Sampling for quality inspection and correction: AOQL performance criteria

Probability

Web engineering security: essential elements

Security is an elusive target in today’s high-speed and extremely complex, Web enabled, information rich business environment. This paper presents the idea that there are essential, basic organizational elements that need to be identified, defined and addressed before examining security aspects of a Web Engineering Development process. These elements are derived from empirical evidence based on a Web survey and supporting literature. This paper makes two contributions. The first contribution is the identification of the Web Engineering specific elements that need to be acknowledged and resolved prior to the assessment of a Web Engineering process from a security perspective. The second contribution is that these elements can be used to help guide Security Improvement Initiatives in Web Engineering

Golden goose or white elephant? Exploring lifelong learning through the professional group of operating department practitioners

General findings indicated practitioners were engaging in a variety of learning as advocated by their regulatory body, and thus meeting their professional and organisational responsibilities. Further investigation presents a tale of contrasts:from the positive experiences of learning which are driven by a commitment to delivering high standards of patient care, to the negative experiences with regards to participation and provision. Participation was hampered by a range of structural and organisational barriers, some of which were identified as being unique to this group.Providing a 'snap-shot' of learning within the NHS at a time of challenge and financial constraints the research questions the underpinning philosophy of lifelong learning policy in promoting inclusivity and prosperity and exposes deficiencies within organisational policy

Systems thinking and Equity-focused evaluations

Questions about access to resources - who gets what? - ought not to be seen in isolation from related questions of power - who owns what? They also ought not to be seen in isolation from questions of knowledge and expertise - who does what? Moreover these questions relate to important questions regarding legitimacy - who gets affected by what some people get? Such questions are often more easily avoided in a normal evaluation for fear of the ethics and politics involved in addressing them. But such questions as formulated above also may not be easy to grasp or work with in terms of an approach to evaluating an intervention. To the systems thinker C. West Churchman (1913-2004), such ethical and political questions were profoundly important. It was Churchman's life-long task to surface the need to address such questions. One of the most significant insights offered by Churchman in order to address ethical issues was the need to engage meaningfully with different perspectives

Abstracts from the Thirteenth Annual Conference on Ethnic and Minority Studies

In on attempt to record a sense of the formal sessions at the 1985 Conference, the registration director asked Chairs to assemble abstracts and respondent comments from their sessions. Although the objective was full-coverage, it remains a goal for 1986

Response To Intervention For Young Children With Mild, Moderate/Severe Cognitive Disabilities: Literature Review

This study has discussed in-depth information about understanding the Response to Intervention (RTI) linking with children from pre-school to kindergarten (three to eight years old) who have Cognitive Disabilities (CD), including different levels from mild to moderate and/or severe.  The study consists of five main sections – RTI, CD, RTI Linking with CD, teaching methods for children with CD, and how RTI helps disability in school. Each section is presented in comprehensive detail

Teachers’ emotional intelligence : the impact of training

A growing number of studies have suggested that teachers' personal competencies, and more specifically Emotional Intelligence (EI), are particularly important for teacher effectiveness. Recently, there has also been a growing recognition of the importance of social-emotional competencies to students' learning and academic achievement. However, there has been a neglect of emotions in the field of teaching, and little is known about the impact of training aimed at developing teachers' EI on their EI levels and their practice. The current study investigates the impact of a teacher- centered EI training on teachers' EI in Israel. The study followed a two-year EI training in one school, employing group workshops and personal coaching. The study used a mixed methodology, making use of pre-post EQ-i assessment and semi-structured interviews. The findings illustrate that the training programme was perceived by the participants to have enhanced their EI competencies, as defined by the Bar-On model. Most participants integrated these competencies into their personal, professional and group identities and modified their EI-related behaviours.peer-reviewe

Recent Dissertations on Service and Service-Learning Topics

Rumor has it that there is very little research on service and service-leaming. A brief literature review of dissertations from 1990 onward revealed that over 110 studies have been completed on service and related topics. So much for the rumor! Our intent in performing this literature review is to identify academic studies that have been completed in the past several years on issues related to service-learning. Covering a variety of interest areas and related topics, the National Service-Learning Clearinghouse is initially interested in identifying studies that add to the knowledge base on service-learning. The collection of titles, authors, and abstract summaries presented here is designed simply to inform the field of the number and diversity of studies available. We make no claims about the accuracy, integrity, value or strength of each work. That decision is left to the reader. We provide only information about the studies and where and how they can be obtained. We encourage you to seek out the researchers identified and to contact them for more information about the nature and content of the studies. We anticipate that this compilation will be the first of several volumes on current dissertation work in American universities. We expect in future publications to actually review the material and make critical comments about the value of the contributions to the field of service-learning. We hope that by publishing this work we will encourage others who have completed studies or are designing and implementing dissertation research to contact us and share their projects with the Clearinghouse. We will do our best to make sure this information is circulated among and between service-learning professionals. As you review this document, please feel free to send your comments to the Clearinghouse or discuss the work on our listserv. Access to our website, listserv and the 800 number to the Clearinghouse are listed on the cover of this document. Your feedback will help us determine what materials to include in future editions