Pub Date : 2016-12-22DOI: 10.19030/CIER.V10I1.9879
Shirley J. Caruso
This paper serves as an exploration into some of the ways in which organizations can promote, capture, share, and manage the valuable knowledge of their employees. The problem is that employees typically do not share valuable information, skills, or expertise with other employees or with the entire organization. The author uses research as well as her graduate studies in the field of Human Resource Development (HRD) and professional career experiences as an instructor and training and development consultant to make a correlation between the informal workplace learning experiences that exist in the workplace and the need to promote, capture, and support them so they can be shared throughout the organization. This process, referred to as knowledge sharing, is the exchange of information, skills, or expertise among employees of an organization that forms a valuable intangible asset and is dependent upon an organization culture that includes knowledge sharing, especially the sharing of the knowledge and skills that are acquired through informal workplace learning; performance support to promote informal workplace learning; and knowledge management to transform valuable informal workplace learning into knowledge that is promoted, captured, and shared throughout the organization.
{"title":"A Foundation For Understanding Knowledge Sharing: Organizational Culture, Informal Workplace Learning, Performance Support, And Knowledge Management","authors":"Shirley J. Caruso","doi":"10.19030/CIER.V10I1.9879","DOIUrl":"https://doi.org/10.19030/CIER.V10I1.9879","url":null,"abstract":"This paper serves as an exploration into some of the ways in which organizations can promote, capture, share, and manage the valuable knowledge of their employees. The problem is that employees typically do not share valuable information, skills, or expertise with other employees or with the entire organization. The author uses research as well as her graduate studies in the field of Human Resource Development (HRD) and professional career experiences as an instructor and training and development consultant to make a correlation between the informal workplace learning experiences that exist in the workplace and the need to promote, capture, and support them so they can be shared throughout the organization. This process, referred to as knowledge sharing, is the exchange of information, skills, or expertise among employees of an organization that forms a valuable intangible asset and is dependent upon an organization culture that includes knowledge sharing, especially the sharing of the knowledge and skills that are acquired through informal workplace learning; performance support to promote informal workplace learning; and knowledge management to transform valuable informal workplace learning into knowledge that is promoted, captured, and shared throughout the organization.","PeriodicalId":91062,"journal":{"name":"Contemporary issues in education research (Littleton, Colo.)","volume":"22 1","pages":"45-52"},"PeriodicalIF":0.0,"publicationDate":"2016-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84202765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-12-22DOI: 10.19030/CIER.V10I1.9877
J. Ernst, E. Glennie, Songze Li
This study explored student abilities in applying conceptual knowledge when presented with structured performance tasks. Specifically, the study gauged proficiency in higher-order applications of students enrolled in earth and environmental science or biology. The student sample was drawn from a Redesigned STEM high school model where a tested performance assessment protocol was employed for the purposes of the investigation. It was determined that performance-based proficiency was not uniform within tasks and applications, but could be recognized through student artifacts of learning on a situational basis. Based on the findings of the study, several implications are highlighted.
{"title":"Performance-based task assessment of higher-order proficiencies in redesigned STEM high schools","authors":"J. Ernst, E. Glennie, Songze Li","doi":"10.19030/CIER.V10I1.9877","DOIUrl":"https://doi.org/10.19030/CIER.V10I1.9877","url":null,"abstract":"This study explored student abilities in applying conceptual knowledge when presented with structured performance tasks. Specifically, the study gauged proficiency in higher-order applications of students enrolled in earth and environmental science or biology. The student sample was drawn from a Redesigned STEM high school model where a tested performance assessment protocol was employed for the purposes of the investigation. It was determined that performance-based proficiency was not uniform within tasks and applications, but could be recognized through student artifacts of learning on a situational basis. Based on the findings of the study, several implications are highlighted.","PeriodicalId":91062,"journal":{"name":"Contemporary issues in education research (Littleton, Colo.)","volume":"1 1","pages":"13-32"},"PeriodicalIF":0.0,"publicationDate":"2016-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88815639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-12-22DOI: 10.19030/CIER.V10I1.9878
Vaughn L. Bicehouse, J. Faieta
Special education, a discipline that aims to provide specialized instruction to meet the unique needs of each child with a disability, has turned 40 years old in the United States. Ever since the passage of the Education for All Handicapped Children Act (P.L. 94-142) in 1975, every state has been directed to provide a free and appropriate education for all students with disabilities (Gallagher, 2000; Rothstein, 1995). The focus of this paper is to revisit the foundations of the special education movement in the United States to show how special education has progressed since 1975. The current Race to the Top movement impacts school districts across the nation, creating great concern about what this means for students with disabilities and how it affects their struggle to succeed within the public school domain. In fact, after 40 years, (P.L. 94-142) known as the Individuals with Disabilities Education Act, IDEA, is the current high stakes standards and assessment climate taking the “special” out of special education?
