Psychomotor learning theory informing the design and evaluation of an interactive augmented reality hand hygiene training app for healthcare workers

Education and Information Technologies - Hand hygiene is critical for infection control, but studies report poor transfer from training to practice. Hand hygiene training in hospitals typically...     

Coping mediates the relationship between emotional intelligence (EI) and academic achievement

Research examining the relationships between performance measures of emotional intelligence (EI), coping styles, and academic achievement is sparse. Two studies were designed to redress this imbalance. In each of these studies, both EI and coping styles were significantly related to academic achievement. In Study 1, 159 community college students completed the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) and problem-focused, emotion-focused, and avoidant coping scales. Collectively, the coping variables significantly mediated the relationship between EI and grade point average (GPA) for Emotion Perception, Emotion Facilitation of Thought and Emotion Management (but not for Emotional Understanding). Problem-focused coping was the only single significant mediator, mediating the relationship between emotion management and GPA (but not other branches and GPA). In Study 2, 293 middle school students completed the Situational Test of Emotion Management for Youths (STEM-Y) and scales measuring the same three coping strategies. In this study, the coping variables again significantly mediated the relationship between emotion management and GPA. Once again, problem-focused coping was a significant mediator. Collectively, these results suggest that better educational outcomes might be achieved by targeting skills relating to emotion management and problem-focused coping.     

Academic Libraries and Autism Spectrum Disorder: What Do We Know?

This paper examines the rising rates of autism spectrum disorder (ASD) in children in the United States (1 in 59), and explores the role academic libraries can play in helping college students with ASD. A literature review of how different types of libraries (school, public, academic) support students with ASD indicates research in this area in general is lacking. Findings point to lack of adequate training and awareness for librarians and staff, resources, services and spaces are universal challenges. Several initiatives that academic libraries and librarians may consider in helping students with ASD are identified and described.     

‘Basic Values’ and Education

The Personal Adviser is a new role within schools. It is an integral part of the new Connexions Service, which is being implemented throughout England in tranches, the first starting in April 2001. This article examines the origins of the role, the confusion that has surrounded its initial development, and some of the issues that it will have to confront. The paper draws on experience gained in some of the Connexions pilot schemes during 2000/1.     

Rhetoric as a way of knowing

Islam represents one of the world's major rhetorical patterns, claiming nearly half a billion adherents from northern Africa to Indonesia. And yet, Islamic rhetoric has received relatively little scholarly attention in the West. Language differences and historical animosities dating back to the Crusades help explain this deficiency. Typifying the Judeo‐Christian view of Islam, Dante placed the Prophet Mohammed among the lower circles of Hell, with other “sowers of scandal and of schism.” Even as late as 1893, a Christian leader stood before an international conference of the world's religions and described the Middle East as “a desert of Mohammedan superstition and bigotry.”     

Accessibility,Disability, and Inclusion in Information Technologies: Introduction

Abstrat

The inclusion of informatics supporting trans‐border data flows (TDFs) in research and action related to the New World Information Order is essential. Documents prove the fact that information has been treated by developing countries as a critical element in the establishment of a New International Economic Order.

The author calls for the recognition of TDFs as an integral element of the debate over information. Such issues as free flow of information, national sovereignty, and dependent development are addressed. In the conclusion, it is argued that the International Telecommunication Union is well equipped to expand its domain of jurisdiction to TDFs in coordination with a maturing Intergovernmental Bureau for Informatics.     

Technology Assessment Study in The Netherlands

The Technology Assessment Study was aimed at describing the achievement of 14/15‐year‐old pupils who either did or did not take technology, with reference to the objectives for the subject technology, as stated in the (revised) Curriculum Guideline for Technology of the Foundation for Curriculum Development (SLO). The pupils’ achievement has been, among other things, assessed by means of a written test (the Technology Achievement Test) developed by the project team. This test was administered to 1805 pupils in 86 schools covering various types of secondary education. For the condition ‘technology’ the highest mean total score belongs to pupils of schools for junior technical training, immediately followed by pupils of schools for junior agricultural training and middle schools. This study shows that the boys’ mean total score is significantly higher than that of the girls. Furthermore, it becomes evident that no relationship exists between either father's level of education or profession and the children's test scores.     

Recognising and managing pupils with mental health difficulties: teachers' views and experiences on working with educational psychologists in schools

The role and future directions of the educational psychology services are being re‐examined and there is a drive to build a more integrated system of services for children and young people that incorporates education, health and social care. This qualitative study examines teacher’s perspectives on their professional involvement with educational psychology services. The results indicate that while it was clear that educational psychologists are highly valued by teachers, there are a number of issues that teachers believe constrain service provision. We suggest that greater cross‐system consultation is needed in order to more closely examine how the roles of professionals working in education, health and social care services impact on each other.