Academic literature on the topic 'Continuing pInformation and action knowledge'
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Journal articles on the topic "Continuing pInformation and action knowledge"
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Lv, Xianli, and Zhongxue Wu. "The philosophy of ‘unity of knowledge and action’ in interventional neuroradiology teaching." Neuroradiology Journal 31, no. 3 (June 29, 2017): 330–32. http://dx.doi.org/10.1177/1971400917707350.
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Despite the continuing emphasis on the importance of clinical skills, these skills do not appear to be improving and may actually be declining. The ‘unity of knowledge and action’ is a medicine directed precisely at this disease. The ‘unity of knowledge and action’ helps to learn from failure and successes, learn from mistakes of predecessors and institute a behaviour that prevents repetition of these mistakes.
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Sade, Priscila Meyenberg Cunha, and Aida Maris Peres. "Development of nursing management competencies: guidelines for continuous education services." Revista da Escola de Enfermagem da USP 49, no. 6 (December 2015): 988–94. http://dx.doi.org/10.1590/s0080-623420150000600016.
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Abstract OBJECTIVE Developing continuing education guidelines for the development of nursing management competencies along with the members of the Center of Nursing Continuing Education of Parana. METHOD A qualitative research outlined by the action research method, with a sample consisting of 16 nurses. Data collection was carried out in three stages and data were analyzed according to the thematic analysis technique. RESULTS It was possible to discuss the demands and difficulties in developing nursing management competencies in hospital organizations and to collectively design a guideline. CONCLUSION The action research contributed to the production of knowledge, confirming the need and the importance of changing the educational processes and evaluations, based on methodologies and instruments for professional development in accordance with human resource policies and contemporary organizational policies.
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Sanjeevi, Sujatha, and Angela Cocoman. "Mental health nurses' confidence in applying pharmacological knowledge: a survey." British Journal of Mental Health Nursing 9, no. 4 (November 2, 2020): 1–9. http://dx.doi.org/10.12968/bjmh.2019.0031.
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Background/Aims The literature highlights gaps on how nurses apply pharmacology knowledge to their medication management, particularly in relation to knowledge on the mechanism of action and drug interactions. The aim of this study was to research a sample of mental health nurses to explore their confidence, knowledge and skills in applying their pharmacological knowledge. Methods A paper-based survey questionnaire was distributed to 209 mental health nurses working in direct patient care in Ireland. A total of 129 completed the questionnaire with a response rate of 61.7%. Results The vast majority of mental health nurses were confident in their knowledge of pharmacological principles to medication management, in relation to dosage, formulation, adverse effects, and predictable side effects, including patient education and medication information. Nurses were less confident in their knowledge of pharmacodynamics related to their knowledge on the mechanism of action, and on the pharmacokinetics of drug clearance. This may negatively impact on their ability to educate patients about their medications. Conclusions The findings suggest that there is need for an increased focus on continuing education on pharmacology for nurses at service level, particularly on the mechanism of action and clearance of commonly used medications in order for nurses to more effectively support patients to manage their medications.
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Yao, Jiaren, and Mark T. Waters. "Perception of karrikins by plants: a continuing enigma." Journal of Experimental Botany 71, no. 6 (December 14, 2019): 1774–81. http://dx.doi.org/10.1093/jxb/erz548.
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Abstract Karrikins are small butenolide molecules with the capacity to promote germination and enhance seedling establishment. Generated abiotically from partial combustion of vegetation, karrikins are comparatively rare in the environment, but studying their mode of action has been most informative in revealing a new regulatory pathway for plant development that uses the karrikin perception machinery. Recent studies suggest that the karrikin receptor protein KAI2 and downstream transcriptional co-repressors in the SMXL family influence seed germination, seedling photomorphogenesis, root morphology, and responses to abiotic stress such as drought. Based on taxonomic distribution, this pathway is ubiquitous and likely to be evolutionarily ancient, originating prior to land plants. However, we still do not have a good grasp on how karrikins actually activate the receptor protein, and we have yet to discover the assumed endogenous ligand for KAI2 that karrikins are thought to mimic. This review covers recent progress in this field, as well as current gaps in our knowledge.
