Washback effects and cognitive demand analysis of homework practice in Home Economics

The focus of this paper is an examinatfon of the learning value of homework understood from the perspective of teachers in relation to their homework practice alongside a cognitive demand analysis of different types of assigned homework. A mixed method approach was used involving interviews with ten Home Economics teachers and content analyses of over 400 homework questions and tasks from Home Economics textbooks, examination papers and teachers' assigned homework. The results indicate that, in the main, Home Economics homework questions demand the recall and understanding of conceptual and factual knowledge, thus reducing the capacity for the development of higher order thinking skills. In addition, there is evidence of a 'washback' effect on pedagogy in which teachers tend to concentrate their teaching on supporting test-taking. Such a situation bodes ill for the quality of student learning and points to a clear need for teacher professional development in the area of assessment design

Early Hearing Detection and Intervention Conferences: Cultural and Pathological Messages

Babies who are born with hearing loss have historically missed out on early language acquisition opportunities due to delayed diagnosis. Over 95% of deaf children are born to hearing families who would have no reason to suspect a hearing loss until typical language development is not evidenced (Marschark, 2010). Unfortunately, a dearth of language acquisition in early childhood has damaging affects on any subsequent language learning as well as social and emotional development. By waiting until children are of an age to evidence this lack of language, their overall language capability is already impeded, and the consequences of this delay will manifest throughout the child’s lifetime (Mayberry, 2009; Moeller, 2000; Watkins, 1987; Yoshinaga-Itano, 2003)

Continued Professional Competence and Portfolios

It is traditionally assumed that licensure of healthcare professionals means that they are minimally competent. Many nursing specialty organizations offer examinations and other processes for certification, suggesting that certification is associated with continued competency. Can standardized examination for certification and continuing education for recertification ensure continued competency? Continuing education and testing provide a limited picture of an individual\u27s knowledge and/or skill acquisition in a limited area at one point in time. However, portfolios promote critical thinking, self-assessment, and individual accountability. A portfolio is a portable mechanism for evaluating competencies that may otherwise be difficult to assess. This article summarizes some of the literature addressing portfolios, including aspects of portfolio development process, the value of portfolios versus continuing education for competency assessment, evidence associated with portfolio usage, and suggestions for organizing nursing portfolios

Mott transition in the π\pi-flux SU(44) Hubbard model on a square lattice

We employ the projector quantum Monte Carlo simulations to study the ground-state properties of the square-lattice SU(4) Hubbard model with a $\pi$ flux per plaquette. In the weak coupling regime, its ground state is in the gapless Dirac semi-metal phase. With increasing repulsive interaction, we show that, a Mott transition occurs from the semimetal to the valence bond solid, accompanied by the $Z_4$ discrete symmetry breaking. Our simulations demonstrate the existence of a second-order phase transition, which confirms the Ginzburg-Landau analysis. The phase transition point and the critical exponent $\eta$ are also estimated. To account for the effect of a $\pi$ flux on the ordering in the strong coupling regime, we analytically derive by the perturbation theory the ring-exchange term which describes the leading-order difference between the $\pi$-flux and zero-flux SU(4) Hubbard models.Comment: 8 pages, 9 figure

Crater population and resurfacing of the Martian north polar layered deposits

Present-day accumulation in the north polar layered deposits (NPLD) is thought to occur via deposition on the north polar residual cap. Understanding current mass balance in relation to current climate would provide insight into the climatic record of the NPLD. To constrain processes and rates of NPLD resurfacing, a search for craters was conducted using images from the Mars Reconnaissance Orbiter Context Camera. One hundred thirty craters have been identified on the NPLD, 95 of which are located within a region defined to represent recent accumulation. High Resolution Imaging Science Experiment images of craters in this region reveal a morphological sequence of crater degradation that provides a qualitative understanding of processes involved in crater removal. A classification system for these craters was developed based on the amount of apparent degradation and infilling and where possible depth/diameter ratios were determined. The temporal and spatial distribution of crater degradation is interpreted to be close to uniform. Through comparison of the size-frequency distribution of these craters with the expected production function, the craters are interpreted to be an equilibrium population with a crater of diameter D meters having a lifetime of ~30.75D^(1.14) years. Accumulation rates within these craters are estimated at 7.2D^(−0.14) mm/yr, which corresponds to values of ~3–4 mm/yr and are much higher than rates thought to apply to the surrounding flat terrain. The current crater population is estimated to have accumulated in the last ~20 kyr or less

The Professional Portfolio: An Evidence-Based Assessment Method

Competency assessment is critical for a myriad of disciplines, including medicine, law, education, and nursing. Many nurse managers and educators are responsible for nursing competency assessment, and assessment results are often used for annual reviews, promotions, and satisfying accrediting agencies\u27 requirements. Credentialing bodies continually seek methods to measure and document the continuing competence of licensees or certificants. Many methods and frameworks for continued competency assessment exist. The portfolio process is one method to validate personal and professional accomplishments in an interactive, multidimensional manner. This article illustrates how portfolios can be used to assess competence. One specialty nursing certification board\u27s process of creating an evidence-based portfolio for recertification or reactivation of a credential is used as an example. The theoretical background, development process, implementation, and future implications may serve as a template for other organizations in developing their own portfolio models

Development of an Experiential Learning Programme for Pharmacy Students

Background GPhC standards for the initial education and training of pharmacists state that students should receive practical experience as part of their training, potentially including off-site placements(1). Placements had previously been structured using pre-determined student tasks. An evaluation of these tasks found that they provided a focus to placements but were also sometimes detrimental to learning (2). It was decided to explore a system using an electronic personal portfolio (ePortfolio) and a competency framework as an alternative method for the delivery and assessment of placements. Description of work The aim was to develop an experiential learning programme which uses an ePortfolio and competency framework. To do this, a working group was convened between October 2014 and June 2015 composed of academics, placement providers and MPharm students. Communication was through a combination of face-to-face meetings and email feedback. The group considered: • Scope of the experiential learning programme • Competencies on which the programme would be based • How the programme would be assessed • Support required for students • Support required for placement providers • Support required for academics It was decided that the scope for the programme should include off-site placements, IPL sessions and patient experience opportunities. A bespoke set of ‘Experiential Standards’ was developed for the programme. Support resources were created for students, placement providers and academics. Proposed evaluation A mixed method evaluation is planned. Focus groups (FGs) will be used to allow qualitative exploration of student perceptions. Focus groups will be facilitated using a topic guide which draws from the peer reviewed literature around experiential learning. FGs will be audio recorded and transcribed verbatim before undergoing thematic content analysis. The findings will be used to design a questionnaire which can be used for a larger scale quantitative evaluation which can identify trends and further areas for improvement. References 1. General Pharmaceutical Council. GPhC Standards for the initial education and training of pharmacists [Internet]. General Pharmaceutical Council; 2011 [cited 2016 Feb 22]. Available from: http://www.pharmacyregulation.org/sites/default/files/GPhC_Future_Pharmacists.pdf 2. Moffitt K, Davison K. Do community pharmacy placements support the new integrated approach to pharmacy education? Stakeholder and student perspectives. [Internet]. 2015 [cited 2016 Feb 22]. Available from: http://www.npa.co.uk/wp-content/uploads/2015/09/HEF-Pharmacy-Placements.pd