Academic literature on the topic 'Benner’s theory'
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Journal articles on the topic "Benner’s theory"
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Nonami, Yoko, Sanae Iha, Akiko Yoneda, et al. "Development of Embodiment Care for Diabetic Patients Using Benner’s Nursing Theory." Journal of Japan Academy of Nursing Science 36 (2016): 247–54. http://dx.doi.org/10.5630/jans.36.247.
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Thomas, Christine M., and Molly Kellgren. "Benner’s Novice to Expert Model: An Application for Simulation Facilitators." Nursing Science Quarterly 30, no. 3 (2017): 227–34. http://dx.doi.org/10.1177/0894318417708410.
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This paper details the application of Benner’s Novice to Expert Model to simulation educator knowledge, skills, and attitude for academic and practice settings. Facilitator development in the use of simulation methods is gaining more attention and support. If simulation is to continue to advance as a discipline, a theoretical basis is needed. The Novice to Expert Model provides the necessary conceptual structure to guide simulation facilitator development and assist in understanding learning trajectory. This theory-based approach that defines and operationalizes the five stages of development provides guidance for development resources, educational programs, and infrastructure needed at various program levels.
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Hanhela, Teemu Eino Petteri. "Justice in education and recognitive justice." Studier i Pædagogisk Filosofi 7, no. 2 (2020): 1–20. http://dx.doi.org/10.7146/spf.v7i2.117454.
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This paper focuses on a topical issue - the idea of ‘justice in education’ – developed by Krassimir Stojanov, among other recent educational justice theorists. Justice in education has to ask ‘educational questions about education’, which means that educational justice theory should be capable of dealing with educational practices, and constellations that are asymmetrical interaction orders. This requires, from the perspective of a child, criteria to distinguish between justified and unjustified educative demands towards responsibility and autonomy. This paper analyses forms of recognition as a legitimate summons that enables the individual’s autonomy. It also analyses the illegitimate demands that emerge from Stojanov’s innovative idea to combine the forms of misrecognition with the concepts of epistemic injustice.
 The second chapter of this paper introduces the challenges related to the recognitive justice as justice in education. The examination of Dietrich Benner’s recent critique of recognition theory illuminates these challenges in two ways: first, it is shown that there can be something negatively experienced, but the result of productive disruptions that the educator need to produce, which are out of the scope of recognition theory. Second, the recognitive justice paradigm ignores elementary pedagogical conditions and requirements, ‘the pedagogical knowledge’ and its methods, and is therefore unable to fully grasp the legitimate educational authority. This paper concludes with a synthesis that finds the crucial elements from the recognition theory to justice in education and critically assessing Benner’s claims. Overall, the paper offers potential for further development in justice in education.
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Vought-O’Sullivan, Victoria, Nancy K. Meehan, Pamela A. Havice, and Rosanne H. Pruitt. "Continuing Education: A National Imperative for School Nursing Practice." Journal of School Nursing 22, no. 1 (2006): 2–8. http://dx.doi.org/10.1177/10598405060220010201.
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Competency-based continuing education is critical to the professional development of school nurses to ensure the application of timely, age-appropriate clinical knowledge and leadership skills in the school setting. School nurses are responsible for a large number of students with a variety of complex and diverse health care needs. Benner’s theory of novice to expert provides a framework for the development of roles and competencies in the practice of school nursing. This manuscript synthesizes research reviewed in 15 articles. Common themes found in the articles include the importance of continuing education and identified barriers to attainment. In response, methods to access continuing education and financial resources are presented.
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Delmar, Charlotte. "Development of Ethical Expertise: A Question of Courage." International Journal of Human Caring 8, no. 3 (2004): 9–13. http://dx.doi.org/10.20467/1091-5710.8.3.9.
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This article originates in my doctoral dissertation, Trust and Power: A Moral Challenge, published by Munksgaard, Copenhagen, in 1999. The dissertation, an exploratory study, contributes to a practical understanding of a philosophy of care and ethics. This article builds on the previous research, develops theory, and stands as a philosophical and theoretical contribution. With practical understanding of an ethic of care and its limitations, I have worked to develop some aspects of Patricia Benner’s formulations of how to act skillfully and ethically in nursing practice. Using a phenomenological/hermeneutic approach, I focus on the development of moral competence and, in this context, on specific personal qualifications such as significance of experience, situational understanding, sensing the concrete, and the need for courage.
