The e-Portfolio: Providing a Showcase for Student Accomplishments for Potential Employers and Evidence of BSN Learning Outcomes

The purpose of this project was to allow the graduating nursing student to make an e-Portfolio that would not only showcase the essentials of the job search such as a resume and cover letter, but also provide evidence of how each program learning outcome was met and provide expressions of student’s unique skills and accomplishments (Garrett, MacPhee, & Jackson, 2012)

An integrated framework to assess financial reward systems in construction projects

Motivation is a major driver of project performance. Despite team member ability to deliver successful project outcomes if they are not positively motivated to pursue joint project goals, then performance will be constrained. One approach to improving the motivation of project organizations is by offering a financial reward for the achievement of set performance standards above a minimum required level. However, little investigation has been undertaken into the features of successful incentive systems as a part of an overall delivery strategy. With input from organizational management literature, and drawing on the literature covering psychological and economic theories of motivation, this paper presents an integrated framework that can be used by project organizations to assess the impact of financial reward systems on motivation in construction projects. The integrated framework offers four motivation indicators which reflect key theoretical concepts across both psychological and economic disciplines. The indicators are: (1) Goal Commitment, (2) Distributive Justice, (3) Procedural Justice, and (4) Reciprocity. The paper also interprets the integrated framework against the results of a successful Australian social infrastructure project case study and identifies key learning’s for project organizations to consider when designing financial reward systems. Case study results suggest that motivation directed towards the achievement of incentive goals is influenced not only by the value placed on the financial reward for commercial benefit, but also driven by the strength of the project initiatives that encourage just and fair dealings, supporting the establishment of trust and positive reciprocal behavior across a project team. The strength of the project relationships was found to be influenced by how attractive the achievement of the goal is to the incentive recipient and how likely they were to push for the achievement of the goal. Interestingly, findings also suggested that contractor motivation is also influenced by the fairness of the performance measurement process and their perception of the trustworthiness and transparency of their client. These findings provide the basis for future research on the impact of financial reward systems on motivation in construction projects. It is anticipated that such research will shed new light on this complex topic and further define how reward systems should be designed to promote project team motivation. Due to the unique nature of construction projects with high levels of task complexity and interdependence, results are expected to vary in comparison to previous studies based on individuals or single-entity organizations

When investors buy up the neighborhood: preventing investor ownership from causing neighborhood decline

Across the country, communities are struggling with the negative spillover effects of foreclosure. In states such as Arizona, California, and Nevada, an additional concern is the increased number of investors who are purchasing distressed properties. While investors are an important part of a vibrant housing market and can provide high-quality and affordable rental properties, there is a danger that unscrupulous investors are buying these properties without the intent to maintain them or contribute to the health of the surrounding neighborhood. This article, an excerpt from a longer report published by PolicyLink, reviews strategies that local governments can use to prevent investor ownership from causing neighborhood decline.

Guidelines: The do's, don'ts and don't knows of direct observation of clinical skills in medical education.

IntroductionDirect observation of clinical skills is a key assessment strategy in competency-based medical education. The guidelines presented in this paper synthesize the literature on direct observation of clinical skills. The goal is to provide a practical list of Do's, Don'ts and Don't Knows about direct observation for supervisors who teach learners in the clinical setting and for educational leaders who are responsible for clinical training programs.MethodsWe built consensus through an iterative approach in which each author, based on their medical education and research knowledge and expertise, independently developed a list of Do's, Don'ts, and Don't Knows about direct observation of clinical skills. Lists were compiled, discussed and revised. We then sought and compiled evidence to support each guideline and determine the strength of each guideline.ResultsA final set of 33 Do's, Don'ts and Don't Knows is presented along with a summary of evidence for each guideline. Guidelines focus on two groups: individual supervisors and the educational leaders responsible for clinical training programs. Guidelines address recommendations for how to focus direct observation, select an assessment tool, promote high quality assessments, conduct rater training, and create a learning culture conducive to direct observation.ConclusionsHigh frequency, high quality direct observation of clinical skills can be challenging. These guidelines offer important evidence-based Do's and Don'ts that can help improve the frequency and quality of direct observation. Improving direct observation requires focus not just on individual supervisors and their learners, but also on the organizations and cultures in which they work and train. Additional research to address the Don't Knows can help educators realize the full potential of direct observation in competency-based education

