explore the value of an inexpensive method to follow up abnormal test results, we examined a paper-based fail-<span class="hlt">safe</span> system. We examined a fail-<span class="hlt">safe</span> system used to follow up abnormal mammograms at a primary care <span class="hlt">practice</span> at an urban teaching hospital. We analyzed all abnormal mammogram reports and clinicians' responses to follow-up reminders. We characterized potential lapses identified in this system and used regression models to identify patient, provider, and test result characteristics associated with such lapses. Clinicians responded to fail-<span class="hlt">safe</span> reminders for 92% of 948 abnormal mammograms. Clinicians reported that they were unaware of the abnormal result in 8% of cases and that there was no follow-up plan in place for 3% of cases. Clinicians with more years of experience were more likely to be aware of the abnormal result (odds of being unaware per incremental year in <span class="hlt">practice</span>, 0.92; 95% confidence interval, 0.88-0.97) and were more likely to have a follow-up plan. A paper-based fail-<span class="hlt">safe</span> system for abnormal mammograms is feasible in a primary care <span class="hlt">practice</span>. However, special care is warranted to ensure full clinician adherence and address staff transitions and trainee-related issues.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4068906','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4068906"><span>The impact of training and <span class="hlt">working</span> conditions on junior doctors’ intention to leave clinical <span class="hlt">practice</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p></p> <p>2014-01-01</p> <p>Background The shortage of physicians is an evolving problem throughout the world. In this study we aimed to identify to what extent junior doctors’ training and <span class="hlt">working</span> conditions determine their intention to leave clinical <span class="hlt">practice</span> after residency training. Methods A prospective cohort study was conducted in 557 junior doctors undergoing residency training in German hospitals. Self-reported specialty training conditions, <span class="hlt">working</span> conditions and intention to leave clinical <span class="hlt">practice</span> were measured over three time points. Scales covering training conditions were assessed by structured residency training, professional support, and dealing with lack of knowledge; <span class="hlt">working</span> conditions were evaluated by <span class="hlt">work</span> overload, job autonomy and social support, based on the Demand–Control–Support model. Multivariate ordinal logistic regression analyses with random intercept for longitudinal data were applied to determine the odds ratio of having a higher level of intention to leave clinical <span class="hlt">practice</span>. Results In the models that considered training and <span class="hlt">working</span> conditions separately to predict intention to leave clinical <span class="hlt">practice</span> we found significant baseline effects and change effects. After modelling training and <span class="hlt">working</span> conditions simultaneously, we found evidence that the change effect of job autonomy (OR 0.77, p = .005) was associated with intention to leave clinical <span class="hlt">practice</span>, whereas for the training conditions, only the baseline effects of structured residency training (OR 0.74, p = .017) and dealing with lack of knowledge (OR 0.74, p = .026) predicted intention to leave clinical <span class="hlt">practice</span>. Conclusions Junior doctors undergoing specialty training experience high workload in hospital <span class="hlt">practice</span> and intense requirements in terms of specialty training. Our study indicates that simultaneously improving <span class="hlt">working</span> conditions over time and establishing a high standard of specialty training conditions may prevent junior doctors from considering leaving clinical <span class="hlt">practice</span> after</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23714552','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23714552"><span>The advanced <span class="hlt">practice</span> professionals' perspective: keys to a good <span class="hlt">working</span> relationship between advanced <span class="hlt">practice</span> professions and physicians.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Polansky, Maura</p> <p>2013-01-01</p> <p>A strong <span class="hlt">working</span> relationship between advanced <span class="hlt">practice</span> professionals (APPs) and supervising oncologists is essential for reducing medical errors, retaining employees, and improving <span class="hlt">work</span> environments. Although there is rather limited data on the unique relationship of the APP and physician, fundamental communication skills-including open communication, mutual respect, establishing expectations, and <span class="hlt">working</span> with mutual purpose-should be the foundation of these relationships. This paper addresses various aspects of relationship building between APPs and physicians with suggestions for establishing successful <span class="hlt">working</span> relationships.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Posttest+AND+experimental+AND+design&pg=6&id=EJ1059436','ERIC'); return false;" href="https://eric.ed.gov/?q=Posttest+AND+experimental+AND+design&pg=6&id=EJ1059436"><span>An Intensive Continuing Education Initiative to Train Social Workers for Military Social <span class="hlt">Work</span> <span class="hlt">Practice</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Smith-Osborne, Alexa</p> <p>2015-01-01</p> <p>Specific standards exist for social <span class="hlt">work</span> <span class="hlt">practice</span> with service members, military families, and veterans, whether in civilian or military <span class="hlt">practice</span> settings. Based on these standards, a continuing education certificate for practitioners was designed with companion military social <span class="hlt">work</span> coursework in the advanced graduate curriculum and field…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22338461','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22338461"><span>Sexual harassment at <span class="hlt">work</span> place: are you <span class="hlt">safe</span>?</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Naveed, Anila; Tharani, Ambreen; Alwani, Nasreen</p> <p>2010-01-01</p> <p>In today's world women are increasingly participating in the realm of <span class="hlt">work</span> force, yet they are facing many obstacles in their way. Sexual harassment is one of those obstacles. Sexual harassment at <span class="hlt">work</span> place is prevalent in every society. It could happen to anyone but women are the targeted victims. Sexual harassment is considered as a traumatic event and the victim may end up in having physical and mental sufferings that hinders a person to <span class="hlt">work</span> effectively. At an organisational level this may result in decrease <span class="hlt">work</span> effectiveness, decreased <span class="hlt">work</span> productivity, high absenteeism, high turnover, and low staff morale. Hence there is a need that, organisations and government should look seriously into this matter. Proper education and training programs should be developed to deal with these issues. The goal must be both to deal with sexual harassment incidents effectively and to prevent the occurrence of future incidents.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=conflict+AND+work+AND+family&pg=5&id=EJ804544','ERIC'); return false;" href="https://eric.ed.gov/?q=conflict+AND+work+AND+family&pg=5&id=EJ804544"><span>Reducing Teachers' <span class="hlt">Work</span>-Family Conflict: From Theory to <span class="hlt">Practice</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cinamon, Rachel Gali; Rich, Yisrael</p> <p>2005-01-01</p> <p><span class="hlt">Work</span>-family conflict is a vocational psychology variable whose antecedents and outcomes have been extensively investigated. In contrast, less effort has been invested in creating <span class="hlt">practical</span> programs to prevent and reduce it. This article provides the rationale and describes the framework for a comprehensive organizational program designed to ease…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Work+AND+Family+AND+violence&pg=5&id=EJ826137','ERIC'); return false;" href="https://eric.ed.gov/?q=Work+AND+Family+AND+violence&pg=5&id=EJ826137"><span>Partner Violence and Survivors' Chronic Health Problems: Informing Social <span class="hlt">Work</span> <span class="hlt">Practice</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Macy, Rebecca J.; Ferron, Joelle; Crosby, Carmen</p> <p>2009-01-01</p> <p>Although most social <span class="hlt">work</span> professionals may expect that women who experience partner violence will sustain acute physical injuries, social workers may be less knowledgeable about the chronic health problems with which violence survivors often struggle. To inform social <span class="hlt">work</span> <span class="hlt">practice</span>, we reviewed and synthesized the recently published research on…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li class="active"><span>21</span></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_21 --> <div id="page_22" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li class="active"><span>22</span></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="421"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1643776','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1643776"><span>THE PRESCRIPTION FOR LIGHT <span class="hlt">WORK</span> FOR THE PARTIALLY DISABLED EMPLOYEE</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Leggo, Christopher</p> <p>1949-01-01</p> <p>A prescription of “light work” for the industrially employed patient who is convalescent from injury or illness often is difficult to carry out and may do more harm than good to both employer and employee. Criteria developed from the observations of a physician engaged in an industrial establishment may be helpful to the physician in private <span class="hlt">practice</span> who is called upon to decide when a patient may <span class="hlt">safely</span> return to <span class="hlt">work</span> and how strenuous or exacting the <span class="hlt">work</span> may be. PMID:18125224</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/17482332','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/17482332"><span>Nurse prescribing: reflections on safety in <span class="hlt">practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Bradley, Eleanor; Hynam, Brian; Nolan, Peter</p> <p>2007-08-01</p> <p>This qualitative study explores how recently qualified nurse prescribers describe, and rate, the safety of their prescribing. Internationally, the costs of drug errors are enormous and they can have serious implications for staff and patients. Nurses are now undertaking extended prescribing <span class="hlt">practice</span> throughout the UK. Nurse prescribers <span class="hlt">work</span> across different <span class="hlt">work</span> settings and although <span class="hlt">safe</span> prescribing is a priority in all of them, it is essential to ascertain the conditions that foster the highest levels of safety and how nurses can be supported in <span class="hlt">practice</span>. Thirty-one nurses form the West Midlands area of England agreed to participate in an in-depth interview which sought to elicit their responses to various aspects of their prescribing <span class="hlt">work</span>. They came from a variety of specialities and from hospital, community and general <span class="hlt">practice</span> backgrounds. On completion of their training nurses were acutely aware of the responsibility that prescribing imposed on them. Although this awareness was thought to encourage caution and safety, it may also account for the fact that 26% of the nurses (n=8) had not prescribed since qualifying. Nurses felt that the multidisciplinary team had a vital role to play in supporting their prescribing <span class="hlt">practice</span> as did collaborative <span class="hlt">working</span>. It is concluded that those <span class="hlt">working</span> in specialty areas that are less well-defined in terms of scope of <span class="hlt">practice</span> (e.g. older adult nursing and learning disability) would benefit in particular from ongoing mentoring relationships with experienced prescribers and the development of individual formularies.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=website+AND+analysis&id=EJ1012007','ERIC'); return false;" href="https://eric.ed.gov/?q=website+AND+analysis&id=EJ1012007"><span>Examining Inclusion of Evidence-Based <span class="hlt">Practice</span> on Social <span class="hlt">Work</span> Training Program Websites</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wike, Traci L.; Bledsoe, Sarah E.; Bellamy, Jennifer L.; Grady, Melissa D.</p> <p>2013-01-01</p> <p>Websites represent a visible medium for social <span class="hlt">work</span> programs to communicate information about social <span class="hlt">work</span> research, academics, and professional training priorities, including evidence-based <span class="hlt">practice</span> (EBP). However, few studies have examined the content of social <span class="hlt">work</span> program websites. This exploratory study aimed to answer the question: Are EBP…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22217667','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22217667"><span>Guidelines for <span class="hlt">safe</span> <span class="hlt">work</span> <span class="hlt">practices</span> in human and animal medical diagnostic laboratories. Recommendations of a CDC-convened, Biosafety Blue Ribbon Panel.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Miller, J Michael; Astles, Rex; Baszler, Timothy; Chapin, Kimberle; Carey, Roberta; Garcia, Lynne; Gray, Larry; Larone, Davise; Pentella, Michael; Pollock, Anne; Shapiro, Daniel S; Weirich, Elizabeth; Wiedbrauk, Danny</p> <p>2012-01-06</p> <p>Prevention of injuries and occupational infections in U.S. laboratories has been a concern for many years. CDC and the National Institutes of Health addressed the topic in their publication Biosafety in Microbiological and Biomedical Laboratories, now in its 5th edition (BMBL-5). BMBL-5, however, was not designed to address the day-to-day operations of diagnostic laboratories in human and animal medicine. In 2008, CDC convened a Blue Ribbon Panel of laboratory representatives from a variety of agencies, laboratory organizations, and facilities to review laboratory biosafety in diagnostic laboratories. The members of this panel recommended that biosafety guidelines be developed to address the unique operational needs of the diagnostic laboratory community and that they be science based and made available broadly. These guidelines promote a culture of safety and include recommendations that supplement BMBL-5 by addressing the unique needs of the diagnostic laboratory. They are not requirements but recommendations that represent current science and sound judgment that can foster a <span class="hlt">safe</span> <span class="hlt">working</span> environment for all laboratorians. Throughout these guidelines, quality laboratory science is reinforced by a common-sense approach to biosafety in day-to-day activities. Because many of the same diagnostic techniques are used in human and animal diagnostic laboratories, the text is presented with this in mind. All functions of the human and animal diagnostic laboratory--microbiology, chemistry, hematology, and pathology with autopsy and necropsy guidance--are addressed. A specific section for veterinary diagnostic laboratories addresses the veterinary issues not shared by other human laboratory departments. Recommendations for all laboratories include use of Class IIA2 biological safety cabinets that are inspected annually; frequent hand washing; use of appropriate disinfectants, including 1:10 dilutions of household bleach; dependence on risk assessments for many activities</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ805693.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ805693.pdf"><span>Rethinking Critically Reflective Research <span class="hlt">Practice</span>: Beyond Popper's Critical Rationalism</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ulrich, Werner</p> <p>2006-01-01</p> <p>We all know that ships are safest in the harbor; but alas, that is not what ships are built for. They are destined to leave the harbor and to confront the challenges that are waiting beyond the harbor mole. A similar challenge confronts the <span class="hlt">practice</span> of research. Research at <span class="hlt">work</span> cannot play it <span class="hlt">safe</span> and stay in whatever theoretical and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26484946','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26484946"><span>When the science fails and the ethics <span class="hlt">works</span>: 'Fail-<span class="hlt">safe</span>' ethics in the FEM-PrEP study.