Nurture of human resources for geological repository program

International Nuclear Information System (INIS)

Fujiwara, A.

2004-01-01

The Japanese geological repository program entered the implementing stage in 2002. At the implementing stage of the program, different sectors need various human resources to conduct their functions. This paper discusses a suitable framework of nurture of the human resources to progress the geological repository program. The discussion is based on considering of specific characters involved in the program and of the multidisciplinary knowledge related to geological disposal. Considering the specific characters of the project, two types of the human resources need to be nurtured. First type is the core persons with the highest knowledge on geological disposal. They are expected to communicate with the various stakeholders and pass down the whole knowledge of the project to the next generation. Another is to conduct the project as the managers, the engineers and the workers. The former human resources can be developed through the broad practice and experience in each sector. The latter human resources can be effectively developed by training of the fundamental knowledge on geological disposal at training centers as well as by conventional on-the-job training. The sectors involved in the program need to take their own roles in the nurture of these human resources. (author)

Workplace diaries promoting reflective practice in radiation therapy

International Nuclear Information System (INIS)

Chapman, Naomi; Dempsey, Shane E.; Warren-Forward, Helen M.

2009-01-01

Competency standards usually describe that radiation therapists are expected to display characteristics of reflective practice. Many radiation therapists may be unequipped to undertake reflective practice or produce evidence of reflective practice due to limited understanding of the process. There are many models to guide practitioners in their reflective journeys, however, the literature describing reflective practice can appear confusing. This paper will discuss the role of reflective practice, provide a definition for reflective practice and define concepts central to reflective journaling or workplace diaries. The paper will offer practical advice to increase radiation therapists knowledge and skills in the use of reflective workplace diaries.

Workplace diaries promoting reflective practice in radiation therapy

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Chapman, Naomi [Medical Radiation Science, Faculty of Health Science, Box 16 Hunter Building, University of Newcastle, Callaghan, NSW 2308 (Australia)], E-mail: naomi.chapman@newcastle.edu.au; Dempsey, Shane E. [Medical Radiation Science, Faculty of Health Science, Box 16 Hunter Building, University of Newcastle, Callaghan, NSW 2308 (Australia)], E-mail: shane.e.dempsey@newcastle.edu.au; Warren-Forward, Helen M. [Medical Radiation Science, Faculty of Health Science, Box 16 Hunter Building, University of Newcastle, Callaghan, NSW 2308 (Australia)], E-mail: helen.warren-forward@newcastle.edu.au

2009-05-15

Competency standards usually describe that radiation therapists are expected to display characteristics of reflective practice. Many radiation therapists may be unequipped to undertake reflective practice or produce evidence of reflective practice due to limited understanding of the process. There are many models to guide practitioners in their reflective journeys, however, the literature describing reflective practice can appear confusing. This paper will discuss the role of reflective practice, provide a definition for reflective practice and define concepts central to reflective journaling or workplace diaries. The paper will offer practical advice to increase radiation therapists knowledge and skills in the use of reflective workplace diaries.

Effect of reflective practice education on self-reflection, insight, and reflective thinking among experienced nurses: a pilot study.

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Asselin, Marilyn E; Fain, James A

2013-01-01

A mixed-method study was conducted to determine whether nurses' participation in a reflective practice continuing education program using a structured reflection model makes a difference in nurses' self-reflection, insight, and reflective thinking about clinical practice situations. Findings suggested that use of structured reflection using question cues, written narratives, and peer-facilitated reflection increased nurses' engagement in self-reflection and enhanced reflective thinking in practice. Including reflective practice education in novice orientation and preceptor training may be beneficial.

Nature meets nurture in religious and spiritual development.

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Granqvist, Pehr; Nkara, Frances

2017-03-01

We consider nurture's (including culture's) sculpting influences on the evolved psychological predispositions that are expressed in religious and spiritual (R&S) development. An integrated understanding of R&S development requires a move away from the largely one-sided (nature-or-nurture) and additive (nature + nurture) accounts provided in the extant literature. R&S development has been understood as an expression of evolved cognitive modules (nature) on the one hand, and of socialization and social learning (nurture) on the other, or in similar albeit additive terms (e.g., nature produces the brain/mind, culture fills in the details). We argue that humans' evolved psychological predispositions are substantially co-shaped by environmental/cultural input, such as relational experiences and modelling at the microlevel through belief and value systems at the macrolevel. Nurture's sculpting of nature is, then, expressed in R&S development. Finally, for heuristic purposes, we illustrate a fully integrated nature-nurture model with attachment theory and its application to R&S development. Statement of contribution What is already known on this subject? Development unfolds as a function of nature-nurture interaction. R&S development has mostly been understood from the point of view of separate nature or nurture models. What does this study add? A collected consideration of the intricate interactions between nature and nurture in development. A sketch, examples, and a conceptual toolbox of how nature and nurture interact in R&S development. © 2017 The British Psychological Society.

The "enduring mission" of Zing-Yang Kuo to eliminate the nature-nurture dichotomy in psychology.

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Honeycutt, Hunter

2011-05-01

This paper reviews the arguments against the instinct concept and the nature-nurture dichotomy put forward by Zing-Yang Kuo (1898-1970) during the 1920s. Kuo insisted that nativism represented a kind of finished psychology, and that the labels of nature and nurture reflected and promoted one's ignorance of the development of a trait. Also discussed are his lesser known lines of research on the origins of the so-called rat-killing instinct in cats and his analysis on the determinants of animal fighting. His research illustrated the shortcomings of a nature-nurture framework and highlighted the necessity of his developmentally grounded alternative to studying behavior. Reasons for why Kuo's work has been marginalized in modern histories of psychology are also discussed. Copyright © 2011 Wiley Periodicals, Inc.

Reflective Practices for Teacher Education

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Paulus Kuswandono

2017-01-01

Full Text Available Studies on reflective practice in teacher education are increasingly getting more attention at least in the last 2 decades. This article discusses concepts of reflection and how it is implemented in educating pre-service teachers on their early stage of professional learning. The purposes of doing the reflection for pre-service teachers are not only for illuminating their professional learning experiences, but also to critically reflect their vocation as teachers, including the values which may be dictated to them through rigid regulations. Reflection in teacher education is crucial as it connects well with learning in that learners use reflection to exercise their mind and to evaluate their learning experiences. Besides, this article also highlights some perceived difficulties to implement reflective practice, as well as ways how to promote reflection.   DOI: https://doi.org/10.24071/llt.2012.150102

Nurturing Creativity in the Classroom

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Beghetto, Ronald A., Ed.; Kaufman, James C., Ed.

2010-01-01

"Nurturing Creativity in the Classroom" is a groundbreaking collection of essays by leading scholars, who examine and respond to the tension that many educators face in valuing student creativity but believing that they cannot support it given the curricular constraints of the classroom. Is it possible for teachers to nurture creative…

Positive Stress and Reflective Practice Among Entrepreneurs

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Kati Tikkamäki

2016-01-01

Full Text Available While heavy stress loads seem an unavoidable aspect of entrepreneurship, the positive side of stress (often referred to as ‘eustress’ remains a neglected area of research. This paper contributes to entrepreneurship research by linking the research streams of eustress and reflective practice. As a tool for analysing and developing thoughts and actions, reflective practice plays an important role in the interpretative work essential to positive stress experiences. Following an overview of approaches to stress at work, eustress and reflective practice, the paper explores how entrepreneurs experience the role of positive stress and reflective practice in their work and describes the reflective tools utilized by entrepreneurs in promoting eustress. The research process was designed to support reflective dialogue among the 21 Finnish entrepreneurs from different fields who participated in the study, with results based mainly on qualitative interviews. Nine of the interviewed entrepreneurs also kept a positive stress diary, including a three-day physiological measurement analysing their heartbeat variability. The findings suggest that positive stress and reflective practice are intertwined in the experiences of entrepreneurs and illustrate the role of reflective practice as a crucial toolset for promoting positive stress, comprising six reflective tools: studying oneself, changing one’s point of view, putting things into perspective, harnessing a feeling of trust, regulating resources and engaging in dialogue. Individual reflective capabilities vary, and a theory-driven division of reflective practice into individual, social and contextual dimensions is considered useful in understanding those differences. The research offers a starting point for exploring how eustress and reflective practice affect the well-being of entrepreneurs

Reflecting on reflection in interprofessional education: implications for theory and practice.

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Clark, Phillip G

2009-05-01

Interprofessional education (IPE) involves learning, and learning requires reflection. Educators need to "reflect more on reflection" if they are to be effective teachers in ensuring the learning outcomes essential for teamwork and interprofessional practice (IPP), including incorporating both theory and practice into the development of educational interventions. First, this discussion surveys the IPE-relevant literature on reflection, and then defines and refines the multidimensional concept of reflection as it relates to IPE in developing and implementing teamwork learning programs and experiences. Second, specific methods to promote reflection are presented and explored, including self-assessments, journaling, and written papers. Actual samples from student journals and assignments provide examples of the impacts of using these methods on participant reflection and learning. Finally, implications for an expanded understanding and application of reflection for IPE will be discussed, and recommendations made for educational practice and research in this area.

Developing Mathematical Practices through Reflection Cycles

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Reinholz, Daniel L.

2016-01-01

This paper focuses on reflection in learning mathematical practices. While there is a long history of research on reflection in mathematics, it has focused primarily on the development of conceptual understanding. Building on notion of learning as participation in social practices, this paper broadens the theory of reflection in mathematics…

Reflection and Reflective Practice Discourses in Coaching: A Critical Analysis

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Cushion, Christopher J.

2018-01-01

Reflection and reflective practice is seen as an established part of coaching and coach education practice. It has become a "taken-for-granted" part of coaching that is accepted enthusiastically and unquestioningly, and is assumed to be "good" for coaching and coaches. Drawing on sociological concepts, a primarily Foucauldian…

Registered nurses' self-nurturance and life and career satisfaction.

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Nemcek, Mary Ann

2007-08-01

Knowledge of factors that help nurses thrive, including satisfaction with life and self-nurturance, can be used to enhance retention of a healthy work force. This study determined whether nurses are happy or satisfied with their lives; how self-nurturing or "good to self" they are; and whether a relationship exists among self-nurturance, life satisfaction, and career satisfaction. A descriptive, correlational study of 136 registered nurses involving measures of self-nurturance and life and career satisfaction was conducted. Mean scores for life satisfaction and self-nurturance were consistent with those from studies of well adults. Self-nurturance, life satisfaction, and career satisfaction were positively correlated with each other; thus, improving one is expected to improve the others. Knowledge of the significant positive correlation among life satisfaction, self-nurturance, and career satisfaction may prove useful in improving the mental health and safety of nurses. Strategies consistent with Magnet hospital characteristics are suggested for the occupational health nurse.

Improving Inquiry Teaching through Reflection on Practice

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Lotter, Christine R.; Miller, Cory

2017-08-01

In this paper, we explore middle school science teachers' learning of inquiry-based instructional strategies through reflection on practice teaching sessions during a summer enrichment program with middle level students. The reflection sessions were part of a larger year-long inquiry professional development program in which teachers learned science content and inquiry pedagogy. The program included a 2-week summer institute in which teachers participated in science content sessions, practice teaching to middle level students, and small group-facilitated reflection sessions on their teaching. For this study, data collection focused on teachers' recorded dialogue during the facilitator - run reflection sessions, the teachers' daily written reflections, a final written reflection, and a written reflection on a videotaped teaching session. We investigated the teachers' reflection levels and the themes teachers focused on during their reflection sessions. Teachers were found to reflect at various reflection levels, from simple description to a more sophisticated focus on how to improve student learning. Recurrent themes point to the importance of providing situated learning environments, such as the practice teaching with immediate reflection for teachers to have time to practice new instructional strategies and gain insight from peers and science educators on how to handle student learning issues.

Reflective practice in ESL teacher development groups from practices to principles

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Farrell, T

2013-01-01

Reflective Practise in ESL Teacher Development Groups  discusses the concept of reflective practice in ESL teachers using data from a 3-year collaborative partnership in which three ESL teachers in Canada explored their professional development through reflective practice.

Reflective Practice: Origins and Interpretations

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Reynolds, Michael

2011-01-01

The idea of reflection is central to the theory and practice of learning--especially learning which is grounded in past or current experience. This paper proposes a working definition of reflection and reviews its origins and recent developments. The author also provides an account of "critical reflection", including its rationale and…

Reflective practice and its implications for pharmacy education.

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Tsingos, Cherie; Bosnic-Anticevich, Sinthia; Smith, Lorraine

2014-02-12

Pharmacy students require critical-thinking and problem-solving skills to integrate theory learned in the classroom with the complexities of practice, yet many pharmacy students fall short of acquiring these skills.(1-2) Reflective practice activities encourage learning from the student's own experiences and those of others, and offer a possible solution for the integration of knowledge-based curricula with the ambiguities of practice, as well as enhance communication and collaboration within a multidisciplinary team. Although reflective practices have been embraced elsewhere in health professions education, their strengths and shortcomings need to be considered when implementing such practices into pharmacy curricula. This review provides an overview of the evolution of theories related to reflective practice, critically examines the use of reflective tools (such as portfolios and blogs), and discusses the implications of implementing reflective practices in pharmacy education.

"Keeping SCORE": Reflective Practice through Classroom Observations

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Farrell, Thomas S. C.

2011-01-01

Reflective practice means that teachers must subject their own teaching beliefs and practices to critical examination. One way of facilitating reflective practice in ESL teachers is to encourage them to engage in classroom observations as part of their professional development. This paper reports on a case study of a short series of classroom…

Narrating practice: reflective accounts and the textual construction of reality.

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Taylor, Carolyn

2003-05-01

Two approaches dominate current thinking in health and welfare: evidence-based practice and reflective practice. Whilst there is debate about the merits of evidence-based practice, reflective practice is generally accepted with critical debate as an important educational tool. Where critique does exist it tends to adopt a Foucauldian approach, focusing on the surveillance and self-regulatory aspects of reflective practice. This article acknowledges the critical purchase on the concept of reflective practice offered by Foucauldian approaches but argues that microsociological and discourse analytic approaches can further illuminate the subject and thus serve as a complement to them. The claims of proponents of reflective practice are explored, in opposition to the technical-rational approach of evidence-based practice. Reflective practice tends to adopt a naive or romantic realist position and fails to acknowledge the ways in which reflective accounts construct the world of practice. Microsociological approaches can help us to understand reflective accounts as examples of case-talk, constructed in a narrative form in the same way as case records and presentations.

Uses of Technology to Support Reflective Teaching Practices

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Brent, Wayne

2010-01-01

This dissertation researched and reported on how technology was used to facilitate and inform reflective teaching practices. It also identified the characteristics of benefits and barriers in using technology for teaching and reflection. The study, descriptive in nature, was designed to determine the reflective practices of instructors and how…

Reflective Practice in Physiotherapy Education: A Critical Conversation.

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Clouder, Lynn

2000-01-01

Describes how reflective practice is conceptualized and interpreted by practicing physiotherapists and undergraduate physiotherapy students. Analysis of qualitative interviews and workshops highlights both contextual and practical differences in modes of reflection by practitioners. Discussion notes the context of the task-oriented culture of the…

Nature vs. nurture: two brothers with schizophrenia.

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Keltner, N L; James, C A; Darling, R J; Findley, L S; Oliver, K

2001-01-01

The nature vs. nurture argument as it pertains to two brothers. To explore the synergistic effects of heritability and environment in the cases of two brothers with schizophrenia. Review of the literature and the authors' clinical experience. The nature vs. nurture dichotomy may not be as relevant as looking at the interaction between these two forces.

An exploratory study of selected female registered nurses: meaning and expression of nurturance.

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Geissler, E M

1990-05-01

The words 'nurse' and 'nursing' originate in the word 'nurture' which dates back to the 14th century. 'Nurturance' appeared for the first time in the 1976 Supplement to the Oxford English Dictionary and in a United States dictionary in 1983. Etymologically and semantically bound to nursing, little is known about the term nurturance. An exploratory design using phenomenological analysis was applied to understand the female registered nurses' experience of nurturing patients throughout the life-span and to uncover behaviours commonly believed nurturant. Interviews with 14 RNs practising in diverse settings revealed 39 nurturant behaviours that were intuited into four themes describing the subjects' perceived structure of nurturance as: (1) enabling maximum potential; (2) providing physical and emotional protection; (3) engaging in a supportive interaction; and (4) conveying shared humanity. Data were formulated into an exhaustive description of the phenomenon nurturance. Additionally, the results support Greenberg-Edelstein's theoretical model of the positive reciprocity of nurturance between nurse and patient.

Teacher Reflective Practice in Jesuit High Schools

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Klug, Joseph H.

2010-01-01

Teachers who engage in reflective practice are more effective and may encourage higher student achievement. The purpose of this study is to explore and describe the methods that teachers use in order to engage in reflective practice. Further, it is essential to gain an understanding of how schools, including Jesuit high schools, promote reflective…

Nurturing gifted learners in Mainland China

DEFF Research Database (Denmark)

Shi, Jiannong; Zhang, X.; Chen, N.

2013-01-01

-socio-intellectual model, illustrated the nature of human being and the nature of gifted learners. From the perspective of the BSI model, the authors suggested three aspects are very critical to curriculum design to meet the needs of gifted education: physical maturation or physical development, social maturation......In this article, based on the previous researches on the development of gifted learners, the authors summarized the problems in nurturing gifted learners due to lacking of the appropriate educational philosophy and educational methodology in Mainland China. The authors proposed the Bio...... or social and interpersonal development, and mental maturation or intellectual development. It was proved that BSI model has its theoretical rationality and practical validity in Mainland China...

Nurture affects gender differences in spatial abilities.