{"title":"IDEA at Age Forty: Weathering Common Core Standards and Data Driven Decision Making.","authors":"Vaughn L. Bicehouse, J. Faieta","doi":"10.19030/CIER.V10I1.9878","DOIUrl":"https://doi.org/10.19030/CIER.V10I1.9878","url":null,"abstract":"Special education, a discipline that aims to provide specialized instruction to meet the unique needs of each child with a disability, has turned 40 years old in the United States. Ever since the passage of the Education for All Handicapped Children Act (P.L. 94-142) in 1975, every state has been directed to provide a free and appropriate education for all students with disabilities (Gallagher, 2000; Rothstein, 1995). The focus of this paper is to revisit the foundations of the special education movement in the United States to show how special education has progressed since 1975. The current Race to the Top movement impacts school districts across the nation, creating great concern about what this means for students with disabilities and how it affects their struggle to succeed within the public school domain. In fact, after 40 years, (P.L. 94-142) known as the Individuals with Disabilities Education Act, IDEA, is the current high stakes standards and assessment climate taking the “special” out of special education?","PeriodicalId":91062,"journal":{"name":"Contemporary issues in education research (Littleton, Colo.)","volume":"14 3","pages":"33-44"},"PeriodicalIF":0.0,"publicationDate":"2016-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72469209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-12-22DOI: 10.19030/CIER.V10I1.9880
Paul Kasza, T. Slater
Specialized secondary schools in the United States focusing on Science, Technology, Engineering, and Math (STEM) are becoming commonplace in the United States. Such schools are generally referred to by U.S. teachers as Academies. In a purposeful effort to provide a resource to educators building new STEM Academies, this study provides both a review of scholarly literature and the interview results from five successful STEM Academy educators from across the United States. This research addresses two overarching questions, a) what are the best practices of STEM Academies, and b) what are the key learning objectives of STEM Academies? Subject integration, in-house engineering curriculum design, student cohorts, community involvement, and internships were all revealed as being consistently reflective of best practices used in successful STEM Academies. Key learning objectives consistent across the literature and in interview results were: problem solving/the engineering design process and soft skills, such as student collaboration, communication, presentation skills and time management.
