Conflict Resolution: Cultural Understanding Imperative

Business transactions and other potential incidences of conflict resolution must be met by participants who have transcended the isolating and often arrogant traits of individualism and must expand to embrace the collective — to realize the importance of learning and understanding cultural differences and whatever creates the uniqueness of the individual. This is particularly critical for success in the global marketplace

Educator's Guide for Mission to Earth: LANDSAT Views the World

This teacher's guide is specifically designed to provide information and suggestions for using LANDSAT imagery to teach basic concepts in several content areas. Content areas include: (1) Earth science and geology; (2) environmental studies; (3) geography; and (4) social and urban studies

European Union and international students in Scottish Higher Education Institutions

In Scotland the share of students attending Scottish Higher Education Institutions (HEIs) who come from countries outside of the UK is higher than for the UK as a whole. Over the last decade, the number of students at Scottish HEIs from other member states of the European Union (EU students) and from countries outside of the European Union (international students) has grown considerably. The tuition fees paid by such students have become a significant source of income for most Scottish HEIs. Therefore, any change to UK immigration rules, regardless of the outcome of the current debate on constitutional change, would likely have more of an impact on Scottish HEIs compared to HEIs in other parts of the UK

What We Look Like (2019)

Dramaturgy by Maansi Sahay Sethhttps://digitalcommons.oberlin.edu/productions_2018-2019/1002/thumbnail.jp

2. A Review of Curriculum-Based Procedures on Nine Assessment Components

The purpose of this chapter is to describe curriculum-based procedures from a broad perspective that encompasses the major models appearing in the professional literature in the past 10 years. Rather than simply review the major perspectives, operating assumptions, and implementation directives of these models, however, nine criteria are presented for a uniform comparison. These criteria were implicit in the adoption of curriculum-based measurement (CBM) in Pine County, Minnesota during the initial training and field-based research conducted in the early 1980s. Therefore, they can be used both to structure the review and to provide district personnel a focused evaluation strategy for adopting any or all components of the models. MODELS OF CURRICULUM-BASED PROCEDURES Curriculum-based assessment (CBA) has been variously defined in the professional literature since it was originally introduced in the early 1980s. Although many of these definitions include similar components, the differences between them are sufficient to warrant a careful examination. In part, the models can be compared by analysis of their conceptual base and assumptions, the essential features that comprise any specific model. However, a more important comparison of the models may be in the empirical and psychometric support that exists. An immediate problem that must be resolved is agreement on a definition of curriculum-based procedures that is generic enough to encompass the various models. The key words in the phrase are curriculum-based and assessment. I will confine the first term to the analysis of the materials used for measuring and evaluating student performance and the second term to the collection of information for making a decision. This second term, therefore, refers to several issues: the type of response that students make, the system for scoring and reporting performance, and the interpretations or type of decisions that can be made from the data. The only other criterion for considering a model of curriculum-based procedures is that it must be presented or described in the professional literature (with or without supporting data). With this basic definition, several major models of curriculum-based assessment can be considered. Although not all models explicitly employ the term curriculum-based assessment, they in fact represent measures of student performance that fit the basic definition above. Gickling and Havertape (1981), Gickling and Thompson (1985), Tucker (1985), and Coulter (1985) have all written about a consistent model of curriculum-based assessment. This model is more explicitly developed in reading and mathematics, but has been extended to other areas. It is very closely linked to instructional planning for individual students with three major dimensions: (a) task type ( context tasks and drill tasks), (b) task items (knowns, hesitants, and unknowns), and (c) performance levels (frustration, independent, and instructional)

Accountability and Responsiveness at the Municipal Level: Views from Canada

Book review by C. Richard Tindal  of Accountability and Responsiveness at the Municipal Level: Views from Canada, editors Sandra Breux and Jérôme Couture

Students With Mild Cerebral Palsy in The Classroom: Information and Guidelines for Teachers

Teachers often feel unprepared to meet the needs of students with mild physical disabilities as these students’ needs are not as obvious as students with severe disabilities. In order to create a resource for teachers who have students with mild cerebral palsy (CP) in their classrooms, I conducted structured one-hour interviews with four young adults with mild CP about their experiences in school. An analysis of the interview transcripts uncovered four common themes: (a) bullying experiences in elementary school, (b) teacher support and accommodations in school, (c) being asked about their disability, and (d) being grateful for having “mild” cerebral palsy. I used these themes to create Information and Guidelines for Teachers of Students with Mild Cerebral Palsy (CP) to assist teachers in meeting the needs of students with mild CP

What I Need: Self Care at the Unit Level

Purpose: Self-care is individualized and best done when awarded on a small scale. Goals: For all employees of the ICU to: Feel valued outside of work Be recognized for taking care of themselves Participate in positive discussions Be rewarded for work life balance Be reminded of self-care Not feel alone with their thoughts Pause and reflect Help others, spouses, kids, etc. Future plans include: Seasonal questions of things to see, places to explore Recipe sharing Hobby experts Focusing on staffs\u27 interestshttps://digitalcommons.centracare.com/nursing_posters/1160/thumbnail.jp

Goodnight, Tyler

https://digitalcommons.oberlin.edu/productions_2015-2016/1006/thumbnail.jp

SCH ICU Expanding PICS Throughout CentraCare

Purpose: Sharing information about Post Intensive Care Syndrome (PICS) to all in CentraCare. PICS symptoms do not appear until weeks to months after a critical care illness so patients at home may not know what to do with their symptoms. Future Plans: May 2023 - introducing CICU to the PICS process during their Nurse Practice meeting. May 2023 - updating the Hospital Medicine Section CNS Fall 2023 - meeting with the Ambulatory Work Cabinet group to see if our system of notification is working What opportunities do we have with teaching Progressive RNs about PICS and our Diaries? How can we reach out to our patient population even more: MyChart messages, community education, etc?https://digitalcommons.centracare.com/nursing_posters/1163/thumbnail.jp