Does Practice Make Perfect?

Extensive literature supports the correlation between surgical volume and improved clinical outcome in the management of various cancers. It is this evidence that has catalysed the creation of centres of excellence. However, on closer inspection, many of these studies are poor quality, low weight and use vastly heterogenous end points in assessment of both volume and outcome. We critically appraise the English language literature published over the last ten years pertaining to the volume outcome relationship in the context of cancer care. Future balanced unbiased studies may enable equipoise in planning international cancer management strategies

Does practice make perfect? Debate about principles versus practice in New Zealand local government planning

Legislation and practice are two arms of public policy planning. Legislation empowers or enables; practice is the articulation and implementation of legislative principle. In New Zealand there has been widespread debate in recent years about the relative importance of practice versus legislation in achieving planning outcomes under its key planning legislation, the Resource Management Act 1991. This paper proposes that the effectiveness and efficiency of planning practice may depend on a range of factors, some of which are beyond the control of planners, and outside of legislation. They include political priorities and the countervailing administrative responsibilities of the public agencies involved

Radical Prostatectomy: Hospital volumes and surgical volumes – does practice make perfect?

<p>Abstract</p> <p>Background</p> <p>Between the years 1993 and 2003, more than 140,000 men underwent radical prostatectomy (RP), thus making RP one of the most common treatment options for localized prostate cancer in the United States.</p> <p>Discussion</p> <p>Localized prostate cancer treated by RP is one of the more challenging procedures performed by urologic surgeons. Studies suggest a definite learning curve in performing this procedure with optimal results noted after performing >500 RPs. But is surgical volume everything? How do hospital volumes of RP weigh in? Could fellowship training in RP reduce the critical volume needed to reach an 'experienced' level?</p> <p>Summary</p> <p>As we continue to glean data as to how to optimize outcomes after RP, we must not only consider surgeon and hospital volumes of RP, but also consider training of the individual surgeon.</p

DOES PRACTICE MAKE PERFECT? EFFECTS OF PRACTICE AND COACHING ON INTERVIEW PERFORMANCE

This study examined the incremental effectiveness of interview practice and feedback on candidates\u27 interview performance. In addition, interviewee anxiety, impression management behaviors, and core self-evaluation were considered as intervening variables between the training manipulations and interview performance. In this experimental design, participants were assigned to one of three groups: the control group, the interview practice group, and the coaching group that received practice plus feedback from a counselor. Employer representatives evaluated subsequent interview performance within a final mock interview. Hypotheses predicting differential effects of interview training on interview performance ratings were partially supported and relationships were discovered among additional variables. As predicted, less anxious candidates performed more impression management behaviors, which in turn were related to higher interview ratings. Core-self evaluation, the composite variable including self-esteem, self-efficacy, locus of control and emotional stability, demonstrated a direct effect on interview performance, interview anxiety and impression management behaviors. In sum, this study expands our knowledge of how anxiety, impression management behaviors, and core self-evaluation influence interview ratings

The 2010 and 2011 Canterbury earthquakes and organisational learning at the University of Canterbury: does practice make perfect?

In September 2010 and again in February 2011, the city of Christchurch was rocked by earthquakes of magnitude 7.1 and 6.3 respectively. The second earthquake was shallow and caused extensive damage and loss of life, destroying most of the Central Business District. This paper focuses on recovery management at the University of Canterbury, exploring the extent to which the senior management team learned lessons from the September event which informed the way that the recovery was managed after the February earthquake. It examines the counter-intuitive possibility that successfully dealing with a prior, lesser event, may not necessarily better equip managers to deal with a subsequent, more extreme event

Volume 73, Number 05 (May 1955)

Problems of the Operatic Conductor (interview with Alberto Erede) Musical Experience of the Classroom Teacher Universal Appeal of Sir William Walton\u27s First Opera Development of Pianism (interview with Robert Casadesus) Does Practice Make Perfect? Music and the Mails Youth Made the Challengehttps://digitalcommons.gardner-webb.edu/etude/1093/thumbnail.jp

Does Practice Make Perfect? A Randomized Control Trial of Behavioral Rehearsal on Suicide Prevention Gatekeeper Skills