{"title":"A Survey of Best Practices and Key Learning Objectives for Successful Secondary School STEM Academy Settings.","authors":"Paul Kasza, T. Slater","doi":"10.19030/CIER.V10I1.9880","DOIUrl":"https://doi.org/10.19030/CIER.V10I1.9880","url":null,"abstract":"Specialized secondary schools in the United States focusing on Science, Technology, Engineering, and Math (STEM) are becoming commonplace in the United States. Such schools are generally referred to by U.S. teachers as Academies. In a purposeful effort to provide a resource to educators building new STEM Academies, this study provides both a review of scholarly literature and the interview results from five successful STEM Academy educators from across the United States. This research addresses two overarching questions, a) what are the best practices of STEM Academies, and b) what are the key learning objectives of STEM Academies? Subject integration, in-house engineering curriculum design, student cohorts, community involvement, and internships were all revealed as being consistently reflective of best practices used in successful STEM Academies. Key learning objectives consistent across the literature and in interview results were: problem solving/the engineering design process and soft skills, such as student collaboration, communication, presentation skills and time management.","PeriodicalId":91062,"journal":{"name":"Contemporary issues in education research (Littleton, Colo.)","volume":"10 1","pages":"53-66"},"PeriodicalIF":0.0,"publicationDate":"2016-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81000674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-12-22DOI: 10.19030/CIER.V10I1.9875
R. Prajapati, Bosky Sharma, Dharmendra Sharma
Adolescence is a period when the intellectual, physical, social, emotional and all the capabilities are very high, but, unfortunately, most of the adolescents are unable to utilize their potential to maximum due to various reasons. They face many emerging issues such as global warming, famines, poverty, suicide, population explosion as well as other issues like alcoholism, drug abuse, sexual abuse, smoking, juvenile delinquency, anti-social acts, etc. that have an adverse effect on them and others too, to a large extent. The cut-throat competition, unemployment, lack of job security, etc. are some of the major concerns for the educated and as a result, they are caught in the mad race. This new challenge requires immediate and effective responses from a socially responsible system of education. ‘Education’ is important, but education to support and live life better is more important. It has been felt that life skills education bridges the gap between basic functioning and capabilities. It strengthens the ability of an individual to meet the needs and demands of the present society and helps in dealing with the above issues in a manner to get desired behavior practical. Imparting life skill training through inculcating life skill education will help youth to overcome such difficulties in life. The present paper focuses on the importance of life skills education and the benefits of imparting life skill education in our curriculum i.e. developing social, emotional & thinking skills in students, as they are the important building blocks for a dynamic citizen, who can cope up with future challenges, and survive well.
{"title":"Significance Of Life Skills Education","authors":"R. Prajapati, Bosky Sharma, Dharmendra Sharma","doi":"10.19030/CIER.V10I1.9875","DOIUrl":"https://doi.org/10.19030/CIER.V10I1.9875","url":null,"abstract":"Adolescence is a period when the intellectual, physical, social, emotional and all the capabilities are very high, but, unfortunately, most of the adolescents are unable to utilize their potential to maximum due to various reasons. They face many emerging issues such as global warming, famines, poverty, suicide, population explosion as well as other issues like alcoholism, drug abuse, sexual abuse, smoking, juvenile delinquency, anti-social acts, etc. that have an adverse effect on them and others too, to a large extent. The cut-throat competition, unemployment, lack of job security, etc. are some of the major concerns for the educated and as a result, they are caught in the mad race. This new challenge requires immediate and effective responses from a socially responsible system of education. ‘Education’ is important, but education to support and live life better is more important. It has been felt that life skills education bridges the gap between basic functioning and capabilities. It strengthens the ability of an individual to meet the needs and demands of the present society and helps in dealing with the above issues in a manner to get desired behavior practical. Imparting life skill training through inculcating life skill education will help youth to overcome such difficulties in life. The present paper focuses on the importance of life skills education and the benefits of imparting life skill education in our curriculum i.e. developing social, emotional & thinking skills in students, as they are the important building blocks for a dynamic citizen, who can cope up with future challenges, and survive well.","PeriodicalId":91062,"journal":{"name":"Contemporary issues in education research (Littleton, Colo.)","volume":"94 1","pages":"1-6"},"PeriodicalIF":0.0,"publicationDate":"2016-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90977741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-11-17eCollection Date: 2016-01-01DOI: 10.3389/fimmu.2016.00515
Nikita A Mitkin, Alisa M Muratova, Anton M Schwartz, Dmitry V Kuprash
Chemokine receptor CXCR5 is highly expressed in B-cells and under normal conditions is involved in their migration to specific areas of secondary lymphoid organs. B-cells are known to play an important role in various autoimmune diseases including multiple sclerosis (MS) where areas of demyelinating lesions attract B-cells by overexpressing CXCL13, the CXCR5 ligand. In this study, we aimed to determine the functional significance of single-nucleotide polymorphism rs630923 (A/C), which is located in cxcr5 gene promoter, and its common allele is associated with increased risk of MS. Using bioinformatics and pull-down assay in B-lymphoblastic cell lines, we showed that protective minor rs630923 "A" allele created functional binding site for MEF2C transcription factor. Elevated MEF2C expression in B-cells correlated with reduced activity of cxcr5 promoter containing rs630923 "A" allele. This effect that was fully neutralized by MEF2C-directed siRNA may mechanistically explain the protective role of the rs630923 minor allele in MS. Using site-directed mutagenesis of the cxcr5 gene promoter, we were unable to find any experimental evidence for the previously proposed role of NFκB transcription factors in rs630923-mediated CXCR5 promoter regulation. Thus, our results identify MEF2C as a possible mediator of protective function of the rs630923 "A" allele in MS.