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Khan, J. A., S. Zahid, R. Khan, S. F. Hussain, N. Rizvi, A. Rab, A. Javed, A. Ahmad, N. Ait-Khaled, and D. A. Enarson. "Medical interns knowledge of TB in Pakistan." Tropical Doctor 35, no. 3 (July 1, 2005): 144–47. http://dx.doi.org/10.1258/0049475054620770.
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Of 460 interns from five Pakistani teaching hospitals surveyed, only 22% correctly identified the estimated number of new TB cases in Pakistan. The majority (96%) knew that droplet infection was the usual mode of transmission. Only 38% considered sputum smears for acid-fast bacilli as the best test for diagnosis of pulmonary TB and 43.5% for follow-up during TB treatment. The recommended four-drug anti-TB regimen was prescribed by 56.5% in the initiation phase and the recommended two-drug combination in the continuation phase by 52%. Most interns (82%) were unable to identify a single component of directly observed treatment short course (DOTS) strategy. Our study reflects poor awareness of and low compliance to the World Health Organization/National Tuberculosis Programme guidelines among interns. For effective control of TB, immediate action to improve undergraduate and continuing medical education is essential, with special emphasis on national guidelines.
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Howells, R. E. "The modes of action of some anti-protozoal drugs." Parasitology 90, no. 4 (April 1985): 687–703. http://dx.doi.org/10.1017/s0031182000052318.
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In spite of the continuing need for new and improved anti-protozoal drugs for use in man, a considerable contraction of industrially based research on anti-protozoal drugs has occurred in recent years. Newton (1983) reviewed the reasons for this decline and presented a compelling argument that fundamental research on the biology of the parasites is essential for the discovery of leads for the development of a new generation of drugs – a rational chemotherapy. The rapid advance in knowledge of the biochemistry of parasitic protozoa which has occurred in recent years has provided a number of potential leads to new drug development and has permitted a greater understanding of the mode of action of many current drugs. The account of these advances which follows is necessarily selective and relates to protozoan parasites of man.
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Katapally, Tarun Reddy, Sylvia Abonyi, Jo-Ann Episkenew, Vivian Ramsden, Chandima Karunanayake, Shelley Kirychuk, Donna Rennie, James A. Dosman, and Punam Pahwa. "Catalyzing Action on First Nations Respiratory Health Using Community-based Participatory Research: Integrated Knowledge Translation through Strategic Symposia." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 2, no. 1 (July 29, 2017): 57–70. http://dx.doi.org/10.15402/esj.v2i1.198.
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Assess, Redress, Re-assess: Addressing Disparities in Respiratory Health Among First Nations is an ongoing community-based participatory research initiative involving two First Nations communities in Saskatchewan. The initiative’s rationale is grounded in the ethos of transformative community-based participatory research and facilitated through integrated knowledge translation with the aim of building community capacity. The initiative’s goal was to engage community members to actively participate in all research phases, from the development of the research questions to dissemination of results and evaluation of community-chosen interventions that evolved from the results. After baseline assessment of predictors and indicators of respiratory health, a program of integrated knowledge translation was adopted. As part of this program, a community-researcher collaboration was put in place that produced two knowledge translation symposia. The two symposia have brought together First Nations community members, interdisciplinary researchers, federal and provincial policy makers, and multiple Aboriginal organizational stakeholders. The symposia provided a pathway for knowledge synthesis and sharing to ultimately integrate knowledge into practice and enable First Nations’ community capacity building in addressing and redressing critical respiratory health issues. This article delineates the processes involved in developing this model of integrated knowledge translation and highlights the continuing engagement with the participating communities supported by Knowledge Translation (KT) Symposia.
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Lougheed, M. Diane, Dilshad Moosa, Shelagh Finlayson, Wilma M. Hopman, Mallory Quinn, Kim Szpiro, and Joseph Reisman. "Impact of a Provincial Asthma Guidelines Continuing Medical Education Project: The Ontario Asthma Plan of Action’s Provider Education in Asthma Care Project." Canadian Respiratory Journal 14, no. 2 (2007): 111–17. http://dx.doi.org/10.1155/2007/768203.