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Szalmasagi, Jacquelyn D. "Efficacy of a Mentoring Program on Nurse Retention and Transition Into Practice." International Journal of Studies in Nursing 3, no. 2 (2018): 31. http://dx.doi.org/10.20849/ijsn.v3i2.378.
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Background: The United States and countries around the world are often faced with a nursing shortage. Studies indicate the reasons for the shortages include low job satisfaction and other factors leading to decreased retention rates.Purpose: The purpose of this study was to determine if participating in a mentor program impacted the transition into practice and retention rates of new graduate nurses at a small community hospital in northern Indiana.Method: This was a retrospective, descriptive, quasi-experimental study. A total of 20 new graduate nurses were studied to determine whether participation in a mentoring program had any impact on their retention at the facility. The participants who completed the mentoring program were asked to complete a questionnaire which examined their perception of the correlation between their completion of the program and their transition into practice.Results: This study determined that participating in a mentor program impacted the transition into practice and retention rates of new graduate nurses at a small community hospital in northern Indiana. The questionnaire results indicated that participation in the mentoring program helped with the new graduate nurses’ transition into practice. This study was guided by Benner’s novice to expert theory.
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Ziegler, Erin, Sarah Kalvoda, Elyse Ancrum-Lee, and Erin Charnish. "I Have Never Felt so Novice: Using Narrative Reflection to Explore the Transition from Expert RN to Novice NP Student." Nurse Practitioner Open Journal 1, no. 1 (2021): 1–8. http://dx.doi.org/10.28984/npoj.v1i1.342.
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Aim: To explore the experiences of nurse practitioner students moving from expert registered nurses to novice nurse practitioner program students. 
 Background: Moving from registered nurse to nurse practitioner can be a time filled with mixed emotions, lack of confidence, adaptation, and competency development. Learning about and navigating the advanced practice nursing role can be challenging. Students in the nurse practitioner program are encouraged to engage in regular reflective writing to foster role development and learning. This paper aims to reflectively explore the experiences of transition from registered nurse to nurse practitioner student. 
 Methods: Inspired by Benner’s Novice to Expert Theory and Carper’s ways of knowing, the authors personally reflected on their transition experiences during NP schooling and then collectively developed a composite reflection of the shared experience. From this exercise common themes were identified. 
 Conclusion: This unique reflective paper identified common themes in the experience of transitioning to the student role. Potential areas for future research-based exploration of the nurse practitioner student experience were identified. By understanding these experiences, students can be better prepared in advance and faculty can design both formal and informal support measures to better support the student experience. 
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Attard, Josephine, and Donia Baldacchino. "The demand for competencies in spiritual care in nursing and midwifery education: a literature review." Revista Pistis Praxis 6, no. 2 (2014): 671. http://dx.doi.org/10.7213/revistapistispraxis.06.002.dv02.
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Spirituality is embedded in nursing and midwifery practice and within the role of nurses and midwives. As a result, spirituality is an important element in nursing and midwifery education and practice, an area which has largely been ignored, in spite of the constant call of Professional Bodies for spiritual care competence in the provision of holistic care. This review aimed to analyze the existing literature and research to define competency and identify the key issues around the demand for competencies and education in spiritual care in nursing and midwifery. A search for articles in English was carried out using various search engines, using keywords: ‘competence, competency, definition, nursing, midwifery practice’. The findings showed that consensus on the definition of competency is still inconsistent. The majority of literature acknowledges the dimensions of knowledge, skills and attitudes which support the three components in Bloom’s Taxonomy namely, the cognitive, affective and psychomotor domains. Competence in spiritual care is guided by Benner’s theory: From novice to expert. Key issues were identified explaining the demand for competence in spiritual care such as, the complexity of spirituality and spiritual care which requires formal integration of spiritual care within the curricula by incorporating both the ‘taught’ and ‘caught’ perspectives of teaching and learning. Assessment of competence in nursing/midwifery education demands the formulation of generic and specific competencies oriented towards knowledge, skills and attitudes towards spiritual care. Thus, further research is suggested to develop a framework of competencies to be achieved by undergraduate and postgraduate students.