Suicide is the third leading cause of death among 10-24-year-olds and the target of school-based prevention efforts. Gatekeeper training, a broadly disseminated prevention strategy, has been found to enhance participant knowledge and attitudes about intervening with distressed youth. Although the goal of training is the development of gatekeeper skills to intervene with at-risk youth, the impact on skills and use of training is less known. Brief gatekeeper training programs are largely educational and do not employ active learning strategies such as behavioral rehearsal through role play practice to assist skill development. In this study, we compare gatekeeper training as usual with training plus brief behavioral rehearsal (i.e., role play practice) on a variety of learning outcomes after training and at follow-up for 91 school staff and 56 parents in a school community. We found few differences between school staff and parent participants. Both training conditions resulted in enhanced knowledge and attitudes, and almost all participants spread gatekeeper training information to others in their network. Rigorous standardized patient and observational methods showed behavioral rehearsal with role play practice resulted in higher total gatekeeper skill scores immediately after training and at follow-up. Both conditions, however, showed decrements at follow-up. Strategies to strengthen and maintain gatekeeper skills over time are discussed

Volume 21, Number 05 (May 1903)

Music Study in Berlin About Entering the Musical Profession Making of an Independent Teacher Does Practice Make Perfect? Intellectual and Emotional Phases of Piano Playing True Genius and Work Founded on an Incident in the Life of Beethoven Composition as a Factor in Musical Education Extracting the Roots of Rag-Timehttps://digitalcommons.gardner-webb.edu/etude/1480/thumbnail.jp

Volume 62, Number 11 (November 1944)

Blessings at Thanksgiving Does Practice Make Perfect? What Is the Purpose of Music Study? (interview with Josef Hofmann) Punctuation Enhances Musical Beauty: A Plea for Better Punctuation in Music, a Most Vital Part of Phrasing Often Disregarded by Young Piano Students Theodore Presser as a Teacher Masterpieces in the Jungle: The Saga of USO-Camp Show Unit 264 Meet Destiny With Your Head Up! Curing the Mistake Habit: How to Help the Child to Help Himself in Weeding His Musical Garden How to Plan Programs That Succeed: Judgment and Experience Bring Lasting Results Get Your Vowels Right! Setting Industry to Music Modern Renaissance of the Organ (interview with E. Power Biggs) Style and Interpretation Modern Percussionist Christian Sinding in America Are Two Pianos an Advantage in the Studio?https://digitalcommons.gardner-webb.edu/etude/1210/thumbnail.jp

Does Practice Make Perfect? : A Study of the Granger-causal Relationship Between Attempting to Solve Online Exercises and Mathematical Proficiency

Mathematics teaching has been an active field of research and development at the Department of Mathematics and Systems Analysis at Aalto University. This research has been motivated by a desire to increase the number of students that pass compulsory basic mathematics courses without compromising on standards. The courses aim to provide the engineering students with the mathematical skills needed in their degree programmes so it is essential that a proper foundation is laid. Since 2006, a web-based automated assessment system called STACK has been used on basic mathematics courses for supplementary exercises to aid learning at Aalto University. In this thesis, computer-aided mathematics teaching and, in particular, automated assessment are studied to investigate what effect attempting to solve online exercises has on mathematical proficiency. This is done by using a Granger causality test. For this, the first two of three basic courses are examined. The concepts relating to learning and computer-aided mathematics teaching as well as the developments, including Mumie, made at Aalto University are first presented. Then, the statistical methodology, the theoretical framework and the test procedure for Granger causality are described. The courses and data, which was collected from STACK and used to quantify mathematical proficiency for the Granger causality test, are then reviewed. Finally, the results and implications are presented. The Granger causality tests show that there exists a Granger-causal relationship such that mathematical proficiency affects the desire to attempt to solve exercises. This holds for both of the interpretations used for quantifying mathematical profiency and all variations of the penalty deducted for incorrect attempts. The results imply that the exercises are too difficult for the students and that students tend to give up quickly. Thus, the Granger causality tests produced statistically significant results to back up what teachers have always known: students are discouraged by failure, but encouraged by success. The results provide teachers with valuable information about the students' abilities and enable teachers to alter the teaching accordingly to better support the students' learning