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BACKGROUND: The Ontario Ministry of Health and Long-Term Care funded the Ontario Lung Association to develop and implement a continuing medical education program to promote implementation of the Canadian asthma guidelines in primary care.OBJECTIVES: To determine baseline knowledge, preferred learning format, satisfaction with the program and reported impact on practice patterns.METHODS: A 3 h workshop was developed that combined didactic presentations and small group case discussions. Outcome measures included a workshop evaluation, baseline assessment of asthma management knowledge and three-month postreflective evaluations.RESULTS: One hundred thirty-seven workshops were delivered to 2783 primary care providers (1313 physicians, 1470 allied health) between September 2002 and March 2005. Of the 2133 participants, 1007 physicians and 1126 allied health professionals submitted workshop evaluations. Most (98%) of the attendees indicated they would recommend the workshop to a colleague. The majority preferred the combination of didactic lecture plus interactive case discussions. A subset of physicians provided consent to use these data for research (n=298 pediatric and 288 adult needs assessments; n=349 postreflective evaluations). Important needs identified included appropriate medication for chronic asthma and development of written action plans. On the postreflective evaluations, 88.7% remained very satisfied, 95.5% reported increased confidence, 91.9% reported an influence on practice and 67.2% reported using a written action plan.CONCLUSIONS: This continuing medical education program addresses identified needs of primary care providers. Participants reported improvements in asthma care, including prescribing practices, use of spirometry and written action plans. Similar programs should be considered as part of multifaceted asthma guidelines dissemination and implementation initiatives in other provinces and nationally.
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Ong, Irvin L., Michael Joseph S. Diño, Maria Minerva P. Calimag, and Fe A. Hidalgo. "Developing a valid and reliable assessment of knowledge translation (KT) for continuing professional development program of health professionals." PeerJ 6 (August 13, 2018): e5323. http://dx.doi.org/10.7717/peerj.5323.
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Introduction Knowledge Translation (KT) is expected to be a critical learning outcome of a Continuing Professional Development (CPD) program. It continues to serve as an area of interest among educators and healthcare providers due to its importance to evidence-based practice. This study endeavored to develop a valid and reliable KT learning assessment tool in CPD. Methods The Inventory of Reflective Vignettes (IRV), an innovative approach of integrating research vignettes, was utilized in crafting the 20-item IRV-KT tool. This instrument includes knowledge creation and action as essential KT constructs. KT competency was assessed in three segments (i.e., before and after CPD event and if in a lecture) using a one-group post-posttest pre-experimental design. Health professionals who successfully completed a CPD program on a knowledge translation topic were asked to complete the IRV-KT during the pilot study (n = 10) and actual implementation (n = 45). Responses were subjected to Cronbach’s reliability and criterion-validity testing. Results The initial test of the IRV-KT tool demonstrated a high internal reliability (α = 0.97) and most items yielded acceptable validity scores. During the actual implementation, a higher reliability score of 0.98 was generated with significant correlations between the before-after segments for both KT constructs of creation (r = 0.33, p < 0.05) and action (r = 0.49, p < 0.05). All items have significant positive validity coefficients (r > 0.35, p < 0.05) in all segments of the tool. Discussion The study produced a reflective assessment tool to validly and reliably assess KT learning in a CPD. IRV-KT is seen to guide the curriculum process of CPD programs to bridge learning and healthcare outcomes.
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Jacobs, Steven Darryl. "A History and Analysis of the Evolution of Action and Participatory Action Research." Canadian Journal of Action Research 19, no. 3 (December 31, 2018): 34–52. http://dx.doi.org/10.33524/cjar.v19i3.412.
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Action research is a type of research which is conducted with research participants rather than on participants. This premise democratizes research, resulting in transformative potential, while addressing issues such as power and hierarchy which are present in traditional positivist research approaches, allowing those affected by the research to benefit from a more democratic research experience: According to Habermas, “in a process of enlightenment, there can only be participants”. However, as with social science research, or perhaps any method of research, there are different forms of action research which have evolved over time. This paper describes the worldviews that have informed the evolution of action research and examines three different forms of action research with respect to assumptions value, beliefs, and claims to truth inherent with each form. These three main forms may be thought of as “umbrella” terms for the forms of action research, with various threads of action research originating and continuing to originate from each form. Lastly, this paper explores one thread of action research-participatory action research. The reason for focusing on participatory action research specifically is that this type of action research has grown in popularity recently within social sciences research due to the opportunity for new insight for all research participants. Further, participatory action research allows for joint knowledge-production, may draw attention to previously neglected areas of qualitative research, and is therefore relevant to a specific community. For a researcher considering employing participatory action research, it is helpful to understand the historical and philosophical underpinnings of action research in general in order to better unerstand the specific intricacies and characteristics of participatory action research.