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Bowen, Kimberley, and Dawn Prentice. "Are Benner's expert nurses near extinction?" Nursing Philosophy 17, no. 2 (2016): 144–48. http://dx.doi.org/10.1111/nup.12114.
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Gobet, Fernand, and Philippe Chassy. "Towards an alternative to Benner's theory of expert intuition in nursing: A discussion paper." International Journal of Nursing Studies 45, no. 1 (2008): 129–39. http://dx.doi.org/10.1016/j.ijnurstu.2007.01.005.
Full textDissertations / Theses on the topic "Benner’s theory"
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Schmidt, Tobias [Verfasser], Wolfgang [Akademischer Betreuer] Benner, and Gustav [Akademischer Betreuer] Kucera. "Zur Erschließung der Theorie sozialer Systeme für Untersuchungen des Finanziellen Sektors : Vorstudien zu einer interdisziplinären Integrationsperspektive / Tobias Schmidt. Gutachter: Wolfgang Benner ; Gustav Kucera. Betreuer: Wolfgang Benner." Göttingen : Niedersächsische Staats- und Universitätsbibliothek Göttingen, 1996. http://d-nb.info/1045437670/34.
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Boyce, Travis D. "I am Leaving and not Looking Back: The Life of Benner C. Turner." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1242396920.
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Thesis (Ph.D.)--Ohio University, June, 2009.<br>Title from PDF t.p. Release of full electronic text on OhioLINK has been delayed until June 1, 2014. Includes bibliographical references (leaves 260-274)
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Zvandasara, Lynette. "A strategy to facilitate transition from masters degree nursing studies to PhD/doctoral thesis proposal writing." Thesis, 2019. http://hdl.handle.net/10500/27407.
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Background: Challenges in thesis proposal writing have resulted in doctoral students
dropping from research studies resulting in the shortage of doctoral prepared nurses.
Impediments include lack of human and non-human resources. Benner’s theory of
novice to expert formed the basis for the development of the strategic intervention and
action plan to address the challenges and strengths experienced by master’s prepared
doctoral students during thesis proposal writing
Purpose: The purpose of this research was to develop a strategic intervention and
action plan that can be used to assist doctoral students to succeed in thesis proposal
writing.
Methods: An exploratory mixed-methods approach combining qualitative and
quantitative data collection and analysis in four phases was used. In Phase 1 qualitative
data from two open-ended questions were used to gather data, combined with literature
to develop a questionnaire for Phase 2. A questionnaire was developed from data
obtained from Phase 2 as well as a thorough literature review to develop the strategic
intervention and Action plan. In Phase 4 the strategic intervention and action plan was validated using the Delphi technique and experts acted as panellists for the validation.
Framework: Benner’s novice to expert theoretical framework was adopted for the study
because of the assumption that doctoral students need a change of perception and
assistance in order to develop critical thinking skills that will enhance the development
of research competencies. This framework was used because of its relevance to the
study.
Research Findings: Competence in doctoral thesis proposal writing is affected by
human resources as well as non-human resources. The identified strategic interventions
that were included in the action plan were: recruitment of competent supervisors,
training and mentoring of new supervisors, achieving of a realistic student/supervisor
ratio for supervision of students, timely allocation of supervisors, recruiting of subject
librarians and employment of adequate library support, provision of peer support
programmes, implementation of a student recruitment and selection plan, provision of
student support programmes to enhance research skills and competencies, binding
contracts to stipulate students responsibility, provision of adequate research resources,
and implementation of a bursary system among others.
