The impact of wireless keypads in an interprofessional education context with health science students

The aim of this study was to identify if wireless keypads could facilitate interprofessional interaction among undergraduate paramedic, nursing, occupational therapy, physiotherapy, health science, social work and midwifery students. Secondary research aims included the examination of students' perceptions of interprofessional education and how students perceived using wireless keypads in large lecture classes and smaller tutorials. The study used a mixed methodology approach via self‐reporting questionnaires and focus groups that included (n = 210) students in week 1 and (n = 151) students in week 13 of an undergraduate unit. Overall, students were satisfied with the use of wireless keypads in their interprofessional undergraduate unit of study. While modest findings supported the use of wireless keypads in improving student interaction, other findings were statistically significant in understanding the roles of other health professions and why collaboration in health‐care environments was important for professional growth. The following themes emerged from the qualitative data: engagement, satisfaction, use of educational technology, interprofessional education and learning environment. Integration of wireless keypads has assisted undergraduate students to better appreciate and understand other health‐care disciplines within an interprofessional education setting. Students reported that they appreciated the alternative teaching and learning approach that wireless keypads offered, thus improving engagement and interactivity, and providing a broader understanding of other allied health‐care professions.     

Exploring the Form and the Function: a Review of Science Discourse Frameworks in the Service of Research and Practice

Research in Science Education - The importance of how classroom discourse can be used to support science learning has gained national attention with respect to both science teaching and research...     

人生教我的20个功课

为了庆祝变得更老（下个月我这把老骨头就90岁了）：我写下人生教我的一些功课。这是我写过的最叫座的专栏。1．人生是不公平的,但还是好得很。2．怀疑的时候,为未来踏出一小步。3．人生太短,短到来不及浪费时间去恨任何一个人。4．生病的时候,你的工作不会照顾你,你的朋友和父母才会和你保持联络。5．每个月付清你的账单。6．你不需要每一次都吵赢,同意你原本不同意的。7．找人一起哭,这要比独自啜泣更能治疗伤痛。8．对上帝生气没有关系,他受得了。     

They think all of this is new: Leveraging librarians' project management skills for the digital humanities

ABSTRACT

This article will explore how to develop the holistic project management planning (PMP) mindset in different parts of the library when undertaking digital humanities (DH) projects. PMP skills do exist within libraries and librarians, but organizational alignment typically does not allow for the most effective applications of librarians' PMP skills to DH projects. This article will explore how the skills of public services librarians, technical services librarians and administrative librarians align with the PMP phases and the challenges that each kind of librarian has to overcome in completing successful DH projects.     

Predicting Participation in Environmental Education by Teachers in Coastal Regions of Tanzania

Theories of responsible environmental behavior (REB) have most often been applied in developed countries and to direct forms of REB such as recycling and conserving water. This study applied a model of REB to a developing country setting in Tanzania based in part on variables from a Hungerford and Volk (1990) Hungerford, H. R. and Volk, T. L. 1990. Changing learner behavior through EE. Journal of Environmental Education, 21: 8–21. [Taylor & Francis Online] , [Google Scholar] model and targeting an indirect form of behavior: teaching environmental education (EE) to youth. A quantitative survey was developed and administered to 397 teachers from schools in coastal regions of the country. Regression analyses revealed a sequential model in which entry level variables predicted ownership variables, and ownership variables predicted empowerment variables. In addition, cognitive variables were particularly strong in predicting behavioral intent compared to affective variables.     

Frequency analyses of prephonological spellings as predictors of success in conventional spelling

The present study explored how children's prephonological writing foretells differential learning outcomes in primary school. The authors asked Portuguese-speaking preschool children in Brazil (mean age 4 year 3 months) to spell 12 words. Monte Carlo tests were used to identify the 31 children whose writing was not based on spellings or sounds of the target words. Two and a half years later, the children took a standardized spelling test. The more closely the digram (two-letter sequence) frequencies in the preschool task correlated with those in children's books, the better scores the children had in primary school, and the more preschoolers used letters from their own name, the lower their subsequent scores. Thus, preschoolers whose prephonological writing revealed attentiveness to the statistical properties of text subsequently performed better in conventional spelling. These analytic techniques may help in the early identification of children at risk for spelling difficulties.     

One School, Many Differences: An Assessment Tool for School Counselors and Multicultural Counseling

Multicultural counseling competencies (MCCs) have typically been measured with instruments designed for and normed on mental health professionals – for example, MCCTS-R; Holcomb-McCoy (Professional School Counseling 4:195–208, 2001); MCI; Sodowsky et al. (Journal of Counseling and Development 41:137–148, 1994); D’Andrea et al. (Journal of Counseling & Development 70:143–150, 1991). One published instrument specifically assesses school counselor MCCs – MCCTS-R; Holcomb-McCoy (Professional School Counseling 4:195–208, 2001) – but it does not conform to ASCA standards (2010, E.2). Following a set of validation procedures, an instrument designed to specifically assess school counselors’ multicultural counseling competencies was created that conforms to American School Counselor Association and Association for Multicultural Counseling and Development standards. Its creation is detailed here and the resulting instrument is presented for examination and consideration.     

Mathematical Formalism as a Means of Occupational Closure in Computing — why ‘hard’ computing tends to exclude women

In this paper the failure of equal opportunities initiatives in computing is discussed. Reasons for the increasing exclusion of women from the higher levels of computing are considered, together with the implications of this problem for the profession as a whole. The paper identifies aspects of computing which have resulted in the definitions of good and bad, desirable and undesirable, real and unreal computing. From this perspective it considers areas of business computing and research findings which indicate that both the present business needs and future trends show that these unlegislated decisions are not appropriate. The solution reached is that the emerging canon in the computer science curriculum places an inappropriate emphasis on ‘hard’ areas such as mathematical formalism. More incorporation of arts‐based skills and skills traditionally associated with women would actually result in a curriculum more likely to meet the needs of the computing and information technology industries. If the emphasis in the curriculum and the rewards system should change to allow for this positive action in terms of curriculum, promotion and advertising will be required, together with a more widespread acknowledgement of what attributes actually contribute to successful computing at a professional level.