Dissertations / Theses on the topic "Continuing pInformation and action knowledge"
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Dompeix, Clémentine. "Analyse des formes de communication concourant à la formation professionnelle des médecins dans les congrès médicaux." Thesis, Toulouse 2, 2016. http://www.theses.fr/2016TOU20005.
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Notre recherche porte sur la manière dont les médecins développent leurs connaissances dans les dispositifs de mise en circulation des savoirs que sont les congrès médicaux, et plus particulièrement, au sein de ces derniers, pendant les sessions tournées vers le partage de l’expérience/expertise. Autrement dit, nous nous intéressons aux processus d’enseignement/apprentissage dans le cadre de la formation professionnelle continue. Sur le plan théorique, nous avons convoqué des travaux issus d’une part de la didactique professionnelle (Pastré, Mayen et Vergnaud, 2006 ; Fillietaz, 2006) et d’autre part de la linguistique interactionnelle (Mondada, 2001). Sur le plan empirique, notre recherche s’est déroulée en deux temps. Dans un premier temps, nous avons réalisé des observations directes et interrogé des spécialistes de l’organisation de congrès afin d’identifier les caractéristiques de ce type d’événement. Dans un deuxième temps, nous avons réalisé de nouvelles observations et proposé des questionnaires aux congressistes-médecins. Notre objectif était alors premièrement d’identifier les ressources que les médecins-communicants mobilisent pour accompagner leur pair dans leur processus d’apprentissage – quel(s) support(s) choisissent-ils et comment construisent-ils leur discours lorsqu’ils rendent compte de leur expérience/expertise ? – et deuxièmement, de mieux comprendre comment les congressistes-médecins acquièrent des connaissances utiles à l’exercice de leur métier, lors de ces sessions tournées vers le partage d’expérience/expertiseThe research presented in this PhD thesis concerns the professional development of physicians in the context of medical congresses, particularly, during sessions dedicated to sharing experience and expertise. We study this situation as a teaching/learning tool for continuing education. We use theoretical frameworks from professional didactics (Pastré, Mayen et Vergnaud, 2006 ; Fillietaz, 2006) and interactional linguistics (Mondada, 2001). We conducted this research in two phases. During the first phase, of an exploratory nature, we have explored congress as an event through direct observation and inquiry of professional congress organisers. During the second phase, of systematic enquiry, we have first identified the resources expert physicians in teaching position use to accompany their peer physicians in their learning process. Which teaching support do they use, how do they build the learning experience? Second, we have studied how physicians as learning persons do convert congress sessions dedicated to the sharing of experience and expertise into useful knowledge for their daily work
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Smith, Annetta. "An action research inquiry exploring the transfer of pain knowledge from a continuing education course into practice." Thesis, University of Stirling, 2008. http://hdl.handle.net/1893/474.
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Acute and chronic pain conditions have a significant impact on the individual who is experiencing pain and resolution of pain continues to present a challenge to nurses and other health care professionals. It is widely accepted that pain education for nurses is necessary if nurses are to deliver effective, evidenced based pain care. Although it has been shown that participation in pain education improves nurses’ pain knowledge, very little is known about the way in which nurses use their improved pain knowledge in their practice or about the conditions that promote application of that pain knowledge. The aims of this study are (a) to explore the transfer of pain knowledge from a continuing education nursing course into practice, and (b) to investigate the impact that the nurses’ participation in action research has on their ability to improve aspects of their pain practice. Participants are 14 registered nurses who successfully completed two accredited pain course units as part of their BSc / BN degree in Nursing. The nurses formed two groups of inquiry, who used both their participation in the pain course and in action research to investigate and change aspects of pain assessment and management practices within their clinical areas. The inquiry groups were located in two different Health Board locations in Scotland. Following involvement in a pain course, the strategies used by the participating nurses to enhance their pain assessment and management practices are examined. Qualitative data was obtained through individual and group interviews, and analysis of significant incidents. An action research approach contributes to an understanding of conditions that promote application of pain knowledge into practice following participation in the course, and focuses on the possibilities for action and improvement of pain care. The findings from this study demonstrate how nurses develop a more patient-centred approach to pain care and become more accountable for their pain practice. The research also identifies a range of strategies used by nurses to improve collaborative working practices with their colleagues that help to reduce some of the obstacles to delivery of effective pain care. From the outcomes of the inquiry, it is evident that these nurses’ participation in action research has increased the possibilities of their involvement in pain practice interventions. Conditions are created through pain course participation and involvement in action research, which supports nurses’ transfer of pain knowledge into practice Additionally, findings demonstrate the potential action research has for identifying problems with pain care and its potential for helping to develop relevant and workable solutions for improving aspects of care. The findings from this study are significant because they inform teaching and learning approaches which can be used with pain education that helps to prepare nurses to deliver more effective pain care within their health care settings.
