Faculty Perceptions of Interactions Between Students and Registered Nurses in the Clinical Learning Envirorunent

Perceptions of the relationships between nurses and staff were evaluated from a faculty perspective to uncover the ways that the faculty react, respond, and help to support students. During interviews with faculty, access to practice and clinical unit atmosphere emerged as themes. Faculty described nurses granting access to practice by mentoring students and involving them in the entire care of the patient, or nurses who limited students\u27 access to practice through unprofessional behavior, or cutting corners. Unit atmosphere influenced learning both positively and negatively depending on inclusion of students, morale, and welcoming behaviors of staff. Faculty acted as guides and assisted students with conflicts between theory and practice.·Faculty reported enhanced relationships with nursing staff and experiences for students if employed at facility of if placement in facility was over an extended period. Implications for practice include improving communication between students, staff, and management, preparing students for the placement, and recognizing the staff nurse\u27s role in the education of students both verbally and in writing

Inspection and Emotion

In this paper I explore the emotional impact of inspection on the staff of a school in the two years between Ofsted1 inspections. Using data from one school undergoing inspection, I argue that the negative emotional impact of inspection of teachers goes beyond the oft-reported issues of stress and overwork. Teachers experience a loss of power and control, and the sense of being permanently under a disciplinary regime can lead to fear, anger and disaffection. This perhaps calls into question the whole issue of seeking school improvement by way of a system which creates such a negative emotional impact

Astrobiology: Science Learning Activities for Afterschool

This product consists of eight astrobiology after-school activities, each of which may be completed in about one hour. The science of astrobiology is concerned with the question of whether or not life exists on other planets. These activities were adapted for use in afterschool programs with ages 5-12. A Astrobiology: Science Learning Activities for Afterschool was produced by the American Museum of Natural History (AMNH) as a part of a 18 month study and demonstration project funded by NASA. Educational levels: Informal education

Active learning of statistics: A case study

Research at the Open University has investigated students’ learning of statistical concepts and how information technology can be effectively used to support this process. Previous empirical work has looked at psychology students’ misconceptions relating to correlation and how computer‐based learning environments can be used to address these. This paper reports on the findings from a qualitative study that investigated students’ learning collaboratively from a multimedia application called ActivStats

Space Weather Action Center

This is a revised "Tracking a Solar Storm-Student Observation Network" with a new format and Web site. The Space Weather Action Center (SWAC) allows students to use near real time data and track a solar storm. By following the basic steps in the Instructional Guide students can access, analyze and record NASA satellite and observatory data. There is a downloadable 'step-by-step' Educator's Setup Guide where you will find a variety of recommendations and diagrams detailing how to construct a fully functional SWAC while keeping potential limitations on space and technology in mind. Flip charts provide the step by step data use and there are also instructions for using green screen technology. Educational levels: Intermediate elementary, Middle school, High school, Undergraduate lower division, Undergraduate upper division, Graduate or professional

Master Snorer

Master Snorer is a fictional character corresponding to a nickname for the starring of a series of short stories published in Spanish Sociedad Española de Acústica under the name of Maestro Roncador in 2014. Master Snorer is a lecturer who educates Architecture students in the art of hear-ing in detail their environments, what improves, at a great extent, their professional abilities. Master Snorer´s life is explained through a series of stories corresponding to different moments in his life, and it is offered a sample from those stories as an application of ear-training in University studies in Architecture and Engineering.Postprint (published version

Ready, Willing and Able: Kansas City Parents Talk About How to Improve Schools and What They Can Do to Help

Are parents an untapped resource in improving and reimagining K -- 12 education in Kansas City? What do they think would enhance student learning and what are they willing to do to help their children get the education they deserve? These are among the questions explored in an in-depth survey of 1,566 parents with children now in public school in the Kansas City metropolitan area. This study finds the majority of parents in the Kansas City area ready, willing and able to be more engaged in their children's education at some level. For communities to reap the most benefit from additional parental involvement, it is important to understand that different parents can be involved and seek to be involved in different ways.The results of this research, detailed in the following pages, show that nearly a third of the region's parents may be ready to take on a greater role in shaping how local schools operate and advocating for reform in K -- 12 education. These parents say they would be very comfortable serving on committees focused on teacher selection and the use of school resources. Their sense of "parental engagement" extends beyond such traditional activities as attending PTA meetings, coaching sports, volunteering for bake sales, chaperoning school trips and seeing that their children are prepared for school each day. Yet, despite their broad interest in a deeper, more substantive involvement in shaping the region's school systems, relatively few of these "potential transformers" have actually participated in policy-oriented activities in the past year. Moreover, this survey finds that even though the majority of parents seem less inclined to jump into school policy debates, many say they could do more to support local schools in the more traditional school parent roles

Faculty Excellence

Each year, the University of New Hampshire selects a small number of its outstanding faculty for special recognition of their achievements in teaching, scholarship and service. Awards for Excellence in Teaching are given in each college and school, and university-wide awards recognize public service, research, teaching and engagement. This booklet details the year\u27s award winners\u27 accomplishments in short profiles with photographs and text