趋化因子受体 CXCR5 在 B 细胞中高度表达，正常情况下参与 B 细胞向次级淋巴器官特定区域的迁移。众所周知，B细胞在包括多发性硬化症（MS）在内的各种自身免疫性疾病中发挥着重要作用，在MS中，脱髓鞘病变区域通过过度表达CXCL13（CXCR5配体）吸引B细胞。本研究旨在确定位于 cxcr5 基因启动子的单核苷酸多态性 rs630923（A/C）的功能意义，其常见等位基因与 MS 风险增加相关。我们利用生物信息学方法和在B淋巴细胞系中进行的牵引试验表明，保护性小等位基因rs630923 "A "为MEF2C转录因子创建了功能性结合位点。B 细胞中 MEF2C 表达的升高与含有 rs630923 "A "等位基因的 cxcr5 启动子活性的降低有关。这种效应被 MEF2C 引导的 siRNA 完全中和，可能从机理上解释了 rs630923 小等位基因在多发性硬化症中的保护作用。通过对 cxcr5 基因启动子进行定点突变，我们未能找到任何实验证据证明之前提出的 NFκB 转录因子在 rs630923 介导的 CXCR5 启动子调控中的作用。因此，我们的研究结果确定 MEF2C 可能是多发性硬化症中 rs630923 "A "等位基因保护功能的介导因子。
{"title":"The A Allele of the Single-Nucleotide Polymorphism rs630923 Creates a Binding Site for MEF2C Resulting in Reduced CXCR5 Promoter Activity in B-Cell Lymphoblastic Cell Lines.","authors":"Nikita A Mitkin, Alisa M Muratova, Anton M Schwartz, Dmitry V Kuprash","doi":"10.3389/fimmu.2016.00515","DOIUrl":"10.3389/fimmu.2016.00515","url":null,"abstract":"<p><p>Chemokine receptor CXCR5 is highly expressed in B-cells and under normal conditions is involved in their migration to specific areas of secondary lymphoid organs. B-cells are known to play an important role in various autoimmune diseases including multiple sclerosis (MS) where areas of demyelinating lesions attract B-cells by overexpressing CXCL13, the CXCR5 ligand. In this study, we aimed to determine the functional significance of single-nucleotide polymorphism rs630923 (A/C), which is located in <i>cxcr5</i> gene promoter, and its common allele is associated with increased risk of MS. Using bioinformatics and pull-down assay in B-lymphoblastic cell lines, we showed that protective minor rs630923 \"A\" allele created functional binding site for MEF2C transcription factor. Elevated MEF2C expression in B-cells correlated with reduced activity of <i>cxcr5</i> promoter containing rs630923 \"A\" allele. This effect that was fully neutralized by MEF2C-directed siRNA may mechanistically explain the protective role of the rs630923 minor allele in MS. Using site-directed mutagenesis of the <i>cxcr5</i> gene promoter, we were unable to find any experimental evidence for the previously proposed role of NFκB transcription factors in rs630923-mediated CXCR5 promoter regulation. Thus, our results identify MEF2C as a possible mediator of protective function of the rs630923 \"A\" allele in MS.</p>","PeriodicalId":91062,"journal":{"name":"Contemporary issues in education research (Littleton, Colo.)","volume":"1 1","pages":"515"},"PeriodicalIF":7.3,"publicationDate":"2016-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5112242/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69533625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
During and after the Financial Crisis of 2008, many institutions of higher learning have had revenue and budgetary reductions, forcing them to make severe university budget cuts and university reductions in force. Often the university cuts are preceded by a process of evaluation of academic programs where institutions determine what they stand for and value. One option, when forced to downsize, is to use a business model, such as Sullivan (2004) explains, where high-value, low-cost programs are kept and low-value, high-cost programs are cut. However, a business model of education does not reflect the true social value of education or the importance of arts, sciences and humanities, where students learn how to struggle with, write about and understand the world. John Henry Cardinal Newman’s (1852) treatise, The Idea of a University, suggests an alternative strategy of cost cutting that has to do with deep knowledge, i.e. keep the oldest programs in existence on a given university. Using the deep knowledge concept, a university will cut young (junior programs) first and retain old (senior) programs until the very last, rather than deciding cuts based on a business model. The deep knowledge concept emphasizes a Socratic ideal where professors and students wrestle over concepts, such as the meaning of “beauty.”