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Palma, Gisele. "A ação mediadora da supervisão escolar e a ruptura de práticas tradicionais: uma reorganização do tempo e do espaço escolar." Universidade do Vale do Rio do Sinos, 2007. http://www.repositorio.jesuita.org.br/handle/UNISINOS/1934.
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A pesquisa teve por objetivo investigar a ação da supervisão escolar, enquanto mediadora do processo de ruptura de posturas tradicionais e de construção de novos saberes, no cotidiano da escola, tendo como campo empírico a Escola Municipal de Ensino Fundamental Senador Salgado Filho – SL/RS, a qual implementou, sob a coordenação da supervisão, o Projeto de Isonomia de Carga-Horária e Salas Temáticas – uma reorganização do tempo e do espaço escolar! A investigação teve caráter qualitativo e o estudo foi organizado sob duas categorias centrais (a ação supervisora e os saberes dos professores), possibilitando o diálogo com pesquisadores que deram sustentação teórica para a compreensão dos achados. Chistov, Cunha, Pimenta e Placco, fundamentalmente sustentaram a primeira categoria; e Charlot, Gómez, Libâneo, Pimenta, Tardif, a segunda. Outros pesquisadores iluminaram as descobertas desta pesquisa, trazendo referencias para as duas categorias, tais como Azevedo, Brandão, Freire, Rios e Sousa Santos. Na busca pelo
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Slater, B. L., R. Lawton, Gerry R. Armitage, J. Bibby, and J. Wright. "Training and action for patient safety: embedding interprofessional education for patient safety within an improvement methodology." 2012. http://hdl.handle.net/10454/7014.
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INTRODUCTION: Despite an explosion of interest in improving safety and reducing error in health care, one important aspect of patient safety that has received little attention is a systematic approach to education and training for the whole health care workforce. This article describes an evaluation of an innovative multiprofessional, team-based training program that embeds patient safety within quality improvement methods. METHODS: Kirkpatrick's "levels of evaluation" model was adopted to evaluate the program in health organizations across one city in the north of England. Questionnaires were used to assess reaction of participants to the program (Level 1). Improvements in patient safety knowledge and patient safety culture (Level 2) were assessed using a 12-item multiple-choice questionnaire and a culture questionnaire. Interviews and project-specific quantitative measurements were used to assess changes in professional practice and patient outcomes (Levels 3 and 4). RESULTS: All aspects of the program were positively received by participants. Few participants completed the MCQ at both time points, but those who did showed improvement in knowledge. There were some small but significant improvements in patient safety culture. Interviews revealed a number of additional benefits beyond the specific problems addressed. Most importantly, 8 of the 11 teams showed improvements in patient safety practices and/or outcomes. DISCUSSION: This program is an example of interprofessional education in practice and demonstrates that team-based learning using quality improvement methods is feasible and can be effective in improving patient safety, but requires time and space for participants. Alignment with continuing education arrangements could support mainstream adoption of this approach within organizations.
Books on the topic "Continuing pInformation and action knowledge"
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Allan, Quigley B., and Kuhne Gary W, eds. Creating practical knowledge through action research: Posing problems, solving problems, and improving daily practice. San Francisco: Jossey-Bass Publishers, 1997.
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Allan, Quigley B., and Kuhne Gary W, eds. Creating practical knowledge through action research: Posing problems, solving problems, and improving daily practice. San Francisco: Jossey-Bass Publishers, 1997.