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Hoffman, Moshe; Gneezy, Uri; List, John A

2011-09-06

Women remain significantly underrepresented in the science, engineering, and technology workforce. Some have argued that spatial ability differences, which represent the most persistent gender differences in the cognitive literature, are partly responsible for this gap(.) The underlying forces at work shaping the observed spatial ability differences revolve naturally around the relative roles of nature and nurture. Although these forces remain among the most hotly debated in all of the sciences, the evidence for nurture is tenuous, because it is difficult to compare gender differences among biologically similar groups with distinct nurture. In this study, we use a large-scale incentivized experiment with nearly 1,300 participants to show that the gender gap in spatial abilities, measured by time to solve a puzzle, disappears when we move from a patrilineal society to an adjoining matrilineal society. We also show that about one-third of the effect can be explained by differences in education. Given that none of our participants have experience with puzzle solving and that villagers from both societies have the same means of subsistence and shared genetic background, we argue that these results show the role of nurture in the gender gap in cognitive abilities.

Nurturing Good Ideas

NARCIS (Netherlands)

J.C.M. van den Ende (Jan); R.C. Kijkuit (Bob)

2009-01-01

textabstractManagers know that simply generating lots of ideas doesn’t necessarily produce good ones. What companies need are systems that nurture good ideas and cull bad ones—before they ever reach the decision maker’s desk. Our research shows that tapping the input of many people early in the

Nurturing Environments for Boys and Men of Color with Trauma Exposure.

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Graham, Phillip W; Yaros, Anna; Lowe, Ashley; McDaniel, Mark S

2017-06-01

Boys and men of color are exposed to traumatic experiences at significantly higher rates than are other demographic groups. To understand and address the mental and behavioral health effects of trauma, including violent incidents, on this population, we review the literature showing the context for, outcomes of, and potential responses to trauma exposure. We present the existing research about the unique challenges and associated negative outcomes for boys and men of color, as well as identify the gaps in the literature. We present the potential nurturing responses by systems such as schools, law enforcement, and communities to trauma-exposed boys and men of color, and we describe evidence-based programs and practices that directly address trauma. Finally, we argue that, rather than using a deficit model, a model of optimal development can be used to understand how to support and protect boys and men of color through nurturing environments.

Troubling Muddy Waters: Problematizing Reflective Practice in Global Medical Education.

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Naidu, Thirusha; Kumagai, Arno K

2016-03-01

The idea of exporting the concept of reflective practice for a global medical education audience is growing. However, the uncritical export and adoption of Western concepts of reflection may be inappropriate in non-Western societies. The emphasis in Western medical education on the use of reflection for a specific end--that is, the improvement of individual clinical practice--tends to ignore the range of reflective practice, concentrating on reflection alone while overlooking critical reflection and reflexivity. This Perspective places the concept of reflective practice under a critical lens to explore a broader view for its application in medical education outside the West. The authors suggest that ideas about reflection in medicine and medical education may not be as easily transferable from Western to non-Western contexts as concepts from biomedical science are. The authors pose the question, When "exporting" Western medical education strategies and principles, how often do Western-trained educators authentically open up to the possibility that there are alternative ways of seeing and knowing that may be valuable in educating Western physicians? One answer lies in the assertion that educators should aspire to turn exportation of educational theory into a truly bidirectional, collaborative exchange in which culturally conscious views of reflective practice contribute to humanistic, equitable patient care. This discussion engages in troubling the already-muddy waters of reflective practice by exploring the global applicability of reflective practice as it is currently applied in medical education. The globalization of medical education demands critical reflection on reflection itself.

Reflection: an educational strategy to develop emotionally-competent nurse leaders.

Science.gov (United States)

Horton-Deutsch, Sara; Sherwood, Gwen

2008-11-01

This paper explores educational strategies for nurses that focus on reflectivity and promote the development of self-awareness, relationship and communication skills and ability to lead with presence and compassion in the midst of change. Today nurses move rapidly from carefully-controlled educational experiences to a fast-paced clinical world of increasing patient complexity amid calls for improved quality of care. Making the transition to clinical competence and leadership in practice requires a strong sense of self and emotional intelligence. Pedagogies that integrate theoretical and data-based textbook learning with experiential learning and reflection are a foundation for the development of emotionally- and intellectually-competent leaders and requires new ways of assessing learner outcomes. Reflection is a key instructional strategy for preparing transformational nurse leaders for interdisciplinary settings where they lead patient care management. The remarkable global spread of reflection in nursing education, practice and research follows an emphasis on developing self-awareness as a leadership strategy for improving individual and organizational performance. Empirical, experiential and anecdotal evidence suggests that reflection has the potential to prepare emotionally-capable nurse leaders. As educators create more reflective and nurturing learning environments, they will promote the development of emotionally-competent nurse leaders who will, in turn, inspire individual and organizational growth and positive change in society.

Enabling Critical Reflection on Research Supervisory Practice

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Pearson, Margot; Kayrooz, Carole

2004-01-01

This paper describes the development of an instrument--The Reflective Supervisor Questionnaire (RSQ). The RSQ maps the domain of research supervisory practice as a facilitative process involving educational tasks and activities. It is designed to assist research supervisors explore, by means of self-reflection and reflection on feedback from…

The educational practice of preceptors in healthcare residencies: a study on reflective practice

Directory of Open Access Journals (Sweden)

Kátia Regina Barros RIBEIRO

Full Text Available The purpose of this article was to reflect on the practice of preceptorship as an educational practice in the training and qualifications of professional health information for the public health system. This is a theoretical reflection with support in the literature. The teacher addresses the teaching-learning process and transforms the activities in the work on educational moments. In this area arise questions about what is being preceptor and their role in health education. It is necessary to teach knowledge beyond the content of the discipline, and reflecting about preceptorship as an educational practice in the workplace, the preceptor needs pedagogical preparation. Herewith, being a preceptor means being a teacher? This reflection places us in front of a problem present in our daily exercise, which is the pedagogical training of those who teach for a transformation of practice in health.

Reflective practice: a framework for case manager development.

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Brubakken, Karen; Grant, Sara; Johnson, Mary K; Kollauf, Cynthia

2011-01-01

The role of a nurse case manager (NCM) incorporates practice that is built upon knowledge gained in other roles as well as components unique to case management. The concept of reflective practice was used in creating a framework to recognize the developmental stages that occur within community based case management practice. The formation of this framework and its uses are described in this article. The practice setting is a community based case management department in a large midwestern metropolitan health care system with Magnet recognition. Advanced practice nurses provide care for clients with chronic health conditions. Twenty-four narratives were used to identify behaviors of community based case managers and to distinguish stages of practice. The behaviors of advanced practice found within the narratives were labeled and analyzed for similarities. Related behaviors were grouped and descriptor statements were written. These statements grouped into 3 domains of practice: relationship/partnership, coordination/collaboration, and clinical knowledge/decision making. The statements in each domain showed practice variations from competent to expert, and 3 stages were determined. Reliability and validity of the framework involved analysis of additional narratives. The reflective practice process, used for monthly case review presentations, provides opportunity for professional development and group learning focused on improving case manager practice. The framework is also being used in orientation as new case managers acclimate to the role. Reflective writing has unveiled the richness and depth of nurse case manager practice. The depth of knowledge and skills involved in community-based case management is captured within this reflective practice framework. This framework provides a format for describing community based case manager practice development over the course of time and has been used as a tool for orientation and peer review.

INTO THE DEEP REFLECTION ON LEARNING TEACHING PRACTICE

Directory of Open Access Journals (Sweden)

Cecilia Ortega-Díaz

2015-07-01

Full Text Available One of the key priorities in the course of initial training for mainstream schools is the reflection of teaching practice, which is why it is necessary to learn how to analyze this process, for it is part of the deep learning approach; recognizing that reflection is central for innovation processes in professional practice. The research presented part of a qualitative study on the phenomenology depth interviews with students of fifth semester of the degree in early childhood education in a regular school in the State of Mexico apply. The results show that learning from reflection of teaching practice leans shallow focus.

How do educators in one New Zealand undergraduate Bachelor of Oral Health course teach and nurture professionalism?

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Smith, L; Adam, L; Moffat, S; Meldrum, A; Ahmadi, R

2018-05-01

Research on integrated dental hygiene and dental therapy courses is scarce; studies reporting on how staff in these combined scope courses teach professionalism are even more scarce. This study aimed to partially fill these research gaps. In 2016, online surveys were sent to 34 staff members who taught into the integrated Bachelor of Oral Health (BOH) course at the University of Otago's Faculty of Dentistry; 13 were returned. Two focus groups were conducted with six BOH educators. Aspects of professionalism were taught and nurtured in the formal curriculum, the clinic and the informal curriculum. In the formal curriculum, policies outlining the professional standards of behaviour expected of oral health practitioners and students in New Zealand and the Faculty were discussed. In the clinic, educators taught professionalism through modelling clinical skills, assessing students' performance and commenting on their reflective logbooks. In the informal curriculum, BOH teachers nurtured professionalism through discussions about standards of behaviour outside of the university. Role modelling was the most common method that participants reported they taught or nurtured professionalism in their students. Professionalism is a complex concept that is taught and nurtured in a number of ways over all aspects of the course. Oral Health educators need to maintain a high standard of professionalism when interacting with students and patients, as well as in public spaces, in order to model professionalism to their students. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Nurturing the Young Shoots of Talent: Using Action Research for Exploration and Theory Building

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Koshy, Valsa; Pascal, Christine

2011-01-01

This paper reports the outcomes of a set of action research projects carried out by teacher researchers in 14 local education authorities in England, working collaboratively with university tutors, over a period of three years. The common aim of all the projects was to explore practical ways of nurturing the gifts and talents of children aged…

Developing critical reflection for professional practice through problem-based learning.

Science.gov (United States)

Williams, B

2001-04-01

To explore the influence of current learning traditions in nursing on the development of reflection and critical reflection as professional practice skills and to offer suggestions for nursing education that will specifically facilitate the development of critical reflection. ORGANIZATIONAL CONSTRUCTS: Mezirow's transformative learning theory, Barrows conceptualization of problem-based learning (PBL). Integrative literature review of published literature related to nursing, health science education and professional education from 1983-2000. Professional education scholars concur that specialized knowledge is clearly essential for professional practice, however, they also suggest that self-consciousness (reflection) and continual self-critique (critical reflection) are crucial to continued competence. While strategies to facilitate reflection have been outlined in the literature, specific strategies to facilitate the development of critical reflection and implications for nursing education are much less clear. Advocates of reflective and critically reflective practice suggest that the development of these abilities should be inextricably linked to professional development and can be developed through active repeated guided practice. In health care, PBL based on constructivism, has been identified as one way to facilitate the development of these skills. Nursing learners exposed to PBL develop the ability to be reflective and critically reflective in their learning and acquire the knowledge and skill within the discipline of nursing by encountering key professional practice situations as the stimulus and focus of their classroom learning. The learners' ability to be both reflective and critically reflective in their learning is developed by critical questioning of the faculty tutor during situational analysis, learning need determination, application of knowledge, critique of resources and personal problem-solving processes, and summarization of what was learned.

Using flash cards to engage Indonesian nursing students in reflection on their practice.

Science.gov (United States)

Wanda, Dessie; Fowler, Cathrine; Wilson, Valerie

2016-03-01

Reflective practice is now widely used as a critical learning tool in undergraduate and postgraduate nursing programs in most developed countries. However in developing countries, reflective practice is in its infancy. To introduce reflective practice to postgraduate students in an Indonesian nursing education institution. This paper presents the positive meanings of reflection and reflective practice experienced by the students and the way they used reflection within their practice. A descriptive qualitative study was conducted to explore the meaning of reflection or reflective practice using flashcards. A clinical reflective practice model taking into consideration Indonesian culture was developed and applied during students' clinical placement. A few weeks post clinical placement, 21 students participated in an evaluation session. The meaning of reflection or reflective practice was explored using flash cards containing images of people and environment with different situations and events. Students were asked to choose a card that represented their viewpoints about reflective practice and share it with the group. Data were digitally captured and analyzed using thematic analysis. Reflection provided a positive experience for the students. In their own words, they discussed their journey of using reflection during the clinical placement period. The use of reflection was identified as expanding their view of nursing practice, providing a safe place to explore their experiences and clarity when they encountered challenging situations during their clinical practice. Reflecting on practice experiences resulted in increased self-awareness, and enhanced their learning. The findings indicate that reflective practice can be implemented successfully in Indonesia and may have value for other Eastern countries that share similar cultural characteristics. The use of flash cards assisted the students describe through stories their experiences of participating in this

Reflection sessions and triangular cooperation in "return" practice

Directory of Open Access Journals (Sweden)

Baard Johannessen

2018-02-01

Full Text Available The purpose for this qualitative study is to tighten the gap between the student teachers’ understanding of theory and practice.Reflection plenaries and returning practicum were explored; in an attempt to educate student teachers who are more equip to meet the future occupational challenges. The student teachers attend two instead of four different practicum schools during their practicums. Semi structured focus group interviews with a triangulation of data from headmasters, students, and teacher educators were gathered. The data was analyzed using inductive content analysis.The result reveals four categories, which influence student teachers` pedagogical insight through pre-service teaching practice: connections between theory and practical training, plenaries of reflections, pedagogical insight by understanding own role and possibilities for more time for pedagogical work in the classroom. Reflection plenaries enhances the students’ independence, level of reflection, and increase their ability to develop partnerships that are equal with their teacher educators and headmasters.

Parental authority, nurturance, and two-dimensional self-esteem.

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Tafarodi, Romin W; Wild, Nicole; Ho, Caroline

2010-08-01

This study examined the relations of parental permissiveness, authoritativeness, authoritarianism, and nurturance with two dimensions of self-esteem - self-liking and self-competence. In a sample of 207 two-parent families, university students and both their parents provided independent reports on all the above variables. Covariance structure analysis was used to eliminate reporter-specific bias and unreliability in predicting student self-esteem from parenting behavior. The results revealed highly redundant positive associations of mothers' and fathers' authoritativeness and nurturance with both self-liking and self-competence. The pattern of these associations suggests that the significance of parental authoritativeness for the child's self-esteem is due mainly to the nurturance it provides. Contrary to expectation, mothers' and fathers' authoritarianism was also positively associated with self-liking. As discussed, however, this is likely to be an artifact of the specific measures and testing methods used.

[Hope as psychological resource for nurturant professionals (medicine case study)].

Science.gov (United States)

Водопьянова, Наталия Е; Чикер, Вера А; Потявина, Валерия В

In the article, the issues concerning hope, which is one of the most important resources for specialists of many nurturant professions, are observed. The theoretical analysis of hope and its categorization from the perspective of subjective and resource-based view is given. The special scientific and practical interest to human subjective and personal resources is determined by their unique role not only in human life support, but also in overcoming hard situations and extreme obstacles, including crisis situations in professional activity, with the example of the profession of a doctor. The aim of the empirical research is studying the correlation between hope and such manifestations of subjective regulations medical practice as inner subjective control and failure avoidance motivation. 120 doctors (60 men and 60 women) working in St. Petersburg hospitals took part in the research. Several research methods were used, such as 'Resource map' application form, R. Snyder's hope scale adapted by K. Muzdybayev, 'Subjective control level' method by E. Bazhin, E. Golynkina and L. Etkind, 'Failure avoidance motivation' method by T. Ehlers. Doctors think that Hope and Optimism are among important components of their professional practice, together with willing features helping them to reach their goals (such as persistence, patience, eagerness, insistence and endurance) and such personal qualities as self-assuredness, motion control in different situations, ability to solve hard problems. According the data of correlation and regression analyses, the anticipation that hope is determined by high level of inner control locus and low failure avoidance motivation (responsibility for patients' lives) within medical practice. Most doctors have average or high level of hope, which lets determine this personal disposition quality as one of the important ones for this profession. Being the positive result of professional practice and not depending on the doctors' sex and

Reflective Practice for Psychology Students: The Use of Reflective Journal Feedback in Higher Education

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Bruno, Andreina; Dell'Aversana, Giuseppina

2017-01-01

Reflective journals have emerged as an effective means of monitoring and developing reflective practice in higher education, as part of a wider metacognitive strategy to transform traditional learning approaches. In addition, assessment procedures of reflective journals appear to be an important factor in enhancing commitment to learning and…

Using Reflective Practice to Facilitate Conversations and Transform Instructional Practice for Middle School Science Teachers

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Higdon, Robbie L.

The process of teaching, especially inquiry, is complex and requires extended time for developing one's instructional practice (Loucks-Horsley, Stiles, Mundry, Love, & Hewson, 2010). The implementation of a continued cycle of self-reflection can engage teachers in analyzing their prior experiences and understandings about their instructional practice to promote the accommodation of new concepts and transform their practice. However, many teachers have difficulty engaging in the cognitive dissonance needed to identify those problems and promote their own growth without support. As one's professional practice becomes more repetitive and routine, it is difficult for the practitioner to recognize opportunities in which to contemplate one's habitual actions (Schon, 1983). In this multi-case study, two middle school science teachers who were engaged within a sustained professional development initiative participated in a series of one-on-one reflective dialogues regarding the decisions they made about the utilization of inquiry-based instruction. In addition, these teachers were asked to reflect upon the criteria used to determine how and when to implement these inquiry-based practices. These reflective dialogue sessions provided the opportunity to observe teacher conceptions and stimulate teacher cognitive dissonance about instructional practice. Qualitative analysis of data collected from these reflective dialogues along with informal and formal classroom observations of instructional practice uncovered diverse perceptions regarding the implementation of inquiry-based methods into present teaching practice. The use of reflective dialogue within the existing structure of the professional development initiative allowed for the facilitators of the professional development initiative to tailor ongoing support and their effective implementation of inquiry-based instruction. Additional research is needed to investigate the impact of reflective dialogue in achieving

Professional Learning in Human Resource Management: Problematising the Teaching of Reflective Practice

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Griggs, V.; Holden, R.; Rae, J.; Lawless, A.

