11,243 research outputs found
Acute psychiatric ward rules: a review of the literature
This literature review forms a background element of a comparative study of two acute psychiatric wards in the East End of London. The research focused on ward rules as a means of investigating the relationship between the flexibility/inflexibility of ward nursing regimes and patient outcomes. Previous studies identified a relationship between ward rules and patient aggression. Other studies identified a link between absconding by inpatients and nursesâ attitudes towards rule enforcement. However, an in-depth exploration of psychiatric ward rules from the perspective of nurses and patients has not been undertaken previously
Development of a best practice statement on the use of ankle-foot orthoses following stroke in Scotland
A National Health Service Quality Improvement Scotland (NHS QIS) scoping exercise in 2007 identified the use of ankle-foot orthoses (AFOs) following stroke as a clinical improvement priority, leading to the development of a best practice statement (BPS) on AFO use after stroke. This paper outlines the development process of the BPS which is available from NHS QIS. The authors were involved in the development of the BPS as part of a working group that included practitioners from the fields of orthotics, physiotherapy, stroke nursing and bioengineering, and staff of NHS QIS and a patient representative. In consultation with an NHS QIS health services researcher, the authors undertook a systematic literature review to evidence where possible the recommendations made in the BPS. Where evidence was unavailable, consensus was reached by the expert working group. As the BPS was designed for the non-specialist and non-orthotic practitioner the authors also developed educational resources which were included within the BPS to aid the understanding of the principles underpinning orthotic design and prescription. The BPS has been widely distributed throughout the health service in Scotland and is available electronically at no cost via the NHS QIS website. At part of an ongoing evaluation of the impact of the BPS on the quality of orthotic provision, NHS QIS has invited feedback regarding successes and challenges to implementation
Why We Can't Wait -- A Case for Philanthropic Action: Opportunities for Improving Life Outcomes for African American Males
This report examines programs and initiatives that impact the life outcomes of African-American males, gathers reflections from the field, and assesses needs and opportunities according to scholars, policy makers, advocates, and organizational leaders. The report documents its findings and recommendations in three categories: academia/research, practitioners/civil society, and public policy/advocacy
Disempowerment and resistance in the print industry? Reactions to surveillance-capable technology
This article offers a critique of recent characterisations of the effects of electronic technologies in the workplace. It presents detailed case study evidence that calls into question a number of common theoretical assumptions about the character of surveillance at work and the responses of employees to it
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Grades and Graduation: A Longitudinal Risk Perspective to Identify Student Dropouts
Studies of student risk of school dropout have shown that current predictors of âat-riskâ status do not accurately identify a large percentage of students who eventually dropout. Through the analysis of the entire grade 1-12 longitudinal cohort-based grading histories of the class of 2006 for two school districts in the United States, this study extends past longitudinal conceptions of dropout to a longitudinal risk perspective, using survival analysis, life tables and discrete-time hazard modeling to appropriately account for student graduation, transfer or dropout. The risk of dropout began in grade 7, with the most hazardous years at grades 8 and 11. A novel calculation of teacher assigned grades, non-cumulative GPA, is identified as a strong predictor of student dropout
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Ask and Ye Shall Receive? Automated Text Mining of Michigan Capital Facility Finance Bond Election Proposals to Identify which Topics are Associated with Bond Passage and Voter Turnout
The purpose of this study is to bring together recent innovations in the research literature around school district capital facility finance, municipal bond elections, statistical models of conditional time-varying outcomes, and data mining algorithms for automated text mining of election ballot proposals to examine the factors that influence the probability of school districts in the state of Michigan passing or failing capital facility finance bond elections from 1998-2014. Automated text mining is a data mining technique that identifies latent topics from a corpus of documents. We used an unsupervised correlated topic model to analyze the full text wording of all 1,210 school district capital facility bond election ballot proposals in Michigan over 16 years. The model identified 9 different latent topics across the bonds, including requests to purchase new buildings, renovations, and athletic facilities. Interestingly, equipment purchases appear to be a distinct category of bond proposal topics. We then examined the independent effect of the bond topics on the probability of passing the bond and voter turnout using modeling techniques and control variables from the recent literature. Bonds that focused exclusively on athletic facilities were 4.35 times less likely to pass than bonds that request new construction or omnibus ballot proposals. This work extends previous research to show that capital facility bond proposals that pass the most often include all facility needs in a single ballot proposal, are the first attempt at the polls, are at the top of the ballot, and request lower amounts of spending
The Capital Jury Project: Rationale, Design, and Preview of Early Findings
Symposium: The Capital Jury Projec
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What do Teacher Assigned Grades Measure? A One Page Research Summary
Historically, across the research on teacher grading and marking practices, in comparison to standardized test scores, teacher assigned grades have been maligned by researchers and psychometricians as subjective and unreliable measures of student academic achievement, often referred to as âhodgepodgeâ or âkitchen sinkâ grading practices. However, when teachers are asked what they assign grades for, they continuously report that they assign grades based on student academic knowledge and achievement, but also for student persistence, behavior, participation, and effort. In comparison to standardized test scores, for which researchers have struggled to find a link between scores and overall student schooling outcomes, grades are one of the strongest predictors of positive student outcomes, such as successfully transitioning from middle school to high school, graduating from high school, college-going and college graduation. Thus, grades are a useful assessment in education, but what exactly do they measure and is it reliable
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