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(Editor), B. Allan Quigley, and Gary W. Kuhne (Editor), eds. Creating Practical Knowledge Through Action Research: Posing Problems, Solving Problems, and Improving Daily Practice (New Directions for Adult and Continuing Education). Jossey-Bass Inc Pub, 1997.
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Reed, Stephen K. Cognitive Skills You Need for the 21st Century. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197529003.001.0001.
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Cognitive Skills You Need for the 21st Century begins with the Future of Jobs Report 2018 of the World Economic Forum that describes trending skills through the year 2022. To assist with the development of these skills, the book describes techniques that should benefit everyone. The 20 chapters occupy 6 sections on acquiring knowledge (comprehension, action, categorization, abstraction), organizing knowledge (matrices, networks, hierarchies), reasoning (visuospatial reasoning, imperfect knowledge, strategies), problem-solving (problems, design, dynamics), artificial intelligence (data sciences, explainable AI, information sciences, general AI), and education (complex systems, computational thinking, continuing education). Classical research, recent research, personal anecdotes, and a few exercises provide a broad introduction to this critical topic.
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Hendriks, Herman G. D., and Joost T. M. de Wolf. Haematological and coagulation disorders and anaesthesia. Edited by Philip M. Hopkins. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199642045.003.0084.
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This chapter covers the principal haematological disorders and their implications for anaesthesia. Haemoglobin concentration is the main determinant of oxygen delivery to the tissues making anaemia a potential concern for the anaesthetist. In deciding whether to correct anaemia with a red blood cell transfusion, the anaesthetist must consider the nature of the surgery and the underling cause of the anaemia as well as the haemoglobin concentration. Techniques to limit the need for blood transfusion and the complications of transfusion are discussed. Perfect haemostasis means control of bleeding without the occurrence of thrombotic events. Coagulation management requires an understanding of this balance and the knowledge that altered coagulation activity may result in clinically relevant bleeding or, in contrast, thrombosis. Therefore, the key in haemostasis is an understanding that every anticoagulant action enhances the risk of bleeding and every procoagulant action enhances the risk of thrombosis. If a specific defect in the haemostatic system is known, treatment is tailored to restore this defect. However, tests to predict surgical bleeding do not exist, as it is for test to predict thrombotic events. The strengths and limitations of coagulation tests should be appreciated before they are used to assist clinical decision-making in the perioperative period. An excellent coagulation test is the clinical field (i.e. the surgical wound). If there are abnormalities in the coagulation tests without clinical bleeding, a correction is hardly necessary. In patients taking anticoagulant medication, consideration must be given on an individual patient basis, to the relative risks of continuing (bleeding) or stopping (thrombotic events) the medication.
Book chapters on the topic "Continuing pInformation and action knowledge"
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"Domestic Violence Among African Americans: Strengthening Knowledge to Inform Action." In Continuing the War Against Domestic Violence, 96–111. Routledge, 2014. http://dx.doi.org/10.1201/b17162-9.
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Dana, Nancy Fichtman, Desi Krell, and Rachel Wolkenhauer. "Taking Action Research in Teacher Education Online." In Adult and Continuing Education, 1928–45. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch112.
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The systematic, intentional study by teachers of their own classroom practice is critical for powerful professional development. Action research, or practitioner inquiry, provides teachers with a vehicle to engage in this professional development in order to raise teacher voices in educational reform and capture and share the knowledge generated by teachers within their classrooms. The quality of any piece of action research completed by a practitioner inquirer is directly related to the coaching s/he receives in the process, but the scope and reach of teacher educators' action research coaching is often constrained by limitations of time and space. Extending the coaching of action research to online environments may provide possibilities for negotiating challenges of time and space and enhance both the quantity and quality of the teacher educator's action research coaching opportunities. The purpose of this chapter is to explore online tools that can facilitate distance action research coaching.
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Newman, Dianna L., Victoria C. Coyle, and Lori A. McKenna. "Changing the Face of ELA Classrooms." In Adult and Continuing Education, 981–98. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch055.
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This chapter looks at the delivery of professional development on technological pedagogical content knowledge (TPACK), designed to increase teachers' abilities to integrate technology into ELA curriculum. Using TPACK and 21st century SCALE frameworks as a foundation, both stipend-based and embedded professional development models provided teachers with skills to integrate mobile technologies into classroom pedagogies, modifying or redesigning selected units of instruction. Change in teacher behavior was evidenced by direct observation of teachers' integration of technology into classroom practice, and their use of technology to support lesson plans aligned to state and common core learning standards in the classroom. Student outcomes include performance on teacher developed action research, attendance, and increased ability to meet learning standards.