Conclusion: The strategic intervention and action plan was developed using the input
of doctoral nursing students who were in the process of completing their thesis proposal
and a thorough literature review. The inclusion of the deans of nursing of universities
and universities of technology of South Africa (FUNDISA) will enhance the possibility for
the implementation of the strategic intervention and action plan which can contribute to
assisting the master’s prepared doctoral students to successfully transition from novice
students with little or no research knowledge to competent thesis proposal writers.<br>Health Studies<br>D. Litt. et Phil. (Health Studies)
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Msipha, Zenzile. "Fostering self-regulation through positive discipline during free play in early childhood education." Thesis, 2020. http://hdl.handle.net/10500/27466.
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The fostering of self-regulation is of great importance in the Early Childhood
Development (ECD) phase, because it leads to future self-discipline. The aim of the
study was to understand the participants’ ways of fostering self-regulation during free
play in three primary schools in Zimbabwe. The theoretical frameworks of the study,
namely positive psychology and Deci and Ryan’s Self-Determination Theory (SDT),
as well as the Basic Psychological Needs Theory (BPNT), regarded the learners’
support for autonomy, competence and relatedness as key characteristics of positive
discipline that support the development of self-regulation. Benner’s interpretive
phenomenology method was used with the aim of describing and interpreting
participants’ experiences of the phenomenon under study. The social constructivism
paradigm underpinned the study and the approach was qualitative. Data collection
and analysis were guided by Benner’s interpretive phenomenological method. A
paradigm case, themes and exemplars were used in data presentation, discussion
and interpretation. Findings showed that free-play activities consisted of, for instance,
socio-dramatic play, indoor play in play corners and outdoor play. The common
practices used by the participants to foster self-regulation through positive discipline
were co-regulation, positive reinforcement, time-out and logical consequences.
Teachers and learners often perceived the teachers’ use of time-out and logical
consequences as punishment rather than positive discipline, because of the rigidity of
its application without considering psychosocial needs. The findings, however, were
consistent with an understanding of fostering self-regulation through positive discipline
during free play by nurturing the learners’ psychological needs for autonomy,
competence and relatedness, as well as mindfulness. Research proposed
mindfulness as a possible fourth basic psychological need. In line with the Sustainable
Development Goals (SDGs) for achieving a better and sustainable future for all people
by 2030, participants perceived the fostering of self-regulation through positive
discipline as part of gender education for eradicating gender-based violence and to
foster resilience.<br>Psychology of Education
Books on the topic "Benner’s theory"
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Nicholson, Steve. The History Boys GCSE Student Guide. Bloomsbury Publishing Plc, 2017. http://dx.doi.org/10.5040/9781474229869.
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Premiered at the National Theatre and winner of both the Olivier and Tony Awards for Best Play, Alan Bennett’s The History Boys confronts issues of education, sexuality, and peer pressure through a group of boys preparing for their Oxbridge exams. Written specifically for Key Stage 4 students, this GCSE Student Guide offers a critical commentary on the text through an overview of the play and extensive analysis of themes, characters, contexts, dramatic technique, critical reception and related works. In addition, there is a section on how to write about the play, a glossary of dramatic terms and new interviews with Alan Bennett and the play's original director, Sir Nicholas Hytner. Throughout the guide are suggestions for activities and exercises pitched at the GSCE student, making this an indispensable resource for anyone studying the play at this level.
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Ryberg, Jesper. Retributivism, Multiple Offending, and Overall Proportionality. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190607609.003.0002.
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This chapter examines the retributivist approach to the sentencing of multiple offenders, with particular emphasis on the argument that retributive justice implies overall proportionality constraints—that is, proportionality prescriptions with regard to classes of offenses. It first presents a few initial conceptual considerations concerning the notion of overall proportionality and its implications in multiple-offense cases before discussing possible ways of justifying overall proportionality. It then explores the role that harm and culpability play in the determination of the seriousness of a crime and goes on to explain Chris Bennett’s theory of interpersonal assessment of wrongdoing. It also challenges the alleged underlying intuition in favor of overall proportionality and contends that the idea of overall proportionality as an ingredient in the retributivist approach to multiple offending does not stand on firm ground.
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Mason, Will, and David Warwick. Bone and joint injuries of the hand. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198757689.003.0005.