2015-01-01

Reflection and reflective practice are much discussed aspects of professional education. This paper conveys our efforts to problematise teaching reflective practice in human resources (HR) education. The research, on which the paper is based, engages with stakeholders involved in the professional learning and education of reflective practice in…

Towards a Theory of the Ecology of Reflection: Reflective Practice for Experiential Learning in Higher Education

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Harvey, Marina; Coulson, Debra; McMaugh, Anne

2016-01-01

Reflective practice is widely adopted across the field of experience-based learning subjects in higher education, including practicums, work-integrated learning, internships, service learning and community participation. This adoption of reflective practice implies that it supports student learning through experience. When reviewing the evidence…

Young Adult South African Daughters’ Perceptions of Paternal Involvement and Nurturance

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Sonja Wessels

2014-12-01

Full Text Available This study aimed to assess current and retrospective levels of reported and desired paternal involvement experienced by young adult daughters, as well as current and retrospective levels of paternal nurturance. A sample of 89, female, third year South African Psychology students completed self-administered questionnaires, consisting of a biographical questionnaire, four Father Involvement Scales and two Nurturant Father Scales. Daughters reported their fathers as having been involved and nurturing while growing up. Although they indicated that they perceived fathers as somewhat less involved in young adulthood; they reported being satisfied with the level of father involvement. Daughters also reported high current paternal nurturance. The findings therefore indicate that a group of middle to upper middle-class South African daughters perceived their fathers as relatively involved in their lives and suggest that their fathers’ involvement extends beyond traditional father roles.

Reflect: a practical approach to web semantics

DEFF Research Database (Denmark)

O'Donoghue, S.I.; Horn, Heiko; Pafilisa, E.

2010-01-01

To date, adding semantic capabilities to web content usually requires considerable server-side re-engineering, thus only a tiny fraction of all web content currently has semantic annotations. Recently, we announced Reflect (http://reflect.ws), a free service that takes a more practical approach......: Reflect uses augmented browsing to allow end-users to add systematic semantic annotations to any web-page in real-time, typically within seconds. In this paper we describe the tagging process in detail and show how further entity types can be added to Reflect; we also describe how publishers and content...... web technologies....

[Pedagogical reflective practice of nursing undergraduates: the portfolio as an instrument].

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Vaz, Débora Rodrigues; Prado, Cláudia

2014-12-01

Analyzing the narratives related to the pedagogical practice experienced during the Supervised Curricular Internship reported in the portfolios of Nursing undergraduate students, regarding the levels of reflection. This is a documentary descriptive exploratory study that examined two of the activities proposed for the portfolio preparation. Among the 28 analyzed portfolios, all showed the three levels of reflection (technical, critical and metacritical). The students had the opportunity to experience the pedagogical practice and presented reflections at metacritical level, reflecting on their performance, the construction of their teaching identity, and about the importance of reflecting on the practice with the objective of transforming it and transforming themselves.

Nature or Nurture – Will Epigenomics Solve the Dilemma?

OpenAIRE

Płonka Beata

2016-01-01

The concept of “nature and nurture” is used to distinguish between genetic and environmental influences on the formation of individual, mainly behavioral, traits. Different approaches that interpret nature and nurture as completely opposite or complementary aspects of human development have been discussed for decades. The paper addresses the most important points of nature vs nurture debate from the perspective of biological research, especially in the light of the recent findings in the fiel...

The Nature of Reflective Practice and Emotional Intelligence in Tutorial Settings

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Gill, Gobinder Singh

2014-01-01

The purpose of this paper was to assess the nature of reflective practice and emotional intelligence in tutorial settings. Following the completion of a self-report measure of emotional intelligence, practitioners incorporated a model of reflective practice into their tutorial sessions. Practitioners were instructed to utilise reflective practice…

PARENT NURTURE MODEL IN SHAPING BEHAVIOR OF ADOLESCENCE 12-15 AGES

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Dimas Hadi Prayoga

2017-02-01

Full Text Available Introduction: The deviation problem of smoking activity an adolescent is come to anxious level for parents, teachers, and society. The correlation between parents nurture model and smoking activity of adolescent needs to be examined further. The purpose of this study was to analyze the correlation between parents nurture model with smoking activity of adolescent (12-15 years old. Method: This was correlational research with cross sectional approach. The sample were 84 adolescent (12-15 years old at MTs Mojosari Nganjuk. The independent variables was parents nurture model and the dependent variable was adolescent smoking activity. Data were collected by using questionnare, then examined by using chi square with the level of significant α=0,05. Result: Statistical analysis had showed the low correlation between permissive parents nurture model with smoking activity of adolescent (12-15 years old at MTs Mojosari Nganjuk (p=0,049; r = 0,210 and no correlation between democratic nurture model (p=0,554 and authoritative nurture model (p=0,418 with smoking activity of adolescent (12-15 years old at MTs Mojosari Nganjuk, but only permissive model which correlate with smoking activity. The permissive parents with no control and demand caused adolescent to be feeling unimpeded to do smoking activity since there is no warning and punishment from the parents. Discussion: So that, School nurses should provide health promotion to parents in making appropriate parenting in adolescence. Parents should have the right parenting provided in accordance with the age and development of adolescents because appropriate parenting will have a positive impact on adolescent behavior. Further research on parenting questionnaires must be checked for cross-compatibility between questionnaire answers given adolescent and parents to know the truth in filling out the questionnaire. The differences in this study compared to previous studies is the researcher doing research in

Reflective pedagogical practices in an era of standards based reform: What do teachers do? An examination of science teachers' communities and their contribution to the facilitation of professional growth through authentic reflection

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Chowdhary, Bhawna

National and international science reform movements are sweeping through the educational landscape aimed at improving scientific literacy in students across the world. A myriad of professional development (PD) initiatives by governing bodies are continually initiated to help improve teacher knowledge in both science content and process. Change in not accomplished easily as visions and mission are often challenged by deeply engrained ways of being. In this study we explore the salient cultural and contextual factors that support teacher learning through the framework of Reflective Practice. The research questions aim to answer the following: (1) To what extent do teachers see PD activities connected to their daily teaching practices and (2) What are the salient cultural and contextual factors within the educational environments that encourage reflection which leads to growth in teachers? Although the geographical location, culture and PD approach of the two educational contexts vary and therefore incomparable, salient commonalities were found within the two contexts that explained a varied pattern of behavior among the participating teachers. It was found that the role of the leaders in schools, accountability structures, interaction with technology, fidelity towards the program and cultural values of the educational context deeply influenced the drive and direction of PD initiatives that led to teacher knowledge growth and change that was either fully or at the least partially realized. The knowledge gained in this study does not aim to compare one context to another, rather it points to the direction that one can go with knowledge that proves to nurture and sustain teacher knowledge growth and development through a cycle of continuous change.

The Unnatural Nature of Nature and Nurture: Questioning the Romantic Heritage

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Stables, Andrew

2009-01-01

From a cultural-historical perspective, nature and nurture (and thus education) are contested concepts. The paper focuses on the nature/nurture debate in the work of William Shakespeare (influenced by Montaigne) and in the Romantic tradition (evidenced by Rousseau and Wordsworth), and argues that while our Romantic inheritance (still highly…

Fostering reflective practice with mobile technologies

NARCIS (Netherlands)

Tabuenca, Bernardo; Verpoorten, Dominique; Ternier, Stefaan; Westera, Wim; Specht, Marcus

2012-01-01

Tabuenca, B., Verpoorten, D., Ternier, S., Westera, W., & Specht, M. (2012). Fostering reflective practice with mobile technologies. In A. Moore, V. Pammer, L. Pannese, M. Prilla, K. Rajagopal, W. Reinhardt, Th. D. Ullman, & Ch. Voigt (Eds.), Proceedings of the 2nd Workshop on Awareness and

Management Matters. Nurture Your Vision

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Pappas, Marjorie L.

2005-01-01

In many professional roles, long-term vision may help guide short-term decisions. This is especially true for school library professionals as library media programs are constantly evolving. This author suggests strategies to assist library media specialists to nurture their vision and provides reviews of several sources and experts in the field…

The Effects of Coaching Using a Reflective Framework on Early Childhood Science Teachers' Depth of Reflection and Change in Practice

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Bloomquist, Debra L.

This embedded-mixed methods study examined if the use of a reflective framework with guiding prompts could support early childhood science teachers in improving their reflective practice and subsequently changing their pedagogy. It further investigated whether type of cognitive coaching group, individual or collaborative, impacted teacher depth of reflection and change in practice. Data included teacher reflections that were rated using the Level of Reflection-On-Action Assessment, reflective codes and inductive themes, as well as videos of participants lessons coded using the SCIIENCE instrument. Findings demonstrated that through guided reflection, teachers developed reflective thinking skills, and through this reflection became more critical and began to improve their pedagogical practice. Further findings supported that collaborative cognitive coaching may not be the most effective professional development for all teachers; as some teachers in the study were found to have difficulty improving their reflectivity and thus their teaching practice. Based on these findings it is recommended that coaches and designers of professional development continue to use reflective frameworks with guiding prompts to support teachers in the reflective process, but take into consideration that coaching may need to be differentiated for the various reflective levels demonstrated by teachers. Future studies will be needed to establish why some teachers have difficulty with the reflective process and how coaches or designers of professional development can further assist these teachers in becoming more critical reflectors.

REFLECTIVE PRACTICE THROUGH JOURNAL WRITING AND PEER OBSERVATION: A Case Study

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B. Samrajya LAKSHMI

2014-10-01

Full Text Available Journal writing and Peer Observation in an educational context have become popular techniques, with several different types of applications. They have now been used quite widely in both language teaching and in teacher training. However, despite its reported advantages in both teaching and research, there are not many Peer Observation and Diary studies available based on the writing of experienced language teachers. The Teacher participants maintain Journal writing and Peer Observation as a means of reflective practice. They consider these practices as a mirror, which reflects the teacher’s own image as a practioner. The post-reflection discussion reveals that the teacher participants believe in reflective practice as an effective means of self-evaluation and of developing sensitivity to students’ learning. This paper examines Peer Observation and journal writing of two teachers working on the same language programme in terms of a variety of topic headings, and suggests that reflective practice can be a useful tool for both classroom research and teachers’ professional development.

Reflecting on Ethics in Practice Neuromarketing: Neuroethics

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Marcos Ferreira Santos

2014-08-01

Full Text Available This article aims to answer to the following research problem: what are the relevant ethical questions related to neuromarketing practice? The objective is to explain the evolution of the field of neuromarketing from neurosciences and neuroeconomics; explain the main research techniques used on neuromarketing; to present the neuroethics field and apply the concept to the relevant ethical questions of the neuromarketing practice. Neuromarketing developed from neuroeconomics. By using the same techniques of image mapping, neuromarketing aims to investigate consumer behavior and utilize this information on marketing actions. The field of neuroethics can be understood as a reflection of the neuroscientific practices and ethical concepts. Questions of interest to neuroethics involve the practical applications of neurotechnology for people and the society in general. Marketing is a business activity with social implications and, therefore, can’t be done in the absence of values. This article contributes for the academic knowledge of neuromarketing beginning from a revision of international journals and the presentation of a new field of neuromarketing not discussed before by the academy in Brazil: neuroethics. The reflection about the ethics in the neuromarketing practice, neuroethics, it’s important to guide future and present researches in this field. 

Enhancing quality of student teachers' practices through reflective ...

African Journals Online (AJOL)

This paper explores the role of journal writing in enhancing student teachers' learning during school practice. It analyses data from 22 student teachers' journals and 23 questionnaires. The study focuses on the areas that student teachers reflected on most, the nature of their reflection and the extent to which previous ...

Guiding Moral Behavior through a Reflective Learning Practice

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Hedberg, Patricia R.

2017-01-01

Reflective learning practice embedded across the business curriculum is a powerful way to equip students with intentionally formed moral habits of the mind and heart. This article explores why and how to apply reflective learning to the teaching of business ethics. To act with integrity in complicated work organizations, students need skills and…

Reflections around Artefacts: Using a Deliberative Approach to Teaching Reflective Practices in Fashion Studies

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Ryan, Michael; Brough, Dean

2012-01-01

While requiring students to think reflectively is a desirable teaching goal, it is often fraught with complexity and is sometimes poorly implemented in higher education. In this paper, we describe an approach to academic reflective practices that fitted a design subject in fashion education and was perceived as effective in enhancing student…

Reflective Practice as a Fuel for Organizational Learning

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Kati Tikkamäki

2013-07-01

Full Text Available Learning theories and their interpretations in management research recognize the role of reflection as a central element in the learning process. There also exists a broad consensus that organizational learning (OL happens at three intertwined levels of the individual, the group and the organization. This tri-level analysis has been most influentially presented by Crossan, Lane and White (1999, as a premise for their 4I framework of OL. Though the 4I framework builds strongly on existing literature on OL, it does not address the role of reflection as a factor operating between the inputs and outcomes in 4I sub-processes. Though a large body of research exists regarding the notion of reflection and its importance in terms of OL, this has not been discussed in the specific context of the 4I framework. This article contributes to the development of the 4I model by discussing how reflective practice—on three levels and within 4I sub-processes—fuels the OL process. The argumentation is based on an extensive literature review in three dimensions of learning, illustrated with an empirical inquiry into three business organizations and their reflective practice. In addition, the aim is to increase the understanding of reflection as not only an individual or group process, but as an organized practice, enabled by the tools of management control.

Nurturing Care for China's Orphaned Children

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Cotton, Janice N.; Edwards, Carolyn Pope; Zhao, Wen; Gelabert, Jeronia Muntaner

2007-01-01

Half the Sky, an international NGO, works in partnership with Chinese national and provincial governments inside state-run orphanages (welfare institutions). Through their infant nurture programs infants and toddlers in institutions begin to thrive through primary relationship-based care by trained community paraprofessionals. In preschool…

Pondering practice: Enhancing the art of reflection.

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Hayes, Carolyn; Jackson, Debra; Davidson, Patricia M; Daly, John; Power, Tamara

2018-01-01

The aim of this study was to describe the effect that immersive simulation experiences and guided reflection can have on the undergraduate nurses' understanding of how stressful environments impact their emotions, performance and ability to implement safe administration of medications. Patient safety can be jeopardised if nurses are unsure of how to appropriately manage and respond to interruptions. Medication administration errors are a major patient safety issue and often occur as a consequence of ineffective interruption management. The skills associated with medication administration are most often taught to, and performed by, undergraduate nurses in a controlled environment. However, the clinical environment in which nurses are expected to administer medications is often highly stressed and nurses are frequently interrupted. This study used role-play simulation and written reflections to facilitate deeper levels of student self-awareness. A qualitative approach was taken to explore students' understanding of the effects of interruptions on their ability to undertake safe medication administration. Convenience sampling of second-year undergraduate nursing students enrolled in a medical-surgical subject was used in this study. Data were obtained from 451:528 (85.42%) of those students and analysed using thematic analysis. Students reported increasing consciousness and the importance of reflection for evaluating performance and gaining self-awareness. They described self-awareness, effective communication, compassion and empathy as significant factors in facilitating self-efficacy and improved patient care outcomes. Following a role-play simulation experience, student nurses reported new knowledge and skill acquisition related to patient safety, and new awareness of the need for empathetic and compassionate care during medication administration. Practicing medication administration in realistic settings adds to current strategies that aim to reduce medication

Intuition in medical practice: A reflection on Donald Schön's reflective practitioner.

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Mickleborough, Tim

2015-01-01

In a recent commentary, Dr. Abhishek Biswas asks the question whether physicians should rely on their "gut feeling" when making clinical decisions. Biswas describes a situation where his intuition resulted in an immediate course of action that prompted urgent medical attention for a patient who had "routine" pain. Inspired by the author's account, I would like to further Biswas' discussion and examine its importance using the educational theories of Donald Schön and his concept of the reflective practitioner. Schön argues that technical knowledge alone is not sufficient to solve the complex problems that professionals face on a daily basis and intuition, developed through a reflective practice, is crucial for any professional's practice, especially in a time of greater uncertainty in the workplace.

Web journaling. Using informational technology to teach reflective practice.

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Cohen, Judy A; Welch, Lorraine M

2002-01-01

Reflection is a process by which we think about experiences and relieve them. Web journaling is a tool that gives students opportunities to use reflection when they are away from the immediate clinical environment. Through such reflection the student's personal knowledge that informs their practice is revealed. The revelation of personal knowledge is key to structuring subsequent faculty guidance. The web journal is a vehicle for student/faculty dialogue aimed at expanding both the faculty's responses to students' learning needs and the students' responses to persons in their care. Questions formulated in the dialogue direct the student's web-based search for new information. Faculty guidance subsequently focuses on the student's decisions regarding the use of information to direct clinical practice. Web journaling done over several nursing courses reinforces a model of learning, which is increasingly more deliberative and intentional. Web journaling may contribute to the development of practice throughout a nursing career because it becomes a way for self-directed learning.

Enhancing Self-Practice/Self-Reflection (SP/SR) approach to cognitive behaviour training through the use of reflective blogs.

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Farrand, Paul; Perry, Jon; Linsley, Sue

2010-07-01

Self-Practice/Self-Reflection (SP/SR) is increasingly beginning to feature as a central component of CBT training programmes (Bennett-Levy et al., 2001). Programmes including a reflective element, however, are not unproblematic and it has been documented that simply setting time aside for reflection does not necessarily result in trainees using such time to reflect. Such limitations may be overcome by including a requirement to post reflections on reflective blogs. To examine the effect that a requirement to contribute to a reflective blog had upon a SP/SR approach to CBT training. A focus group methodology was adopted with data analyzed using a general inductive qualitative approach. The requirement to use blogs to reflect upon the self-practice of CBT techniques enhanced SP/SR, established a learning community, and improved course supervision, although some technical difficulties arose. Consideration should be given towards using reflective blogs to support a SP/SR approach to CBT training. Benefits afforded by the use of reflective blogs further establish SP/SR as a valid and flexible training approach.