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Van der Westhuizen, Thea. "Good Entrepreneurial Intentions, No Entrepreneurial Action." In Handbook of Research on Entrepreneurship, Innovation, and Internationalization, 207–29. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8479-7.ch008.
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Against the background of the extremely high youth unemployment rate in South Africa, a survey was conducted among final-year undergraduate business students, asking them to rate the importance of five entrepreneurial processes: 1) obtaining entrepreneurship-related education, 2) searching, 3) planning, 4) marshalling, 5) implementing. Responses indicated that they recognized the importance of all five and also displayed personality traits positively related to individual entrepreneurial orientation and entrepreneurial intent. Continuing deterioration in youth employment nonetheless suggests that good entrepreneurial intentions do not translate into sustainable entrepreneurial action. Respondents failed to recognize the importance of their lecturers' role in their business education and seemed not to perceive that they needed intensive support from their lecturers to become entrepreneurial. They also failed to recognize the crucial importance of solid ground-work before starting a new business. These gaps in knowledge have an important bearing on the high unemployment rate.
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Van der Westhuizen, Thea. "Good Entrepreneurial Intentions, No Entrepreneurial Action." In Research Anthology on Business and Technical Education in the Information Era, 1124–46. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5345-9.ch063.
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Against the background of the extremely high youth unemployment rate in South Africa, a survey was conducted among final-year undergraduate business students, asking them to rate the importance of five entrepreneurial processes: 1) obtaining entrepreneurship-related education, 2) searching, 3) planning, 4) marshalling, 5) implementing. Responses indicated that they recognized the importance of all five and also displayed personality traits positively related to individual entrepreneurial orientation and entrepreneurial intent. Continuing deterioration in youth employment nonetheless suggests that good entrepreneurial intentions do not translate into sustainable entrepreneurial action. Respondents failed to recognize the importance of their lecturers' role in their business education and seemed not to perceive that they needed intensive support from their lecturers to become entrepreneurial. They also failed to recognize the crucial importance of solid ground-work before starting a new business. These gaps in knowledge have an important bearing on the high unemployment rate.
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Orr, Elizabeth. "It's Like Felting." In Practical and Political Approaches to Recontextualizing Social Work, 89–110. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6784-5.ch005.
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This is a personal story describing the role and importance of local action whilst reflecting on collective and collaborative feminist community practices. The craft of felting is used as a metaphor for merging feminist social and community work theory and practices that encourage engagement with continuing cycles of activism aimed towards gender equality and Indigenous sovereignty. Following a rough chronology of engagement with movements for social change and respect for human and environmental rights, this chapter points to the value of post modernists' treatise of doubt, tension, and uncertainty. It also contains a plea for a continuation of the modernist social work activism to decrease suffering and inequality. Narrating and evaluating the ideas and actions of real-time practice, the author will demonstrate how knowledge of place, process, and strength in work towards interpersonal peace and planetary survival was achieved.
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Banham, Tony. "War: Australia, 1942–1944." In Reduced to a Symbolical Scale. Hong Kong University Press, 2017. http://dx.doi.org/10.5790/hongkong/9789888390878.003.0006.
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Chapter Five marks the dramatic change caused by the Japanese attack on Hong Kong. Now there was a material difference between the experiences of those evacuated and those who had stayed, and discussion of reunion was instantly cut. With the deaths of so many husbands and fathers in action, and captivity for those who survived, for the majority of families (for their well-being and integrity then and later) it might have been better had they stayed in Hong Kong. On the other hand, those who had been forced out of the Colony at least had freedom, relative safety, privacy, access to good education for children, and sufficient food. While both sides were desperate to communicate, the Japanese occupation and the continuing mortality in the camps made shared decision making impossible. However, with repatriation to Hong Kong now impossible for the foreseeable future, the immediate choices for evacuees were binary: relocate to the UK, or finally (and individually) take the necessary steps with work, housing, and schools, to properly integrate in Australia for the long term. Forced into this situation by the evacuation, behind many such decisions lay the knowledge (or lack thereof) of the fate of the husband/father.