Teaching and Professional Fellowship Report 2005/06 : a benchmark for the basis of a shared assessment vocabulary making clear what feedback statements mean to Cultural Studies students

A benchmark for the basis of a shared assessment vocabulary making clear what feedback statements mean to Cultural Studies student

Dental workforce 2012

Summary: Access to reliable, comprehensive, timely and nationally consistent trend data is required to understand the current health workforce and for its future planning. There is particular interest in changes to the size and composition of the various health professions, and the potential impacts of these changes on health-care delivery. This report provides data on the Australian dental practitioner workforce in 2012. Size of the dental workforce In 2012, there were 19,462 dental practitioners registered in Australia. Three-quarters of these practitioners (14,687) were dentists. The number of employed dentists increased by 5.3%, from 12,599 in 2011 to 13,266 in 2012. There were 1,330 dentists working as specialists. Orthodontics was the most common specialty (518 dentists). In 2012, there were also 1,425 dental hygienists, 1,117 dental therapists, 1,100 dental prosthetists and 675 oral health therapists employed in their fields. Sex and age of the dental workforce Sex Dentistry is a male dominated profession; however, the proportion of female dentists increased to 36.5% in 2012 from 35.2% in 2011. Employed dental therapists, dental hygienists and oral health therapists, were predominantly women (96.9, 94.6% and 84.7%, respectively). Dental prosthetists were much more likely to be men. Women made up 14.7% of this workforce, an increase from 13.9% in 2011. Age The average age of dentists employed in 2012 was 43.4 (the same as in 2011) and 23.4% were aged 55 and over. Employed dental prosthetists, dental therapists, dental hygienists and oral health therapists were aged 49.1, 46.4, 37.4 and 31.0, on average, respectively. Working arrangements Dentists worked, on average, 37.0 hours per week in 2012, a slight decrease from 2011 (37.3 hours per week). In 2012, 31.7% dentists worked part time (less than 35 hours per week). The majority of employed dentists were working in private practice (79.7% of clinicians and 77.3% of all dentists). Most specialists worked in private practice (75.0%) and in Major cities (89.1%). Major cities had more dentists per capita than other areas in 2012 at 64.3 full-time equivalent (FTE) dentists per 100,000 population, and more than the Australian rate of 56.9 FTE dentists

A decade of Australian general practice activity 2002–03 to 2011–12

This book presents ten years of data from the BEACH (Bettering the Evaluation and Care of Health) program, and reports changes that have occurred over the decade 2002–03 to 2011–12, in the characteristics of GPs and the patients they see, the problems they manage and the treatments they provide. A companion report, General practice activity in Australia 2011–12, describes the 2011–12 annual results in more detail, available at .1 BEACH is a continuous cross-sectional national study that began in April 1998. Every year each of about 1,000 randomly selected GPs records details of 100 consecutive encounters on structured paper recording forms, and provides information about themselves and their practice. The database now holds data for 1.38 million records from 13,815 participating GPs.   *Other authors - Joan Henderson, Lisa Valenti, Christopher Harrison, Carmen Zhang, Timothy Chambers, Allan J Pollack, Clare Bayram, Julie O’Halloran, Ying Pan. &nbsp

Relationship of direct casework services to length of hospitalization for mentally ill

Thesis (M.S.)--Boston Universit

The Effects of Selected Motivational Rewards on Intelligence Test Performance of Middle School Students