Honesty in Critically Reflective Essays: An Analysis of Student Practice

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Maloney, Stephen; Tai, Joanna Hong-Meng; Lo, Kristin; Molloy, Elizabeth; Ilic, Dragan

2013-01-01

In health professional education, reflective practice is seen as a potential means for self-improvement from everyday clinical encounters. This study aims to examine the level of student honesty in critical reflection, and barriers and facilitators for students engaging in honest reflection. Third year physiotherapy students, completing summative…

Enhancing Reflective Practice in Multicultural Counseling through Cultural Auditing

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Collins, Sandra; Arthur, Nancy; Wong-Wylie, Gina

2010-01-01

Counselors work in an increasingly complex cultural milieu where every encounter with a client must be considered multicultural in nature. Reflective practice is a central component of professional competence and necessarily involves attention to culture. The cultural auditing model provides an effective and flexible reflective process for…

Reflections in the clinical practice.

Science.gov (United States)

Borrell-Carrió, F; Hernández-Clemente, J C

2014-03-01

The purpose of this article is to analyze some models of expert decision and their impact on the clinical practice. We have analyzed decision-making considering the cognitive aspects (explanatory models, perceptual skills, analysis of the variability of a phenomenon, creating habits and inertia of reasoning and declarative models based on criteria). We have added the importance of emotions in decision making within highly complex situations, such as those occurring within the clinical practice. The quality of the reflective act depends, among other factors, on the ability of metacognition (thinking about what we think). Finally, we propose an educational strategy based on having a task supervisor and rectification scenarios to improve the quality of medical decision making. Copyright © 2013 Elsevier España, S.L. All rights reserved.

Journaling: a quasi-experimental study of student nurses' reflective learning ability.

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Fakude, L P; Bruce, J C

2003-08-01

The use of journaling or journal writing in clinical education is one of the strategies used to develop critical thinking. Reflective journal writing, as it is commonly known, can nurture many qualities of a critical thinker and promote thoughtful nursing practice. Using a quasi-experimental design in this study, reflective journaling was introduced to a sample of first year Bridging Course student nurses at a Private Nursing Education Institution, to assess its effectiveness in reflective learning. The study design enabled comparisons between two groups: one group of students assigned to do journaling (experimental group) and another group of students (control group) who did not journal. The students in the experimental group were given a period of eight weeks to journal their clinical experiences. At the end of this period, both groups were given an exercise, based on a clinical situation, to analyse reflectively and a comparison made on their performance. Descriptive statistics were used to analyse data and Fisher's Exact Test was used to determine the significance of differences observed within and between groups. The results showed that students in the experimental group performed better in exploring alternatives of action (p < 0.10) and formulating responses in similar future situations (p < 0.05) during the process of reflection. There was no significant difference between the groups' scores with regard to their ability to describe the clinical experience, to explore their related feelings, to evaluate the experience and to interpret/create meaning for themselves. Recommendations are made for continued student support and guidance during clinical education if reflection is considered to enhance reflective, thoughtful nursing practice.

The utility of vignettes to stimulate reflection on professionalism: theory and practice.

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Bernabeo, E C; Holmboe, E S; Ross, K; Chesluk, B; Ginsburg, S

2013-08-01

Professionalism remains a substantive theme in medical literature. There is an emerging emphasis on sociological and complex adaptive systems perspectives that refocuses attention from just the individual role to working within one's system to enact professionalism in practice. Reflecting on responses to professional dilemmas may be one method to help practicing physicians identify both internal and external factors contributing to (un) professional behavior. We present a rationale and theoretical framework that supports and guides a reflective approach to the self assessment of professionalism. Guided by principles grounded in this theoretical framework, we developed and piloted a set of vignettes on professionally challenging situations, designed to stimulate reflection in practicing physicians. Findings show that participants found the vignettes to be authentic and typical, and reported the group experience as facilitative around discussions of professional ambiguity. Providing an opportunity for physicians to reflect on professional behavior in an open and safe forum may be a practical way to guide physicians to assess themselves on professional behavior and engage with the complexities of their work. The finding that the focus groups led to reflection at a group level suggests that effective reflection on professional behavior may require a socially interactive process. Emphasizing both the behaviors and the internal and external context in which they occur can thus be viewed as critically important for understanding professionalism in practicing physicians.

Progress on nature and nurture: Commentary on Granqvist and Nkara's 'Nature meets nurture in religious and spiritual development'.

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Boyatzis, Chris J

2017-03-01

This commentary addresses several key ideas in the Granqvist and Nkara (this issue) conceptual piece on the need for a more sophisticated understanding of how nature and nurture interact to influence religious and spiritual development. Cultural and genetic factors are explored. © 2017 The British Psychological Society.

Nature versus Nurture: The Simple Contrast

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Davidoff, Jules; Goldstein, Julie; Roberson, Debi

2009-01-01

We respond to the commentary of Franklin, Wright, and Davies ("Journal of Experimental Child Psychology, 102", 239-245 [2009]) by returning to the simple contrast between nature and nurture. We find no evidence from the toddler data that makes us revise our ideas that color categories are learned and never innate. (Contains 1 figure.)

Nurturing care: promoting early childhood development.

Science.gov (United States)

Britto, Pia R; Lye, Stephen J; Proulx, Kerrie; Yousafzai, Aisha K; Matthews, Stephen G; Vaivada, Tyler; Perez-Escamilla, Rafael; Rao, Nirmala; Ip, Patrick; Fernald, Lia C H; MacMillan, Harriet; Hanson, Mark; Wachs, Theodore D; Yao, Haogen; Yoshikawa, Hirokazu; Cerezo, Adrian; Leckman, James F; Bhutta, Zulfiqar A

2017-01-07

The UN Sustainable Development Goals provide a historic opportunity to implement interventions, at scale, to promote early childhood development. Although the evidence base for the importance of early childhood development has grown, the research is distributed across sectors, populations, and settings, with diversity noted in both scope and focus. We provide a comprehensive updated analysis of early childhood development interventions across the five sectors of health, nutrition, education, child protection, and social protection. Our review concludes that to make interventions successful, smart, and sustainable, they need to be implemented as multi-sectoral intervention packages anchored in nurturing care. The recommendations emphasise that intervention packages should be applied at developmentally appropriate times during the life course, target multiple risks, and build on existing delivery platforms for feasibility of scale-up. While interventions will continue to improve with the growth of developmental science, the evidence now strongly suggests that parents, caregivers, and families need to be supported in providing nurturing care and protection in order for young children to achieve their developmental potential. Copyright © 2017 Elsevier Ltd. All rights reserved.

Reflective processes and competencies involved in teaching practice at university: a case study

Directory of Open Access Journals (Sweden)

Caetano da Costa

2010-01-01

Full Text Available Founded on practical rationality, this qualitative case study aimed to explore the teaching practice at university, focusing on teacher's reflections and competencies. To this end, teaching practices were described, analyzed, and interpreted. These interactions with students on a course in the pharmacy program, brought about situations involving dilemmas and learning opportunities for problem-solving and decision-making skills. Throughout the study, students were encouraged to use knowledge-in-action, reflection-in-action, and reflection-on-action, and these processes were also experienced by the teacher. Analysis of the records from classroom observation and the interviews with students and the teacher showed the fundamental role of such reflective processes, which led to attainment of the intended objectives. In this sense, the teacher's reflective practice was essential for supporting the application of each curricular component of the course.

Investigating Philosophies Underpinning Dietetic Private Practice

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Claudia Harper

2017-03-01

Full Text Available There is limited theory or knowledge regarding dietitians’ practice philosophies and how these philosophies are generated and incorporated into their professional practices. For the purposes of this study, a conceptual framework will explain and define the ‘philosophies’ as three different types of knowledge; episteme, techne, and phronesis. This study aimed to develop an explanatory theory of how dietitians in private practice source, utilise, and integrate practice philosophies. A grounded theory qualitative methodology was used to inform the sampling strategy, data collection, and analytical processes. Semi-structured interviews with dietitians in private practice were undertaken and data were collected and analysed concurrently. The results show that dietitians form collaborative relationships with their clients, in order to nurture change over time. They use intrinsic and intertwined forms of episteme, techne, and phronesis, which allow them to respond both practically and sensitively to their clients’ needs. The learning and integration of these forms of knowledge are situated in their own practice experience. Dietitians adapt through experience, feedback, and reflection. This study highlights that private practice offers a unique context in which dietitians deal with complex issues, by utilising and adapting their philosophies.

Eliciting and Assessing Reflective Practice: A Case Study in Web 2.0 Technologies

Science.gov (United States)

Parkes, Kelly A.; Kajder, Sara

2010-01-01

This paper focuses on the role of multimodal technologies in facilitating reflective processes and the subsequent assessment of reflectivity for students in pre-professional programs. Reflective practice has been established as a critical tool for developing identity in and on practice. This paper will focus firstly on reviewing salient literature…

Against professionalizing leadership: the roles of self-formation and practical wisdom in leadership

DEFF Research Database (Denmark)

Jørgensen, Kenneth Mølbjerg; Svane, Marita Susanna

2018-01-01

misconceives the role of leadership education to be only a question of acquiring epistemic (rational and universal) knowledge and skills while it fails to acknowledge technê as craft and art and local and situated awareness and sensitivity. Practical wisdom involves all dimensions. Leadership education......Based on the concepts self-formation and phronesis (practical wisdom), this chapter argues against professionalizing leadership. Professionalization implies rules, guidelines, procedures, and accreditation standards in relation to contents, curricula and the pedagogy of education. It thus...... is important because of its potential to nurture a creative, critical and responsible relation to the world. Leadership thus requires a practice-based educational program and a “free space” for experimentation, reflection and self-formation, which is inconsistent with turning leadership into a profession....

A Qualitative Inquiry into Nursing Students’ Experience of Facilitating Reflection in Clinical Setting

Directory of Open Access Journals (Sweden)

Shahnaz Karimi

2017-01-01

Full Text Available Background and Aim. Reflection is known as a skill that is central to nursing students’ professional development. Due to the importance and the role of reflection in clinical areas of nursing, it is important to know how to achieve it. However, nursing trainers face the challenge of how to help their students to improve reflection in clinical settings. The aim of this study was to investigate the nursing students’ experiences of facilitating reflection during clinical practice. This qualitative study was conducted by qualitative content analysis approach. Twenty nursing students during the second to eighth semester of their educational program were selected for participation using purposive sampling. Data were collected through in-depth semistructured interviews. The interview was transcribed verbatim, and qualitative content analysis was used to analyze the data. From the data analysis, four main themes were extracted. Motivation to reflect, complex experiences, efficient trainer, and effective relations were four main themes obtained from study that, in interaction with each other, had facilitating roles in students’ reflective process on experiences. The findings revealed that the nursing students’ reflection in clinical settings is effective in personal and professional level. Reflection of nursing students depends on motivational and educational factors and these factors increase the quality of care in patients. Furthermore, nursing educators need to create nurturing climate as well as supporting reflective behaviors of nursing students.

[Influence of home nurture environment on language development and social emotion in children with developmental language disorder].

Science.gov (United States)

Li, Guo-Kai; Liu, Gui-Hua; Qian, Qin-Fang; Ge, Pin; Xie, Yan-Qin; Yang, Min-Yan; Wang, Zhang-Qiong; Ou, Ping

2017-05-01

To investigate the influence of home nurture environment on language development and social emotion in children with developmental language disorder (DLD). The 1-3 Years Child Home Nurture Environment Scale, Gesell Developmental Scale, and Infant-Toddler Social and Emotional Assessment Scale were used for the evaluation of 125 children with DLD. A total of 130 children with normal language development matched for age and sex were enrolled as control group. Compared with the control group, the DLD group had a significantly higher proportion of children in a bad home nurture environment and significantly lower scores of all domains of home nurture environment (Pnurture environment score was positively correlated with the level of language development (r=0.536, Pnurture environment had direct influence on language development in children with DLD and affected their language development via the mediating effect of social emotion. Home nurture environment influences language development and social emotion in children with DLD, and social emotion has a partial mediating effect between home nurture environment and language development.

The tacit care knowledge in reflective writing – a practical wisdom

Directory of Open Access Journals (Sweden)

Linda Rykkje

2017-09-01

Full Text Available Background: The Norwegian municipal welfare system provides home healthcare and residential services to a growing population of older people. The skills and competence of the personnel providing these services need to keep pace with demand, and continuing education is vital. A concern, though, is the way positivist knowledge permeates both education and healthcare services; recognising other types of knowledge, such as tacit knowledge together with practical wisdom, is important to complement the focus on evidence-based practice. Aims and objectives: This article addresses the need for healthcare professionals to develop open-minded reflection in writing and in action, as keys to expressing tacit knowledge and thus making it more visible. Moreover, tacit knowledge may also represent practical wisdom, or ‘phronesis’. The aim is to bring forward examples of the often invisible and unrecognised expertise held by experienced nurses and other healthcare professionals. Method: This discussion paper is based on reflection notes written by students doing continuing education in advanced gerontology. Some of the situational dilemmas that students bring forward in their texts are retold, and these stories represent traces of tacit care knowledge, and practical wisdom or phronesis. Findings: Reflection may strengthen students’ ethical autonomy and imagination, which is important in healthcare professionals’ caregiving. Reflective writing is part of the educational pathway and contributes to the development of personal tacit knowledge and wisdom. The experiences put forward in the student’s stories become part of their ability to act and care; this embodied knowledge is understood as part of what phronesis might be. Implications for practice: Fostering healthcare professionals’ self-awareness through reflection can help them come to a realisation and understanding that opens up new alternatives for action Reflection may increase awareness of

From Survival to Sustainability : Nurturing Adaptive Livelihood ...

International Development Research Centre (IDRC) Digital Library (Canada)

2005-10-08

From Survival to Sustainability : Nurturing Adaptive Livelihood Strategies in Pakistan. On October 8, 2005, an earthquake destroyed 90% of the town of tehsil Balakot, Mansehra district, Pakistan. According to the Earthquake Reconstruction and Rehabilitation Authority (ERRA) the earthquake left a total of 24 511 dead and ...

Techniques to Promote Reflective Practice and Empowered Learning.

Science.gov (United States)

Nguyen-Truong, Connie Kim Yen; Davis, Andra; Spencer, Cassius; Rasmor, Melody; Dekker, Lida

2018-02-01

Health care environments are fraught with fast-paced critical demands and ethical dilemmas requiring decisive nursing actions. Nurse educators must prepare nursing students to practice skills, behaviors, and attitudes needed to meet the challenges of health care demands. Evidence-based, innovative, multimodal techniques with novice and seasoned nurses were incorporated into a baccalaureate (BSN) completion program (RN to-BSN) to deepen learning, complex skill building, reflective practice, teamwork, and compassion toward the experiences of others. Principles of popular education for engaged teaching-learning were applied. Nursing students experience equitable access to content through co-constructing knowledge with four creative techniques. Four creative techniques include poem reading aloud to facilitate connectedness; mindfulness to cultivate self-awareness; string figure activities to demonstrate indigenous knowledge and teamwork; and cartooning difficult subject matter. Nursing school curricula can promote a milieu for developing organizational skills to manage simultaneous priorities, practice reflectively, and develop empathy and the authenticity that effective nursing requires. [J Nurs Educ. 2018;57(2):115-120.]. Copyright 2018, SLACK Incorporated.

e-Portfolio as reflection tool during teaching practice: The interplay ...

African Journals Online (AJOL)

Strydom, SC, Dr

2017-02-01

Feb 1, 2017 ... skills, and, to a lesser degree, to the memorisation of content, which suggests that ... reflective practice and develop their own personal theories, to utilise such practices as .... experiences in terms of employability and work-.

The ReflecTable: Bridging the Gap between Theory and Practice in Design Education

DEFF Research Database (Denmark)

Hook, Jonathan; Hjermitslev, Thomas; Iversen, Ole Sejer

The ReflecTable is a digital learning environment that explores how design games and video-led reflection might be combined to bridge the gap between the theoretical and practical components of design education. The concept seeks to leverage the qualities of exploratory design games and video...... to inspire design students to critically reflect upon the relationship between their evolving design practices and the theories and techniques they are taught in lectures, by allowing them to capture, review and reflect upon short videos of a design game. In this paper, we present the ReflecTable design...

Dialogue: network that intertwines the pedagogical relationship into the practical-reflective teaching.

Science.gov (United States)

Lima, Margarete Maria de; Reibnitz, Kenya Schmidt; Kloh, Daiana; Vendruscolo, Carine; Corrêa, Aline Bússolo

2016-01-01

to understand how dialogue occurs in the pedagogical relation in the practical reflective teaching in an undergraduate program in nursing. qualitative research, case study. Data collection was conducted from May 2013 to September 2014 with eight professors of Nursing, by means of observation and interviews. Data analysis followed the operational proposal constituted by the exploratory stage and the interpretive stage. point the dialogue established within the pedagogical relation as a challenge to be faced in practical-reflective teaching, so professor and student build a relationship that foster thought and action in the theoretical context and in the field of practice. in establishing a dialogic-reflective tone in the pedagogical relationship, the professor opens paths to new discoveries, enabling the creation of teaching-learning spaces that stimulate autonomy, abilities, and critical and reflective attitudes of students along their education.

How Educators Conceptualize and Teach Reflective Practice: A Survey of North American Pediatric Medical Educators.

Science.gov (United States)

Butani, Lavjay; Bannister, Susan L; Rubin, Allison; Forbes, Karen L

2017-04-01

The objectives of this study were to explore pediatric undergraduate medical educators' understanding of reflective practice, the barriers they face in teaching this, the curricular activities they use, and the value they assign to reflective practice. Nine survey questions were sent to members of the Council on Medical Student Education in Pediatrics, an international pediatric undergraduate medical educator group. Quantitative data were analyzed using descriptive statistics. Open-ended responses were analyzed qualitatively through an iterative process to establish themes representing understanding of reflective practice and barriers in teaching this. Respondents representing 56% of all North American schools answered at least 1 survey question. Qualitative analysis of understanding of reflection revealed 11 themes spanning all components of reflective practice, albeit with a narrow view on triggers for reflection and a lower emphasis on understanding the why of things and on perspective-taking. The most frequent barriers in teaching this were the lack of skilled educators and limited time. Most respondents valued reflective skills but few reported confidence in their ability to teach reflection. Several curricular activities were used to teach reflection, the most common being narrative writing. Pediatric undergraduate medical educators value reflection and endorse its teaching. However, many do not have a complete understanding of the construct and few report confidence in teaching this. Implementing longitudinal curricula in reflective practice may require a culture change; opportunities exist for faculty development about the meaning and value of reflective practice and how best to teach this. Copyright © 2016 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

Parental Nurturance and the Mental Health and Parenting of Urban African American Adolescent Mothers

Science.gov (United States)

Lewin, Amy; Mitchell, Stephanie J.; Hodgkinson, Stacy; Burrell, Lori; Beers, Lee S. A.; Duggan, Anne K.