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The small bones and joints of the hand are vulnerable to fracture and dislocation. These same structures need to be pain-free, stable, and mobile for proper function. Careful diagnosis and meticulous management is required. This may entail early mobilization (e.g. a metacarpal neck fracture) or temporary splinting (e.g. mallet fracture), early repair (e.g. unstable thumb ulnar collateral avulsion), complex sequential and dynamic splinting (e.g. central slip rupture); percutaneous wires (e.g. Bennett’s fracture) or plate fixation (e.g. displaced index metacarpal shaft). There is often a trade-off between the mobilization required to avoid stiffness and the immobilization required to allow anatomical healing. Rigid surgical fixation with meticulous hand therapy may both contribute in certain patients.
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Schlieter, Jens. Experiences of Dying and Death. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190888848.003.0002.
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This chapter looks more closely to the truth claims and verification strategies of near-death reports, discussing, among others, views by Carol Zaleski and Michael N. Marsh. The example of a reported near-death experience by John G. Bennett is taken as an example of how experiencers claim that they had been dead while having the respective experiences. In contrast, for the aim of the study, death is defined as the irreversible end of dying. As can be seen in Bennett’s portrayal, a positive answer on “what it is like to be dead” rests heavily on how “death” gets defined, usually blurring the distinction of death versus deprived states close to death.
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Hensel, Isabell, Daniel Schönefeld, Eva Kocher, Anna Schwarz, and Jochen Koch, eds. Selbstständige Unselbstständigkeit. Nomos Verlagsgesellschaft mbH & Co. KG, 2019. http://dx.doi.org/10.5771/9783845293356.
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Work, employment and their regulation have been facing profound challenges in the digital economy. This book analyzes the resulting dynamics of autonomy and control on crowdworking platforms in an interdisciplinary perspective, which brings together law, sociology and organisation studies. On the basis of empirical studies of crowdworking in Germany, the authors find crowdworking platforms to be recursive and adaptive. Therefore, regulators should not make the mistake of reducing them to placing services. With contributions by Isabell Hensel, Daniel Schönefeld, Jochen Koch, Eva Kocher, Anna Schwarz, Thorben Albrecht, Christiane Benner, Gunter Haake, Sarah Bormann, Sebastian Strube.
Book chapters on the topic "Benner’s theory"
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Sausele-Bayer, Ines. "Pädagogische Verantwortung in Organisationen in Anlehnung an Dietrich Benners Allgemeine Pädagogik." In Organisation und Theorie. Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-10086-5_5.
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Schultz, Robert A. "A Backgroun in Ethical Theory." In Contemporary Issues in Ethics and Information Technology. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59140-779-9.ch002.
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In this book, “ethics” is a general term for concerns about what people should do. The term “ethics” comes from the Greek word ethike, which means “character.” Indeed, the ancient Greeks conceived issues about what people should do in terms of impact upon character—whether people were of good or bad character (Aristotle, 350 BCE). Our concern with good reputation reveals this kind of thinking, but bad actions and bad performance can be more important than any amount of good reputation if they are bad enough. Not even the most capable network troubleshooter could survive the discovery of large amounts of downloaded kiddie porn on his workstation. William Bennett’s A Book of Virtues (Bennett, 1993) is a more recent example of a character-based ethics very similar to Greek ethics. The central term of Greek ethics, ethike arête, is usually translated as “virtue”—the literal meaning is “excellence of character.” “Good character traits” is probably the nearest translation. Bennett’s list of virtues or good character traits includes: self-discipline, compassion, responsibility, friendship, work, courage, perseverance, honesty, loyalty, and faith. His selection of virtues overlaps with the classic Greek virtues or good character traits. Plato’s list was: courage, temperance, wisdom, and justice. (Plato, 360 BCE). Aristotle added liberality, pride, good temper, friendliness, truthfulness, and ready wit. Although all of these—Plato’s, Aristotle’s, and Bennett’s—are good character traits to have, having them doesn’t answer many important questions about what actions to do, especially when virtues conflict. Is perseverance in constructing a computer virus a good thing? Clearly the rightness or wrongness of the action in which we are persevering is very important. Or what about loyalty to an organization ripping off poor people? Here honesty (and compassion) may be more important than loyalty and responsibility. Indeed, Bennett’s list omits justice, considered the most important virtue by Plato. Since justice is primarily a virtue of institutions rather than individuals, Bennett’s list leaves out issues about how well society is arranged. We have made some progress on these issues since Greek times.1 The point is that character-based ethics is incomplete. Bennett himself, in replying to critics of his compulsive gambling behavior, seems to believe that as long as an individual has the “virtues,” that is, the good character traits, then other actions are irrelevant. Most of the rest of us in these non-classic-Greek times believe otherwise. Nowadays, “ethics” is an inclusive term for concerns also referred to as “morality,” “value,” and “justice.” Besides character, ethics in this inclusive sense is also concerned with the rightness and wrongness of actions, the value or goodness of things and situations, and with the justness of institutions. The basic terms of ethics are: right, good, and just.