在2008年金融危机期间和之后，许多高等教育机构的收入和预算都有所减少，迫使他们大幅削减大学预算和大学数量。在大学裁员之前，通常会对学术项目进行评估，由院校决定自己的立场和价值。当被迫缩减规模时，一种选择是使用商业模式，如Sullivan(2004)所解释的那样，保留高价值、低成本的项目，削减低价值、高成本的项目。然而，教育的商业模式并没有反映出教育的真正社会价值，也没有反映出艺术、科学和人文学科的重要性，在这些学科中，学生们学会了如何与世界抗争、如何写世界、如何理解世界。约翰·亨利·红衣主教纽曼(John Henry Cardinal Newman, 1852)的论文《大学的理念》(The Idea of a University)提出了另一种削减成本的策略，这种策略与深厚的知识有关，即在某所大学保留最古老的课程。利用深度知识概念，大学将首先削减年轻的(初级课程)，保留老的(高级课程)直到最后，而不是根据商业模式决定削减。深度知识概念强调苏格拉底式的理想，教授和学生在概念上进行角力，比如“美”的含义。
{"title":"Deep Knowledge: A Strategy for University Budgetary Cuts.","authors":"D. Reynolds","doi":"10.19030/CIER.V9I4.9787","DOIUrl":"https://doi.org/10.19030/CIER.V9I4.9787","url":null,"abstract":"During and after the Financial Crisis of 2008, many institutions of higher learning have had revenue and budgetary reductions, forcing them to make severe university budget cuts and university reductions in force. Often the university cuts are preceded by a process of evaluation of academic programs where institutions determine what they stand for and value. One option, when forced to downsize, is to use a business model, such as Sullivan (2004) explains, where high-value, low-cost programs are kept and low-value, high-cost programs are cut. However, a business model of education does not reflect the true social value of education or the importance of arts, sciences and humanities, where students learn how to struggle with, write about and understand the world. John Henry Cardinal Newman’s (1852) treatise, The Idea of a University, suggests an alternative strategy of cost cutting that has to do with deep knowledge, i.e. keep the oldest programs in existence on a given university. Using the deep knowledge concept, a university will cut young (junior programs) first and retain old (senior) programs until the very last, rather than deciding cuts based on a business model. The deep knowledge concept emphasizes a Socratic ideal where professors and students wrestle over concepts, such as the meaning of “beauty.”","PeriodicalId":91062,"journal":{"name":"Contemporary issues in education research (Littleton, Colo.)","volume":"9 1","pages":"145-158"},"PeriodicalIF":0.0,"publicationDate":"2016-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87613141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Hofmeyer, Luisa Toffoli, R. Vernon, Ruth Taylor, D. Fontaine, H. Klopper, S. Coetzee
Background: There is an increasing global demand for higher education to incorporate flexible delivery. Nursing education has been at the forefront of developing flexible online education and offering programs ‘anywhere and anytime’. In response to calls to teach compassion in nursing education, there is an abundance of literature concerning classroom teaching, but few online studies. Design: This paper presents a qualitative study protocol to explore the effectiveness of a compassion module taught to undergraduate nursing students within a digital learning environment. The protocol consists of an online knowledge intervention (compassion module) and pre- and post-intervention qualitative questions to explore and describe undergraduate nursing students’ understanding and learning about the practice of compassion toward patients, colleagues and self. Methods: Students will study the online compassion module over a two week period in a theory course in the final year of the Bachelor of Nursing. Students will participate in the study by responding to open-ended questions, administered through SurveyMonkey® before and after studying the online compassion module. Free text responses will be analysed thematically. The researchers will obtain institutional ethical approval. Discussion: This study protocol may generate new knowledge about how nursing students learn compassionate practice within an online learning environment. These findings could be used by nurse leaders and educators to develop empirically supported curricula and workplace cultures to foster the practice of compassion and resilience in the next generation of nurses.