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Kingori, Patricia</p> <p>2015-12-01</p> <p>This paper will explore the concept of 'fail <span class="hlt">safe</span>' ethics in the FEM PrEP trial, and the <span class="hlt">practice</span> of research and ethics on the ground. FEM-PrEP examined the efficacy of PrEP in African women after promising outcomes in research conducted with MSM. This was a hugely optimistic time and FEM-PrEP was mobilised using rights-based ethical arguments that women should have access to PrEP. This paper will present data collected during an ethnographic study of frontline research workers involved in FEM-PrEP. During our discussions, 'fail-<span class="hlt">safe</span>' ethics emerged as concept that encapsulated their confidence that their ethics could not fail. However, in 2011, FEM-PrEP was halted and deemed a failure. The women involved in the study were held responsible because contrary to researcher's expectations they were not taking the oral PrEP being researched. This examination of FEM-PrEP will show that ethical arguments are increasingly deployed to mobilise, maintain and in some cases stop trials in ways which, at times, are superseded or co-opted by other interests. While promoting the interests of women, rights-based approaches are argued to indirectly justify the continuation of individualised, biomedical interventions which have been problematic in other women-centred trials. In this examination of FEM-PrEP, the rights-based approach obscured: ethical concerns beyond access to PrEP; the complexities of power relationships between donor and host countries; the operations of the HIV industry in research-saturated areas and the cumulative effect of unfilled expectations in HIV research and how this has shaped ideas of research and ethics.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/servlets/purl/970543','SCIGOV-STC'); return false;" href="https://www.osti.gov/servlets/purl/970543"><span>TANK OPERATIONS CONTRACT CONSTRUCTION MANAGEMENT METHODOLOGY UTILIZING THE AGENCY METHOD OF CONSTRUCTION MANAGEMENT TO <span class="hlt">SAFELY</span> AND EFFECTIVELY COMPLETE NUCLEAR CONSTRUCTION <span class="hlt">WORK</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>LESO KF; HAMILTON HM; FARNER M</p> <p></p> <p>Washington River Protection Solutions, LLC (WRPS) has faced significant project management challenges in managing Davis-Bacon construction <span class="hlt">work</span> that meets contractually required small business goals. The unique challenge is to provide contracting opportunities to multiple small business construction subcontractors while performing high hazard <span class="hlt">work</span> in a <span class="hlt">safe</span> and productive manner. Previous to the Washington River Protection Solutions, LLC contract, Construction <span class="hlt">work</span> at the Hanford Tank Farms was contracted to large companies, while current Department of Energy (DOE) Contracts typically emphasize small business awards. As an integral part of Nuclear Project Management at Hanford Tank Farms, construction involves removal of old equipmentmore » and structures and installation of new infrastructure to support waste retrieval and waste feed delivery to the Waste Treatment Plant. Utilizing the optimum construction approach ensures that the contractors responsible for this <span class="hlt">work</span> are successful in meeting safety, quality, cost and schedule objectives while <span class="hlt">working</span> in a very hazardous environment. This paper describes the successful transition from a traditional project delivery method that utilized a large business general contractor and subcontractors to a new project construction management model that is more oriented to small businesses. Construction has selected the Agency Construction Management Method. This method was implemented in the first quarter of Fiscal Year (FY) 2009, where Construction Management is performed by substantially home office resources from the URS Northwest Office in Richland, Washington. The Agency Method has allowed WRPS to provide proven Construction Managers and Field Leads to mentor and direct small business contractors, thus providing expertise and assurance of a successful project. Construction execution contracts are subcontracted directly by WRPS to small or disadvantaged contractors that are mentored and supported by DRS personnel</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Diy&pg=4&id=EJ996302','ERIC'); return false;" href="https://eric.ed.gov/?q=Diy&pg=4&id=EJ996302"><span>From DIY to Teen Pregnancy: New Pathologies, Melancholia and Feminist <span class="hlt">Practice</span> in Contemporary English Youth <span class="hlt">Work</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cullen, Fin</p> <p>2013-01-01</p> <p>In this article I consider past and current forms of feminist <span class="hlt">practice</span> and "girls <span class="hlt">work</span>" and debates within contemporary English youth <span class="hlt">work</span>. Drawing on previous scholarly <span class="hlt">work</span> in Girlhood studies, youth <span class="hlt">work</span> and youth policy, I explore the range of dominant discourses that have come to shape youth <span class="hlt">work</span> <span class="hlt">practice</span> within the current economic…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5305036','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5305036"><span>Thinking together: What makes Communities of <span class="hlt">Practice</span> <span class="hlt">work</span>?</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Pyrko, Igor; Dörfler, Viktor; Eden, Colin</p> <p>2016-01-01</p> <p>In this article, we develop the founding elements of the concept of Communities of <span class="hlt">Practice</span> by elaborating on the learning processes happening at the heart of such communities. In particular, we provide a consistent perspective on the notions of knowledge, knowing and knowledge sharing that is compatible with the essence of this concept – that learning entails an investment of identity and a social formation of a person. We do so by drawing richly from the <span class="hlt">work</span> of Michael Polanyi and his conception of personal knowledge, and thereby we clarify the scope of Communities of <span class="hlt">Practice</span> and offer a number of new insights into how to make such social structures perform well in professional settings. The conceptual discussion is substantiated by findings of a qualitative empirical study in the UK National Health Service. As a result, the process of ‘thinking together’ is conceptualized as a key part of meaningful Communities of <span class="hlt">Practice</span> where people mutually guide each other through their understandings of the same problems in their area of mutual interest, and this way indirectly share tacit knowledge. The collaborative learning process of ‘thinking together’, we argue, is what essentially brings Communities of <span class="hlt">Practice</span> to life and not the other way round. PMID:28232754</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/8664372','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/8664372"><span>Risk <span class="hlt">practices</span> for HIV infection and other STDs amongst female prostitutes <span class="hlt">working</span> in legalized brothels.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Pyett, P M; Haste, B R; Snow, J</p> <p>1996-02-01</p> <p>Most research investigating risk <span class="hlt">practices</span> for HIV infection and other STDs amongst sex workers has focused on street prostitutes to the exclusion of those prostitutes who <span class="hlt">work</span> in different sections of the industry. This is largely a consequence of methodological difficulties in accessing prostitutes other than those who <span class="hlt">work</span> on the streets. HIV prevention research and interventions must address the fact that risk <span class="hlt">practices</span> may vary according to the type of prostitution engaged in. This paper reports on risk <span class="hlt">practices</span> for HIV infection and other STDs amongst prostitutes <span class="hlt">working</span> in legalized brothels in Victoria, Australia. A self-administered questionnaire was distributed by representatives of a sex worker organization whose collaboration was an important factor in obtaining a large sample of prostitutes. The study found low levels of risk <span class="hlt">practices</span> for prostitutes <span class="hlt">working</span> in legal brothels in Victoria. The major risk <span class="hlt">practices</span> indentified were injecting drug use and condom non-use with non-paying partners.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23866251','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23866251"><span>Multilevel models in the explanation of the relationship between safety climate and <span class="hlt">safe</span> behavior.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Cheyne, Alistair; Tomás, José M; Oliver, Amparo</p> <p>2013-01-01</p> <p>This study examines the relationships between components of organizational safety climate, including employee attitudes to organizational safety issues; perceptions of the physical <span class="hlt">working</span> environment, and evaluations of worker engagement with safety issues; and relates these to self-reported levels of safety behavior. It attempts to explore the relationships between these variables in 1189 workers across 78 <span class="hlt">work</span> groups in a large transportation organization. Evaluations of safety climate, the <span class="hlt">working</span> environment and worker engagement, as well as <span class="hlt">safe</span> behaviors, were collected using a self report questionnaire. The multilevel analysis showed that both levels of evaluation (the <span class="hlt">work</span> group and the individual), and some cross-level interactions, were significant in explaining <span class="hlt">safe</span> behaviors. Analyses revealed that a number of variables, at both levels, were associated with worker engagement and <span class="hlt">safe</span> behaviors. The results suggest that, while individual evaluations of safety issues are important, there is also a role for the fostering of collective safety climates in encouraging <span class="hlt">safe</span> behaviors and therefore reducing accidents.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21777072','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21777072"><span>Profiles of eight <span class="hlt">working</span> mothers who <span class="hlt">practiced</span> exclusive breastfeeding in Depok, Indonesia.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Februhartanty, Judhiastuty; Wibowo, Yulianti; Fahmida, Umi; Roshita, Airin</p> <p>2012-02-01</p> <p>Exclusive breastfeeding <span class="hlt">practice</span> is generally low because of multifaceted factors internally within mothers themselves and also the surroundings. In addition, studies have consistently found that maternal employment outside the home is related to shorter duration of exclusive breastfeeding. With all these challenges, it is interesting that there are some mothers who manage to exclusively breastfeed their infants. Therefore, this report aims at exploring the characteristics of <span class="hlt">working</span> mothers who are able to <span class="hlt">practice</span> exclusive breastfeeding. The original study population was non-<span class="hlt">working</span> and <span class="hlt">working</span> mothers who have infants around 1 to 6 months old. The study design is an observational study with a mixed methods approach using a quantitative study (survey) and qualitative methods (in-depth interview) in sequential order. In addition, in-depth interviews with family members, midwives, supervisors at <span class="hlt">work</span>, and community health workers were also included to accomplish a holistic picture of the situation. The study concludes that self-efficacy and confidence of the breastfeeding mothers characterize the <span class="hlt">practice</span> of exclusive breastfeeding. Good knowledge that was acquired way before the mothers got pregnant suggests a predisposing factor to the current state of confidence. Home support from the father enhances the decision to sustain breastfeeding.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28707100','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28707100"><span>Improving <span class="hlt">Safe</span> Sleep Modeling in the Hospital through Policy Implementation.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Heitmann, Rachel; Nilles, Ester K; Jeans, Ashley; Moreland, Jackie; Clarke, Chris; McDonald, Morgan F; Warren, Michael D</p> <p>2017-11-01</p> <p>Introduction Sleep-related infant deaths are major contributors to Tennessee's high infant mortality rate. The purpose of this initiative was to evaluate the impact of policy-based efforts to improve modeling of <span class="hlt">safe</span> sleep <span class="hlt">practices</span> by health care providers in hospital settings across Tennessee. Methods <span class="hlt">Safe</span> sleep policies were developed and implemented at 71 hospitals in Tennessee. Policies, at minimum, were required to address staff training on the American Academy of Pediatrics' <span class="hlt">safe</span> sleep recommendations, correct modeling of infant <span class="hlt">safe</span> sleep <span class="hlt">practices</span>, and parent education. Hospital data on process measures related to training and results of crib audits were compiled for analysis. Results The overall observance of infants who were found with any risk factors for unsafe sleep decreased 45.6% (p ≤ 0.001) from the first crib audit to the last crib audit. Significant decreases were noted for specific risk factors, including infants found asleep not on their back, with a toy or object in the crib, and not sleeping in a crib. Significant improvements were observed at hospitals where printed materials or video were utilized for training staff compared to face-to-face training. Discussion Statewide implementation of the hospital policy intervention resulted in significant reductions in infants found in unsafe sleep situations. The most common risk factors for sleep-related infant deaths can be modeled in hospitals. This effort has the potential to reduce sleep-related infant deaths and ultimately infant mortality.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4213053','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4213053"><span>Impact of States’ Nurse <span class="hlt">Work</span> Hour Regulations on Overtime <span class="hlt">Practices</span> and <span class="hlt">Work</span> Hours among Registered Nurses</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Bae, Sung-Heui; Yoon, Jangho</p> <p>2014-01-01</p> <p>Objectives To examine the degree to which states’ <span class="hlt">work</span> hour regulations for nurses—policies regarding mandatory overtime and consecutive <span class="hlt">work</span> hours—decrease mandatory overtime <span class="hlt">practice</span> and hours of <span class="hlt">work</span> among registered nurses. Methods We analyzed a nationally representative sample of registered nurses from the National Sample Survey of Registered Nurses for years 2004 and 2008. We obtained difference-in-differences estimates of the effect of the nurse <span class="hlt">work</span> hour policies on the likelihood of <span class="hlt">working</span> mandatory overtime, <span class="hlt">working</span> more than 40 hours per week, and <span class="hlt">working</span> more than 60 hours per week for all staff nurses <span class="hlt">working</span> in hospitals and nursing homes. Principal Findings The mandatory overtime and consecutive <span class="hlt">work</span> hour regulations were significantly associated with 3.9 percentage-point decreases in the likelihood of <span class="hlt">working</span> overtime mandatorily and 11.5 percentage-point decreases in the likelihood of <span class="hlt">working</span> more than 40 hours per week, respectively. Conclusions State mandatory overtime and consecutive <span class="hlt">work</span> hour policies are effective in reducing nurse <span class="hlt">work</span> hours. The consecutive <span class="hlt">work</span> hour policy appears to be a better regulatory tool for reducing long <span class="hlt">work</span> hours for nurses. PMID:24779701</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24779701','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24779701"><span>Impact of states' nurse <span class="hlt">work</span> hour regulations on overtime <span class="hlt">practices</span> and <span class="hlt">work</span> hours among registered nurses.