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Thomas, Gary. "3. The traditions unfold." In Education: A Very Short Introduction. Oxford University Press, 2021. http://dx.doi.org/10.1093/actrade/9780198859086.003.0003.
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‘The tradition unfolds’ discusses how schools and teachers use differing amounts of both the progressive and formal tradition. Teachers in primary schools have tended to take from the progressive tradition more than their secondary colleagues. Research into classrooms, including Neville Bennett’s research and project ORACLE, has considered the effectiveness of group work in learning. What emerges out of classroom research is a realization that teachers are not robots: they respond to the class as well as leading it; they reflect on their successes and failures and they adapt. This explains why top-down efforts from governments to change schools often fail; they divert teachers from their experience and instincts.
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Riley, Kathleen. "Alan Bennett’s The Old Country (1977) and An Englishman Abroad (1983)." In Imagining Ithaca. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198852971.003.0011.
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Theatre critic Michael Billington has spoken of Alan Bennett’s ‘peculiar radical nostalgia’ and described him as ‘a writer who believes in progress but who is irrevocably attached to his country’s cultural inheritance; and it’s specifically England, rather than Britain, that stirs his deepest sympathy’. This chapter analyses the radical nostalgia of two of Bennett’s dramatic characters, both traitors in exile: the Audenesque Hilary in The Old Country, who many people assumed was based on Kim Philby, and Guy Burgess in An Englishman Abroad. It probes the seeming paradox at the core of both plays, that these Soviet defectors continue imaginatively to inhabit, and long for, the country they betrayed. The chapter ends by quoting George Orwell’s essay The Lion and the Unicorn: Socialism and the English Genius, in which he explains the nagging resilience of Englishness—something that leaves an indelible mark on the traveller and the traitor alike, the way Ithaca left its mark on Odysseus.
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Crist-Wagner, Keri. "Horrible Victorians: Interrogating Power, Sex, and Gender in InSEXts." In Monstrous Women in Comics. University Press of Mississippi, 2020. http://dx.doi.org/10.14325/mississippi/9781496827623.003.0007.
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This chapter gives Marguerite Bennett’s InSEXts comic a run through the author’s own systematic “Diamond of Violence” and “Queerness Score” tools to study how violence against queer bodies works. By tracking precisely how these monstrously insectoid women who claim their sexual power are punished or rewarded, she shows the way embodied queer identity and pleasure transgresses patriarchal violence even in an era with repressive ideals of sexuality and explicitly restrictive gender roles. Violence, queerness, and power are all linked in the monstrous bodies of InSEXts protagonists.
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Bennett, Tara, and Florence Martin. "Use of Apple iPads in K-6 Math and Science Classrooms." In Cases on Educational Technology Implementation for Facilitating Learning. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3676-7.ch011.
