Constructive Feedback Course

This short online course aims to help the students develop an understanding of what constructive feedback is and offers them an opportunity to practise giving such feedback in the context of texts related to science, engineering and technology. The course is conceived as a preparation course for the EAST Project during which engineering students from Gaza were asked to act as critical friends offering content-oriented feedback to pre-sessional students at the University of Glasgow. We believe the course can be offered on its own, either in isolation or as part of a wider mentoring scheme for students who want to develop skills in ‘leadership by example’[2]. The course can easily be adapted for any discipline - this would require changing the samples in tasks 5 and 6. The course is intended to be delivered over two weeks and it is run online and asynchronously. In terms of design, it follows the framework of exploration - integration - application (Garrison and Arbaugh, 2007), with each stage being progressively more complex, challenging and open-ended. The students work in groups and the teacher monitors interactions and motivates them to stay on task and track in regard with deadlines via a closed Facebook group. The final task requires submitting an assessed assignment which the tutor gives feedback on. After that there is an extra week for reflection and evaluation. Timings for each activity are approximate and may need to be adjusted depending on the general progress of the course. See the course overview for details. The main technology used is Google Docs and it is recommended that the students have gmail accounts. Although students without gmail accounts are still able to access and edit the materials, tracking their contributions will not be possible. When setting up the documents, attention has to be paid to shareability settings so that there is no barrier to access. Padlet is used for sharing personal experiences and reflections at the beginning and end of the course respectively. A closed Facebook group is used as a news and discussions forum and for collective feedback. A public blog may be used for documenting the process. All the documents are created by the teacher; he or she creates an empty template for each group[3] and pastes the subsequent tasks into them on the task start date. This increases the teacher’s workload but helps them monitor their students’ progress and has a motivational effect on the students. An alternative approach would to be to ask the students to copy the template, and the task instructions could be provided in other ways, for example via Facebook, in order to decrease the workload. The course can be enriched by synchronous sessions during which the teacher can provide collective feedback and the students have an opportunity to ask questions and express their concerns. Adding a video element, for example to introduce the whole course, individual tasks or to give feedback, may constitute an added value too

Development of strategies for effective communication of food risks and benefits across Europe: Design and conceptual framework of the FoodRisC project

The FoodRisC project is funded under the Seventh Framework Programme (CORDIS FP7) of the European Commission; Grant agreement no.: 245124. Copyright @ 2011 Barnett et al.BACKGROUND: European consumers are faced with a myriad of food related risk and benefit information and it is regularly left up to the consumer to interpret these, often conflicting, pieces of information as a coherent message. This conflict is especially apparent in times of food crises and can have major public health implications. Scientific results and risk assessments cannot always be easily communicated into simple guidelines and advice that non-scientists like the public or the media can easily understand especially when there is conflicting, uncertain or complex information about a particular food or aspects thereof. The need for improved strategies and tools for communication about food risks and benefits is therefore paramount. The FoodRisC project ("Food Risk Communication - Perceptions and communication of food risks/benefits across Europe: development of effective communication strategies") aims to address this issue. The FoodRisC project will examine consumer perceptions and investigate how people acquire and use information in food domains in order to develop targeted strategies for food communication across Europe.METHODS/DESIGN: This project consists of 6 research work packages which, using qualitative and quantitative methodologies, are focused on development of a framework for investigating food risk/benefit issues across Europe, exploration of the role of new and traditional media in food communication and testing of the framework in order to develop evidence based communication strategies and tools. The main outcome of the FoodRisC project will be a toolkit to enable coherent communication of food risk/benefit messages in Europe. The toolkit will integrate theoretical models and new measurement paradigms as well as building on social marketing approaches around consumer segmentation. Use of the toolkit and guides will assist policy makers, food authorities and other end users in developing common approaches to communicating coherent messages to consumers in Europe.DISCUSSION: The FoodRisC project offers a unique approach to the investigation of food risk/benefit communication. The effective spread of food risk/benefit information will assist initiatives aimed at reducing the burden of food-related illness and disease, reducing the economic impact of food crises and ensuring that confidence in safe and nutritious food is fostered and maintained in Europe.This article is available through the Brunel Open Access Publishing Fund

Whistling in the Dark? Corporate Fraud, Whistleblowers, and the Implications of the Sarbanes-Oxley Act for Employment Law

Passed in 2002 in the wake of the accounting scandals that resulted in billions of dollars of lost value to shareholders, the Sarbanes-Oxley Act has as its major goal the prevention of corporate corruption. This Article analyzes the impact of Section 806, the portion of the Sarbanes-Oxley Act that provides protections for employees who report securities fraud, and describes the effect that Sarbanes-Oxley has on existing employment law. In addition, this Article contributes to the debate over the general effectiveness of the Sarbanes-Oxley Act, a topic of contention among both academics and press commentators. This Article argues that the Act does not go far enough to protect whistleblowers because employers do not need to specify procedures for acting upon tips that financial fraud is occurring. Also, employers most likely can send whistleblowing claims to arbitration, a forum that weakens the remedies available to employees. Finally, this Article provides a comprehensive survey of state whistleblowing laws and suggests changes to federal and state law to fill the gaps that remain after Sarbanes-Oxley