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Bae, Sung-Heui; Yoon, Jangho</p> <p>2014-10-01</p> <p>To examine the degree to which states' <span class="hlt">work</span> hour regulations for nurses-policies regarding mandatory overtime and consecutive <span class="hlt">work</span> hours-decrease mandatory overtime <span class="hlt">practice</span> and hours of <span class="hlt">work</span> among registered nurses. We analyzed a nationally representative sample of registered nurses from the National Sample Survey of Registered Nurses for years 2004 and 2008. We obtained difference-in-differences estimates of the effect of the nurse <span class="hlt">work</span> hour policies on the likelihood of <span class="hlt">working</span> mandatory overtime, <span class="hlt">working</span> more than 40 hours per week, and <span class="hlt">working</span> more than 60 hours per week for all staff nurses <span class="hlt">working</span> in hospitals and nursing homes. The mandatory overtime and consecutive <span class="hlt">work</span> hour regulations were significantly associated with 3.9 percentage-point decreases in the likelihood of <span class="hlt">working</span> overtime mandatorily and 11.5 percentage-point decreases in the likelihood of <span class="hlt">working</span> more than 40 hours per week, respectively. State mandatory overtime and consecutive <span class="hlt">work</span> hour policies are effective in reducing nurse <span class="hlt">work</span> hours. The consecutive <span class="hlt">work</span> hour policy appears to be a better regulatory tool for reducing long <span class="hlt">work</span> hours for nurses. © Health Research and Educational Trust.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19288651','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19288651"><span>25 tips for <span class="hlt">working</span> through language and cultural barriers in your medical <span class="hlt">practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Hills, Laura Sachs</p> <p>2009-01-01</p> <p>The language and cultural barriers facing medical patients with limited English language proficiency pose tremendous challenges and risks. Moreover, medical <span class="hlt">practices</span> today are more likely than ever to employ individuals whose first language is not English or who do not possess native-like knowledge of American culture. Knowing how to <span class="hlt">work</span> through the language and cultural barriers you are likely to encounter in your medical <span class="hlt">practice</span> has become increasingly more important. This article is written by a <span class="hlt">practice</span> management consultant who has graduate-level linguistics training and second-language teaching credentials and experience. It offers 25 <span class="hlt">practical</span> tips to help you communicate more effectively with individuals who are outside of your native culture and language. These include easy-to-implement tips about English language pronunciation, grammar, and word choice. This article also suggests what you can do personally to bridge the cultural divide with your patients and co-workers. Finally, this article includes a case study of one Virginia <span class="hlt">practice</span> in which cultural differences interfered with the <span class="hlt">practice</span>'s smooth operation. It explains how the <span class="hlt">practice</span> eventually <span class="hlt">worked</span> through and overcame this cultural obstacle.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=steel&pg=4&id=EJ978032','ERIC'); return false;" href="https://eric.ed.gov/?q=steel&pg=4&id=EJ978032"><span>Compounding Confusion? When Illustrative <span class="hlt">Practical</span> <span class="hlt">Work</span> Falls Short of Its Purpose--A Case Study</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Haigh, Mavis; France, Beverley; Gounder, Roshni</p> <p>2012-01-01</p> <p>Illustrative <span class="hlt">practical</span> <span class="hlt">work</span> is commonly used in chemistry education to enrich students' understandings of chemical phenomena. However, it is possible that such <span class="hlt">practical</span> <span class="hlt">work</span> may not serve to foster understanding but rather cause further confusion. This paper reports the struggles experienced by a group of senior (Year 12) secondary chemistry…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2012-title29-vol7/pdf/CFR-2012-title29-vol7-sec1915-15.pdf','CFR2012'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2012-title29-vol7/pdf/CFR-2012-title29-vol7-sec1915-15.pdf"><span>29 CFR 1915.15 - Maintenance of <span class="hlt">safe</span> conditions.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2012&page.go=Go">Code of Federal Regulations, 2012 CFR</a></p> <p></p> <p>2012-07-01</p> <p>... Enclosed Spaces and Other Dangerous Atmospheres in Shipyard Employment § 1915.15 Maintenance of <span class="hlt">safe</span>... within a tested confined or enclosed space or other dangerous atmosphere occurs, <span class="hlt">work</span> in the affected...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2013-title29-vol7/pdf/CFR-2013-title29-vol7-sec1915-15.pdf','CFR2013'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2013-title29-vol7/pdf/CFR-2013-title29-vol7-sec1915-15.pdf"><span>29 CFR 1915.15 - Maintenance of <span class="hlt">safe</span> conditions.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2013&page.go=Go">Code of Federal Regulations, 2013 CFR</a></p> <p></p> <p>2013-07-01</p> <p>... Enclosed Spaces and Other Dangerous Atmospheres in Shipyard Employment § 1915.15 Maintenance of <span class="hlt">safe</span>... within a tested confined or enclosed space or other dangerous atmosphere occurs, <span class="hlt">work</span> in the affected...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2014-title29-vol7/pdf/CFR-2014-title29-vol7-sec1915-15.pdf','CFR2014'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2014-title29-vol7/pdf/CFR-2014-title29-vol7-sec1915-15.pdf"><span>29 CFR 1915.15 - Maintenance of <span class="hlt">safe</span> conditions.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2014&page.go=Go">Code of Federal Regulations, 2014 CFR</a></p> <p></p> <p>2014-07-01</p> <p>... Enclosed Spaces and Other Dangerous Atmospheres in Shipyard Employment § 1915.15 Maintenance of <span class="hlt">safe</span>... within a tested confined or enclosed space or other dangerous atmosphere occurs, <span class="hlt">work</span> in the affected...</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li class="active"><span>22</span></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_22 --> <div id="page_23" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li class="active"><span>23</span></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="441"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19417851','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19417851"><span><span class="hlt">Safe</span> delivery of optical power from space.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Smith, M; Fork, R L; Cole, S</p> <p>2001-05-07</p> <p>More than a billion gigawatts of sunlight pass through the area extending from Earth out to geostationary orbit. A small fraction of this clean renewable power appears more than adequate to satisfy the projected needs of Earth, and of human exploration and development of space far into the future. Recent studies suggest <span class="hlt">safe</span> and efficient access to this power can be achieved within 10 to 40 years. Light, enhanced in spatial and temporal coherence, as compared to natural sunlight, offers a means, and probably the only <span class="hlt">practical</span> means, of usefully transmitting this power to Earth. We describe safety standards for satellite constellations and Earth based sites designed, respectively, to transmit, and receive this power. The spectral properties, number of satellites, and angle subtended at Earth that are required for <span class="hlt">safe</span> delivery are identified and discussed.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=spirituality&pg=5&id=EJ1024682','ERIC'); return false;" href="https://eric.ed.gov/?q=spirituality&pg=5&id=EJ1024682"><span>An Inclusive Definition of Spirituality for Social <span class="hlt">Work</span> Education and <span class="hlt">Practice</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Senreich, Evan</p> <p>2013-01-01</p> <p>A formidable body of recent literature advocates the incorporation of spirituality into the bio-psycho-social framework of social <span class="hlt">work</span> education and <span class="hlt">practice</span>. No consistent conceptualization of spirituality has been developed, however, that can be used with all clients and that is fully consonant with social <span class="hlt">work</span> values as taught in schools of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29142555','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29142555"><span>Exclusive breastfeeding <span class="hlt">practices</span> in <span class="hlt">working</span> women of Pakistan: A cross sectional study.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Sabin, Aroona; Manzur, Farida; Adil, Saleem</p> <p>2017-01-01</p> <p>To determine the prevalence of exclusive breast feeding in <span class="hlt">working</span> women and to identify the factors effecting exclusive breast feeding in <span class="hlt">working</span> women. This cross-sectional survey was conducted in Faisalabad city within a period of six months from June 2016 to December 2016. <span class="hlt">Working</span> women of age 18 to 45 years, <span class="hlt">working</span> as doctors, teachers, nurses and bankers in public (government) setup were included. The data was collected using interview method by pre-structured questionnaire. Multi-variable logistic regression model was developed considering EBF <span class="hlt">practice</span> as dependent and the significant independent variables. Results were reported as Crude Odds Ratio (COR) or Adjusted Odds Ratio (AOR) with 95% Confidence Intervals (CIs). Prevalence of exclusive breast feeding (EBF) was 166 (41.5%). EFB <span class="hlt">practice</span> was significantly less in doctors and bankers as compared to nurses and teachers (p-value <0.001). Women <span class="hlt">working</span> as nurses and teachers, having one or two children and short <span class="hlt">working</span> hours had higher prevalence of exclusive breast feeding. Women having prior knowledge about EBF, training of EBF and women who had previously heard about EBF had five time higher rate of breast feeding. Women having knowledge of colostrum had three times higher EBF <span class="hlt">practice</span> [odds ratio: 3.02 (1.86-4.91)]. Women having knowledge about hazards of bottle feeding had 12.7 times higher prevalence of EBF [odds ratio: 12.72 (5.70-28.38)]. Those who knew about expression of breast milk had three times higher prevalence of EBF [odds ratio: 3.0 (1.98-4.55)]. Mothers <span class="hlt">working</span> in organizations that support EBF had 4.1 times higher prevalence of EBF [odds ratio: 4.1 (2.67-6.21)]. And proper training of mothers about correct expression technique of breast milk had 12 time [odds ratio: 12.06 (4.97-29.23)] higher prevalence of EBF. Long <span class="hlt">working</span> hours, banking profession, family income and lack of proper knowledge about exclusive breast feeding are responsible for non-EBF <span class="hlt">practice</span> in <span class="hlt">working</span> women. Proper</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28411457','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28411457"><span>Getting it right: Culturally <span class="hlt">safe</span> approaches to health partnership <span class="hlt">work</span> in low to middle income countries.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Taylor, Alison</p> <p>2017-05-01</p> <p>Many health professionals become engaged in international health and education <span class="hlt">work</span> in low to middle income countries, often as part of health partnerships. This type of <span class="hlt">work</span>, increasingly popular in an age of global health, can present a number of challenges. Many of these involve cultural factors which are often acknowledged in the literature on overseas health <span class="hlt">work</span> but rarely explored in depth. This paper aims to illustrate the key cultural considerations to be made by those currently engaged in or considering overseas health and education <span class="hlt">work</span> in a low to middle income country. A comprehensive literature review methodology was used to examine data through the lens of Cultural Safety Theory and as a result provide guidance for professionals <span class="hlt">working</span> with international colleagues. Recommendations for <span class="hlt">practice</span> are based on the importance of gaining an understanding of the host country's history and social context and of professionals examining their own individual worldviews. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=reviews+AND+sales&pg=6&id=EJ660478','ERIC'); return false;" href="https://eric.ed.gov/?q=reviews+AND+sales&pg=6&id=EJ660478"><span>Opening the Box: Information Technology, <span class="hlt">Work</span> <span class="hlt">Practices</span>, and Wages.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hunter, Larry W.; Lakfas, John J.</p> <p>2003-01-01</p> <p>Analysis of 1994-95 data on customer service representatives in 303 banks revealed a positive relationship between high-involvement <span class="hlt">work</span> <span class="hlt">practices</span> (quality circles) and extensive use of information technology (IT) to support sales. Use of IT to automate routine processes and no quality circles were associated with lower wages. (Contains 55…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=lgbtq&pg=3&id=ED568754','ERIC'); return false;" href="https://eric.ed.gov/?q=lgbtq&pg=3&id=ED568754"><span><span class="hlt">Safe</span> Is Not Enough: Better Schools for LGBTQ Students</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sadowski, Michael</p> <p>2016-01-01</p> <p>"<span class="hlt">Safe</span> Is Not Enough" illustrates how educators can support the positive development of LGBTQ students in a comprehensive way so as to create truly inclusive school communities. Using examples from classrooms, schools, and districts across the country, Michael Sadowski identifies emerging <span class="hlt">practices</span> such as creating an LGBTQ-inclusive…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5923569','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5923569"><span>Implementation of <span class="hlt">Safe</span>-by-Design for Nanomaterial Development and <span class="hlt">Safe</span> Innovation: Why We Need a Comprehensive Approach</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Kraegeloh, Annette; Suarez-Merino, Blanca; Sluijters, Teun; Micheletti, Christian</p> <p>2018-01-01</p> <p>Manufactured nanomaterials (MNMs) are regarded as key components of innovations in various fields with high potential impact (e.g., energy generation and storage, electronics, photonics, diagnostics, theranostics, or drug delivery agents). Widespread use of MNMs raises concerns about their safety for humans and the environment, possibly limiting the impact of the nanotechnology-based innovation. The development of <span class="hlt">safe</span> MNMs and nanoproducts has to result in a <span class="hlt">safe</span> as well as functional material or product. Its <span class="hlt">safe</span> use, and disposal at the end of its life cycle must be taken into account too. However, not all MNMs are similarly useful for all applications, some might bear a higher hazard potential than others, and use scenarios could lead to different exposure probabilities. To improve both safety and efficacy of nanotechnology, we think that a new proactive approach is necessary, based on pre-regulatory safety assessment and dialogue between stakeholders. On the basis of the <span class="hlt">work</span> carried out in different European Union (EU) initiatives, developing and integrating MNMs <span class="hlt">Safe</span>-by-Design and Trusted Environments (NANoREG, Pro<span class="hlt">Safe</span>, and NanoReg2), we present our point of view here. This concept, when fully developed, will allow for cost effective industrial innovation, and an exchange of key information between regulators and innovators. Regulators are thus informed about incoming innovations in good time, supporting a proactive regulatory action. The final goal is to contribute to the nanotechnology governance, having faster, cheaper, effective, and safer nano-products on the market. PMID:29661997</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29661997','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29661997"><span>Implementation of <span class="hlt">Safe</span>-by-Design for Nanomaterial Development and <span class="hlt">Safe</span> Innovation: Why We Need a Comprehensive Approach.