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In this chapter, the authors review how iPads were used in a middle grade math classroom of a technology magnet school. The school has received two mobile iPad carts in addition to the three they have. Ms. Martin, a science teacher at this middle school, has received one of the mobile iPad carts due to her interest in technology integration. Ms. Martin is considered to be an early adopter of technology at her school, and she has been using iPads for more than a year in her sixth grade classroom. Ms. Bennett, who recently received 25 iPads, paid a visit to Ms. Martin’s classroom to learn how to integrate iPads in her science classroom. This case study describes Ms. Bennett’s visit to Ms. Martin’s classroom on the day when the students were studying how to solve inequalities by using addition and subtraction. Ms. Bennett’s goal for the visit was to identify the different ways Ms. Martin was using iPads with her students, and monitor the comfort level of her students with the iPads. She documents what she learns from the visit, and discusses it with Ms. Martin; she also meets with Mr. Pallapu, the technology facilitator at school. Ms. Martin shares some tips and techniques that she can use in her classroom, and also some benefits and challenges of using the iPad. Mr. Pallapu provides her with a list of recommended apps and instructional strategies for using iPads in the classroom.
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Peck, Adam, Trisha C. Gott, and Terrence L. Frazier. "Developing Intercultural Fluency Through Co-Curricular Programs." In Developing an Intercultural Responsive Leadership Style for Faculty and Administrators. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-4108-1.ch007.
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Intercultural competency is a skill that is not only necessary to live in an increasingly diverse and inter-connected world but also one that is highly prized by employers as well. For those who design effective ways to leverage the context of co-curricular experiences to create meaningful intercultural learning, this kind of learning is not always treated with the kind of complexity it deserves. Intercultural competency may be treated in dualistic terms regarding whether students “have it” or “do not have it.” This is true of many other learning outcomes as well. Students may demonstrate vastly different levels of intercultural understanding even as they intentionally pursue improvement with regard to their skill in this area. This chapter uses Bennet's Development Model of Intercultural Sensitivity as a framework for explaining variations in cultural skill both as a means of assessing a student's competency in this area and for planning their intercultural growth as they proceed through our programs and experiences.
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"Urban and Community Fisheries Programs: Development, Management, and Evaluation." In Urban and Community Fisheries Programs: Development, Management, and Evaluation, edited by Karen K. Ballard. American Fisheries Society, 2008. http://dx.doi.org/10.47886/9781934874042.ch29.
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<em>Abstract.-</em>The capacity to conduct meaningful and cost-effective program evaluation is critical to program sustainability in this age of increasing accountability and competitive funding. Many urban fishing programs around the country have conducted basic process evaluation, accounting for audiences reached and numbers of activities. A comprehensive program evaluation requires clarity related to the ultimate goals and desired outcomes and ultimate impact of a program. Evaluation at this level can be challenging for programs with limited staff and resources. Meaningful evaluation of urban fishing programs can be guided by the development of a program logic mode. A logic model provides a representation of the “theory of action,” and has direct linkages to learning theory, specifically Bennett’s hierarchy of effects. A logic model supports a program director’s management of an evaluation by targeting evaluation efforts through the identification of key program outcome indicators that are specific, measurable, attainable, and results oriented.
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Martin, Carmel, Ulrich Boser, Meg Benner, and Perpetual Baffour. "Lessons from State School Finance Inform a New Federal Right to Equal Access to a High-Quality Education." In A Federal Right to Education. NYU Press, 2019. http://dx.doi.org/10.18574/nyu/9781479893287.003.0012.
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In this chapter, Carmel Martin and Ulrich Boser, along with their associates Meg Benner and Perpetual Baffour, examine five decades of state fiscal equity litigation and determine what lessons can be used to inform the development and enforcement of a federal right to education. They conclude that the federal government will need to go beyond simply requiring that education be a right. In other words, the federal government also will need to ensure that at-risk students receive additional resources and accountability mechanisms to ensure that the key ingredients to success are available regardless of students’ backgrounds or zip codes. The authors also explain why building political will for change is critical for impactful reform.
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Amigoni, David. "Literature and science." In Interventions. Manchester University Press, 2017. http://dx.doi.org/10.7228/manchester/9781784995102.003.0002.