Mapping, Materiality, and Merchant Culture in Medieval Italy (12th-14th Century)

Mapping, Materiality, and Merchant Culture in Medieval Italy (12th-14th Century

Implementation of problem-based learning in nursing education: a Malawian case study

Includes abstract.Includes bibliographical references.Problem-based learning (PBL) is a teaching and learning approach that is known to facilitate life-long learning, problem solving, self-directed learning, critical thinking skills and student motivation (Hung, Jonassen & Liu 2006:486; Ehrenberg & Haggblom 2007:67). It is also renowned for the promotion and integration of knowledge. PBL was introduced in Malawian nursing education six years ago; however, its implementation apparently has been very slow throughout the country. The primary purpose of this study was to explore, analyse and describe characteristics that facilitated implementation of PBL in the identified college as a case study. The secondary purpose was to utilise the data gathered from the identified college as a case study to identify a set of critical factors that could guide implementation of PBL in nursing education in Malawi. This was an exploratory and descriptive qualitative case study using an ethnographic approach and guided by the theoretical framework of sociotechnical systems. Purposive sampling technique was employed to select the college, nine participants and documents for review. Three data sources were utilised: semi-structured interviews, participant observation and document reviews. Ethnographic data analysis was done following the four steps of data analysis as described by Spradley (1979), and trustworthiness was ensured utilising the criteria proposed by Lincoln and Guba. Four themes emerged as characteristics that enhanced implementation of PBL: having a goal to achieve, resources for the organisation, influence on the organisation, and critical success factors. These four themes had the following subthemes and categories: (i) having a goal - subthemes were; producing life-long learners, review of the curriculum, gradual introduction of PBL and embracing the PBL. (ii) Resources for the organisation – subthemes were; committed management and leadership, skills development of staff, having staff with the same values, additional staff, having technological and material resources, and staff knowledge of the curriculum. (iii) Influences on the organisation – subthemes were; social influence, economic influence and political influence. (iv) Critical success factors – subthemes were; staff involvement in planning and communication, motivation and commitment of staff, collaboration with other colleges and organisations, and recognition of the need for change

Prevalence of household food poverty in South Africa: results from a large, nationally representative survey

Household food insecurity is a major determinant of undernutrition, yet there is little information on its prevalence in the South African population. This paper assesses household food insecurity in South Africa using a quantitative and objective measure, known as food poverty, and provides prevalence estimates by geographic area and socio-economic condition. Secondary data analysis combining two sources: Statistics South Africa's household-based 1995 Income and Expenditure Survey; and the University of Port Elizabeth's Household Subsistence Level series, a nationally-conducted, market-based survey. South Africa. A nationally representative sample of the entire country – stratified by race, province, and urban and non-urban areas – consisting of 28 704 households. A household is defined to be in food poverty when monthly food spending is less than the cost of a nutritionally adequate very low-cost diet. The prevalence of food poverty in South Africa in 1995 was 43%. Food poverty rates were highest among households headed by Africans, followed by coloureds, Indians and whites. Higher food poverty rates were found with decreasing income, increasing household size, and among households in rural areas or those headed by females. The widespread nature of household food insecurity in South Africa is documented here. Prevalence rates by geographic and socio-economic breakdown provide the means for targeting of nutritional interventions and for monitoring progress in this field. The corroboration of these findings with both internal validation measures and external sources suggests that food poverty is a useful, objective measure of household food insecurity

Curriculum as Renewal

Journal for the Canadian Association for Curriculum Studies Editorial for Volume 7 Number 2 200

Canadian Curriculum Studies: Ethics, Aesthetics, and Affect

Editoria

Visceral Beginnings

Editorial introduction for JCACS Volume 9, Number 1