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Kraegeloh, Annette; Suarez-Merino, Blanca; Sluijters, Teun; Micheletti, Christian</p> <p>2018-04-14</p> <p>Manufactured nanomaterials (MNMs) are regarded as key components of innovations in various fields with high potential impact (e.g., energy generation and storage, electronics, photonics, diagnostics, theranostics, or drug delivery agents). Widespread use of MNMs raises concerns about their safety for humans and the environment, possibly limiting the impact of the nanotechnology-based innovation. The development of <span class="hlt">safe</span> MNMs and nanoproducts has to result in a <span class="hlt">safe</span> as well as functional material or product. Its <span class="hlt">safe</span> use, and disposal at the end of its life cycle must be taken into account too. However, not all MNMs are similarly useful for all applications, some might bear a higher hazard potential than others, and use scenarios could lead to different exposure probabilities. To improve both safety and efficacy of nanotechnology, we think that a new proactive approach is necessary, based on pre-regulatory safety assessment and dialogue between stakeholders. On the basis of the <span class="hlt">work</span> carried out in different European Union (EU) initiatives, developing and integrating MNMs <span class="hlt">Safe</span>-by-Design and Trusted Environments (NANoREG, Pro<span class="hlt">Safe</span>, and NanoReg2), we present our point of view here. This concept, when fully developed, will allow for cost effective industrial innovation, and an exchange of key information between regulators and innovators. Regulators are thus informed about incoming innovations in good time, supporting a proactive regulatory action. The final goal is to contribute to the nanotechnology governance, having faster, cheaper, effective, and safer nano-products on the market.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018Sc%26Ed..27...39P','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018Sc%26Ed..27...39P"><span>Goethe's Conception of "Experiment as Mediator" and Implications for <span class="hlt">Practical</span> <span class="hlt">Work</span> in School Science</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Park, Wonyong; Song, Jinwoong</p> <p>2018-03-01</p> <p>There has been growing criticism over the aims, methods, and contents of <span class="hlt">practical</span> <span class="hlt">work</span> in school science, particularly concerning their tendency to oversimplify the scientific <span class="hlt">practice</span> with focus on the hypothesis-testing function of experiments. In this article, we offer a reading of Johann Wolfgang von Goethe's scientific writings—particularly his <span class="hlt">works</span> on color as an exquisite articulation of his ideas about experimentation—through the lens of <span class="hlt">practical</span> school science. While avoiding the hasty conclusions made from isolated experiments and observations, Goethe sought in his experiments the interconnection among diverse natural phenomena and rejected the dualistic epistemology about the relation of humans and nature. Based on a close examination of his color theory and its underlying epistemology, we suggest three potential contributions that Goethe's conception of scientific experimentation can make to <span class="hlt">practical</span> <span class="hlt">work</span> in school science.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23041706','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23041706"><span>Implementation evaluation of steering teens <span class="hlt">safe</span>: engaging parents to deliver a new parent-based teen driving intervention to their teens.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Ramirez, Marizen; Yang, Jingzhen; Young, Tracy; Roth, Lisa; Garinger, Anne; Snetselaar, Linda; Peek-Asa, Corinne</p> <p>2013-08-01</p> <p>Parents play a fundamental role in teaching their children <span class="hlt">safe</span> driving skills to reduce risk of motor vehicle crashes, the leading cause of death for teens. Steering Teens <span class="hlt">Safe</span> is a new parent-based intervention that equips parents with communication skills to talk about, demonstrate, and <span class="hlt">practice</span> <span class="hlt">safe</span> driving behaviors and skills with their teens. This implementation evaluation focuses on a sample of 83 parents who delivered Steering Teens <span class="hlt">Safe</span> to their teens. One-, 2- and 3-month follow-up assessments were conducted with intervention parents to evaluate the self-reported quantity and quality of talking about, demonstrating, and <span class="hlt">practicing</span> <span class="hlt">safe</span> driving goals with teens; perceived success and benefit of the program; and barriers to implementation. Over 3 months of follow-up, parents discussed driving goals with their teens for a median of 101.5 minutes. The most frequently addressed topics were general safety principles, including distracted driving, driving in bad weather, wearing a seat belt, and being a <span class="hlt">safe</span> passenger. Parents spent a median of 30 minutes <span class="hlt">practicing</span> <span class="hlt">safe</span> driving skills such as changing lanes. Sixty-seven percent of parents talked to their children about rural road safety, but just 36% demonstrated and half <span class="hlt">practiced</span> these skills with their teens. Barriers to implementation include time and opportunity barriers and resistant attitudes of their teens. However, barriers neither affected frequency of engagement nor parents' perceived benefit and comfort in delivering the program. Parents with time/opportunity barriers also had higher <span class="hlt">practice</span> and demonstration times than parents without these barriers. Findings indicate high acceptability among parent implementers and promise for real-world delivery. Future studies are needed to assess intervention impact.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=safe+AND+space&pg=2&id=EJ879873','ERIC'); return false;" href="https://eric.ed.gov/?q=safe+AND+space&pg=2&id=EJ879873"><span><span class="hlt">Safe</span> Space Oddity: Revisiting Critical Pedagogy</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Redmond, Melissa</p> <p>2010-01-01</p> <p>Inspired by an incident in a social <span class="hlt">work</span> graduate classroom in which she was a teaching assistant, the author reflects on her commitment to constructivist teaching methods, critical theory, and critical pedagogy. Exploring the educational utility of notions such as public space and <span class="hlt">safe</span> space, the author employs this personal experience to examine…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19689645','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19689645"><span>International nurse migration: U-turn for <span class="hlt">safe</span> workplace transition.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Tregunno, Deborah; Peters, Suzanne; Campbell, Heather; Gordon, Sandra</p> <p>2009-09-01</p> <p>Increasing globalization of the nursing workforce and the desire for migrants to realize their full potential in their host country is an important public policy and management issue. Several studies have examined the challenges migrant nurses face as they seek licensure and access to international <span class="hlt">work</span>. However, fewer studies examine the barriers and challenges internationally educated nurses (IEN) experience transitioning into the workforces after they achieve initial registration in their adopted country. In this article, the authors report findings from an empirically grounded study that examines the experience of IENs who entered Ontario's workforce between 2003 and 2005. We found that migrant nurses unanimously described nursing as 'different' from that in their country of origin. Specifically, IENs reported differences in the expectations of professional nursing <span class="hlt">practice</span> and the role of patients and families in decision-making. In addition, problems with English language fluency cause <span class="hlt">work</span>-related stress and cognitive fatigue. Finally, the experience of being the outsider is a reality for many IENs. This study provides important insights as policy and management decision-makers balance the tension between increasing the IEN workforce and the delivery of <span class="hlt">safe</span> patient care.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28642248','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28642248"><span>Evaluation of a community-based <span class="hlt">safe</span> firearm and ammunition storage intervention.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Simonetti, Joseph A; Rowhani-Rahbar, Ali; King, Cassie; Bennett, Elizabeth; Rivara, Frederick P</p> <p>2018-06-01</p> <p><span class="hlt">Safe</span> firearm storage <span class="hlt">practices</span> are associated with a lower risk of unintentional and self-inflicted firearm injuries among household members, though many firearms remain unlocked and/or loaded. Conduct a preliminary evaluation of a community-based firearm safety intervention and assess participants' preferences for firearm locking devices and their comfort with potential firearm safety counsellors. Baseline event and follow-up surveys among adult participants to assess changes in firearm storage <span class="hlt">practices</span>, including whether all household firearms were stored locked, all were unloaded, all ammunition was locked, and a composite measure assessing whether all firearms were locked and unloaded and all ammunition was stored locked. A total of 206 out of 415 participants completed both surveys and were included. Nearly 9 in 10 respondents preferred the firearm lock box rather than a trigger lock. At follow-up, a significantly greater proportion reported that all household firearms were locked (+13.7%) and unloaded (+8.5%) and a non-significantly greater proportion reported that all ammunition was locked (+6.3%). A significantly greater proportion reported practising all three <span class="hlt">safe</span> firearm and ammunition storage <span class="hlt">practices</span> at follow-up (+12.6%). A majority reported they would be comfortable or very comfortable discussing firearm safety with various safety counsellors, though women were less likely to do so than men. This intervention that included distribution of a free, participant-selected locking device improved <span class="hlt">safe</span> firearm storage <span class="hlt">practices</span> among participants. Differences in participant preferences for devices and safety counsellors suggest that a 'one size fits all' approach may be inadequate in affecting population-level storage <span class="hlt">practices</span>. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=work-based+AND+learning&pg=3&id=EJ893177','ERIC'); return false;" href="https://eric.ed.gov/?q=work-based+AND+learning&pg=3&id=EJ893177"><span><span class="hlt">Work</span>-Based Learning at Higher Education Level: Value, <span class="hlt">Practice</span> and Critique</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lester, Stan; Costley, Carol</p> <p>2010-01-01</p> <p>Since the 1980s there has been significant growth in the engagement of higher education with workforce development, with among other things the emergence of a distinct if varied area of provision commonly referred to as <span class="hlt">work</span>-based learning. Recent examination of <span class="hlt">practice</span> and literature indicates a growing sophistication in the way that <span class="hlt">work</span>-based…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4976223','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4976223"><span>Barriers to Implementation of Optimal Laboratory Biosafety <span class="hlt">Practices</span> in Pakistan</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Shafaq, Humaira; Hasan, Rumina; Qureshi, Shahida M.; Dojki, Maqboola; Hughes, Molly A.; Zaidi, Anita K. M.; Khan, Erum</p> <p>2016-01-01</p> <p>The primary goal of biosafety education is to ensure <span class="hlt">safe</span> <span class="hlt">practices</span> among workers in biomedical laboratories. Despite several educational workshops by the Pakistan Biological Safety Association (PBSA), compliance with <span class="hlt">safe</span> <span class="hlt">practices</span> among laboratory workers remains low. To determine barriers to implementation of recommended biosafety <span class="hlt">practices</span> among biomedical laboratory workers in Pakistan, we conducted a questionnaire-based survey of participants attending 2 workshops focusing on biosafety <span class="hlt">practices</span> in Karachi and Lahore in February 2015. Questionnaires were developed by modifying the BARRIERS scale in which respondents are required to rate barriers on a 1-4 scale. Nineteen of the original 29 barriers were included and subcategorized into 4 groups: awareness, material quality, presentation, and workplace barriers. Workshops were attended by 64 participants. Among barriers that were rated as moderate to great barriers by at least 50% of respondents were: lack of time to read biosafety guidelines (workplace subscale), lack of staff authorization to change/improve <span class="hlt">practice</span> (workplace subscale), no career or self-improvement advantages to the staff for implementing optimal <span class="hlt">practices</span> (workplace subscale), and unclear <span class="hlt">practice</span> implications (presentation subscale). A lack of recognition for employees' rights and benefits in the workplace was found to be a predominant reason for a lack of compliance. Based on perceived barriers, substantial improvement in <span class="hlt">work</span> environment, worker facilitation, and enabling are needed for achieving improved or optimal biosafety <span class="hlt">practices</span> in Pakistan. PMID:27400192</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26499832','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26499832"><span>Level of awareness of lung cancer risk factors, signs, symptoms and <span class="hlt">safe</span> <span class="hlt">practices</span> among college teachers of different states in India: Do awareness programmes have an impact on adoption of <span class="hlt">safe</span> <span class="hlt">practices</span>?</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Shankar, A; Roy, S; Bhandari, R; Malik, A; Rath, G K; Julka, P K; Barnwal, K; Upadhyaya, S; Singh, R; Srivastava, V</p> <p>2015-09-01</p> <p> information and effective warnings about cigarette smoking are necessary to increase public awareness. To ensure the adoption of <span class="hlt">safe</span> <span class="hlt">practices</span> in the lifestyle of people who smoke and consume alcohol, awareness programmes such as the pink chain campaign should be conducted regularly, frequently and more widely in various areas of India.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/17802812','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/17802812"><span>The Boston <span class="hlt">Safe</span> Shops Project--preliminary findings of a case study in applying the 10 essential services of public health to building environmental health capacity.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Shoemaker, Paul A; Skogstrom, Tiffany; Shea, John; Bethune, Leon</p> <p>2007-01-01</p> <p>Boston's more than 500 automotive shops, located primarily in low-income communities of color, are a source both of well-paying jobs and of potential hazardous exposures to employees and residents. The <span class="hlt">Safe</span> Shops Project <span class="hlt">works</span> to reduce occupational and environmental health hazards without having to close these businesses. Combining inspections, in-shop trainings, outreach, and technical/financial assistance, it brings shops into compliance with laws and promotes use of safer <span class="hlt">practices</span> and alternative products. After 18 months, 254 workers at 61 of 124 participating shops had received training. Surveys showed improved worker knowledge: Pre-training, 24.2 percent of the worker survey respondents stated that they knew what an MSDS was, and post-training, 75 percent stated that they knew. The surveys also found improvement in <span class="hlt">work</span> <span class="hlt">practices</span>: Pre-training, 48 percent of workers indicated that they used safety goggles in their <span class="hlt">work</span>, while post-training, 70 percent indicated proper use of safety goggles. The results also showed shops investing in capital improvements such as replacement of PCE-based brake cleaners with aqueous cleaners. The <span class="hlt">Safe</span> Shops Project has a successfully modeled application of the 10-essential-services framework to the building of public health capacity and community collaboration, and this model can be adapted to other locations and industries.