2011-01-01

This study examined the relationship between a teen mother's perceptions of nurturance from her mother and father and her mental health and parenting attitudes. One-hundred and thirty-eight urban, primarily African American adolescent mothers were interviewed. Multivariate results indicate that teen mothers who felt nurtured by their mothers had…

Mathematics teachers’ reflective practice within the context of adapted lesson study

Directory of Open Access Journals (Sweden)

Barbara Posthuma

2012-11-01

Full Text Available There seems to be paucity of research in South Africa on mathematics teachers’ reflective practice. In order to study this phenomenon, the context of lesson study (in an adapted form was introduced to five mathematics teachers in a rural school in the Free State. The purpose was to investigate their reflective practice whilst they collaboratively planned mathematics lessons and reflected on the teaching of the lessons. Data were obtained through interviews, video-recorded lesson observations, field notes taken during the lesson study group meetings and document analyses (lesson plans and reflective writings. The adapted lesson study context provided a safe space for teachers to reflect on their teaching and they reported an increase in self-knowledge and finding new ways of teaching mathematics to learners. This finding has some potential value for planning professional learning programmes in which teachers are encouraged to talk about their classroom experiences, share their joys and challenges with one another and strive to build a community of reflective practitioners to enhance their learners’ understanding of mathematics.

Father Involvement, Nurturant Fathering, and the Psychological Well-Being of Young Adult Daughters

OpenAIRE

Peterson, Camille C.

2007-01-01

The present study was conducted to investigate the relationship between father involvement, nurturant fathering, and the psychological well-being among young adult women. A total of 99 young adult, female, university students completed retrospective measures of nurturant fathering, father involvement, and measures of current psychological well-being (measured in terms of self-esteem, life satisfaction, and psychological distress). Results indicated that retrospective perceptions of both fat...

The making of expert clinicians: reflective practice.

Science.gov (United States)

Maestre, J M; Szyld, D; Del Moral, I; Ortiz, G; Rudolph, J W

2014-05-01

Debriefing is a rigorous reflection process which helps trainees recognize and resolve clinical and behavioral dilemmas raised by a clinical case. This approach emphasizes eliciting trainees'assumptions about the situation and their reasons for performing as they did (mental models). It analyses their impact on actions, to understand if it is necessary to maintain them or construct new ones that may lead to better performance in the future. It blends evidence and theory from education research, the social and cognitive sciences, and experience drawn from conducting and teaching debriefing to clinicians worldwide, on how to improve professional effectiveness through "reflective practice". Copyright © 2013 Elsevier España, S.L. All rights reserved.

Nature, Nurture, and Attention Deficit Hyperactivity Disorder.

Science.gov (United States)

Faraone, Stephen V.; Biederman, Joseph

2000-01-01

Comments on Joseph's review of the genetics of attention deficit disorder, demonstrating errors of scientific logic and oversight of relevant research in Joseph's argument. Argues for the validity of twin studies in supporting a genetic link for ADHD and for the complementary role of nature and nurture in the etiology of the disorder. (JPB)

Chronic obstructive pulmonary disease: nature-nurture interactions.

Science.gov (United States)

Clancy, John; Nobes, Maggie

A person's health status is rarely constant, it is usually subject to continual change as a person moves from health to illness and usually back to health again; the health-illness continuum illustrates this dynamism. This highlights the person's various states of health and illness (ranging from extremely good health to clinically defined mild, moderate and severe illness) and their fluctuations throughout the life span, until ultimately leading to the pathology associated with the person's death. Maintenance of a stable homeostatic environment within the body to support the stability of this continuum depends on a complex series of ultimately intracellular chemical reactions. These reactions are activated by environmental factors that cause the expression of genes associated with healthy phenotypes as well as illness susceptibility genes associated with homeostatic imbalances. Obviously, the body aims to support intracellular and extracellular environments allied with health; however, the complexity of these nature-nurture interactions results in illness throughout an individual's life span. This paper will discuss the nature-nurture interactions of chronic obstructive pulmonary disease.

Reflective practice and vocational training: theoretical approaches in the field of Health and Nursing

Directory of Open Access Journals (Sweden)

Luciana Netto

2018-02-01

Full Text Available Abstract Objective: Theoretical reflection that uses Reflexivity as a theoretical reference and its objective is to approach Donald Schön's reflective thinking, interrelating it with the innovative curriculum. Method: The writings of Schön and other authors who addressed the themes in their works were used. Results: The innovative curriculum as an expression of dissatisfaction with the fragmentation paradigm may favor reflective practice, since it is necessary to mobilize reflexivity for actions and contexts that are unpredictable in the field of health promotion. Conclusions: The innovative curriculum favors and is favored by a reflective practice and the development of competencies for the promotion of health. Implications for practice: The findings apply to the practice of nurses to deal with the conditioning and determinants of the health-disease process.

Nature or Nurture? Gender Roles Scavenger Hunt

Science.gov (United States)

Whalen, Shannon; Maurer-Starks, Suanne

2008-01-01

The examination of gender roles and stereotypes and their subsequent impact on sexual behavior is a concept for discussion in many sex education courses in college and sex education units in high school. This analysis often leads to a discussion of the impact of nature vs. nurture on gender roles. The gender roles scavenger hunt is an interactive…

Exploring Teacher Beliefs and Classroom Practices through Reflective Practice: A Case Study

Science.gov (United States)

Farrell, Thomas S. C.; Ives, Jessica

2015-01-01

This article presents a case study that explored and reflected on the relationship between the stated beliefs and observed classroom practices of one second language reading teacher. The findings of this study revealed that this particular teacher holds complex beliefs about teaching reading that were evident to some extent in many of his…

Experiences of self-practice/self-reflection in cognitive behavioural therapy: a meta-synthesis of qualitative studies.

Science.gov (United States)

Gale, Corinne; Schröder, Thomas

2014-12-01

Self-practice/self-reflection is a valuable training strategy which involves therapists applying therapeutic techniques to themselves, and reflecting on the process. To undertake a meta-synthesis of qualitative studies exploring therapists' experiences of self-practice/self-reflection in cognitive behavioural therapy (CBT). This would integrate, and interpret, the current literature in order to develop a new understanding, and contribute to the development of CBT training programmes. The meta-synthesis encompassed three distinct phases: undertaking a comprehensive and systematic literature search; critically appraising the papers; and synthesising the data using the meta-ethnographic method. The literature search identified 378 papers, ten met the criteria for inclusion. After critical appraisal, all were included in the synthesis. The synthesis identified 14 constructs, which fell into three broad categories: 'experience of self-practice/self-reflection'; 'outcomes of self-practice/self-reflection'; and 'implications for training'. This synthesis found that self-practice allows therapists to put themselves into their clients' shoes, experiencing the benefits that therapy can bring but also the problems that clients can run in to. This experience increases therapists' empathy for their clients, allowing them to draw on their own experiences in therapy. As a result, therapists tend to feel both more confident in themselves and more competent as a therapist. The self-practice/self-reflection process was facilitated by reflective writing and working with others, particularly peers. Self-practice/self-reflection is a valuable training strategy in CBT, which has a range of beneficial outcomes. It can also be used as a means of continuing personal and professional development. Self-practice of CBT techniques, and reflecting on the process, can be a useful training strategy and helpful for ongoing development Therapists could consider developing a 'self-case' study

Taking the learning beyond the individual: how reflection informs change in practice.

Science.gov (United States)

Muir, Fiona; Scott, Mairi; McConville, Kevin; Watson, Kenneth; Behbehani, Kazem; Sukkar, Faten

2014-02-08

The purpose of this research was to explore the value of reflection and its application to practice through the implementation of educational modules within a new Diabetes Care and Education Master Degree Programme in Kuwait, and to realise how this teaching intervention informs changes in practice. A small exploratory case study was conducted within the Dasman Diabetes Institute, Kuwait. A qualitative approach using focus group interviews was carried out with seventeen participants all of whom are studying on the Diabetes Care and Education Master Degree Programme in Kuwait. An inductive approach to thematic analysis, which focused on examining themes within data, was performed. The results indicate that participants value the opportunity to study through organised, structured and assessed reflection. The learning provides useful information and support to the participant by highlighting the role which reflection plays to enhance personal and professional development, the value of educational theory, continuing professional development, collaboration and enhancing patient education and practice. The significance of reflection is often seen in the literature as an important aspect of professional competence. This research has highlighted the value of reflection as a key component within a new educational programme.

Supporting Faculty During Pedagogical Change Through Reflective Teaching Practice: An Innovative Approach.

Science.gov (United States)

Armstrong, Deborah K; Asselin, Marilyn E

Given the recent calls for transformation of nursing education, it is critical that faculty be reflective educators. Reflective teaching practice is a process of self-examination and self-evaluation to gain insight into teaching to improve the teaching-learning experience. Limited attention has been given to this notion in the nursing education literature. An innovative reflective teaching practice approach for nursing education is proposed, consisting of question cues, journaling, and a process of facilitated meetings. The authors describe their perceptions of using this approach with faculty during the implementation of a new pedagogy and suggest areas for further research.

Issues in Sociobiology: The Nature vs. Nurture Debate.

Science.gov (United States)

Lorenzen, Eric

2001-01-01

Explains the two theories on the origins of human and animal behavior. Introduces the new discipline of sociobiology, a merging of biology and sociology. Describes the central dogma of sociobiology and its societal implications, and discusses criticism of sociobiology. Presents the nature vs. nurture debate. (YDS)

Women Nurturing Women: A Woman's Group Using Hypnotherapy.

Science.gov (United States)

Forester-Miller, Holly

1999-01-01

Provides information regarding rationale, objectives, format, and insights from a women's psychotherapy group where self-hypnosis and working in trance were major components. The group was designed to promote emotional, psychological, and physiological healing, and to facilitate women in learning how to give and receive nurturing. Describes…

Nurturing Your Child's Development from 24 to 36 Months

Science.gov (United States)

... lots of conversations with your child. This will boost his language skills, introduce him to the pleasure ... self-confidence, and lang… Explore more from Healthy Minds: Nurturing Your Child's Development Resource | Disponible en español ...

The nature of nurture: Effects of parental genotypes.

Science.gov (United States)

Kong, Augustine; Thorleifsson, Gudmar; Frigge, Michael L; Vilhjalmsson, Bjarni J; Young, Alexander I; Thorgeirsson, Thorgeir E; Benonisdottir, Stefania; Oddsson, Asmundur; Halldorsson, Bjarni V; Masson, Gisli; Gudbjartsson, Daniel F; Helgason, Agnar; Bjornsdottir, Gyda; Thorsteinsdottir, Unnur; Stefansson, Kari

2018-01-26

Sequence variants in the parental genomes that are not transmitted to a child (the proband) are often ignored in genetic studies. Here we show that nontransmitted alleles can affect a child through their impacts on the parents and other relatives, a phenomenon we call "genetic nurture." Using results from a meta-analysis of educational attainment, we find that the polygenic score computed for the nontransmitted alleles of 21,637 probands with at least one parent genotyped has an estimated effect on the educational attainment of the proband that is 29.9% ( P = 1.6 × 10 -14 ) of that of the transmitted polygenic score. Genetic nurturing effects of this polygenic score extend to other traits. Paternal and maternal polygenic scores have similar effects on educational attainment, but mothers contribute more than fathers to nutrition- and heath-related traits. Copyright © 2018, The Authors, some rights reserved; exclusive licensee American Association for the Advancement of Science. No claim to original U.S. Government Works.

Relevance of the nature vs nurture debate to clinical nursing.

Science.gov (United States)

McVicar, A; Clancy, J

The philosophy of holistic care underpins nurse education, and the 'nature-nurture debate' is frequently used to facilitate discussion regarding the influence of interactions with the environment in 'shaping' the individual. A limitation to this approach is that much of the work cited in the literature relates primarily to psychosocial interactions. This conveys a narrow perspective on holism, and creates an impression that the debate cannot be applied to other aspects of health and wellbeing, yet models of nursing care emphasize the need for nurses to appreciate the interactional basis of health. This article uses examples from mental health, physical health and the influence of ageing, to argue that interactions must be viewed from a much wider perspective. Only in doing so can the principles and application of holistic care, and an understanding of the bases of health education practices, be appreciated.

Learning With Reflection: Practices in an Osteopathic Surgery Clinical Clerkship Through an Online Module.

Science.gov (United States)

Lewis, Kadriye O; Farber, Susan; Chen, Haiqin; Peska, Don N

2015-11-01

The value of reflective practices has gained momentum in osteopathic medical education. However, the use of reflective pedagogies has not been explored in the larger context of medical course delivery and design, to the authors' knowledge. To determine the types of reflection demonstrated by osteopathic medical students on an online discussion board and to explore differences in discussion engagement caused by the use of a reflective learning self-assessment tool. Using a mixed-method approach, reflection processes in an osteopathic surgery clinical clerkship online module were investigated in third-year osteopathic medical students. Discussion board messages were captured and coded. Both manual coding techniques and automated interrogation using NVivo9 (a computer program) for qualitative data were applied. Correlations of scores across 4 case-based discussion tasks and scores for self-reflection were computed as quantitative data. Twenty-eight students were included. Four main types of reflection (ie, content, contextual, dialogic, and personal) along with corresponding differentiated subthemes for each type of case-based discussion board group message were identified. Group collaboration revealed insights about the reflection process itself and also about the evidence of collective efforts, group engagements, and intragroup support among students. Student preparation revealed that students' metacognition was triggered when they judged their own contributions to group work. Challenges in completing readings and meeting deadlines were related to the students' long work hours. Reflective practices are essential to the practice of osteopathic medicine and medical education. Curricula can promote the development of reflective skills by integrating these deliberate practices in educational activities.

Getting to why? Contemplative practice as reflection on intentionality

African Journals Online (AJOL)

2015-08-31

Aug 31, 2015 ... reflection may be facilitated by contemplative practices such as mindfulness and ... something else, liked, disliked, or called good or bad by the phantom self, the ego. ..... meta-cognition, and finally the release of attentional.

The state of Danish nursing ethnographic research: flowering, nurtured or malnurtured - a critical review.

Science.gov (United States)

Uhrenfeldt, Lisbeth; Martinsen, Bente; Jørgensen, Lene Bastrup; Sørensen, Erik Elgaard

2018-03-01

Nursing was established in Denmark as a scholarly tradition in the late nineteen eighties, and ethnography was a preferred method. No critical review has yet summarised accomplishments and gaps and pointing at directions for the future methodological development and research herein. This review critically examines the current state of the use of ethnographic methodology in the body of knowledge from Danish nursing scholars. We performed a systematic literature search in relevant databases from 2003 to 2016. The studies included were critically appraised by all authors for methodological robustness using the ten-item instrument QARI from Joanna Briggs Institute. Two hundred and eight studies met our inclusion criteria and 45 papers were included; the critical appraisal gave evidence of studies with certain robustness, except for the first question concerning the congruity between the papers philosophical perspective and methodology and the seventh question concerning reflections about the influence of the researcher on the study and vice versa. In most studies (n = 34), study aims and arguments for selecting ethnographic research are presented. Additionally, method sections in many studies illustrated that ethnographical methodology is nurtured by references such as Hammersley and Atkinson or Spradley. Evidence exists that Danish nursing scholars' body of knowledge nurtures the ethnographic methodology mainly by the same few authors; however, whether this is an expression of a deliberate strategy or malnutrition in the form of lack of knowledge of other methodological options appears yet unanswered. © 2017 Nordic College of Caring Science.

NEWPATH: An Innovative Program to Nurture IT Entrepreneurs

Science.gov (United States)

Soundarajan, Neelam; Camp, Stephen M.; Lee, David; Ramnath, Rajiv; Weide, Bruce W.

2016-01-01

The number of freshmen interested in entrepreneurship has grown dramatically in the last few years. In response, many universities have created entrepreneurship programs, including ones focused on engineering entrepreneurship. In this paper, we report on NEWPATH, an innovative NSF-supported program at Ohio State, designed to nurture students to…

Nurturer, Victim, Seductress: Gendered Roles in Terrorism

Science.gov (United States)

2018-04-20

Becomes Her: The Changing Roles of Women’s Role in Terror." Georgetown Journal of International Affairs, Winter/Spring 2010: 91-98. ———. Dying to Kill...ORGANIZATION NAME(S) AND ADDRESS(ES) 8. PERFORMING ORGANIZATION . REPORT NUMBER Joint Forces Staff College Joint Advanced Warflghting School 7800 Hampton Blvd...STAFF COLLEGE JOINT ADVANCED WARFIGHTING SCHOOL Nurturer, Victim, Seductress: Gendered Roles in

The Role of Genre in Reflective Practice: Tracing the Development of a Beginning Teacher's Journaling Practice

Science.gov (United States)

Hallman, Heidi; Adam, Amy Rousselo

2013-01-01

In this article, a teacher educator and a first-year teacher identify the role that genre, in a rhetorical sense, plays in reflective practice. As reflection in teacher education has been criticized for its potential to reinforce prior attitudes and dispositions within pre-service and beginning teachers, we see how meta-knowledge of genre is…

Nurturing ECSU Research Talent (NERT & AASERT) 1997-98 Annual Report

National Research Council Canada - National Science Library

Hayden, Linda

1998-01-01

This report documents the activities of the Augmentation Award for Science and Engineering Research Training Program as well as the activities of the parent grant entitled Nurturing ECSU Research Talent...

Musical Nurture in the Early Years of Children.

Science.gov (United States)

Miller, Samuel D.

