Assessing effective teacher behaviors in athletic training clinical education

"The present study assessed the use of effective teacher behaviors in athletic training clinical education. Research involved development and use of: 1) the 20-question Survey of Effective Clinical Educator Behaviors (SECEB) to assess student and instructor perceptions of clinical instructor use of effective teaching behaviors; and 2) the Observational Record of Clinical Educator Behaviors (ORCEB) interval recording instrument to objectively measure instructor's demonstrated behaviors in the clinical setting. The SECEB was distributed to twelve Commission on Accreditation of Allied Health Education Programs (CAAHEP)-accredited athletic training education programs in the National Athletic Trainers' Association (NATA) District 3. Subjects (n=186) representing ten of those schools returned usable data. SECEB item statements were grouped into four subcategories of effective teaching behaviors (Information, Evaluation, Critical Thinking, and Physical Presence), and were ranked on a scale from 'Never (1)' to 'Very Often (5)'. While educators rated themselves and their perceived ideal, students evaluated their current and an ideal clinical instructor. Cronbach's alpha for all items showed excellent internal consistency (α=.858). Results found that students (4.56±.33) and clinical instructors (4.56±.24) had nearly identical perceptions of an ideal instructor's behavior, but that students consistently rated current instructors higher (4.09±.52) than the instructors rated themselves (3.93±.36). In addition to the survey data, four approved clinical instructors (ACIs) were observed using the ORCEB as they interacted with patients and students for five 30-minute sessions. Inter-rater and intra-rater reliabilities as determined by simple correlation of behavior frequencies between two independent coders were r=.964 and r=.974, respectively. The ORCEB was used to assess clinical instructor demonstration of twelve target behaviors. Results indicate that instructors use only 24% of each clinical education session for teaching/learning behaviors; of the remaining time, 32% was devoted to patient care without student interaction, 35% to behaviors unrelated to clinical education, and 9% in downtime when no students or patients were present. Furthermore, student ranking of these instructors based upon their SECEB scores was identical to that created by ORCEB behavior percentages, indicating that students' perceptions of their instructor's behavior are accurate."--Abstract from author supplied metadata

Organisational Control an English Commercial Bank Lending to Industry in the decades before Wowrld War I

Editada en la Fundación Empresa PúblicaLos años 1880-1914 fueron de crecimiento institucional y de sistemática consolidación en el sector bancario inglés. A principios del siglo XIX se produjeron una serie de crisis que afectaron seriamente a los bancos de Inglaterra y Gales. Una de sus consecuencias fue generar preocupación sobre la liquidez de los bancos, planteándose simultáneamente interrogantes sobre la adecuada composición de los créditos al sector privado. El artículo examina los procedimientos utilizados por los bancos para minimizar los riesgos y estudia algunos aspectos de las prácticas crediticias que se aplicaron en las regiones más industrializadas de Gran Bretaña. En la primera parte se resume la organización y los métodos de control adoptados por las principales sociedades anónimas bancarias. La segunda presenta un esquema para la evaluación y seguimiento de los créditos. Y la tercera analiza las prácticas de los bancos en sus préstamos al sector industrial.The years 1880-1914 were years of institutional growth and systemic consolidation for English banks. In the early and middle decades of the nineteenth century there had been a number of crises which had affected the banks of England and Wales. On effect was to raise anxieties about the liquidity of bank balance sheets, including fundamental questions about the composition of lending to the private sector. In particular, the paper discusses the procedures used by the banks to minimise risk and examines some aspects of actual lending practice as it applied to the industrial regions of Britain. There are three parís to the paper. The fírst briefly summarises the organisational and control structures that were introduced by the large joint-stock banks to standardise lending at their numerous branches. The second section introduces a schema íot the assessment and monitoring of loans, and the third discusses some of the banks' pre-1914 practices with regard to loans to industry.Publicad

Effects of hands-on, activity-based science and a supportive instructional environment on at-risk sixth-grade students' attitude[s] toward science, achievement in science, goal orientation, and cognitive engagement in science

The purpose of this investigation was to examine the effects of hands-on, activity-based science instruction in a supportive instructional environment on at-risk, sixth-grade students' attitude toward science, achievement in science, goal orientation, and cognitive engagement in science. The sample was comprised of 204 sixth-grade students of whom 60 were identified as being at-risk. The students were in eight science classes taught by four teachers at one middle school. Each science class had both at-risk and not at-risk students in the class. Since no comparison group was available, and in order to establish differences between at-risk and not at-risk students, and in order to show that this approach would not be detrimental to the not at-risk students, data on all students in the classes were included. A pretest-posttest design was used with each student serving as his or her own control. The study lasted for the second nine-week quarter of the school year. Staff development services were provided to the teachers who participated in the study, in order to provide materials, strategies, and training in the use of hands-on, activity-based science and in developing supportive instructional environments in the science classroom. No significant differences in the students' attitude toward science were found