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29665703','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29665703"><span>Culturally <span class="hlt">Safe</span> Health Initiatives for Indigenous Peoples in Canada: A Scoping Review.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Brooks-Cleator, Lauren; Phillipps, Breanna; Giles, Audrey</p> <p>2018-01-01</p> <p>Background Cultural safety has the potential to improve the health disparities between Indigenous and non-Indigenous Canadians, yet <span class="hlt">practical</span> applications of the concept are lacking in the literature. Purpose This study aims to identify the key components of culturally <span class="hlt">safe</span> health initiatives for the Indigenous population of Canada to refine its application in health-care settings. Methods We conducted a scoping review of the literature pertaining to culturally <span class="hlt">safe</span> health promotion programs, initiatives, services, or care for the Indigenous population in Canada. Our initial search yielded 501 publications, but after full review of 44 publications, 30 were included in the review. After charting the data, we used thematic analysis to identify themes in the data. Results We identified six themes: collaboration/partnerships, power sharing, address the broader context of the patient's life, <span class="hlt">safe</span> environment, organizational and individual level self-reflection, and training for health-care providers. Conclusion While it is important to recognize that the provision of culturally <span class="hlt">safe</span> initiatives depend on the specific interaction between the health-care provider and the patient, having a common understanding of the components of cultural safety, such as those that we identified through this research, will help in the transition of cultural safety from theory into <span class="hlt">practice</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=leadership+AND+applied+AND+Science&pg=5&id=EJ764600','ERIC'); return false;" href="https://eric.ed.gov/?q=leadership+AND+applied+AND+Science&pg=5&id=EJ764600"><span>Schools at <span class="hlt">Work</span>: Targeting Proficiency with Theory to <span class="hlt">Practice</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>White-Hood, Marian</p> <p>2006-01-01</p> <p>Profound problems in public schools require solutions that are often difficult to implement. Although we, as a society, see the future embodied in the students, our promise to educate them is often not reflected in our <span class="hlt">practices</span>. A lack of will is evident. The following article explores the notion of "schools at <span class="hlt">work</span>" and provides…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27872407','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27872407"><span>Fatigue, <span class="hlt">Work</span> Schedules, and Perceived Performance in Bedside Care Nurses.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Sagherian, Knar; Clinton, Michael E; Abu-Saad Huijer, Huda; Geiger-Brown, Jeanne</p> <p>2017-07-01</p> <p>Hospital nurses are expected to maintain optimal <span class="hlt">work</span> performance; yet, fatigue can threaten <span class="hlt">safe</span> <span class="hlt">practice</span> and result in unfavorable patient outcomes. This descriptive cross-sectional study explored the association between fatigue, <span class="hlt">work</span> schedules, and perceived <span class="hlt">work</span> performance among nurses. The study sample included 77 bedside nurses who were mostly female, single, and between 20 and 29 years of age. The majority <span class="hlt">worked</span> 8-hour shifts and overtime. Nurses who <span class="hlt">worked</span> during off days reported significantly higher chronic fatigue compared with those nurses who took time off. Nurses who reported feeling refreshed after sleep had significantly less chronic and acute fatigue and more intershift recovery. Nurses with acute and chronic fatigue perceived poorer physical performance. Also, nurses who reported chronic fatigue perceived they were less alert and less able to concentrate when providing patient care. Less effective communication was also associated with acute and chronic fatigue. In conclusion, fatigue has safety implications for nurses' <span class="hlt">practice</span> that should be monitored by nursing management.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li class="active"><span>23</span></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_23 --> <div id="page_24" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li class="active"><span>24</span></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="461"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title40-vol17/pdf/CFR-2010-title40-vol17-sec82-156.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title40-vol17/pdf/CFR-2010-title40-vol17-sec82-156.pdf"><span>40 CFR 82.156 - Required <span class="hlt">practices</span>.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-07-01</p> <p>... the additional time needed to conduct and complete repairs in a <span class="hlt">safe</span> <span class="hlt">working</span> environment will be... creating a <span class="hlt">safe</span> <span class="hlt">working</span> environment will require more than 30 weeks; (B) The operator notifies EPA within... the additional time needed to conduct and complete <span class="hlt">work</span> in a <span class="hlt">safe</span> environment will be permitted. (iii...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/18723257','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/18723257"><span>Managing a <span class="hlt">work</span>-life balance: the experiences of midwives <span class="hlt">working</span> in a group <span class="hlt">practice</span> setting.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Fereday, Jennifer; Oster, Candice</p> <p>2010-06-01</p> <p>To explore how a group of midwives achieved a <span class="hlt">work</span>-life balance <span class="hlt">working</span> within a caseload model of care with flexible <span class="hlt">work</span> hours and on-call <span class="hlt">work</span>. in-depth interviews were conducted and the data were analysed using a data-driven thematic analysis technique. Children, Youth and Women's Health Service (CYWHS) (previously Women's and Children's Hospital), Adelaide, where a midwifery service known as Midwifery Group <span class="hlt">Practice</span> (MGP) offers a caseload model of care to women within a midwife-managed unit. 17 midwives who were currently <span class="hlt">working</span>, or had previously <span class="hlt">worked</span>, in MGP. analysis of the midwives' individual experiences provided insight into how midwives managed the flexible hours and on-call <span class="hlt">work</span> to achieve a sustainable <span class="hlt">work</span>-life balance within a caseload model of care. it is important for midwives <span class="hlt">working</span> in MGP to actively manage the flexibility of their role with time on call. Organisational, team and individual structure influenced how flexibility of hours was managed; however, a period of adjustment was required to achieve this balance. the study findings offer a description of effective, sustainable strategies to manage flexible hours and on-call <span class="hlt">work</span> that may assist other midwives <span class="hlt">working</span> in a similar role or considering this type of <span class="hlt">work</span> setting. Copyright 2008 Elsevier Ltd. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=safe+AND+space&pg=3&id=EJ835251','ERIC'); return false;" href="https://eric.ed.gov/?q=safe+AND+space&pg=3&id=EJ835251"><span><span class="hlt">Safe</span> Zones: Creating LGBT <span class="hlt">Safe</span> Space Ally Programs</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Poynter, Kerry John; Tubbs, Nancy Jean</p> <p>2008-01-01</p> <p>This article discusses model LGBT <span class="hlt">Safe</span> Space Ally programs. These programs, often called "<span class="hlt">Safe</span> Zones," include self selected students, faculty, and employees who publicly show support by displaying stickers, signs, and other identifiable items. Issues covered in the article include history, development, training, membership, assessment, and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23540014','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23540014"><span>Multidisciplinary workshops: learning to <span class="hlt">work</span> together.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Fatchett, Anita; Taylor, Dawn</p> <p>2013-03-01</p> <p>Health and social care professional <span class="hlt">practice</span> needs to move with the times and to respond to the ever-changing combination of health needs, economic realities and health-policy imperatives. A clear understanding of the variety of forces at play and the ability to marshal these to good effect by <span class="hlt">working</span> in partnership with multidisciplinary colleagues and children/families is a must, not least in this time of economic austerity and ever-rising health inequalities, when vulnerable children's lives and complex family relationships and behaviours so easily become increasingly strained and challenged. This sad reality calls out for relevant joined-up solutions by all participants--an agenda so often called into question by court judgement after court judgement. The multidisciplinary workshops to be discussed have developed and changed over the past decade and provide a <span class="hlt">safe</span> but realistic learning environment for students from health and social care backgrounds to experience the difficulties and barriers to good multidisciplinary <span class="hlt">working</span>, to better understand others' perspectives and activities and consider and develop new and better <span class="hlt">practical</span> strategies for <span class="hlt">working</span> with multidisciplinary professional colleagues, children and families. All of the workshops are underpinned by specific discipline-focused theoretical <span class="hlt">work</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED104273.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED104273.pdf"><span>Ability of Social <span class="hlt">Work</span> Students to Determine the Appropriateness of Solutions to Problems Encountered in Social <span class="hlt">Work</span> <span class="hlt">Practice</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sturges, Jack; Yarbrough, Roy D.</p> <p></p> <p>The purpose of this study was to determine whether there was an association between the amount of formal social <span class="hlt">work</span> education completed and ability of students to judge the degree of appropriateness of proposed solutions to problems frequently encountered in social <span class="hlt">work</span> <span class="hlt">practice</span>, and secondarily to determine whether students' judgments of problem…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Toulmin&pg=6&id=EJ775752','ERIC'); return false;" href="https://eric.ed.gov/?q=Toulmin&pg=6&id=EJ775752"><span>A Framework for <span class="hlt">Practical</span> <span class="hlt">Work</span> in Science and Scientific Literacy through Argumentation</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Gott, R.; Duggan, S.</p> <p>2007-01-01</p> <p>This paper draws on earlier <span class="hlt">work</span> on ideas that underpin the collection and use of evidence in science in schools. It establishes that different types of <span class="hlt">practical</span> <span class="hlt">work</span> share the same procedural underpinnings. It then takes the <span class="hlt">work</span> of Toulmin on argumentation to suggest that the idea of the "public claim" can be used to forge a link…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20060021466','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20060021466"><span>XBoard: A Framework for Integrating and Enhancing Collaborative <span class="hlt">Work</span> <span class="hlt">Practices</span></span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Shab, Ted</p> <p>2006-01-01</p> <p>Teams typically collaborate in different modes including face-to-face meetings, meetings that are synchronous (i. e. require parties to participate at the same time) but distributed geographically, and meetings involving asynchronously <span class="hlt">working</span> on common tasks at different times. The XBoard platform was designed to create an integrated environment for creating applications that enhance collaborative <span class="hlt">work</span> <span class="hlt">practices</span>. Specifically, it takes large, touch-screen enabled displays as the starting point for enhancing face-to-face meetings by providing common facilities such as whiteboarding/electronic flipcharts, laptop projection, web access, screen capture and content distribution. These capabilities are built upon by making these functions inherently distributed by allowing these sessions to be easily connected between two or more systems at different locations. Finally, an information repository is integrated into the functionality to provide facilities for <span class="hlt">work</span> <span class="hlt">practices</span> that involve <span class="hlt">work</span> being done at different times, such as reports that span different shifts. The Board is designed to be extendible allowing customization of both the general functionality and by adding new functionality to the core facilities by means of a plugin architecture. This, in essence, makes it a collaborative framework for extending or integrating <span class="hlt">work</span> <span class="hlt">practices</span> for different mission scenarios. XBoard relies heavily on standards such as Web Services and SVG, and is built using predominately Java and well-known open-source products such as Apache and Postgres. Increasingly, organizations are geographically dispersed, and rely on "virtual teams" that are assembled from a pool of various partner organizations. These organizations often have different infrastructures of applications and workflows. The XBoard has been designed to be a good partner in these situations, providing the flexibility to integrate with typical legacy applications while providing a standards-based infrastructure that is</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=witchcraft&id=EJ815273','ERIC'); return false;" href="https://eric.ed.gov/?q=witchcraft&id=EJ815273"><span>Social <span class="hlt">Work</span> <span class="hlt">Practice</span> with Pagans, Witches, and Wiccans: Guidelines for <span class="hlt">Practice</span> with Children and Youths</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Yardley, Meg</p> <p>2008-01-01</p> <p>This article introduces social workers to the beliefs and <span class="hlt">practices</span> associated with Paganism, Witchcraft, and Wicca and describes how social workers can help to create a welcoming environment for children and youths belonging to these religious minority groups. Drawing on social science research, social <span class="hlt">work</span> literature, and a case example, the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=email&pg=6&id=EJ981856','ERIC'); return false;" href="https://eric.ed.gov/?q=email&pg=6&id=EJ981856"><span>Social <span class="hlt">Work</span> <span class="hlt">Practice</span> in the Digital Age: Therapeutic E-Mail as a Direct <span class="hlt">Practice</span> Methodology</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mattison, Marian</p> <p>2012-01-01</p> <p>The author addresses the risks and benefits of incorporating therapeutic e-mail communication into clinical social <span class="hlt">work</span> <span class="hlt">practice</span>. Consumer demand for online clinical services is growing faster than the professional response. E-mail, when used as an adjunct to traditional meetings with clients, offers distinct advantages and risks. Benefits include…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1060240.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1060240.pdf"><span><span class="hlt">Practical</span> Tips for Increasing Listening <span class="hlt">Practice</span> Time</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McCaughey, Kevin</p> <p>2015-01-01</p> <p>Learning a language--like learning to dance ballet, weaving carpets, or playing the saxophone--takes time and <span class="hlt">practice</span>. In general, it is <span class="hlt">safe</span> to say that the more <span class="hlt">practice</span> one gets, the better one will become. This article will help teachers of English reconsider how to think about listening tasks. It will provide guidance for increasing…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1056068.