Children are naturally musical and should be musically educated. Music provides a unique way for children to grow intellectually, emotionally and socially. Music fulfills an inner drive to express feelings and experiences in a symbolic, abstract, creative, and acceptable manner which is positive and valued. Musical nurture should begin within the…

Turkish Prospective English Teachers' Reflections on Teaching Practice

Science.gov (United States)

Yildiz, Mine; Geçikli, Merve; Yesilyurt, Savas

2016-01-01

This study is an attempt to present the reflections of prospective English teachers in Turkey on teaching practice over their experiences and perceptions. A mixed-method research design was conducted through the use of a questionnaire involving a 5-Likert scale and one open-ended question. The participants were 120 senior students at ELT…

The continuing legacy of nature versus nurture in biolinguistics.

Science.gov (United States)

Bowling, Daniel L

2017-02-01

Theories of language evolution that separate biological and cultural contributions perpetuate a false dichotomy between nature and nurture. The explanatory power of future theories will depend on acknowledging the reality of gene-culture interaction and how it makes language possible.

Reflective Teaching and Practice: Interview with Thomas Farrell

Science.gov (United States)

Pang, Alvin

2017-01-01

Thomas Farrell is widely known for his views and publications on the topic of Reflective Practice, which is key to the professional development of teachers in 21st century classrooms. He is Professor of Applied Linguistics at Brock University, Canada. Farrell has been a language teacher and teacher educator since 1978 and has worked in Korea,…

Unlocking reflective practice for nurses: innovations in working with master of nursing students in Hong Kong.

Science.gov (United States)

Joyce-McCoach, Joanne T; Parrish, Dominique R; Andersen, Patrea R; Wall, Natalie

2013-09-01

Being reflective is well established as an important conduit of practice development, a desirable tertiary graduate quality and a core competency of health professional membership. By assisting students to be more effective in their ability to reflect, they are better able to formulate strategies to manage issues experienced within a professional context, which ultimately assists them to be better service providers. However, some students are challenged by the practice of reflection and these challenges are even more notable for international students. This paper presents a teaching initiative that focused specifically on enhancing the capacity of an international cohort of nursing students, to engage in reflective practice. The initiative centered on an evaluation of a reflective practice core subject, which was taught in a Master of Nursing programme delivered in Hong Kong. A learning-centered framework was used to evaluate the subject and identify innovative strategies that would better assist international students to develop reflective practices. The outcomes of curriculum and teaching analysis and proposed changes and innovations in teaching practice to support international students are presented and discussed. Copyright © 2012 Elsevier Ltd. All rights reserved.

Register of practices and teacher training: reflection, memory and authorship

Directory of Open Access Journals (Sweden)

Amanda Cristina Teagno Lopes Marques

2011-07-01

Full Text Available This article aims at analyzing the contribution of the register of practices in the process of inservice training and teacher development. It is organized in three parts: first, we elucidateconcepts of different authors about our object (FREIRE, 1996; GUARNIERI, 2001; SÁ-CHAVES, 2004, WARSCHAUER, 1993, 2001; ZABALZA, 1994, 2004, in the second part, we analyze some register of practices produced by a professor of early childhood education, seeking to highlight elements that indicate the relationship between register, reflection and training; inthe end, we indicate the need to move the register as individual attitude to the register as a collective process, as suggested by the perspective of pedagogical documentation describedin Italian literature (BALSAMO, 1998; BENZONI, 2001; BORGHI, APOSTOLI, 2001; GANDINI, GOLDHABER, 2002. The register of practices can contribute to the processes of professional and organizational development, in a reflective school (ALARCÃO, 2002, 2003 and trulypublic because it makes visible to society by documentation of the experiences that teachersand children build together (MALAGUZZI, 1999.

A year on: a critical reflection on entering the world of practice development

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Chris Benson

2015-05-01

Full Text Available Background and context: The Foundation of Nursing Studies, in collaboration with Mrs Elizabeth Tompkins, offered The Richard Tompkins Nurse Development Scholarship, a development opportunity to improve person-centred cultures of care. This paper reflects my experience of this scholarship year, which included attendance at a five-day residential International Practice Development Collaborative (IPDC practice development school hosted by the England Centre for Practice Development, and 12 months’ mentorship from FoNS. Aims and objectives: To reflect on my learning during the scholarship year and on its impact on my professional and personal growth. Conclusions: This experience has enabled me to examine my own values and beliefs about practice development, develop my facilitation skills and work towards becoming an effective nurse leader by integrating the principles of practice development into my everyday practice. It has been a year of challenge and meaningful reflection. The future involves engaging key individuals within the organisation to progress practice development across the workplace. Implications for practice: • The power of this mentorship experience has highlighted the importance of developing all staff, but ensuring potential mentors have had the right investment to develop the necessary skills and qualities to be effective in their role • Practice development values and beliefs have the ability to support change in culture. Using its principles to underpin ways of working leads to an engaged and enthused workforce • Being a facilitator of practice development requires energy, creativity and commitment

Explaining use of food parenting practices: the importance of predisposing factors and parental cognitions.

Science.gov (United States)

Gevers, Dorus Wm; van Assema, Patricia; de Vries, Nanne K; Kremers, Stef Pj

2017-09-01

The high energy intake from energy-dense foods among children in developed countries is undesirable. Improving food parenting practices has the potential to lower snack intakes among children. To inform the development of interventions, we aimed to predict food parenting practice patterns around snacking (i.e. 'high covert control and rewarding', 'low covert control and non-rewarding', 'high involvement and supportive' and 'low involvement and indulgent'). A cross-sectional survey was conducted. To predict the patterns of food parenting practices, multinomial logistic regression analyses were run with 888 parents. Predictors included predisposing factors (i.e. parents' and children's demographics and BMI, parents' personality, general parenting, and parenting practices used by their own parents) and parents' cognitions (i.e. perceived behaviour of other parents, subjective norms, attitudes, self-efficacy and outcome expectations). The Netherlands (October-November 2014). Dutch parents of children aged 4-12 years old. After backward elimination, nineteen factors had a statistically significant contribution to the model (Nagelkerke R 2=0·63). Overall, self-efficacy and outcome expectations were among the strongest explanatory factors. Considering the predisposing factors only, the general parenting factor nurturance most strongly predicted the food parenting clusters. Nurturance particularly distinguished highly involved parents from parents employing a pattern of low involvement. Parental cognitions and nurturance are important factors to explain the use of food parenting practices around snacking. The results suggest that intervention developers should attempt to increase self-efficacy and educate parents about what constitute effective and ineffective parenting practices. Promoting nurturance might be a prerequisite to achieve prolonged change.

The Challenges of OER to Academic Practice

Science.gov (United States)

Browne, Tom; Holding, Richard; Howell, Anna; Rodway-Dyer, Sue

2010-01-01

The degree to which Open Educational Resources (OER) reflect the values of its institutional provider depends on questions of economics and the level of support amongst its academics. For project managers establishing OER repositories, the latter question--how to cultivate, nurture and maintain academic engagement--is critical. Whilst…

Tools for Reflection: Video-Based Reflection Within a Preservice Community of Practice

Science.gov (United States)

Hawkins, Susan; Park Rogers, Meredith

2016-06-01

Current reform in science education calls for teachers to understand student thinking within a lesson to effectively address students' needs (NRC in A framework for K-12 science education: practices, crosscutting concepts, and core ideas. National Academy Press, Washington, DC, 2012; NRC in Guide to implementing the Next Generation Science Standards. The National Academies Press, Washington, DC, 2015). This study investigates how to scaffold preservice teachers with learning to attend to students' thinking for the purpose of guiding curricular decisions. The study focuses on one team teaching a science unit during their early field experience. We sought to understand how participants' thoughts and abilities changed through participation in a moderated community of practice using video of their own teaching as a reflective tool. We examined how these changes affected both their classroom practice and their decision-making for future lessons. Evidence shows growth in participants' ability to identify opportunities to elicit, assess, and use students' thinking to guide instructional decisions. Implications for use of the approach used in this study to begin developing novice teachers' pedagogical content knowledge for teaching science are discussed.

Neural networks of human nature and nurture

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Daniel S. Levine

2009-11-01

Full Text Available Neural network methods have facilitated the unification of several unfortunate splits in psychology, including nature versus nurture. We review the contributions of this methodology and then discuss tentative network theories of caring behavior, of uncaring behavior, and of how the frontal lobes are involved in the choices between them. The implications of our theory are optimistic about the prospects of society to encourage the human potential for caring.

Examining Unproven Assumptions of Galton's Nature-Nurture Paradigm

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McLafferty, Charles L.

2006-01-01

Sir Francis Galton's (1869/1892) notion of nature versus nurture is a cornerstone of psychology: It was recently featured in two issues of the Monitor (March and April 2004) and was infused throughout the January 2005 issue of the American Psychologist. R. L. Sternberg, E. L. Grigorenko, and K. K. Kidd offered keen insights into the pitfalls in…

A Practice-Based Approach to Student Reflection in the Workplace during a Work-Integrated Learning Placement

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Sykes, Christopher; Dean, Bonnie Amelia

2013-01-01

In the Work-Integrated Learning (WIL) curriculum, reflection on workplace activities is widely used to support student learning. Recent critiques have demonstrated the limitations of current approaches to support students' reflective learning of workplace practices. By employing a practice-based approach, we seek to refocus WIL reflection on…

Novice Teachers Reflect on Their Instructional Practices While Teaching Adults Math

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Ginsburg, Lynda

2016-01-01

Over three years, eighty-two teachers in their first or second year of teaching participated in orientation programs for new adult educators. During the programs, they reflected on their own instructional practices when teaching mathematics to adults. The teachers identified the practice they were likely to overemphasize and explained why they…

Reflective practice as a tool to teach digital professionalism.

Science.gov (United States)

Kung, Justin W; Eisenberg, Ronald L; Slanetz, Priscilla J

2012-11-01

Digital professionalism is increasingly being integrated into postgraduate medical education. We developed a small-group, reflective practice-based session incorporating radiology-specific cases to heighten residents' awareness about digital professionalism. Case-based, radiology-specific scenarios were created for a small-group, reflective practice-based session on digital professionalism. Anonymous pre- and postsession surveys evaluating residents' use of social media and their thoughts about the session were administered to the radiology residents. Twenty-five of 38 (66%) residents responded to the presession survey with 40% (10/25) reporting daily social media use; 50% (12/24) witnessing an unprofessional posting on Facebook; and 8% (2/25) posting something unprofessional themselves. Of the 21 residents who attended the session, 13 (62%) responded to the postsession survey. Residents reported that the session added to their understanding of professionalism 3.92, 95% CI (3.57-4.27). As a result of the session, residents stated that they were more aware of protecting patient privacy and confidentiality on social media sites 3.92, 95% CI (3.47-4.37), and would take a more active role in ensuring professional use of social media as it relates to patient care 4.00, 95% CI (3.66-4.34). Residents favorably viewed the reflective case-based session on digital professionalism as a means to be more aware of ways to avoid unprofessional interactions on the internet. Our results suggest that such reflective sessions are an effective method to educate residents on key concepts regarding digital professionalism. Copyright © 2012 AUR. Published by Elsevier Inc. All rights reserved.

Appreciated but Constrained: Reflective Practice of Student Teachers in Learning Communities in a Confucian Heritage Culture

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Zhan, Ying; Wan, Zhi Hong

2016-01-01

This study aimed to understand the reflective practice of 23 Chinese student teachers in learning communities (LCs) during their practicum in a Confucian heritage culture. The reflective levels of the student teachers and the factors that mediated the effects of LCs on their reflective practice were explored using journals and post-journal…

Ideas worth nurturing

CERN Multimedia

Antonella Del Rosso

2014-01-01

Originally created in response to requests from experimentalists working in the collaborations, IdeaSquare has evolved into a place where innovative ideas meet established expertise. Although the project is still in its pilot phase, two EU-funded projects have found their home in the IdeaSquare building and 46 students have already participated in the Challenge-Based Innovation courses based there. More to come…   IdeaSquare, which will be inaugurated on 9 December, is the name given to the B3179 refurbished building at LHC Point 1. More importantly, IdeaSquare is the name of a project designed to nurture innovation at CERN. “The scope of the project is to bring together researchers, engineers, people from industry and young students and encourage them to come up with new ideas that are useful for society, inspired by CERN’s ongoing detector R&D and upgrade projects,” explains Markus Nordberg who, together with Marzio Nessi, set up IdeaSquare withi...

Nurturing Diversified Farming Systems in Industrialized Countries: How Public Policy Can Contribute

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Alastair Iles

2012-12-01

Full Text Available If diversified farming systems (DFS are to thrive again in the United States, policies and preferences must evolve to reward the environmental and social benefits of sustainable farming and landscape management. Compared with conventional agricultural policies, policies aiding ecological diversification are underdeveloped and fragmented. We consider several examples of obstacles to the adoption and spread of diversified farming practices in the U.S. industrialized agricultural system. These include the broader political economic context of industrialized agriculture, the erosion of farmer knowledge and capacity, and supply chain and marketing conditions that limit the ability of farmers to adopt sustainable practices. To overcome these obstacles and nurture DFS, policy makers, researchers, industry, farmers, consumers, and local communities can play pivotal roles to transform agricultural research, develop peer-to-peer learning processes, support the recruitment and retention of new farmers through access to credit and land, invest in improved agricultural conservation programs, provide compensation for provision of ecological services in working landscapes, and develop links to consumer and institutional markets.

The theory-practice relationship: reflective skills and theoretical knowledge as key factors in bridging the gap between theory and practice in initial nursing education.

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Hatlevik, Ida Katrine Riksaasen

2012-04-01

This paper is a report of a correlational study of the relations of nursing students' acquired reflective skills, practical skills and theoretical knowledge on their perception of coherence between theory and practice. Reflection is considered a key factor in bridging the gap between theory and practice. However, it is not evident whether reflective skills are primarily generic in nature or whether they develop from a theoretical knowledge base or the acquisition of practical skills. This study is a secondary analysis of existing data. The data are part of a student survey that was conducted among third-year nursing students in Norway during the spring of 2007. A total of 446 nursing students participated in this study and the response rate was 71%. Structural equation modelling analyses were performed. The results indicate that students' perception of coherence between theory and practice during initial nursing education is directly influenced by reflective skills and theoretical knowledge. The results also reveal that reflective skills have mediating effects and that practical skills have a fully mediated and theoretical knowledge a partially mediated influence on students' perception of coherence. The findings imply that helping students perceive coherence between theory and practice in nursing education, developing students' reflective skills and strengthening the theoretical components of the initial nursing education programme might be beneficial. The results suggest that reflective thinking is not merely a generic skill but rather a skill that depends on the acquisition of relevant professional knowledge and experience. © 2011 Blackwell Publishing Ltd.

If These Walls Could Talk: Reflective Practice in Addiction Studies among Undergraduates in New Zealand

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Shepherd, Robin

2010-01-01

This exploratory study examined reflective practice among a class of students studying a "communities and addictions" course as part of the undergraduate health science degree. Most reflective practice publications are focused on medical or teachers' training rather than undergraduates in general. This is surprising given that reflective…

The Nature-Nurture Debates: 25 Years of Challenges in Understanding the Psychology of Gender.

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Eagly, Alice H; Wood, Wendy

2013-05-01

Nature-nurture debates continue to be highly contentious in the psychology of gender despite the common recognition that both types of causal explanations are important. In this article, we provide a historical analysis of the vicissitudes of nature and nurture explanations of sex differences and similarities during the quarter century since the founding of the Association for Psychological Science. We consider how the increasing use of meta-analysis helped to clarify sex difference findings if not the causal explanations for these effects. To illustrate these developments, this article describes socialization and preferences for mates as two important areas of gender research. We also highlight developing research trends that address the interactive processes by which nature and nurture work together in producing sex differences and similarities. Such theorizing holds the promise of better science as well as a more coherent account of the psychology of women and men that should prove to be more influential with the broader public. © The Author(s) 2013.

Reflecting on Hospitality Management Education through a Practice Lens

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Stierand, Marc; Zizka, Laura

2015-01-01

Purpose: The purpose of this paper is to reflect on hospitality management education from a "practice epistemology" and discuss how a connecting of savoir (theoretical knowledge or "knowing"), savoir-faire (knowing how to do tasks, i.e. task-related skills) and savoir-être (knowing how to be, i.e. behavior) can develop into…

Religious and spiritual development are determined 100% by nature, and 100% by nurture: A playful response to Boyatzis.

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Granqvist, Pehr; Nkara, Frances

2017-03-01

In this response, we respond to Boyatzis' commentary to our paper 'Nature meets nurture in religious and spiritual development'. We also provide additional elaborations on how nurture might co-sculpt nature in the context of religious and spiritual development. © 2017 The British Psychological Society.

Creative reflections on Enhancing Practice 16: new explorations, insights and inspirations for practice developers

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Debbie Baldie

2016-11-01

Full Text Available It began two years ago, then Arriving in Edinburgh the enthusiasm abounds. The first day arrives – oozing anticipation. Great to gather old friends, new friends; Clans and clever creativity, having fun Energy in the room, creating, innovating, Creative ways transforming minds, creating impact. The International Practice Development Collaborative (IPDC is loose network of practice developers, academics and researchers who are committed to working together to develop healthcare practice. The IPDC believes that the aim of practice development is to work with people to develop person-centred cultures that are dignified, compassionate and safer for all. One of its four pillars of work is a biennial Enhancing Practice conference. Moving round the world, the IPDC members take it in turns to host the conference; in early September 2016 it was the turn of Queen Margaret University (QMU in Edinburgh. This article has been created collaboratively by a number of the people who attended this three-day conference. The IPDJ team invited participants to offer ‘the line of a poem’ that captured or reflected their experience and/or learning. These were then collected and shared, and together we created a series of poems and a collection of haiku (a three-line Japanese poem with 17 syllables, 5-7-5. Other participants have subsequently offered reflections, which we would also like to share with you here. We offer this article to you, as a celebration of our time together; our learning, connections and creating, in the hope that there might be some learning in here for you and that you may consider joining us at our next conference in Basel, Switzerland in 2018.

e-Portfolio as reflection tool during teaching practice: The interplay ...