The purpose of this study was that of determining if intelligence quotient mean test scores of middle school students of different races, sexes, and socioeconomic classes could be significantly increased through the use of tangible and intangible rewards of money and praise. One hundred and thirty-five students from lower and middle socioeconomic classes were randomly assigned to three groups. The stratified groups, two experimental and one control, contained approximately the same numbers of male and female students. The students were identified as lower and middle socioeconomic class whites and lower socioeconomic blacks. A counterbalanced design was employed for the study. Two treatments were used, a spoken verbal praise treatment, and a money treatment. All members of the groups were tested three times using the Otis-Lennon Mental Ability Test, Forms J and K. All three groups were pretested with Form J. One week later, before the administration of the second test, Form K, one-half of the experimental test subjects was promised $2 for each improved test score. The other half of the experimental test subjects were administered the spoken verbal praise treatment as an incentive to improve their test scores. One month later, during the third and final testing, the money and praise treatments were alternately administered to the first and second halves of the experimental groups. The experimental groups which received the praise treatment first was administered the money treatment, and the experimental group that received the money treatment first was then administered the praise treatment. Form J of the Otis-Lennon Mental Ability Test was used for the third and final test. Ten study hypotheses were tested at the .05 level of statistical significance. After analyzing the data, the following findings seemed especially important: (1) Significant increases in the intelligence quotient test scores of lower class blacks were dependent upon monetary reward. (2) Significant increases in the intelligence quotient test scores of middle and lower class whites occurred when spoken verbal praise was administered. (3) The sequencing of money first and praise second led to significant increases in the scores of lower and middle class white females and middle class males

Who Are We Citing and How? A SoTL Citation Analysis

The Scholarship of Teaching and Learning (SoTL) is continuing to develop as a multidisciplinary, international field of practice and a topic of study itself. As the field matures, one area of interest has been the SoTL literature review. However, there has not been an evidence-based study of SoTL citation practices. The purpose of this study was to analyze one year’s worth of articles from this journal to see how references and in-text citations are used. Overall, 514 references and 954 in-text citations were found across 18 articles. A diverse range of multidisciplinary and specialized academic journals were cited; 8 percent of in-text citations cited a source other than an academic journal. Each reference and in-text citation was coded as either substantive (Applied, Contrastive, or Supportive) or non-substantive (Reviewed or Perfunctory). A high rate of in-text citations (74 percent) were found to be non-substantive, with the majority of non-substantive in-text citations (71 percent) found in either the Introduction or Literature Review sections of the articles. Conversely, of the 26 percent of in-text citations considered substantive, 50 percent were found in either the Results & Discussion or Conclusion sections. We demonstrate the use of the coding scheme as a self-assessment tool and conclude by suggesting that SoTL authors and reviewers could use it to assess the depth and breadth of their literature reviews

Conceptualizing and communicating SoTL: A framework for the field

The emerging field of SoTL is an inherently interdisciplinary endeavor which requires embracing a diverse range of research methods and disciplinary differences in world views. This diversity has caused a lack of coherence in its conceptualization and communication, which can be confusing for new scholars. Ongoing debates in the community concern the use of theory and methodology, as well as definitional questions of what constitutes SoTL and the nature of its purpose. This article offers a framework for conceptualizing the field which attempts to broadly delineate the available learning theories underlying and methodologies appropriate to studying teaching and learning, while intending to be hospitable to a broad range of diverse disciplines. Further, the framework illustrates the tacit links between learning theories and methodologies, serving as a guide to potential approaches to SoTL work. The framework is illustrated with example SoTL studies. It is hoped that the framework will help ground future SoTL investigations in appropriate theories and methodologies, and build interdisciplinary communication and understanding in the “trading zone” that is SoTL

Text Messaging in the Patient-Centered Medical Home to Improve Glucose Control and Retinopathy Screening.

Purpose: To evaluate the effectiveness of a text messaging program (TMP) to improve glucose control, retinopathy screening (RS) rates, and self-care behaviors in patients with uncontrolled type 2 diabetes. Methods: A single-group design with a quasi-systematic random sample (n=20) received educational/exhortational text messages on their cellular phones for 3 months. Subjects, 12 of whom identified as a minority ethnicity, were mostly male, aged 27-73 years. Results: Glucose control and RS rates improved significantly. Subjects (\u3e70%) reported changes in self-care behaviors. Conclusion: Leveraging ubiquitous technology, a TMP for patients with limited access to healthcare education, holds promis