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1056068.pdf"><span>A Wider Role for Technicians in Science <span class="hlt">Practical</span> <span class="hlt">Work</span> with School Students?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Helliar, Anne T.; Harrison, Timothy G.</p> <p>2010-01-01</p> <p>This paper reports the results of a study made on the impact of improved deployment of science technicians in the classroom could directly benefit students in <span class="hlt">practical</span> science investigations. Science technicians are skilled individuals whose understanding of <span class="hlt">practical</span> <span class="hlt">work</span> is a valuable resource not being used of in support of students…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=crosstalk&id=EJ920590','ERIC'); return false;" href="https://eric.ed.gov/?q=crosstalk&id=EJ920590"><span>Serial and Parallel Processes in <span class="hlt">Working</span> Memory after <span class="hlt">Practice</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Oberauer, Klaus; Bialkova, Svetlana</p> <p>2011-01-01</p> <p>Six young adults <span class="hlt">practiced</span> for 36 sessions on a <span class="hlt">working</span>-memory updating task in which 2 digits and 2 spatial positions were continuously updated. Participants either did 1 updating operation at a time, or attempted 1 numerical and 1 spatial operation at the same time. In contrast to previous research using the same paradigm with a single digit and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26849086','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26849086"><span>The Contributions of Applied Behavior Analysis and Behavior Theory to Innovative Research and <span class="hlt">Practice</span> Cultures in Social <span class="hlt">Work</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Briggs, Harold Eugene; Sharkey, Caroline; Briggs, Adam Christopher</p> <p>2016-01-01</p> <p>In this article the authors tie the emergence of an empirical <span class="hlt">practice</span> research culture, which enabled the rise in evidence-based <span class="hlt">practice</span> in social <span class="hlt">work</span> to the introduction of applied behavior analysis and behavioral theory to social <span class="hlt">work</span> <span class="hlt">practice</span> and research. The authors chronicle the: (1) scientific foundations of social <span class="hlt">work</span>, (2) influence and push by corporatized university cultures for higher scholarship productivity among faculty, (3) significance of theory in general, (4) importance of behavioral theory in particular as a major trigger of the growth in research on effective social <span class="hlt">work</span> <span class="hlt">practice</span> approaches, and (5) commonalities between applied behavior analysis and evidence-based <span class="hlt">practice</span>. The authors conclude with implications for addressing the dual challenges of building an enhanced research culture in schools of social <span class="hlt">work</span> and the scholarship of transferring <span class="hlt">practice</span> research to adoption in real world <span class="hlt">practice</span> settings.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28582950','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28582950"><span>The prevalence of <span class="hlt">work</span>-related musculoskeletal disorders among sonographers.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Al-Rammah, Tamader Y; Aloufi, Areej S; Algaeed, Saffana K; Alogail, Noura S</p> <p>2017-01-01</p> <p><span class="hlt">Work</span>-related musculoskeletal disorders (WRMSDs) have a significant effect on the psychological and physical function of the sonographer. This study is concerned about finding the prevalence of WRMSDs among sonographers in the Kingdom of Saudi Arabia and assessing how to improve future <span class="hlt">practices</span> and develop guidelines for <span class="hlt">safe</span>, pain-free ultrasound departments. A survey was distributed to sonographers <span class="hlt">working</span> in major hospitals in Riyadh, Saudi Arabia (n = 100, 83% response rate). The questionnaire focused on workload and ergonomics, pain existence and history, and the level of the sonographers' awareness of prevention measures and best <span class="hlt">practices</span>. Ethical approval was obtained from a local Institutional Review Board. Eighty-four percent of respondents suffer from pain they associated with their ultrasound <span class="hlt">practice</span>. The shoulder, back, neck and right hand were the main symptomatic body areas. Low levels of awareness about best <span class="hlt">practices</span> and safety measures were revealed. There was a strong correlation between the degree of pain suffered and the years of <span class="hlt">practice</span>, the number of patients scanned per day, and movements during the exam. Implementing standards and guidelines for best ultrasound <span class="hlt">practices</span> is needed to develop better and safer ultrasound departments in Saudi hospitals for every practitioner.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1700502','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1700502"><span>Social Case-<span class="hlt">work</span> in General <span class="hlt">Practice</span>: An Alternative Approach</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Ratoff, L.; Pearson, Barbara</p> <p>1970-01-01</p> <p>During a two-year period a senior case-worker was seconded by a voluntary family case-<span class="hlt">work</span> agency, the Liverpool Personal Service Society, to <span class="hlt">work</span> with three general practitioners. The commonest reasons for referral of the 157 new patients to the social worker over this study period were extreme poverty; housing, matrimonial, and psychiatric problems; and problems of fatherless families. The successful and valuable co-operation between the general practitioners, case-worker, and various specialist professional and financial services of the Society have proved that a professional social worker has an important role in the general-<span class="hlt">practice</span> team. PMID:5420213</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26150264','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26150264"><span>What <span class="hlt">Safe</span> Zone? The Vast Majority of Dislocated THAs Are Within the Lewinnek <span class="hlt">Safe</span> Zone for Acetabular Component Position.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Abdel, Matthew P; von Roth, Philipp; Jennings, Matthew T; Hanssen, Arlen D; Pagnano, Mark W</p> <p>2016-02-01</p> <p>Numerous factors influence total hip arthroplasty (THA) stability including surgical approach and soft tissue tension, patient compliance, and component position. One long-held tenet regarding component position is that cup inclination and anteversion of 40° ± 10° and 15° ± 10°, respectively, represent a "<span class="hlt">safe</span> zone" as defined by Lewinnek that minimizes dislocation after primary THA; however, it is clear that components positioned in this zone can and do dislocate. We sought to determine if these classic radiographic targets for cup inclination and anteversion accurately predicted a <span class="hlt">safe</span> zone limiting dislocation in a contemporary THA <span class="hlt">practice</span>. From a cohort of 9784 primary THAs performed between 2003 and 2012 at one institution, we retrospectively identified 206 THAs (2%) that subsequently dislocated. Radiographic parameters including inclination, anteversion, center of rotation, and limb length discrepancy were analyzed. Mean followup was 27 months (range, 0-133 months). The majority (58% [120 of 206]) of dislocated THAs had a socket within the Lewinnek <span class="hlt">safe</span> zone. Mean cup inclination was 44° ± 8° with 84% within the <span class="hlt">safe</span> zone for inclination. Mean anteversion was 15° ± 9° with 69% within the <span class="hlt">safe</span> zone for anteversion. Sixty-five percent of dislocated THAs that were performed through a posterior approach had an acetabular component within the combined acetabular <span class="hlt">safe</span> zones, whereas this was true for only 33% performed through an anterolateral approach. An acetabular component performed through a posterior approach was three times as likely to be within the combined acetabular <span class="hlt">safe</span> zones (odds ratio [OR], 1.3; 95% confidence interval [CI], 1.1-1.6) than after an anterolateral approach (OR, 0.4; 95% CI, 0.2-0.7; p < 0.0001). In contrast, acetabular components performed through a posterior approach (OR, 1.6; 95% CI, 1.2-1.9) had an increased risk of dislocation compared with those performed through an anterolateral approach (OR, 0.8; 95% CI, 0.7-0.9; p</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/AD1029428','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/AD1029428"><span>Ensuring a <span class="hlt">Safe</span> Technological Revolution</span></a></p> <p><a target="_blank" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>2016-12-01</p> <p>Defense AT&L: November-December 2016 14 Ensuring a <span class="hlt">Safe</span> Technological Revolution William E. Frazier, Ph.D. n Elizabeth L. McMichael n Jennifer...for 5 years, <span class="hlt">working</span> on nonferrous welding and AM and has an M.S. in Mechanical Engineering from the University of Maryland, Baltimore County. I n...has acceptable proper- ties. A “certified” part can perform properly in its operating environment . The conventional qualification/certification</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27905177','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27905177"><span>Expressions of cultural safety in public health nursing <span class="hlt">practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Richardson, Anna; Yarwood, Judy; Richardson, Sandra</p> <p>2017-01-01</p> <p>Cultural safety is an essential concept within New Zealand nursing that is formally linked to registration and competency-based <span class="hlt">practice</span> certification. Despite its centrality to New Zealand nursing philosophies and the stated expectation of cultural safety as a <span class="hlt">practice</span> element, there is limited evidence of its application in the literature. This research presents insight into public health nurse's (PHN) experiences, demonstrating the integration of cultural safety principles into <span class="hlt">practice</span>. These findings emerged following secondary analysis of data from a collaborative, educative research project where PHNs explored the use of family assessment tools. In particular, the 15-minute interview tool was introduced and used by the PHNs when <span class="hlt">working</span> with families. Critical analysis of transcribed data from PHN interviews, utilising a cultural safety lens, illuminated <span class="hlt">practical</span> ways in which cultural safety concepts infused PHN <span class="hlt">practice</span> with families. The themes that emerged reflected the interweaving of the principles of cultural safety with the application of the five components of the 15-minute interview. This highlights elements of PHN <span class="hlt">work</span> with individuals and families not previously acknowledged. Examples of culturally <span class="hlt">safe</span> nursing <span class="hlt">practice</span> resonated throughout the PHN conversations as they grappled with the increasing complexity of <span class="hlt">working</span> with a diverse range of families. © 2016 John Wiley & Sons Ltd.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24405138','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24405138"><span>The role of relationships in connecting social <span class="hlt">work</span> research and evidence-based <span class="hlt">practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Jones, Johnny M; Sherr, Michael E</p> <p>2014-01-01</p> <p>Critics of evidence-based <span class="hlt">practice</span> (EBP) often challenge the efficacy of applying social <span class="hlt">work</span> research in <span class="hlt">practice</span>. Such skepticism underscores the historic chasm that still exists between social <span class="hlt">work</span> researchers and practitioners. If taught and implemented consistently, the EBP model can mend the connection between researchers and practitioners by merging their roles. Merging their roles, however, requires a renewed emphasis on relationships in the research process. This article explores the role of relationships in social <span class="hlt">work</span> research. Using a researcher/practitioner continuum, we assess the types of interactions faculty have with stakeholders. We then offer strategies for cultivating relationships with stakeholders that lead to community-derived and implemented research that is critical to advancing the widespread use of EBP in social <span class="hlt">work</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=modern+AND+communication&pg=3&id=EJ1040123','ERIC'); return false;" href="https://eric.ed.gov/?q=modern+AND+communication&pg=3&id=EJ1040123"><span>Personal Leadership in <span class="hlt">Practice</span>: A Critical Approach to Instructional Design Innovation <span class="hlt">Work</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ashbaugh, Marcia L.</p> <p>2013-01-01</p> <p>An argument is made in this article for a link between leadership and innovation, when innovation is an outcome of the <span class="hlt">work</span> approaches and <span class="hlt">practices</span> that underpin an educational technologist's academic course designs. The <span class="hlt">practice</span> of instructional design (ID) is continually being challenged to rethink its conceptualization of academic course…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li class="active"><span>24</span></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_24 --> <div id="page_25" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li class="active"><span>25</span></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="481"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=employee+AND+engagement&pg=5&id=EJ881518','ERIC'); return false;" href="https://eric.ed.gov/?q=employee+AND+engagement&pg=5&id=EJ881518"><span>Benchmarking <span class="hlt">Work</span> <span class="hlt">Practices</span> and Outcomes in Australian Universities Using an Employee Survey</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Langford, Peter H.</p> <p>2010-01-01</p> <p>The purpose of the current study was to benchmark a broad range of <span class="hlt">work</span> <span class="hlt">practices</span> and outcomes in Australian universities against other industries. Past research suggests occupational stress experienced by academic staff is worse than experienced by employees in other industries. However, no other <span class="hlt">practices</span> or outcomes can be compared confidently.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27546207','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27546207"><span>Systematic review of evidence on the effectiveness of <span class="hlt">safe</span> child faeces disposal interventions.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Morita, Tomohiko; Godfrey, Samuel; George, Christine Marie</p> <p>2016-11-01</p> <p>To review and synthesise the available evidence on the effectiveness of interventions targeting unsafe child faeces disposal in reducing this behaviour and improving child health in low- and middle-income countries. PubMed and EMBASE were systematically searched. Studies meeting the inclusion criteria were reviewed and key information on study methodologies and outcomes were extracted. A total of 1048 articles were screened, and eight studies representing five countries were included for the review. Three were randomised controlled trials, and five were prospective cohort studies. There was wide variability across studies in the definition of '<span class="hlt">safe</span> disposal' of child faeces. Six studies reported the change in child faeces disposal <span class="hlt">practices</span> associated with <span class="hlt">safe</span> child faeces disposal interventions. However, only one study found a significant improvement in this behaviour. Two of the six studies that evaluated the health impact of delivered interventions found significant reductions in childhood diarrhoea associated with <span class="hlt">safe</span> faeces disposal <span class="hlt">practices</span>, and one study reported a positive effect on child growth and ascariasis. Only one study was identified that delivered a single intervention solely focused on <span class="hlt">safe</span> child faeces disposal. Unfortunately, this study did not investigate the impact of this intervention on child health. There are major methodological limitations in studies that assessed the impact of <span class="hlt">safe</span> child faeces disposal interventions. The health impact of these interventions is inconclusive because the quality of the current evidence is poor. Randomised controlled trials are urgently needed to assess the impact of <span class="hlt">safe</span> faeces disposal interventions on child health. © 2016 John Wiley & Sons Ltd.