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In this chapter David Amigoni focuses on Arnold Bennett’s essay entitled 'The Rising Storm of Life' written for the popular magazine T.P's Weekly in 1907. While there has emerged a canon of Victorian literature and science writers, shaped substantially by the work of Gillian Beer and George Levine and their focus on Darwin, a focus on Bennett's essay permits a concentration on the retrospective and prospective moods that structured the self-conscious end of century transition. Bennett's essay enables a reconsideration of science's contribution to the experience of modernity through technological development and the harnessing of energy sciences (the work of Crosbie Smith on 'North British' science is also considered). The relative impacts of evolutionary thinkers is also explored, and Bennett's sense of the importance of Herbert Spencer's evolutionism provides an opportunity to discuss some of the revisionist work that has appeared on Spencer (from Thomas Dixon and Chris Renwick), to balance against the dominance of Darwin. Finally, Bennett's use of the popular essay/popular magazine format provides an opportunity to review developments in the 'history of the book', and contributions to Victorian literature and science studies, from the work of James Secord to the work of Gowan Dawson
Conference papers on the topic "Benner’s theory"
1
Grönman, Aki, Jonna Tiainen, and Antti Uusitalo. "Effects of Mach Number and Secondary Flows on Ultra-Low Aspect Ratio Radial Outflow Turbine Cascade Aerodynamics." In ASME Turbo Expo 2020: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/gt2020-14146.
Full textAbstract:
Abstract Radial outflow turbines are an alternative for axial turbines for example in heat recovery applications. They are, however, also often characterized by ultra-low aspect ratios. In these designs, the secondary losses dominate the overall loss share, and under a certain aspect ratio, the secondary structures from the hub and shroud begin to interact. This interaction causes a decrease in aerodynamic performance. Previous studies have suggested that the general flow phenomena between radial outflow and axial turbines could share several similarities due to observed trends in performance prediction. The blade outlet Mach number is known to affect the spanwise positions of the secondary vortices in axial turbine blading and therefore, its effect is also tested here for an ultra-low aspect ratio radial outflow turbine cascade. In addition, there are currently no cascade level experimental data publicly available, and the suitability of axial turbine loss correlations under these conditions remains an open question. From this background, the current study presents an experimental, numerical, and loss correlation analysis of the effects of an isentropic Mach number in a radial outflow turbine cascade. An experimental campaign is used to validate the numerical model both quantitatively and qualitatively. In addition, the validity of the axial turbine loss correlation is extended to ultra-low aspect ratios by introducing a new variable called penetration length. The main findings are: 1. The flow phenomena do not differ significantly from what has been observed with axial turbines, 2. The effect of penetration length calculation method on the loss breakdown is relatively low, and 3. With ultra-low aspect ratio radial outflow turbines, the loss breakdown is markedly changed when the extended Benner’s approach is employed.
2
Benner, M. W., S. A. Sjolander, and S. H. Moustapha. "An Empirical Prediction Method for Secondary Losses in Turbines: Part II — A New Secondary Loss Correlation." In ASME Turbo Expo 2005: Power for Land, Sea, and Air. ASMEDC, 2005. http://dx.doi.org/10.1115/gt2005-68639.
Full textAbstract:
A new empirical prediction method for design and off-design secondary losses in turbines has been developed. The empirical prediction method is based on a new loss breakdown scheme, and as discussed in Part I, the secondary loss definition in this new scheme differs from that in the conventional one. Therefore, a new secondary loss correlation for design and off-design incidence values has been developed. It is based on a database of linear cascade measurements from the present authors’ experiments (Benner [1]) as well as cases available in the open literature. The new correlation is based on correlating parameters that are similar to those used in existing correlations. This paper also focusses on providing physical insights into the relationship between these parameters and the loss generation mechanisms in the endwall region. To demonstrate the improvements achieved with the new prediction method, the measured cascade data are compared to predictions from the most recent design and off-design secondary loss correlations (Kacker and Okapuu [2], Moustapha et al. [3] using the conventional loss breakdown. The Kacker & Okapuu correlation is based on rotating-rig and engine data, and a scaling factor is needed to make their correlation predictions apply to the linear cascade environment. This suggests that there are additional and significant losses in the engine that are not present in the linear cascade environment.