{"title":"Teaching The Practice Of Compassion To Nursing Students Within An Online Learning Environment: A Qualitative Study Protocol","authors":"A. Hofmeyer, Luisa Toffoli, R. Vernon, Ruth Taylor, D. Fontaine, H. Klopper, S. Coetzee","doi":"10.19030/CIER.V9I4.9790","DOIUrl":"https://doi.org/10.19030/CIER.V9I4.9790","url":null,"abstract":"Background: There is an increasing global demand for higher education to incorporate flexible delivery. Nursing education has been at the forefront of developing flexible online education and offering programs ‘anywhere and anytime’. In response to calls to teach compassion in nursing education, there is an abundance of literature concerning classroom teaching, but few online studies. Design: This paper presents a qualitative study protocol to explore the effectiveness of a compassion module taught to undergraduate nursing students within a digital learning environment. The protocol consists of an online knowledge intervention (compassion module) and pre- and post-intervention qualitative questions to explore and describe undergraduate nursing students’ understanding and learning about the practice of compassion toward patients, colleagues and self. Methods: Students will study the online compassion module over a two week period in a theory course in the final year of the Bachelor of Nursing. Students will participate in the study by responding to open-ended questions, administered through SurveyMonkey® before and after studying the online compassion module. Free text responses will be analysed thematically. The researchers will obtain institutional ethical approval. Discussion: This study protocol may generate new knowledge about how nursing students learn compassionate practice within an online learning environment. These findings could be used by nurse leaders and educators to develop empirically supported curricula and workplace cultures to foster the practice of compassion and resilience in the next generation of nurses.","PeriodicalId":91062,"journal":{"name":"Contemporary issues in education research (Littleton, Colo.)","volume":"41 1","pages":"201-222"},"PeriodicalIF":0.0,"publicationDate":"2016-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78381276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sarah K. Guffey, S. Slater, Sharon Schleigh, T. Slater, I. Heyer
Internationally much attention is being paid to which of a seemingly endless list of scientific concepts should be taught to schoolchildren to enable them to best participate in the global economy of the 21 st Century. In regards to science education, the concepts framing the subject of geology holds exalted status as core scientific principles in the Earth and space sciences domain across the globe. Economic geology plays a critical role in the global economy, historical geology guides research into predictions related by global climate change, and environmental geology helps policy makers understand the impact of human enterprises on the land, among many other geological sciences-laden domains. Such a situation begs the question of which geology concepts are being advocated in schools. Within the U.S. where there is no nationally adopted curriculum, careful comparative analysis reveals surprisingly little consensus among policy makers and education reform advocates about which geology concepts, if any, should be included in the curriculum. This lack of consensus manifests itself in few traditional or modern geology concepts being taught to U.S. school children.