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=bike&pg=3&id=EJ733980','ERIC'); return false;" href="https://eric.ed.gov/?q=bike&pg=3&id=EJ733980"><span>Street Wise Part 2: Educating Children for <span class="hlt">Safe</span> Bicycling</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Crider, Linda B.; Hall, Amanda K.</p> <p>2006-01-01</p> <p>This part of the "Street Wise" series incorporates essential bicycle safety skills into a one week bike unit, designed for 3rd through 6th graders. These skills require much repetition and <span class="hlt">practice</span> but can help children develop <span class="hlt">safe</span> traffic behaviors that save lives, such as stopping, scanning, signaling, street crossing, and avoiding…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29664255','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29664255"><span>Financial Capability in Early Social <span class="hlt">Work</span> <span class="hlt">Practice</span>: Lessons for Today.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Stuart, Paul H</p> <p>2016-10-01</p> <p>During the profession's first decades, social workers tried to improve their clients’ financial capability (FC). This article describes the methods used by early social workers who attempted to enhance the FC of their clients, based on contemporary descriptions of their <span class="hlt">practice</span>. Social workers initially emphasized thrift, later adding more sophisticated consideration of the cost of foods, rent, and other necessities. Social <span class="hlt">work</span> efforts were furthered by home economists, who served as specialists in nutrition, clothing, interior design, and other topics related to homemaking. Early home economists included specialists in nutrition and family budgeting; these specialists <span class="hlt">worked</span> with social services agencies to provide a financial basis for family budgets and assisted clients with family budgeting. Some agencies engaged home economists as consultants and as direct providers of instruction on home budgets for clients. By the 1930s, however, social <span class="hlt">work</span> interest in family budget problems focused on the psychological meaning of low income to the client, rather than in measures to increase client FC. Consequently, social workers’ active engagement with family budget issues—engagement that characterized earlier decades—faded. These early efforts can inform contemporary <span class="hlt">practice</span> as social workers are once again concerned about improving their clients’ FC.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26560752','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26560752"><span>How psychosocial factors affect well-being of <span class="hlt">practice</span> assistants at <span class="hlt">work</span> in general medical care?--a questionnaire survey.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Goetz, Katja; Berger, Sarah; Gavartina, Amina; Zaroti, Stavria; Szecsenyi, Joachim</p> <p>2015-11-11</p> <p>Well-being at <span class="hlt">work</span> is an important aspect of a workforce strategy. The aim of the study was to explore and evaluate psychosocial factors and health and <span class="hlt">work</span>-related outcomes of <span class="hlt">practices</span> assistants depending on their employment status in general medical <span class="hlt">practices</span>. This observational study was based on a questionnaire survey to evaluate psychosocial aspects at <span class="hlt">work</span> in general medical <span class="hlt">practices</span>. A standardized questionnaire was used, the Copenhagen Psychosocial Questionnaire (COPSOQ). Beside descriptive analyses linear regression analyses were performed for each health and <span class="hlt">work</span>-related outcome scale of the COPSOQ. 586 <span class="hlt">practice</span> assistants out of 794 respondents (73.8 %) from 234 general medical <span class="hlt">practices</span> completed the questionnaire. <span class="hlt">Practice</span> assistants reported the highest scores for the psychosocial factor 'sense of community' (mean = 85.9) and the lower score for 'influence at <span class="hlt">work</span>' (mean = 41.2). Moreover, <span class="hlt">practice</span> assistants who <span class="hlt">worked</span> part-time rated their psychosocial factors at <span class="hlt">work</span> and health-related outcomes more positively than full-time employees. Furthermore, the two scales of health related outcomes 'burnout' and 'job satisfaction' showed strong associations between different psychosocial factors and socio-demographic variables. Psychosocial factors at <span class="hlt">work</span> influence well-being at <span class="hlt">work</span> and could be strong risk factors for poor health and <span class="hlt">work</span>-related outcomes. Effective management of these issues could have an impact on the retention and recruitment of health care staff.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29739407','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29739407"><span><span class="hlt">Work</span> shadowing in dental teaching <span class="hlt">practices</span>: evaluation results of a collaborative study between university and general dental <span class="hlt">practices</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Heitkamp, Stefan J; Rüttermann, Stefan; Gerhardt-Szép, Susanne</p> <p>2018-05-08</p> <p>The aim of this study was to investigate the acceptance and assessment of <span class="hlt">work</span> shadowing carried out by students and dentists in dental <span class="hlt">practices</span>. Furthermore, the extent to which students perceive an improvement in their specialised, communication and social competencies, was to be examined. 61 dental students in their clinical semesters at a German university participated in <span class="hlt">work</span> shadowing placements at 27 different general dental <span class="hlt">practices</span>. Before beginning, they received checklists of various competencies that they self-assessed using school grades (from 1 = 'very good', to 6 = 'failed'), which they also repeated after completion. The dentists supplemented this with their external assessments. In addition, the students were requested to fill out a 54-item questionnaire and compose a freely-structured report after the <span class="hlt">work</span> shadowing; the dentists filled out a questionnaire containing 16 items. The statistical analysis was carried out by means of the Friedman Test, including a post-hoc test (Bonferroni-Holm correction). The analysis showed a significant overall improvement in the students' self-assessed competencies by 0.71* ± 0.43 grades. With an average of 0.33* ± 0.36, the dentists' external assessment proved significantly higher than the self-assessment. The greatest improvements were perceived by the students in the areas of accounting (1.17* ± 0.77), <span class="hlt">practice</span> organisation (1.05* ± 0.61) and dentist's discussions (0.94* ±0.80) [*p < 0.05]. The students confirmed experiencing an expansion of knowledge, an improvement in their communication skills and indicated a high degree of satisfaction in regard to the dentists (school grade 1.58 ± 0.93). A maximum amount of satisfaction towards the <span class="hlt">work</span> shadow students was demonstrated by the dentists, and this form of teaching was assessed with a school grade of 1.69 ± 0.89. Both students and dental practitioners demonstrated a high level of satisfaction in regard to the <span class="hlt">work</span></p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23386894','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23386894"><span>Are nursing students <span class="hlt">safe</span> when choosing gluteal intramuscular injection locations?</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Cornwall, J</p> <p>2011-01-01</p> <p>Nurses are required to perform gluteal intramuscular (IM) injections in <span class="hlt">practice</span>. There are dangers associated with erroneous performance of this task, particularly with dorsogluteal injections. Knowledge regarding <span class="hlt">safe</span> injection <span class="hlt">practice</span> is therefore vital for nursing students. Fifty-eight second year students at a New Zealand Nursing School were given schematic drawings of the posterior and lateral aspects of the gluteal region. They were asked to mark and justify the safest location for gluteal IM injections. Fifty-seven students marked the dorsal schematic and one the lateral, with 38 (66.7%) marking in the upper outer quadrant (UOQ). Twenty indicating the UOQ (52.6%) wrote 'sciatic' or 'nerve' in justifying their location. Nineteen (33.3%) marked a location outside the UOQ; nine (47.4%) of these mentioned 'sciatic' or 'nerve' as reasons for injection safety. Overall, 50% of students mentioned 'sciatic' or 'nerve' in justifying the safety of their chosen injection location. Results suggest some second year nursing students do not understand <span class="hlt">safe</span> gluteal IM injection locations and rationale. Current teaching <span class="hlt">practices</span> and IM injection techniques could be revisited to prepare students more effectively; this may help prevent pathologies arising from this procedure.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA288959','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA288959"><span>Development of an Ultra-<span class="hlt">Safe</span> Rechargeable Lithium-Ion Battery.</span></a></p> <p><a target="_blank" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>1994-11-15</p> <p>34 DEVELOPMENT OF AN ULTRA-<span class="hlt">SAFE</span> RECHARGEABLE LITHIUM - ION BATTERY DTIC \\ JANI 0 1995 19941221 079 Contract # N00014-94-C-0141 ARPA Order...DEVELOPMENT OF AN ULTRA-<span class="hlt">SAFE</span> RECHARGEABLE LITHIUM - ION BATTERY R&D STATUS REPORT 1931-1001/0 ARPA Order No.: 9332004arp01/13APR1994/313ES Program Code...Title of <span class="hlt">Work</span>: Lithium - ion Battery Development Reporting Period: August 15, 1994 to November 15, 1994 Description of Progress: The project activities had</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27175936','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27175936"><span><span class="hlt">Safe</span> and Durable High-Temperature Lithium-Sulfur Batteries via Molecular Layer Deposited Coating.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Li, Xia; Lushington, Andrew; Sun, Qian; Xiao, Wei; Liu, Jian; Wang, Biqiong; Ye, Yifan; Nie, Kaiqi; Hu, Yongfeng; Xiao, Qunfeng; Li, Ruying; Guo, Jinghua; Sham, Tsun-Kong; Sun, Xueliang</p> <p>2016-06-08</p> <p>Lithium-sulfur (Li-S) battery is a promising high energy storage candidate in electric vehicles. However, the commonly employed ether based electrolyte does not enable to realize <span class="hlt">safe</span> high-temperature Li-S batteries due to the low boiling and flash temperatures. Traditional carbonate based electrolyte obtains <span class="hlt">safe</span> physical properties at high temperature but does not complete reversible electrochemical reaction for most Li-S batteries. Here we realize <span class="hlt">safe</span> high temperature Li-S batteries on universal carbon-sulfur electrodes by molecular layer deposited (MLD) alucone coating. Sulfur cathodes with MLD coating complete the reversible electrochemical process in carbonate electrolyte and exhibit a <span class="hlt">safe</span> and ultrastable cycle life at high temperature, which promise <span class="hlt">practicable</span> Li-S batteries for electric vehicles and other large-scale energy storage systems.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26211846','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26211846"><span><span class="hlt">Work</span>-life balance of nursing faculty in research- and <span class="hlt">practice</span>-focused doctoral programs.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Smeltzer, Suzanne C; Sharts-Hopko, Nancy C; Cantrell, Mary Ann; Heverly, Mary Ann; Jenkinson, Amanda; Nthenge, Serah</p> <p>2015-01-01</p> <p>The growing shortage of nursing faculty and the need for faculty to teach doctoral students to address the shortage call for examination of factors that may contribute to the shortage, including those that are potentially modifiable, including <span class="hlt">work</span>-life balance.This descriptive study examined <span class="hlt">work</span>-life balance of a national sample of nursing faculty teaching in research-focused and <span class="hlt">practice</span>-focused doctoral programs. Data were collected through an online survey of 554 doctoral program faculty members to identify their perceptions of <span class="hlt">work</span>-life balance and predictors of <span class="hlt">work</span>-life balance. <span class="hlt">Work</span>-life balance scores indicated better <span class="hlt">work</span>-life balance than expected. Factors associated with good <span class="hlt">work</span>-life balance included higher academic rank, having tenure, older age, years in education, current faculty position, and no involvement in clinical <span class="hlt">practice</span>. Current faculty position was the best predictor of <span class="hlt">work</span>-life balance. Although <span class="hlt">work</span>-life balance was viewed positively by study participants, efforts are needed to strengthen factors related to positive <span class="hlt">work</span>/life in view of the increasing workload of doctoral faculty as the numbers of doctoral students increase and the number of seasoned faculty decrease with anticipated waves of retirements. Copyright © 2015 Elsevier Inc. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19562586','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19562586"><span>Medicalising disability? Regulation and <span class="hlt">practice</span> around fitness assessment of disabled students and professionals in nursing, social <span class="hlt">work</span> and teaching professions in Great Britain.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Sin, Chih Hoong</p> <p>2009-01-01</p> <p>The reliance on medical information and on occupational health (OH) professionals in ascertaining fitness of applicants and registrants within the educational and employment contexts may lead to the medicalisation of disability. The Disability Rights Commission's Formal Investigation into the regulation of three public sector professions of nursing, social <span class="hlt">work</span> and teaching in Britain sheds light on the nature of regulatory fitness requirements and how these are implemented in <span class="hlt">practice</span>. The multi-pronged investigation included a review of relevant statutory and regulatory frameworks, formal written and oral evidence submitted by key stakeholder organisations and research into formal and informal fitness assessments within the education and employment contexts. There are varied and vague fitness requirements in all three professions. OH professionals figure prominently in formal and informal decision-making around fitness within education and employment settings, regardless of regulatory prescriptions. There is a multitude of approaches. There are, however, particular issues in the deployment of OH expertise within the employment setting. The determination of fitness should not rely solely on medical information. Blanket fitness requirements that are not contextualized against specific competencies for particular jobs are inappropriate. More collaborative and integrated <span class="hlt">working</span> is necessary, particularly in exploring how reasonable adjustments may be provided to enable <span class="hlt">safe</span> and effective <span class="hlt">practice</span>. The positive spirit of the disability equality duty should be embraced.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Northeast&pg=4&id=EJ1107211','ERIC'); return false;" href="https://eric.ed.gov/?q=Northeast&pg=4&id=EJ1107211"><span>Teaching to Transform? Addressing Race and Racism in the Teaching of Clinical Social <span class="hlt">Work</span> <span class="hlt">Practice</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Varghese, Rani</p> <p>2016-01-01</p> <p>Faculty members are key stakeholders to support social <span class="hlt">work</span> students' learning about race and racism in <span class="hlt">practice</span> and to promote the professional standards established by the field. This qualitative study examines how 15 clinical social <span class="hlt">work</span> faculty members teaching advanced <span class="hlt">practice</span> in the Northeast conceptualize and incorporate their…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23009358','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23009358"><span>The inpatient psychiatric unit as both a <span class="hlt">safe</span> and unsafe place: implications for absconding.