African Journals Online (AJOL)

This paper focuses on an e-portfolio pilot initiative at the Faculty of Education ... expectations of an e-portfolio aligns with the current practices and attributes ... will impact the potential success of the integration of e-portfolios as reflective tools.

Teachers' Reflective Practice in Lifelong Learning Programs

DEFF Research Database (Denmark)

Jensen, Annie Aarup; Thomassen, Anja Overgaard

2018-01-01

This chapter explores teachers' reflective practice in lifelong learning programs based on a qualitative study of five teachers representing three part-time Master's programs. The theoretical framework for analysis of the interview data is Ellström's (1996) model for categorizing levels of action......, knowledge and learning, activity theory (Engeström, 1987) and expansive learning (Engeström & Sannino, 2010). The results show a divergence between what the teachers perceive as the Master students' learning goals and the teachers' goals and objectives. This is highlighted through the teachers' experience...

Nurturing Positive Mental Health: Mindfulness for Wellbeing in Counseling

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Rybak, Christopher

2013-01-01

As increasing attention has been given in the past decade to positive psychology, this has likewise been directed toward understanding methods of nurturing positive mental health. These methods have moved toward empowering clients in the development of skills to enhance their own sense of wellbeing (Khong, Counseling and Spirituality, 25, 67-84,…

The epigenome and nature/nurture reunification: a challenge for anthropology.

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Lock, Margaret

2013-01-01

Recognition among molecular biologists of variables external to the body that can bring about hereditable changes in gene expression or cellular phenotypes has reignited nature/nurture discussion. These epigenetic findings may well set off a new round of somatic reductionism because research is confined largely to the molecular level. A brief review of the late nineteenth-century formulation of the nature/nurture concept is followed by a discussion of the positions taken by Boas and Kroeber on this matter. I then illustrate how current research into Alzheimer's disease uses a reductionistic approach, despite epigenetic findings in this field that make the shortcomings of reductionism clear. In order to transcend the somatic reductionism associated with epigenetics, drawing on concepts of local biologies and embedded bodies, anthropologists can carry out research in which epigenetic findings are contextualized in the specific historical, socio/political, and environmental realities of lived experience.

Ways of knowing: Passionate humility and reflective practice in research and management

NARCIS (Netherlands)

Yanow, D.

2009-01-01

For all the attention that the concept of reflective practice has attracted, very little has been said concerning what might incline someone to be open to engage in it. My concern in this essay is with two characteristics of professional, including administrative, practice-a language of certainty

RUSSIAN NATIONAL TALE IN NURTURING CHILD AS AN ASPECT OF THE FORMATION OF HIS PERSONALITY

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Nikolay Govorov

2015-09-01

Full Text Available The article deals with the problem of children nurturing. Given the provisions of the recommended use of Russian national fairy tales in children nurturing. We consider the role of a fairy tale, as an aspect of the success of educational processes in a child immersed in the atmosphere of a modern cyber information of his being. It rips the need to address the problem of writing the words of imagery of Russian fairy tales.

“A house of prayer in the heart”: How homiletics nurtures the church’s spirituality

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Thomas H. Troeger

2006-10-01

Full Text Available Prayer, whatever form it takes, represents a living relationship with God. In the article it is argued that the goal of preaching is the vitalizing, nurturing, enriching, deepening, broadening, and heightening of believers’ relationship with God. To participate in this dynamic divine/human relationship, is a form of spirituality. Therefore, if the sermon ends with prayer, it follows that the purpose of preaching is – at least in part – the nurture of spirituality.

Experimental analysis of nature-nurture interactions.

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Wyman, Robert J

2005-06-01

The presumed opposition of nature and nurture has been a major concern of western civilization since its beginnings. Christian theologians interpreted Adam and Eve's eating of the forbidden fruit as the origin of an inherited 'original sin'. Saint Augustine explicitly applied the concept to human mental development, arguing that, because of original sin, children are inclined toward evil and education requires physical punishment. For centuries, it was considered parents' moral and religious obligation, not to nurture their children, in our current sense of that word, but to beat the willfulness out of them. 16thC humanists fought back, arguing that "schools have become torture chambers" while it is adults "who corrupt young minds with evil". Locke's (1690) statement that children are born as a 'white paper' was crucial in rejecting the dogma of an inborn (and sinful) nature. The original sin vs. white paper argument merged with another ancient dichotomy: inborn instinct (which controls animal behavior) vs. the reason and free will which humans have. Darwin made the concept of inherited instinct, common to both man and animals, one cornerstone of his theory of evolution. The 20(th)C saw scientists recast the debate as instinct vs. learning, bitterly argued between behaviorists and ethologists. Laboratory experimentation and field observation showed that behavior could develop without learning but also that conditioning paradigms could powerfully mold behavior. The progress of genetics and neurobiology has led to the modern synthesis that neural development, and hence behavior, results from the interdependent action of both heredity and environment. Copyright 2005 Wiley-Liss, Inc.

Nature or Nurture – Will Epigenomics Solve the Dilemma?

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Płonka Beata

2016-06-01

Full Text Available The concept of “nature and nurture” is used to distinguish between genetic and environmental influences on the formation of individual, mainly behavioral, traits. Different approaches that interpret nature and nurture as completely opposite or complementary aspects of human development have been discussed for decades. The paper addresses the most important points of nature vs nurture debate from the perspective of biological research, especially in the light of the recent findings in the field of epigenetics. The most important biological concepts, such as the trait, phenotype and genotype, as well as the evolution of other crucial notions are presented. Various attempts to find the main source of human variation are discussed - mainly the search for structural variants and the genome-wide association studies (GWAS. A new approach resulting from the discovery of “missing heritability”, as well as the current knowledge about the possible influence of epigenetic mechanisms on human traits are analyzed. Finally, the impact of epigenetic revolution on the society (public attitude, health policy, human rights etc. is discussed.

PROBLEM DEFINISI GENDER: KAJIAN ATAS KONSEP NATURE DAN NURTURE

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Moh. Khuza’i

2012-03-01

Full Text Available There are three things examined in this article, the definition of gender, the concept of nature, and the concept of nurture. These three things need to be studied, because they are the keywords for feminists to spread their ideas to the world of Islam. The existence of feminism should be criticized, as historically this understanding did not make women better in running their lives. That because of problems in the concept of feminism and itsnegative effect. The caution is needed, because the gender activists often point to the backwardness of women and the suppression of them by showing the incorrect reasons. In addressing the differences between men and women, Islam has a better concept than feminism. Islam has a concept of fitrah and amanah. This paper tries to study theconcept of nature and nurture in the Islamic perspective, tries to present an alternative in addressing the differences between men and women, also tries to shows the proof whether Islam leans to the one of two concepts being debated.

CULTIVATING PRE-SERVICE TEACHERS’ CLASSROOM MANAGEMENT SKILLS THROUGH TEACHING PRACTICUM: A REFLECTIVE PRACTICE

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Debora Tri Ragawanti

2015-01-01

Full Text Available Classroom management is commonly believed to be the key to the success of an instruction. Many student teachers, however, might find it very challenging to handle their classrooms. It is, therefore, necessary to advance their professional practice in the context of a real classroom such as through teaching practicum and reflective practice. This study is aimed at identifying classroom management problems of student-teachers as revealed in their reflective journal entries and to demonstrate how such journal can help them develop their classroom management skills. The participants were 10 student-teachers of the English Department, Satya Wacana Christian University, Salatiga, Central Java, who underwent their teaching practicum at SMP 2 Salatiga. Through the participants’ journals, it was found that the problems lie in managing critical moments, activity, techniques, grouping and seating, authority, tools, and working with people. Further in this study, both pre- and in-service tertiary teachers, curriculum designers, and policy makers will be taken to deeply examine how reflective practice can help cultivate the pre-service’s classroom management skills and to consider the implication for pedagogical practices and innovations in curriculum development.

In the Eye of the Beholder: Self-Esteem and Children's vs. Parents' Assessments of Parental Nurturance and Discipline.

Science.gov (United States)

Buri, John R.; Mueller, Rebecca A.

Past research has implicated the familial variables of parental nurturance and parental discipline in the development of global self-esteem in children. This study examined college students' levels of self-esteem as a function of their own versus their parents' appraisals of parental nurturance and parental authority. Subjects were 128 college…

Nurturing Ethical Values in the 21st Century Adolescent

Science.gov (United States)

Kuttner, Joanne Fitzmaurice

2009-01-01

There is a wise proverb that insists it takes a whole village to raise a child to adulthood. In light of the expanding convolution of contemporary values, it is especially important to attentively nurture the inherent desire in each developing human person to seek good and avoid evil, especially during the critical years of adolescent formation.…

Structured Ethical Reflection in Practitioner Inquiry: Theory, Pedagogy, and Practice

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Stevens, Douglas M.; Brydon-Miller, Mary; Raider-Roth, Miriam

2016-01-01

Practitioner inquiry provides a powerful tool for improving practice and addressing critical issues in classrooms, schools, and broader communities. However, it also raises unique ethical challenges that often go unrecognized and unresolved. Structured Ethical Reflection (SER) provides teacher researchers with a process for identifying core values…

The Biological Implausibility of the Nature-Nurture Dichotomy & What It Means for the Study of Infancy.

Science.gov (United States)

Lewkowicz, David J

2011-01-01

Since the time of the Greeks, philosophers and scientists have wondered about the origins of structure and function. Plato proposed that the origins of structure and function lie in the organism's nature whereas Aristotle proposed that they lie in its nurture. This nature/nurture dichotomy and the emphasis on the origins question has had a powerful effect on our thinking about development right into modern times. Despite this, empirical findings from various branches of developmental science have made a compelling case that the nature/nurture dichotomy is biologically implausible and, thus, that a search for developmental origins must be replaced by research into developmental processes. This change in focus recognizes that development is an immensely complex, dynamic, embedded, interdependent, and probabilistic process and, therefore, renders simplistic questions such as whether a particular behavioral capacity is innate or acquired scientifically uninteresting.

Reflective Journaling for Critical Thinking Development in Advanced Practice Registered Nurse Students.

Science.gov (United States)

Raterink, Ginger

2016-02-01

Critical thinking, clinical decision making, and critical reflection have been identified as skills required of nurses in every clinical situation. The Educating Nurses: A Call for Radical Transformation report suggested that critical reflection is a key to improving the educational process. Reflective journaling is a tool that helps develop such skills. This article presents the tool of reflective journaling and the use of this process by educators working with students. It describes the use of reflective journaling in graduate nursing education, as well as a scoring process to evaluate the reflection and provide feedback. Students and faculty found the journaling to be helpful for reflection of a clinical situation focused on critical thinking skill development. The rubric scoring tool provided faculty with a method for feedback. Reflective journaling is a tool that faculty and students can use to develop critical thinking skills for the role of the advanced practice RN. A rubric scoring system offers a consistent format for feedback. Copyright 2016, SLACK Incorporated.

Using photography to enhance GP trainees’ reflective practice and professional development.

OpenAIRE

Rutherford,; Forde, Emer; Priego-Hernández, J.; Butcher, Aurelia; Wedderburn, Clare

2018-01-01

The capacity and the commitment to reflect are integral to the practice of medicine and are core components of most GP training programmes. Teaching through the Humanities is a growing area within medical education, but one which is often considered a voluntary ‘add on’ for the interested doctor. This article describes an evaluation of a highly innovative pedagogical project which used photography as a means to enhance GP trainees’ reflective capacity, self awareness and professional developm...

Gender Differences in Perceptions of Grandchildren towards Grandparent Nurturing

OpenAIRE

Yusuf, Muhammed; Mai, Mohammed Y. M.; Salih, Maria

2016-01-01

Persisting writing on grandparents' enthusiasm towards grandchildren’s development shows that numerous grandparents take part in raising their grandchildren at a young age and preparing them for a better future. Grandparents motivate their grandchildren to excel scholastically and morally. The present study investigates grandchildren’s perceptions towards their grandparents’ nurturing educationally, culturally, socially, and religiously. One hundred and eighty one grandchildren from two ...

Nature and Nurture of Human Pain

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Inna Belfer

2013-01-01

Full Text Available Humans are very different when it comes to pain. Some get painful piercings and tattoos; others can not stand even a flu shot. Interindividual variability is one of the main characteristics of human pain on every level including the processing of nociceptive impulses at the periphery, modification of pain signal in the central nervous system, perception of pain, and response to analgesic strategies. As for many other complex behaviors, the sources of this variability come from both nurture (environment and nature (genes. Here, I will discuss how these factors contribute to human pain separately and via interplay and how epigenetic mechanisms add to the complexity of their effects.

Revisiting Nature vs. Nurture: Implications for the Teaching/Learning Process.

Science.gov (United States)

French, Fred

2003-01-01

Child development theories conclude that nature and nurture interactively shape individual development. Implications for education are that children learn better when they feel wanted and are in a supportive environment. Teaching needs to go beyond pure content and focus on learning how to learn. Assessment should focus on the use of knowledge…

Practicing theory and theorizing practice: Using an Open Collaborative Platform to facilitate meaningful interactions between academia and industry

DEFF Research Database (Denmark)

Baka, Vasiliki

2015-01-01

The aim of this paper is to explore how a technological platform can connect multiple stakeholders towards educating open innovation ambassadors. In other words, how both academics and practitioners focusing on open innovation can ‘meet’ to constructively nurture openness in practice. The paper...

Improving the quality of cognitive behaviour therapy case conceptualization: the role of self-practice/self-reflection.

Science.gov (United States)

Haarhoff, Beverly; Gibson, Kerry; Flett, Ross

2011-05-01

CBT case conceptualization is considered to be a key competency. Prior to the publication in 2009 of Kuyken, Padesky and Dudley's book, little has been documented concerning methods for training conceptualization skills and the conceptualization process is usually perceived as predominantly an intellectual process. In this paper, the Declarative-Procedural-Reflective model of therapist skill acquisition provides a route to understanding how different kinds of knowledge systems can be integrated to enhance therapist skill acquisition. Sixteen recent graduates of a postgraduate diploma in cognitive behaviour therapy worked independently through a self-practice/self-reflection workbook designed to lead them through a series of CBT interventions commonly used to elicit the information required for a CBT conceptualization. The participants' self-reflections were thematically analyzed and uncovered the following inter-related themes: increased theoretical understanding of the CBT model, self-awareness, empathy, conceptualization of the therapeutic relationship, and adaptation of clinical interventions and practice. A tentative conclusion reached, based on the self-reflections of the participants, was that targeted self-practice/self-reflection enhanced case conceptualization skill by consolidating the Declarative, Procedural and Reflective systems important in therapist skill acquisition. © British Association for Behavioural and Cognitive Psychotherapies 2011

Reflective practice: assessment of assignments in English for Specific Purposes

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Galina Kavaliauskiené

2007-10-01

Full Text Available The construct alternative assessment has been widely used in higher education. It is often defined as any type of assessment of learners who provide a response to an assignment. The key features of alternative assessment are active participation of learners in self-evaluation of their performance, and the development of reflective thinking through reflective thinking (Schön, 1983. The success of alternative assessment in language teaching is predetermined by student’s performance and demonstrates learner’s language proficiency in contemporary communicative classrooms. This paper aims at researching the influence of students’ evaluations of various assignments for their linguistic development in English for Specific Purposes (ESP. The study uses learners’ assessment of different assignments and learners’ in-course and post-course written reflections on benefits to language mastery. Learners’ assignments included were contributions to portfolios (dossiers, such as essays and summaries, oral presentations, short impromptu talks, creative tasks, tests, and self-assessment notes (reflections on activities in learning ESP. Findings were obtained for two streams of the project participants. Results showed that self-assessment was beneficial for learners’ linguistic development. The context of learners’ reflections reveals that the attitudes to various assignments are affected by success or failure in students’ performance. Reflective practice might help teachers develop ways of dealing with previously identified difficulties and improve the quality of teaching.

Standard Practice for Calculation of Photometric Transmittance and Reflectance of Materials to Solar Radiation

CERN Document Server

American Society for Testing and Materials. Philadelphia

1988-01-01

1.1 This practice describes the calculation of luminous (photometric) transmittance and reflectance of materials from spectral radiant transmittance and reflectance data obtained from Test Method E 903. 1.2 Determination of luminous transmittance by this practice is preferred over measurement of photometric transmittance by methods using the sun as a source and a photometer as detector except for transmitting sheet materials that are inhomogeneous, patterned, or corrugated. 1.3 This standard does not purport to address all of the safety concerns, if any, associated with its use. It is the responsibility of the user of this standard to establish appropriate safety and health practices and determine the applicability of regulatory limitations prior to use.

Review: the Contribution of both Nature and Nurture to Carcinogenesis and Progression in Solid Tumours.

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Hyndman, Iain Joseph

2016-04-01

Cancer is a leading cause of mortality worldwide. Cancer arises due to a series of somatic mutations that accumulate within the nucleus of a cell which enable the cell to proliferate in an unregulated manner. These mutations arise as a result of both endogenous and exogenous factors. Genes that are commonly mutated in cancer cells are involved in cell cycle regulation, growth and proliferation. It is known that both nature and nurture play important roles in cancer development through complex gene-environment interactions; however, the exact mechanism of these interactions in carcinogenesis is presently unclear. Key environmental factors that play a role in carcinogenesis include smoking, UV light and oncoviruses. Angiogenesis, inflammation and altered cell metabolism are important factors in carcinogenesis and are influenced by both genetic and environmental factors. Although the exact mechanism of nature-nurture interactions in solid tumour formation are not yet fully understood, it is evident that neither nature nor nurture can be considered in isolation. By understanding more about gene-environment interactions, it is possible that cancer mortality could be reduced.

Design as a Process of Inquiry, Dialogic Products and Learning-Centred Research Practices

DEFF Research Database (Denmark)

Gunn, Wendy; Said Mosleh, Wafa; Andersen, Pernille Viktoria

2015-01-01

focus on how to register reception of knowledge(s) generated through design anthropological research inquiry. Our main contributions lie here in relating theory and practice and the abstract material in learning-centred research practices. While nurturing skills of engagement within learning...

