Strategic Shift to a Diagnostic Model of Care in a Multi-Site Group Dental Practice.

BackgroundDocumenting standardized dental diagnostic terms represents an emerging change for how dentistry is practiced. We focused on a mid-sized dental group practice as it shifted to a policy of documenting patients' diagnoses using standardized terms in the electronic health record.MethodsKotter's change framework was translated into interview questions posed to the senior leadership in a mid-size dental group practice. In addition, quantitative content analyses were conducted on the written policies and forms before and after the implementation of standardized diagnosis documentation to assess the extent to which the forms and policies reflected the shift. Three reviewers analyzed the data individually and reached consensuses where needed.ResultsKotter's guiding change framework explained the steps taken to 97 percent utilization rate of the Electronic Health Record and Dental Diagnostic Code. Of the 96 documents included in the forms and policy analysis, 31 documents were officially updated but only two added a diagnostic element.ConclusionChange strategies established in the business literature hold utility for dental practices seeking diagnosis-centered care.Practical implicationsA practice that shifts to a diagnosis-driven care philosophy would be best served by ensuring that the change process follows a leadership framework that is calibrated to the organization's culture

Determining Teachers’ TPACK through observations and self-report data

This study reports an arrangement directed at the development of 12 pre-service teachers’ TPACK, by guiding them in developing, practicing and teaching lessons that integrate technology for the first time. Interview, observation, and survey data were collected throughout the study. Results from the study confirmed the contention of Koehler and Mishra (2008) that teachers’ TPACK can be expressed in different ways for different students and in different contextual conditions. Analysis of lesson plan documents showed a well presented theoretical development of the teachers’ TPACK. This seemed to have aligned with their self-reported beliefs which reported slightly higher competencies of TPACK. Observation data however, indicated that teachers had acquired technology integration skills but demonstrated relatively low competencies in blending the components of TPACK. The study leaves no doubts that these teachers’ stated pedagogical beliefs did not align with their instructional practice

Australian Government guiding principles for civil-military-police interaction in international disaster and conflict management

The Australian Government’s Guiding Principles for Civil-Military-Police Interaction in International Disaster and Conflict Management (the Guiding Principles) has been developed by the Australian Civil-Military Centre (ACMC) in collaboration with the departments of the Prime Minister and Cabinet (PM&C), Defence (ADF), Foreign Affairs and Trade (DFAT) and Attorney-General’s (AGD), the Australian Federal Police (AFP) and the Australian Council for International Development (ACFID). The Department of Immigration and Citizenship and the Treasury have also reviewed and contributed to the Guiding Principles. The purpose of this document is to outline five strategic principles, agreed at working and senior levels across government, to inform policy and planning for international disaster and conflict management. The Guiding Principles does not seek to replace current multiagency 1 or single agency documents and policies. It aims to provide common strategic imperatives to improve the effectiveness of whole-ofgovernment collaboration in a multiagency environment. The Guiding Principles is designed to build on the unique capabilities of all stakeholders. The agreed principles are: > Clearly define strategic objectives and operational roles and responsibilities > Engage proactively > Share knowledge and understanding > Leverage organisational diversity > Commit to continuous improvement

Clustering documents with active learning using Wikipedia

Wikipedia has been applied as a background knowledge base to various text mining problems, but very few attempts have been made to utilize it for document clustering. In this paper we propose to exploit the semantic knowledge in Wikipedia for clustering, enabling the automatic grouping of documents with similar themes. Although clustering is intrinsically unsupervised, recent research has shown that incorporating supervision improves clustering performance, even when limited supervision is provided. The approach presented in this paper applies supervision using active learning. We first utilize Wikipedia to create a concept-based representation of a text document, with each concept associated to a Wikipedia article. We then exploit the semantic relatedness between Wikipedia concepts to find pair-wise instance-level constraints for supervised clustering, guiding clustering towards the direction indicated by the constraints. We test our approach on three standard text document datasets. Empirical results show that our basic document representation strategy yields comparable performance to previous attempts; and adding constraints improves clustering performance further by up to 20%

Is diversity changing religious education? Religion, diversity and education in today’s Europe

The study of religious diversity as part of public education has become an important issue in recent times across Europe and in the wider international arena. In a sense the events of the events of September 11, 2001 in the USA, their causes, ongoing global consequences and associated incidents are a symbol of this shift in attention. However, arguments for policy changes encouraging the study of religious diversity in public education were being advanced well before 9/11. In one inter-governmental body, the Council of Europe, the shift from argument to policy development was held back by a reluctance to address a complex and controversial area reflected in different histories of religion and state within member countries and by a reluctance to acknowledge issues concerning religion as a mode of discourse within the public sphere. As noted in a Council of Europe document, the attacks on the World Trade Centre and other targets in September 2001 acted as a ‘wake up call’, bringing the issues directly to the attention of influential international bodies and precipitating action at the level of public policy (Council of Europe, 2002)

Developing collaborative partnerships with culturally and linguistically diverse families during the IEP process

Family participation in the special education process has been federally mandated for 40 years, and educators recognize that effective collaboration with their students’ families leads to improved academic and social outcomes for students. However, while some family-school relationships are positive and collaborative, many are not, particularly for culturally and linguistically diverse (CLD) families. This article provides practice guidelines based in research for teachers who seek to improve their practices when working with CLD families who have children served by special education

Recording, Documentation, and Information Management for the Conservation of Heritage Places: Guiding Principles

Provides guidance on integrating recording, documentation, and information management of territories, sites, groups of buildings, or monuments into the conservation process; evaluating proposals; consulting specialists; and controlling implementation