The evolution of central banking

Institutions known as central banks emerged or were established as commercial banks or government banks. Their evolution into central banks came with their monopoly issuing notes and their role as lender of last resort, among other functions. Carrying out commercial business on a large scale created a conflict of interest, so this practice was abandoned. Establishing the right degree of dependence was difficult, and changed in times of crisis. Independence is important: it helps to establish reputation, which is everything in banking. The Great Depression, widely attributed to inept Central Bank behavior, interrupted central bank independence, but poor price behavior brought about its return. In the 19th century, laissez faire and the gold standard encouraged and sometimes allowed for considerable independence. Greater changes came in the new dirigiste environment following the Great Depression and the rise of the managed economy. Economies in transition confront high inflation and the problem of maintaining monetary stability just as newly independent developing countries did in the 1960s. How can inflation be controlled? Under fiat regimes, the money supply is controlled by the domestic monetary authority. But can they control monetary growth? Prior and current records are not encouraging. Will authorities have the credibility they need? Options include maintaining a fixed exchange rate or reviving currency boards. Currency boards function like an independent central bank, holding reserves and tying domestic currency to strong foreign currency. There are drawbacks to currency boards, especially for countries in transition. They require a considerable sacrifice of sovereignty, and are unlikely to appeal to countries that are only beginning to recover lost sovereignty.Financial Intermediation,Payment Systems&Infrastructure,Banks&Banking Reform,Economic Theory&Research,Financial Crisis Management&Restructuring,Banks&Banking Reform,Economic Stabilization,Financial Intermediation,Economic Theory&Research,Financial Crisis Management&Restructuring

Central Banks as Agents of Economic Development

In the last two decades, there has been a global sea change in the theory and practice of central banking. The currently dominant “best practice” approach to central banking consists of the following: (1) central bank independence (2) a focus on inflation fighting (including adopting formal “inflation targeting”) and (3) the use of indirect methods of monetary policy (i.e., short-term interest rates as opposed to direct methods such as credit ceilings). This paper argues that this neo-liberal approach to central banking is highly idiosyncratic in that, as a package, it is dramatically different from the historically dominant theory and practice of central banking, not only in the developing world, but, notably, in the now developed countries themselves. Throughout the early and recent history of central banking in the U.S., England, Europe, and elsewhere, financing governments, managing exchange rates, and supporting economic sectors by using “direct methods” of intervention have been among the most important tasks of central banking and, indeed, in many cases, were among the reasons for their existence. The neoliberal central bank policy package, then, is drastically out of step with the history and dominant practice of central banking throughout most of its history.

Estimating Quarterly GDP for the Interwar UK Economy: An Application to the Employment Function

Chow and Lin (1971) set out a procedure for the generation of higher frequency estimates for series for which data is available at a low frequency using data on a related series at the higher frequency. In this paper we set out a simple algorithm for the generation of quarterly estimates for a series for which annual data is available and quarterly data is available for the related series. We apply this to data for interwar Gross Domestic Product using Industrial Production as the related series. Using this approach we generate quarterly GDP figures for the period 1920.1 to 1938.4. This series is valuable in that it can be used to estimate a cointegrating relationship between employment, real wages and aggregate output which is not possible when we use industrial production directly as our quarterly measure of aggregate demand

Surveys on Electronic Money

This paper investigates the views of electronic money operators and innovators on the possibilities and implications of e-money, especially with respect to replacing central bank money as well as technical issues regarding e-money, its implications for the financial industry and central banking. This has been done using surveys of major e-money innovators and operators, based on the assumption that these operators and innovators are likely to shape the future framework for e-money schemes. It seems that innovators and operators are quite confident about the future of e-money – despite problems and obstacles surrounding current testing – and that central banks’ monopoly of the issuance of money as a medium of exchange will no longer be unchallenged.electronic money; financial regulation; central banks; financial innovation

Charles Goodhart's Contributions to the History of Monetary Institutions

Our paper examines Charles Goodhart's work on the history of monetary institutions: central bank operations under the gold standard, their behaviour in relation to the financial system in which they functioned, including their responses to banking crises, and their performance as lenders of last resort. Although we differ with Charles on some of the conclusions that he has reached, we pay tribute to his importance in shaping the discussion by economists over a thirty-year span on questions related to the functioning of banks, their customers, and the historic central banks that evolved from serving government to serving banks.