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Muir-Cochrane, Eimear; Oster, Candice; Grotto, Jessica; Gerace, Adam; Jones, Julia</p> <p>2013-08-01</p> <p>Absconding from acute psychiatric inpatient units is a significant issue with serious social, economic, and emotional costs. A qualitative study was undertaken to explore the experiences of people (n = 12) who had been held involuntarily under the local mental health act in an Australian inpatient psychiatric unit, and who had absconded (or attempted to abscond) during this time. The aim of the study was to explore why people abscond from psychiatric inpatient units, drawing on published <span class="hlt">work</span> from health geography on the significance of the person-place encounter, and in particular the concept of 'therapeutic landscapes'. The findings show that the inpatient unit is perceived as a <span class="hlt">safe</span> or unsafe place, dependent on the dialectical relationship between the physical, individual, social, and symbolic aspects of the unit. Consumers absconded when the unit was perceived as unsafe. Forming a therapeutic relationship with staff, familiarity with the unit, a comfortable environment, and positive experiences with other consumers all supported perceptions that the unit was <span class="hlt">safe</span>, decreasing the likelihood of absconding. Findings extend existing <span class="hlt">work</span> on the person-place encounter within psychiatric inpatient units, and bring new knowledge about the reasons why consumers abscond. Implications for <span class="hlt">practice</span> are discussed. © 2012 The Authors; International Journal of Mental Health Nursing © 2012 Australian College of Mental Health Nurses Inc.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=fundamentals+AND+investments&pg=6&id=EJ713915','ERIC'); return false;" href="https://eric.ed.gov/?q=fundamentals+AND+investments&pg=6&id=EJ713915"><span>The Place of Community in Social <span class="hlt">Work</span> <span class="hlt">Practice</span> Research: Conceptual and Methodological Developments</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Coulton, Claudia</p> <p>2005-01-01</p> <p>Community is widely acknowledged as a fundamental aspect of social <span class="hlt">work</span> <span class="hlt">practice</span>, and this formulation distinguishes social <span class="hlt">work</span> from other professions. Because of this long-standing tradition, social <span class="hlt">work</span> needs to make a greater investment in producing scientific knowledge to enable community change and to incorporate community context into…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2955006','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2955006"><span>Traditional birth attendants lack basic information on HIV and <span class="hlt">safe</span> delivery <span class="hlt">practices</span> in rural Mysore, India</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p></p> <p>2010-01-01</p> <p>Background There is little research on HIV awareness and <span class="hlt">practices</span> of traditional birth attendants (TBA) in India. This study investigated knowledge and attitudes among rural TBA in Karnataka as part of a project examining how traditional birth attendants could be integrated into prevention-of-mother-to-child transmission of HIV (PMTCT) programs in India. Methods A cross-sectional survey was conducted between March 2008 and January 2009 among TBA in 144 villages in Mysore Taluk, Karnataka. Following informed consent, TBA underwent an interviewer-administered questionnaire in the local language of Kannada on <span class="hlt">practices</span> and knowledge around birthing and HIV/PMTCT. Results Of the 417 TBA surveyed, the median age was 52 years and 96% were Hindus. A majority (324, 77.7%) had no formal schooling, 88 (21.1%) had up to 7 years and 5 (1%) had more than 7 yrs of education. Only 51 of the 417 TBA (12%) reported hearing about HIV/AIDS. Of those who had heard about HIV/AIDS, only 36 (72%) correctly reported that the virus could be spread from mother to child; 37 (74%) identified unprotected sex as a mode of transmission; and 26 (51%) correctly said healthy looking people could spread HIV. Just 22 (44%) knew that infected mothers could lower the risk of transmitting the virus to their infants. An overwhelming majority of TBA (401, 96.2%) did not provide antenatal care to their clients. Over half (254, 61%) said they would refer the woman to a hospital if she bled before delivery, and only 53 (13%) felt referral was necessary if excessive bleeding occurred after birth. Conclusions Traditional birth attendants will continue to play an important role in maternal child health in India for the foreseeable future. This study demonstrates that a majority of TBA lack basic information about HIV/AIDS and <span class="hlt">safe</span> delivery <span class="hlt">practices</span>. Given the ongoing shortage of skilled birth attendance in rural areas, more studies are needed to examine whether TBA should be trained and integrated into PMTCT</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/20860835','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/20860835"><span>Traditional birth attendants lack basic information on HIV and <span class="hlt">safe</span> delivery <span class="hlt">practices</span> in rural Mysore, India.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Madhivanan, Purnima; Kumar, Bhavana N; Adamson, Paul; Krupp, Karl</p> <p>2010-09-22</p> <p>There is little research on HIV awareness and <span class="hlt">practices</span> of traditional birth attendants (TBA) in India. This study investigated knowledge and attitudes among rural TBA in Karnataka as part of a project examining how traditional birth attendants could be integrated into prevention-of-mother-to-child transmission of HIV (PMTCT) programs in India. A cross-sectional survey was conducted between March 2008 and January 2009 among TBA in 144 villages in Mysore Taluk, Karnataka. Following informed consent, TBA underwent an interviewer-administered questionnaire in the local language of Kannada on <span class="hlt">practices</span> and knowledge around birthing and HIV/PMTCT. Of the 417 TBA surveyed, the median age was 52 years and 96% were Hindus. A majority (324, 77.7%) had no formal schooling, 88 (21.1%) had up to 7 years and 5 (1%) had more than 7 yrs of education. Only 51 of the 417 TBA (12%) reported hearing about HIV/AIDS. Of those who had heard about HIV/AIDS, only 36 (72%) correctly reported that the virus could be spread from mother to child; 37 (74%) identified unprotected sex as a mode of transmission; and 26 (51%) correctly said healthy looking people could spread HIV. Just 22 (44%) knew that infected mothers could lower the risk of transmitting the virus to their infants. An overwhelming majority of TBA (401, 96.2%) did not provide antenatal care to their clients. Over half (254, 61%) said they would refer the woman to a hospital if she bled before delivery, and only 53 (13%) felt referral was necessary if excessive bleeding occurred after birth. Traditional birth attendants will continue to play an important role in maternal child health in India for the foreseeable future. This study demonstrates that a majority of TBA lack basic information about HIV/AIDS and <span class="hlt">safe</span> delivery <span class="hlt">practices</span>. Given the ongoing shortage of skilled birth attendance in rural areas, more studies are needed to examine whether TBA should be trained and integrated into PMTCT and maternal child health programs in</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23543284','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23543284"><span>Euro-NOTES Status Paper: from the concept to clinical <span class="hlt">practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Fuchs, K H; Meining, A; von Renteln, D; Fernandez-Esparrach, G; Breithaupt, W; Zornig, C; Lacy, A</p> <p>2013-05-01</p> <p>The concept of natural orifice transluminal endoscopic surgery (NOTES) consists of the reduction of access trauma by using a natural orifice access to the intra-abdominal cavity. This could possibly lead to less postoperative pain, quicker recovery from surgery, fewer postoperative complications, fewer wound infections, and fewer long-term problems such as hernias. The Euro-NOTES Foundation has organized yearly meetings to <span class="hlt">work</span> on this concept to bring it <span class="hlt">safely</span> into clinical <span class="hlt">practice</span>. The aim of this Euro-NOTES status update is to assess the yearly scientific <span class="hlt">working</span> group reports and provide an overview on the current clinical <span class="hlt">practice</span> of NOTES procedures. After the Euro-NOTES meeting 2011 in Frankfurt, Germany, an analysis was started regarding the most important topics of the European <span class="hlt">working</span> groups. All prospectively documented information was gathered from Euro-NOTES and D-NOTES <span class="hlt">working</span> groups from 2007 to 2011. The top five topics were analyzed. The statements of the <span class="hlt">working</span> group activities demonstrate the growing information and changing insights. The most important selected topics were infection issue, peritoneal access, education and training, platforms and new technology, closure, suture, and anastomosis. The focus on research topics changed over time. The principle of hybrid access has overcome the technical and safety limitations of pure NOTES. Currently the following NOTES access routes are established for several indications: transvaginal access for cholecystectomy, appendectomy and colon resections; transesophageal access for myotomy; transgastric access for full-thickness small-tumor resections; and transanal/transcolonic access for rectal and colon resections. NOTES and hybrid NOTES techniques have emerged for all natural orifices and were introduced into clinical <span class="hlt">practice</span> with a good safety record. There are different indications for different natural orifices. Each technique has been optimized for the purpose of finding a <span class="hlt">safe</span> and realistic</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED568388.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED568388.pdf"><span>Organizational Culture as Determinant of Knowledge Sharing <span class="hlt">Practices</span> of Teachers <span class="hlt">Working</span> in Higher Education Sector</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Areekkuzhiyil, Santhosh</p> <p>2016-01-01</p> <p>The current study aims to explore the influence of organisational culture on the knowledge sharing <span class="hlt">practices</span> of teachers <span class="hlt">working</span> in higher education sector. The study hypothesized the impact of various aspects of organisational culture on the knowledge sharing <span class="hlt">practices</span> of teachers <span class="hlt">working</span> in higher education sector. The data required for the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21294882','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21294882"><span>Supporting <span class="hlt">work</span> <span class="hlt">practices</span> through telehealth: impact on nurses in peripheral regions.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Gagnon, Marie-Pierre; Paré, Guy; Pollender, Hugo; Duplantie, Julie; Côté, José; Fortin, Jean-Paul; Labadie, Rita; Duplàa, Emmanuel; Thifault, Marie-Claude; Courcy, François; McGinn, Carrie Anna; Ly, Birama Apho; Trépanier, Amélie; Malo, François-Bernard</p> <p>2011-02-04</p> <p>In Canada, workforce shortages in the health care sector constrain the ability of the health care system to meet the needs of its population and of its health care professionals. This issue is of particular importance in peripheral regions of Quebec, where significant inequalities in workforce distribution between regions has lead to acute nursing shortages and increased workloads. Information and communication technologies (ICTs) are innovative solutions that can be used to develop strategies to optimise the use of available resources and to design new nursing <span class="hlt">work</span> <span class="hlt">practices</span>. However, current knowledge is still limited about the real impact of ICTs on nursing recruitment and retention. Our aim is to better understand how <span class="hlt">work</span> <span class="hlt">practice</span> reorganization, supported by ICTs, and particularly by telehealth, may influence professional, educational, and organizational factors relating to Quebec nurses, notably those <span class="hlt">working</span> in peripheral regions. First, we will conduct a descriptive study on the issue of nursing recruitment. Stratified sampling will be used to select approximately twenty innovative projects relating to the reorganization of <span class="hlt">work</span> <span class="hlt">practices</span> based upon ICTs. Semi-structured interviews with key informants will determine professional, educational, and organizational recruitment factors. The results will be used to create a questionnaire which, using a convenience sampling method, will be mailed to 600 third year students and recent graduates of two Quebec university nursing faculties. Descriptive, correlation, and hierarchical regression analyses will be performed to identify factors influencing nursing graduates' intentions to <span class="hlt">practice</span> in peripheral regions. Secondly, we will conduct five case studies pertaining to the issue of nursing retention. Five ICT projects in semi-urban, rural, and isolated regions have been identified. Qualitative data will be collected through field observation and approximately fifty semi-structured interviews with key stakeholders</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19448526','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19448526"><span>Using the <span class="hlt">Practice</span> Environment Scale of the Nursing <span class="hlt">Work</span> Index on Asian nurses.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Liou, Shwu-Ru; Cheng, Ching-Yu</p> <p>2009-01-01</p> <p>Researchers have used the <span class="hlt">Practice</span> Environment Scale of the Nursing <span class="hlt">Work</span> Index (PES-NWI) to examine the perception of <span class="hlt">practice</span> environment among U.S. nurses in general; however, the scale has not been used to measure perceptions specifically among Asian nurses <span class="hlt">working</span> in the United States, the largest group of international nurses in the nation. The purpose of this study was to test the reliability and the validity of the PES-NWI scale when applied to Asian nurses <span class="hlt">working</span> in the United States. The study used a cross-sectional design with snowball sampling. Data from 230 Asian nurses who were born in Far Eastern countries and had <span class="hlt">worked</span> at least 6 months in their current job at a U.S. hospital were analyzed, using Cronbach's alpha, item-total and interitem correlation, and factor analysis. The Cronbach's alpha for the PES-NWI was.96, and the item-total correlation coefficients ranged from.49 to.79. Five factors, which explained 59.12% of variance in the perception of <span class="hlt">practice</span> environment, emerged: Nurse Participation and Development; Nurse Manager Ability, Leadership, and Support of Nurses; Nursing Foundations for Quality of Care; Staffing and Resource Adequacy; and Collegial Nurse-Physician Relations. Four derived factors were reconstructed, and one factor was renamed based on the meanings of scale items that were included in the factor. Study findings demonstrate that the PES-NWI is a reliable and a valid scale when applied to Asian nurses <span class="hlt">working</span> in the United States. Findings also indicate that Asian nurses perceive <span class="hlt">practice</span> environments differently than do American nurses, most likely due to dissimilar cultural beliefs. A better understanding of these differences may help develop more individualized support for Asian nurses as they adapt to <span class="hlt">working</span> in the United States.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li class="active"><span>25</span></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_25 --> <div class="footer-extlink text-muted" style="margin-bottom:1rem; text-align:center;">Some links on this page may take you to non-federal websites. 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