8,413 research outputs found
Conceptual Art, Social Psychology, And Deception
Some works of conceptual art require deception for their appreciationādeception of the viewer of the work. Some experiments in social psychology equally require deceptionā deception of the participants in the experiment. There are a number of close parallels between the two kinds of deception. And yet, in spite of these parallels, the art world, artists, and philosophers of art, do not seem to be troubled about the deception involved, whereas deception is a constant source of worry for social psychologists. Intuitively, each of these responses might seem appropriate for its sphere, but it is not easy to see what grounds these intuitions
Do training and CPD foster truly reflective GPs?
No abstract available
What makes a good clinical student and teacher? An exploratory study
<b>Background</b> What makes a good clinical student is an area that has received little coverage in the literature and much of the available literature is based on essays and surveys. It is particularly relevant as recent curricular innovations have resulted in greater student autonomy. We also wished to look in depth at what makes a good clinical teacher. <p></p>
<b>Methods</b> A qualitative approach using individual interviews with educational supervisors and focus groups with senior clinical students was used. Data was analysed using a āframeworkā technique. <p></p>
<b>Results</b> Good clinical students were viewed as enthusiastic and motivated. They were considered to be proactive and were noted to be visible in the wards. They are confident, knowledgeable, able to prioritise information, flexible and competent in basic clinical skills by the time of graduation. They are fluent in medical terminology while retaining the ability to communicate effectively and are genuine when interacting with patients. They do not let exam pressure interfere with their performance during their attachments. <p></p>
Good clinical teachers are effective role models. The importance of teachersā non-cognitive characteristics such as inter-personal skills and relationship building was particularly emphasised. To be effective, teachers need to take into account individual differences among students, and the communicative nature of the learning process through which students learn and develop. Good teachers were noted to promote student participation in ward communities of practice. Other members of clinical communities of practice can be effective teachers, mentors and role models. <p></p>
<b>Conclusions</b> Good clinical students are proactive in their learning; an important quality where students are expected to be active in managing their own learning. Good clinical students share similar characteristics with good clinical teachers. A teacherās enthusiasm and non-cognitive abilities are as important as their cognitive abilities. Student learning in clinical settings is a collective responsibility. Our findings could be used in tutor training and for formative assessment of both clinical students and teachers. This may promote early recognition and intervention when problems arise
Character, global and local
Philosophers have recently argued that we should revise our understanding of character. An
individualās behaviour is governed not by a set of āglobalā traits, each elicited by a certain kind of situational
feature, but by a much larger array of ālocalā traits, each elicited by a certain combination of situational features.
The data cited by these philosophers supports their theory only if we conceive of traits purely in terms of
stimulus and response, rather than in the more traditional terms of inner mental items such as inclinations. We
should not adopt the former conception, since doing so would impede pursuit of the ethical aims for which we
need a theory of character, whereas retaining the latter conception will facilitate this pursuit. So we should not
revise our understanding of character in this way
Connectivism: a knowledge learning theory for the digital age?
<b>Background</b> The emergence of the internet, particularly Web 2.0 has provided access to the views and opinions of a wide range of individuals opening up opportunities for new forms of communication and knowledge formation. Previous ways of navigating and filtering available information are likely to prove ineffective in these new contexts. Connectivism is one of the most prominent of the network learning theories which have been developed for e-learning environments. It is beginning to be recognised by medical educators. This paper aims to examine connectivism and its potential application.<p></p>
<b>Content</b> The conceptual framework and application of connectivism are presented along with an outline of the main criticisms. Itsā potential application in medical education is then considered.<p></p>
<b>Conclusions</b> While connectivism provides a useful lens through which teaching and learning using digital technologies can be better understood and managed, further development and testing is required. There is unlikely to be a single theory that will explain learning in technological enabled networks. Educators have an important role to play in online network learning
The moment index of minima (II)
The moment index of a nonnegative random variable X has the property that the moment index of the minimum of two independent r.v.s X and Y is greater than or equal to the sum of the moment indices of X and Y. We characterize conditions under which equality holds for a given r.v. X and every independent nonnegative r.v. Y, and discuss extensions to related r.v.s and their distributions
Our Space: Online Civic Engagement Tools for Youth
Part of the Volume on Civic Life Online: Learning How Digital Media Can Engage YouthThe popularity of Facebook, MySpace, IM, and email with youth in developed countries demonstrates how second nature the online world has become for youth. People behind youth civic engagement initiatives are starting to see that the best way to engage youth is on their own terms and in the way they expect -- that is, online. With this in mind, this chapter examines the emerging world of online civic engagement sites for youth and by youth. Through a close examination of TakingITGlobal, an global online civic engagement site, combined with a landscape survey of sites with a mandate to civically engage youth, we present some initial findings on how youth are civically engaged and what it is they are actually doing on these sites
Women Miners\u27 Fight for Parental Leave
[Excerpt] In the late 1970s, for the first time in our nation\u27s history, coal miners started getting pregnant.
In many cases, the mother had spent years fighting to get her coal mining job, fought against sexual harassment and discrimination in the mines, and worked hard to prove her competence and gain acceptance as a miner. For some, pregnancy forced them to quit their jobs, give up their seniority and lose their health insurance just when they needed it most. For others, pregnancy meant worries about the potential effects of mining on the fetus.
In response to this problem and to the dramatic need of their union brothers, a small band of women minersāconstituting less than 2% of the United Mine Workers of Americaā developed a campaign for parental leave as a formal employee benefit. At a minimum, parental leave would allow mothers and fathers to safeguard their jobs and insurance coverage while taking adequate time off to safely bring children into the world and to care for them during serious illnesses.
The women miners have focused their campaign on two fronts simultaneously ā building support for a parental leave clause in the UMWA contract and for federal legislation that would affect all working parents. Both approaches build on each other and connect with the efforts of women in other unions as momentum is gathering for a new approach to the relationship of family and work
- ā¦