Mindfulness and other Buddhist-derived interventions in correctional settings: a systematic review

Background: Throughout the last decade, there has been a growth of interest into the rehabilitative utility of Buddhist-derived interventions (BDIs) for incarcerated populations. The purpose of this study was to systematically review the evidence for BDIs in correctional settings. Method: MEDLINE, Science Direct, ISI Web of Knowledge, PsychInfo, and Google Scholar electronic databases were systematically searched. Reference lists of retrieved articles and review papers were also examined for any further studies. Controlled intervention studies of BDIs that utilised incarcerated samples were included. Jaded scoring was used to evaluate methodological quality. PRISMA (preferred reporting items for systematic reviews and meta-analysis) guidelines were followed. Results: The initial comprehensive literature search yielded 85 papers but only eight studies met all the inclusion criteria. The eight eligible studies comprised two mindfulness studies, four vipassana meditation studies, and two studies utilizing other BDIs. Intervention participants demonstrated significant improvements across five key criminogenic variables: (i) negative affective, (ii) substance use (and related attitudes), (iii) anger and hostility, (iv) relaxation capacity, and (v) self-esteem and optimism. There were a number of major quality issues. Conclusion: It is concluded that BDIs may be feasible and effective rehabilitative interventions for incarcerated populations. However, if the potential suitability and efficacy of BDIs for prisoner populations is to be evaluated in earnest, it is essential that methodological rigour is substantially improved. Studies that can overcome the ethical issues relating to randomisation in correctional settings and employ robust randomised controlled trial designs are favoured

Looks Can Be Deceiving—A Comparison of Initial Public Offering Procedures Under Japanese and U.S. Securities Laws

In order to examine the divergent administration of statutes that are by their terms similar, the initial public offering procedures that a non-sovereign domestic issuer follows in the US and Japan are described

SAFE - Sustainability Assessment For Enterprises: Die Methodik. Ein Instrument zur Unterstützung einer zukunftsfähigen Unternehmens- und Organisationsentwicklung

-- In practice, questions of ecological company policy deal much more with technical questions than with organisational ones. In many guides for the implementation of an Environmental Management System the development of the organisation that first has to grow into this new task has not yet been fully planned, as has the participation of the employees. The deciding factors for this implementationinclude the improvement of information and communication within the company, the increase in employee motivation and the optimisation of the interfaces between economics, ecology and social aspects.Companies often show a great need for analysis and management instrumentswhich they themselves can organise and which, with the participation of the employees, help to find and to translate solutions quickly into action which show theway. Together with small and medium-sized companies (SMEs) of different branches, the SAFE - Sustainability Assessment For Enterprises instrument has been developed and tested.The instrument SAFE is used as a dialogue instrument in companies and serves as a lasting method of controlling success and of deriving new measures. The aimof the instrument is to motivate employees to become involved in change proc-esses and to cooperate in the shaping of the development of the enterprise in astreamlined procedure. They should know their participation possibilities as wellas learn how to use them. Altogether the viewpoint should be changed from anecological enterprise development to a lasting one and in doing this the develop-ment of ideas and strategies for the implementation of sustainability in the com-pany is to be supported.In a clear procedure the companies determine independently the ecological, economic and social aspects which are relevant for their enterprise's development and deduce potential for improvements and options for action for those aspects.The environmental control agents and/or quality control agents - and often alsothe managers - become qualified to use the instrument on their own. The imple-mentation of SAFE takes place together with employees from different levels inthe company who go through the procedure of several working phases in twodays. In these working phases a profile of the company's strengths/weaknesses will be drawn up as well as a list of organisational and technical suggestions forimprovement and qualification requirements. Afterwards, a plan of measures willbe deduced from those lists and suggestions. All these proceedings are based on the questionnaire Is your company fit for the future. The measures will be putinto action within a defined period of time by the persons who are responsible forthis implementation. The process will be repeated at regular intervals.In a test phase SAFE has until now been applied in approximately 40 companies for the first time and has been developed further. Its successful use shows that theinstrument can be applied to companies in all branches.Zukunftsfähige Unternehmen,Nachhaltigkeit,dreifache Gewinnstrategie,Indikatoren,Unternehmens-/Organisationsentwicklung,Kommunikation,Qualifizierung,Beteiligung,Umweltmanagementsysteme,Ressourcenproduktivität,Ressourcenmanagement,Lernendes Unternehmen,Kontinuierlicher Verbesserungsprozess (KVP),Wettbewerbsfähigkeit,Sustainable Enterprises,sustainability,triple-win-strategy,indicators,organizational learning,communication,qualification,participation,environmental management systems,resource productivity,resource management,the learning company,continious improvement,competitiveness