{"title":"Surveying Geology Concepts In Education Standards For A Rapidly Changing Global Context","authors":"Sarah K. Guffey, S. Slater, Sharon Schleigh, T. Slater, I. Heyer","doi":"10.19030/CIER.V9I4.9788","DOIUrl":"https://doi.org/10.19030/CIER.V9I4.9788","url":null,"abstract":"Internationally much attention is being paid to which of a seemingly endless list of scientific concepts should be taught to schoolchildren to enable them to best participate in the global economy of the 21 st Century. In regards to science education, the concepts framing the subject of geology holds exalted status as core scientific principles in the Earth and space sciences domain across the globe. Economic geology plays a critical role in the global economy, historical geology guides research into predictions related by global climate change, and environmental geology helps policy makers understand the impact of human enterprises on the land, among many other geological sciences-laden domains. Such a situation begs the question of which geology concepts are being advocated in schools. Within the U.S. where there is no nationally adopted curriculum, careful comparative analysis reveals surprisingly little consensus among policy makers and education reform advocates about which geology concepts, if any, should be included in the curriculum. This lack of consensus manifests itself in few traditional or modern geology concepts being taught to U.S. school children.","PeriodicalId":91062,"journal":{"name":"Contemporary issues in education research (Littleton, Colo.)","volume":"18 1","pages":"167-188"},"PeriodicalIF":0.0,"publicationDate":"2016-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81800809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed at identifying the level of depression and sense of insecurity among a sample of female refugee adolescents, and the impact of an indicative program for reducing cognitive distortions in reducing depression and their sense of insecurity. The study sample consisted of 220 female refugee adolescents, 7 th to 1 st secondary stage, at the governmental schools in the Zarqa educational directorate, who came to Jordan as a result of war conditions in their home land. The experimental sample contained 20 female refugees, the ones who got the highest scores regarding the depression and sense of insecurity scale, and they were set randomly into 2 groups, experimental and control, with 10 females each. The study used the depression scale, and the sense of insecurity scale. It also used an indicative program consisting of 12 sessions, each one lasts for 45 minutes, with a rate of 2 meetings a week. The results indicated that the female refugee adolescents suffer from a medium-level depression, with an average of (73.97%), and a sense of insecurity (69.46%). Findings showed that there was a statistically significant impact at the level (a=0.05) between the control and experimental groups for depression and sense of insecurity among the female refugee adolescents, ascribed to the indicative program.
{"title":"The Impact Of Correcting Cognitive Distortions In Reducing Depression And The Sense Of Insecurity Among A Sample Of Female Refugee Adolescents","authors":"Fatin A. Mhaidat, Bassam H. Alharbi","doi":"10.19030/CIER.V9I4.9786","DOIUrl":"https://doi.org/10.19030/CIER.V9I4.9786","url":null,"abstract":"This study aimed at identifying the level of depression and sense of insecurity among a sample of female refugee adolescents, and the impact of an indicative program for reducing cognitive distortions in reducing depression and their sense of insecurity. The study sample consisted of 220 female refugee adolescents, 7 th to 1 st secondary stage, at the governmental schools in the Zarqa educational directorate, who came to Jordan as a result of war conditions in their home land. The experimental sample contained 20 female refugees, the ones who got the highest scores regarding the depression and sense of insecurity scale, and they were set randomly into 2 groups, experimental and control, with 10 females each. The study used the depression scale, and the sense of insecurity scale. It also used an indicative program consisting of 12 sessions, each one lasts for 45 minutes, with a rate of 2 meetings a week. The results indicated that the female refugee adolescents suffer from a medium-level depression, with an average of (73.97%), and a sense of insecurity (69.46%). Findings showed that there was a statistically significant impact at the level (a=0.05) between the control and experimental groups for depression and sense of insecurity among the female refugee adolescents, ascribed to the indicative program.","PeriodicalId":91062,"journal":{"name":"Contemporary issues in education research (Littleton, Colo.)","volume":"80 1","pages":"159-166"},"PeriodicalIF":0.0,"publicationDate":"2016-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77017828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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