Screening of energy efficient technologies for industrial buildings' retrofit

This chapter discusses screening of energy efficient technologies for industrial buildings' retrofit

Student Demographics with Changing Admission Criteria: Is Nursing Diversity at Risk?

Schools of nursing are challenged with choosing from an increasing number of applicants and the need to prepare as many successful nurses as possible to meet the nursing shortage. Strategies have included increasing student enrollment, utilizing accelerated programs, and changing admission criteria. This study describes the demographic characteristics of three classes of nursing students admitted under different criteria to the same nursing school. The value of maintaining a high level of ethnic diversity is guided by Leininger\u27s theory of cultural care diversity and universality. Although changes occurred in the demographic constitution of each nursing class, ethnic diversity was maintained as admission criteria were made more stringent

Horizontal Violence Effect on Nurse Retention

Horizontal violence is known by a variety of terms such as lateral violence, bullying, and incivility. Christie and Jones (2014) describe lateral violence as a problem in nursing where a behavior is demonstrated through harmful actions that occur between nurses. Studies have revealed how horizontal violence affects nurse retention. Horizontal violence is a relevant issue in the healthcare community, yet often goes undiscussed. Walrafen (2012) explains that an outcome of horizontal violence in nursing is directly proportional to a decrease in retention of nurses. Sherman (2012) proclaimed that nurses who are subjected to horizontal violence have low self-esteem, depression, excessive sick leave, and poor morale. As Wilson (2011) identified nurses, who witness or experience horizontal violence have an increased desire to leave the organization where the bullying takes place. Horizontal violence is a pervasive source of occupational stress with physical, psychological, and organizational consequences (Hauge, et al, 2010). Roy (2007) describes this as an unkind, discourteous manner in which nurses relate to their colleagues. As nurses seek to perform their daily tasks, other co-workers may embarrass them for their lack of knowledge, tease them as they participate in informal cliques, or demean them for their technique (Bakker, 2012). Creating excuses, taunting, and refusing to share information, nursing education or knowledge are examples of horizontal violence (Ball, 1996)

Learning Accountability From Bologna: A Higher Education Policy Primer

Outlines issues from the European Higher Education Area's Bologna Process, a framework for standardizing degree qualifications, credits and curriculum reform, and supplementary documentation. Suggests changes to raise accountability in U.S. institutions

The Changing Nature of School Library Collections

published or submitted for publicatio

Proceedings of the 2nd Annual Conference on NASA/University Advanced Space Design Program

Topics discussed include: lunar transportation system, Mars rover, lunar fiberglass production, geosynchronous space stations, regenerative system for growing plants, lunar mining devices, lunar oxygen transporation system, mobile remote manipulator system, Mars exploration, launch/landing facility for a lunar base, and multi-megawatt nuclear power system

Rich environments for active learning: a definition

Rich Environments for Active Learning, or REALs, are comprehensive instructional systems that evolve from and are consistent with constructivist philosophies and theories. To embody a constructivist view of learning, REALs: promote study and investigation within authentic contexts; encourage the growth of student responsibility, initiative, decision making, and intentional learning; cultivate collaboration among students and teachers; utilize dynamic, interdisciplinary, generative learning activities that promote higher-order thinking processes to help students develop rich and complex knowledge structures; and assess student progress in content and learning-to-learn within authentic contexts using realistic tasks and performances. REALs provide learning activities that engage students in a continuous collaborative process of building and reshaping understanding as a natural consequence of their experiences and interactions within learning environments that authentically reflect the world around them. In this way, REALs are a response to educational practices that promote the development of inert knowledge, such as conventional teacher-to-student knowledge-transfer activities. In this article, we describe and organize the shared elements of REALs, including the theoretical foundations and instructional strategies to provide a common ground for discussion. We compare existing assumptions underlying education with new assumptions that promote problem-solving and higher-level thinking. Next, we examine the theoretical foundation that supports these new assumptions. Finally, we describe how REALs promote these new assumptions within a constructivist framework, defining each REAL attribute and providing supporting examples of REAL strategies in action

Continuous Improvement in Education

In recent years, 'continuous improvement' has become a popular catchphrase in the field of education. However, while continuous improvement has become commonplace and well-documented in other industries, such as healthcare and manufacturing, little is known about how this work has manifested itself in education.This white paper attempts to map the landscape of this terrain by identifying and describing organizations engaged in continuous improvement, and by highlighting commonalities and differences among them. The findings classify three types of organizations engaged in continuous improvement: those focused on instructional improvement at the classroom level; those concentrating on system-wide improvement; and those addressing collective impact. Each type is described in turn and illustrated by an organizational case study. Through the analysis, six common themes that characterize all three types of organizations (e.g., leadership and strategy, communication and engagement, organizational infrastructure, methodology, data collection and analysis, and building capacity) are enumerated. This white paper makes four concluding observations. First, the three case studies provide evidence of organizations conducting continuous improvement work in the field of education, albeit at different levels and in different ways. Second, entry points to continuous improvement work are not mutually exclusive, but are nested and, hence, mutually informative and comparative. Third, continuous improvement is not synonymous with improving all organizational processes simultaneously; rather, research and learning cycles are iterative and gradual in nature. Fourth, despite being both iterative and gradual, it is imperative that improvement work is planned and undertaken in a rigorous, thoughtful, and transparent fashion

Increasing Staff Knowledge and Screening Practices for Adverse Childhood Experiences in Primary Care

Adverse childhood experiences (ACE) are important to future health outcomes. Many health care providers lack the knowledge or training to assess for ACE. Purpose. The purpose of this quality improvement project is to increase the identification of ACE among adult clients in a primary care clinic in Saint John New Brunswick Canada, through the delivery of an education session for the health care team members and patient screening for ACE. Methods. Staff at one clinic attended an educational program about ACE. Staff completed a pre and post education survey questionnaire (N = 8). Additionally, clinic patients (N= 32) were screened for childhood trauma using the ACE questionnaire. Post-screening surveys were completed by the clinicians who screened for ACE. Results. Most staff (85.7%) reported inadequate training/knowledge of ACE pre-education session; improvement in knowledge/understanding of ACE post session; and better prepared to discuss/screen patients for ACE. Nearly all of the 32 clinic patients reported a positive ACE score, and 62.7% had a score of four or more. Time to screen was not reported as a barrier by clinicians, and 10.0% of patients who screened positive were referred for counselling or booked a follow-up appointment. Conclusion. Health care providers lack education/training on ACE and patients are not regularly screened for ACE. To do this effectively, a trauma informed care approach must be used. A history of ACE in the patient sample was found to be high, yet previously unknown to the clinicians. This information has implications for primary care practice, community programming and policy development

Preparing the Future Workforce: Science, Technology, Engineering and Math (STEM) Policy in K12 Education in Wisconsin

Last December, the Science, Technology, Engineering, and Mathematics (STEM) Education Coalition - a national organization of more than 600 groups representing knowledge workers, educators, scientists, engineers, and technicians wrote to President-elect Obama urging him to "not lose sight of the critical role that STEM education plays in enabling the United States to remain the economic and technological leader of the 21st century global marketplace." While that imperative appears to have resonated in Washington, has it and should it resonate in Madison? This report attempts to answer that question by examining the extent to which STEM skills are a necessity for tomorrow's Wisconsin workforce, whether our schools are preparing students to be STEM-savvy workers, and where STEM falls in the state's list of educational priorities