Delivering business analytics practical guidelines for best practice

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Stubbs, Evan

2013-01-01

AVOID THE MISTAKES THAT OTHERS MAKE - LEARN WHAT LEADS TO BEST PRACTICE AND KICKSTART SUCCESS This groundbreaking resource provides comprehensive coverage across all aspects of business analytics, presenting proven management guidelines to drive sustainable differentiation. Through a rich set of case studies, author Evan Stubbs reviews solutions and examples to over twenty common problems spanning managing analytics assets and information, leveraging technology, nurturing skills, and defining processes. Delivering Business Analytics also outlines the Data Scientist's Code, fifteen principle

Documenting Student Engagement Using an Intention/Reflection Exercise during an Advanced Pharmacy Practice Experience

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Fierke, Kerry K.; Lepp, Gardner A.

2015-01-01

The article shares the outcomes of a practice called Intention/Reflection (I/R) when applied to a group of ten students in a five-week course involving an international advanced pharmacy practice experience. Developed by the authors and founded on a combination of theoretical principles, this practice is unique because of the blend of formative…

The interaction between reflection and practice in the professional development of a secondary education science teachers: Case study

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Vazquez Bernal, Bartolome

The work that we describe here is a case study of two secondary education science teachers about how action-oriented reflection and action itself interact, and their influence on professional development. The study was carried out from two different viewpoints: a study with a qualitative orientation on the one hand, using diverse data collection and analysis instruments, and collaborative action research on the other, to form the backbone of professional development. In our theoretical outline, we stress the concepts of reflection which sustain the theoretical-practical dialectic, and of complexity which is seen to be a progression hypothesis of central importance, and in which we distinguish three dimensions: technique, practice, and criticism. The reflection data collection instruments were the teacher's diaries and memos, transcriptions of the work group meetings, questionnaires, and interviews. For the classroom practice the ethnographic notes and extracts from the videotapes of the class sessions, and other documentary sources such. The fundamental instrument for data analysis, both for reflection and practice, was the System of Categories that includes six analytical frames: ideological, teacher education, psychological, contextual, epistemological, and curricular. We also used third-order instruments for the representation, such as complexity spheres for reflection and practice and the reflection-practice integration horizon, which allowed the evolution of the teachers to be viewed over the course of the two school years that the research lasted, as well as giving an overall representation of the integration of reflection and practice. The results showed the teachers to be in transition from a technical to a practical dimension, with both her reflection and her classroom practice in the process of becoming more complex, and with the two being closely integrated. It was also found that she had a hard core of obstacles impeding her professional development. We

Place-Based Stewardship Education: Nurturing Aspirations to Protect the Rural Commons

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Gallay, Erin; Marckini-Polk, Lisa; Schroeder, Brandon; Flanagan, Constance

2016-01-01

In this mixed-methods study, we examine the potential of place-based stewardship education (PBSE) for nurturing rural students' community attachment and aspirations to contribute to the preservation of the environmental "commons." Analyzing pre- and post-experience surveys (n = 240) and open-ended responses (n = 275) collected from…

Anti-Memorials and the Art of Forgetting: Critical Reflections on a Memorial Design Practice

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SueAnne Ware

2008-08-01

Full Text Available Andreas Huyssen writes, ‘Remembrance as a vital human activity shapes our links to the past, and the ways we remember define us in the present. As individuals and societies, we need the past to construct and to anchor our identities and to nurture a vision of the future.’ Memory is continually affected by a complex spectrum of states such as forgetting, denial, repression, trauma, recounting and reconsidering, stimulated by equally complex changes in context and changes over time. The apprehension and reflective comprehension of landscape is similarly beset by such complexities. Just as the nature and qualities of memory comprise inherently fading, shifting and fleeting impressions of things which are themselves ever-changing, an understanding of a landscape, as well as the landscape itself, is a constantly evolving, emerging response to both immense and intimate influences. There is an incongruity between the inherent changeability of both landscapes and memories, and the conventional, formal strategies of commemoration that typify the constructed landscape memorial. The design work presented in this paper brings together such explorations of memory and landscape by examining the ‘memorial’. This article examines two projects. One concerns the fate of illegal refugees travelling to Australia: The SIEVX Memorial Project. The other, An Anti-Memorial to Heroin Overdose Victims, was designed by the author as part of the 2001 Melbourne Festival.

Identifying emotional intelligence in professional nursing practice.

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Kooker, Barbara Molina; Shoultz, Jan; Codier, Estelle E

2007-01-01

The National Center for Health Workforce Analysis projects that the shortage of registered nurses in the United States will double by 2010 and will nearly quadruple to 20% by 2015 (Bureau of Health Professionals Health Resources and Services Administration. [2002]. Projected supply, demand, and shortages of registered nurses, 2000-2020 [On-line]. Available: http:bhpr.hrsa.gov/healthworkforce/reports/rnprojects/report.htm). The purpose of this study was to use the conceptual framework of emotional intelligence to analyze nurses' stories about their practice to identify factors that could be related to improved nurse retention and patient/client outcomes. The stories reflected evidence of the competencies and domains of emotional intelligence and were related to nurse retention and improved outcomes. Nurses recognized their own strengths and limitations, displayed empathy and recognized client needs, nurtured relationships, used personal influence, and acted as change agents. Nurses were frustrated when organizational barriers conflicted with their knowledge/intuition about nursing practice, their communications were disregarded, or their attempts to create a shared vision and teamwork were ignored. Elements of professional nursing practice, such as autonomy, nurse satisfaction, respect, and the professional practice environment, were identified in the excerpts of the stories. The shortage of practicing nurses continues to be a national issue. The use of emotional intelligence concepts may provide fresh insights into ways to keep nurses engaged in practice and to improve nurse retention and patient/client outcomes.

Practical theology as ‘healing of memories’: Critical reflections on a specific methodology

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Ian A. Nell

2011-07-01

Full Text Available When developing new perspectives and paradigms for practical theology in South Africa, we obviously have to take our South African context seriously. We live in a post-conflict society in which gigantic sociocultural shifts have taken place since 1994. Many institutions and groups endeavour to address the conflict, injustices and pain of the past, including the Institute for the Healing of Memories (IHOM. The Institute makes use of a specific methodology in their workshops. Having participated in these workshops in congregational contexts as well as in the training of theological students, in this article I investigated the methodology of the Institute as a framework for new perspectives on practical theology in South Africa. Making use of Victor Turner’s theoretical construct of ‘social drama’ as one way of looking at the methodology of the IHOM, I reflected critically on the challenges that it poses to practical theology by making use of a ‘rhetorical frame’ and trying to delineate some constructive proposals for further reflections on practical theological paradigms and perspectives.

Nature, Nurture and Neuroscience: Some Future Directions for Historians of Education

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Aldrich, Richard

2014-01-01

Following a short introduction this article is divided into three main sections. The first provides definitions and brief histories of the nature-nurture debate and of neuroscience. The second section shows how in recent decades neuroscientific research has impacted on the debate with particular reference to our understanding of human intelligence…

The Station Community Mental Health Centre Inc: nurturing and empowering.

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Taylor, Judy; Jones, Rosalind M; O'Reilly, Peta; Oldfield, Wayne; Blackburn, Anne

2010-01-01

data sets, a model was developed that identified important contextual factors that linked with two groups of program mechanisms that produced positive outcomes for members. Program mechanisms are categorised by descriptive themes referred to as 'nurturing' and 'empowering'. Nurturing' is experienced as feeling of belonging and being accepted 'as one is' and 'empowerment' mechanisms engender a belief in oneself. Respondents identified features of The Station's program, policies, atmosphere, connections and networks, stakeholder relationships, and staff and volunteers that are nurturing and empowering. Five key contextual factors enable the program mechanisms to work. The Station's coordinators ensure that nurturing and empowerment processes are highlighted through careful facilitation. The governance arrangements, policies, and administrative systems at The Station are well developed but flexibly implemented so that they support the nurturing and empowerment processes. Support and legitimacy for the program is obtained from the mental health system at state and local levels. The Station obtains resources and connections to its rural community through key stakeholders and a peak organisation One Voice Network acts as an advocate. Information about the benefits and limitations of consumer-driven mental health services in rural and remote Australia is in short supply. Increasing the available information about the contribution these services make may result in services being legitimised, understood, and resourced within mental health systems thus making the services sustainable. The benefits of consumer-driven services are that they provide flexibility and adaptation, an ability to capture the energy and passion of rural communities to improve the wellbeing of community members, and they overcome the power differential that exists between professionals and 'patients' or 'clients'.

Nurturing the brain nutritionally and emotionally from before conception to late adolescence.

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House, Simon H

2007-01-01

Sound nurture requires skills concerning nutrition and emotions, skills that are particularly important in key stages relating to brain development. We are recognizing more clearly the way that serious changes from our hunter-gatherer waterside lifestyle are affecting both our diet and our emotional relationships: first the changes a few hundred generations ago in the agricultural revolution: and more recently in the industrial revolution. These effects have been aggravated in the last century by excessively profit-driven intensive farming, and recently by intensive food-marketing--particularly to children. People are gradually becoming aware how very susceptible is the most vulnerable stage of the lifecycle, the reproductive phase. From long before fertilization and conception, parental nutrition affects a person's development and health for life. Controlled trials show marked effects of nurture on the brain's subsequent acuity. Brain structure throughout development has become visible through modern scans, and also brain activity and mental response. The neural tube, forming at around 3 weeks, if undernourished may be inadequately sealed and demarcated, leading to incomplete interconnection between brain regions. Results vary, but can emanate as: autism or attention-deficit/hyperactivity-disorder (AD/HD); difficulty with relationships and social sense; poor self-control, with risk of violence. Evidence indicates that over 80% of current reproductive hazards, including infertility and malformations, might be prevented purely by sound all-round nurture. Between the embryonic stage and adulthood the brain makes several developmental spurts. Particularly during these spurts, sound nutrition and activity help the brain reach its full genetic potential for capacity, acuity, and connections between regions. From the beginning, hormones and nutrients, or their deficits, are setting gene-switches for life. Good bonding and feeding sets gene-switches positively; shock

A prospective cohort study of deficient maternal nurturing attitudes predicting adulthood work stress independent of adulthood hostility and depressive symptoms.

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Hintsanen, M; Kivimäki, M; Hintsa, T; Theorell, T; Elovainio, M; Raitakari, O T; Viikari, J S A; Keltikangas-Järvinen, L

2010-09-01

Stressful childhood environments arising from deficient nurturing attitudes are hypothesized to contribute to later stress vulnerability. We examined whether deficient nurturing attitudes predict adulthood work stress. Participants were 443 women and 380 men from the prospective Cardiovascular Risk in Young Finns Study. Work stress was assessed as job strain and effort-reward imbalance in 2001 when the participants were from 24 to 39 years old. Deficient maternal nurturance (intolerance and low emotional warmth) was assessed based on mothers' reports when the participants were at the age of 3-18 years and again at the age of 6-21 years. Linear regressions showed that deficient emotional warmth in childhood predicted lower adulthood job control and higher job strain. These associations were not explained by age, gender, socioeconomic circumstances, maternal mental problems or participant hostility, and depressive symptoms. Deficient nurturing attitudes in childhood might affect sensitivity to work stress and selection into stressful work conditions in adulthood. More attention should be paid to pre-employment factors in work stress research.

Integrating 3D Printing into an Early Childhood Teacher Preparation Course: Reflections on Practice

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Sullivan, Pamela; McCartney, Holly

2017-01-01

This reflection on practice describes a case study integrating 3D printing into a creativity course for preservice teachers. The theoretical rationale is discussed, and the steps for integration are outlined. Student responses and reflections on the experience provide the basis for our analysis. Examples and resources are provided, as well as a…

Social Media Impact: Utility of Reflective Approach in the Practice of Surgery.

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Mohiuddin, Zia; Shahid, Hassan; Shuaib, Waqas

2015-12-01

Social media is rapidly being incorporated into medical education. We created a small group, reflective practice sessions by integrating specific medical cases to improve awareness about professionalism on social media. Medical scenarios were generated for reflective practice sessions on social media professionalism. Anonymous pre/post-session surveys evaluated residents' use of social media and gathered their opinions on the session. Thirty-eight of 48 (79 %) residents replied to the presession survey with 50 % (19/38) reporting daily digital media use, 76 % (29/38) witnessed unprofessional postings on social media, and 21 % (8/38) posted unprofessional content themselves. Of the 79 % (30/38) residents who attended the session, 74 % (28/38) completed the post-session survey. Residents reported the session added to the longevity of their professional career 4.11, 95 % CI (3.89-4.36). As a result of the session, they were more conscious of using the social media more professionally 3.47, 95 % CI (2.88-3.96) and would be proactive in protecting patient privacy and confidentiality on social media sites 3.96, 95 % CI (3.50-4.37). In summary, reflective practice-based sessions regarding the impact of social media on professionalism in surgery was well favored by the residents. The majority agreed that it had important implications for the longevity of their professional career. Participants reported having an increased awareness to protect patient privacy and utilize social media more professionally.

Nurturing Opportunity Identification for Business Sophistication in a Cross-disciplinary Study Environment

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Karine Oganisjana

2012-12-01

Full Text Available Opportunity identification is the key element of the entrepreneurial process; therefore the issue of developing this skill in students is a crucial task in contemporary European education which has recognized entrepreneurship as one of the lifelong learning key competences. The earlier opportunity identification becomes a habitual way of thinking and behavior across a broad range of contexts, the more likely that entrepreneurial disposition will steadily reside in students. In order to nurture opportunity identification in students for making them able to organize sophisticated businesses in the future, certain demands ought to be put forward as well to the teacher – the person who is to promote these qualities in their students. The paper reflects some findings of a research conducted within the frameworks of a workplace learning project for the teachers of one of Riga secondary schools (Latvia. The main goal of the project was to teach the teachers to identify hidden inner links between apparently unrelated things, phenomena and events within 10th grade study curriculum and connect them together and create new opportunities. The creation and solution of cross-disciplinary tasks were the means for achieving this goal.

Nature and nurture in the development of postural control in human infants

NARCIS (Netherlands)

HaddersAlgra, M; Brogren, E; Forssberg, H

Nowadays, the controversy on ''nature'' and ''nurture'' in motor development focuses on the development of automatic motor patterns. The present paper discusses this issue within the framework of a recent study on the effect of maturation and training on the development of postural adjustments in

Origin of clear cell carcinoma: nature or nurture?

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Kolin, David L; Dinulescu, Daniela M; Crum, Christopher P

2018-02-01

A rare but serious complication of endometriosis is the development of carcinoma, and clear cell and endometrioid carcinomas of the ovary are the two most common malignancies which arise from endometriosis. They are distinct diseases, characterized by unique morphologies, immunohistochemical profiles, and responses to treatment. However, both arise in endometriosis and can share common mutations. The overlapping mutational profiles of clear cell and endometrioid carcinomas suggest that their varied histologies may be due to a different cell of origin which gives rise to each type of cancer. Cochrane and colleagues address this question in a recent article in this journal. They show that a marker of ovarian clear cell carcinoma, cystathionine gamma lyase, is expressed in ciliated cells. Similarly, they show that markers of secretory cells (estrogen receptor and methylenetetrahydrofolate dehydrogenase 1) are expressed in ovarian endometrioid carcinoma. Taken together, they suggest that endometrioid and clear cell carcinomas arise from cells related to secretory and ciliated cells, respectively. We discuss Cochrane et al's work in the context of other efforts to determine the cell of origin of gynecological malignancies, with an emphasis on recent developments and challenges unique to the area. These limitations complicate our interpretation of tumor differentiation; does it reflect nature imposed by a specific cell of origin or nurture, by either mutation(s) or environment? Copyright © 2017 Pathological Society of Great Britain and Ireland. Published by John Wiley & Sons, Ltd. Copyright © 2017 Pathological Society of Great Britain and Ireland. Published by John Wiley & Sons, Ltd.

Nature plus nurture: the triggering of multiple sclerosis.

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Wekerle, Hartmut

2015-01-01

Recent clinical and experimental studies indicate that multiple sclerosis develops as consequence of a failed interplay between genetic ("nature") and environmental ("nurture") factors. A large number of risk genes favour an autoimmune response against the body's own brain matter. New experimental data indicate that the actual trigger of this attack is however provided by an interaction of brain-specific immune cells with components of the regular commensal gut flora, the intestinal microbiota. This concept opens the way for new therapeutic approaches involving modulation of the microbiota by dietary or antibiotic regimens.

Interaction patterns of nurturant support exchanged in online health social networking.

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Chuang, Katherine Y; Yang, Christopher C

2012-05-03

Expressing emotion in online support communities is an important aspect of enabling e-patients to connect with each other and expand their social resources. Indirectly it increases the amount of support for coping with health issues. Exploring the supportive interaction patterns in online health social networking would help us better understand how technology features impacts user behavior in this context. To build on previous research that identified different types of social support in online support communities by delving into patterns of supportive behavior across multiple computer-mediated communication formats. Each format combines different architectural elements, affecting the resulting social spaces. Our research question compared communication across different formats of text-based computer-mediated communication provided on the MedHelp.org health social networking environment. We identified messages with nurturant support (emotional, esteem, and network) across three different computer-mediated communication formats (forums, journals, and notes) of an online support community for alcoholism using content analysis. Our sample consisted of 493 forum messages, 423 journal messages, and 1180 notes. Nurturant support types occurred frequently among messages offering support (forum comments: 276/412 messages, 67.0%; journal posts: 65/88 messages, 74%; journal comments: 275/335 messages, 82.1%; and notes: 1002/1180 messages, 84.92%), but less often among messages requesting support. Of all the nurturing supports, emotional (ie, encouragement) appeared most frequently, with network and esteem support appearing in patterns of varying combinations. Members of the Alcoholism Community appeared to adapt some traditional face-to-face forms of support to their needs in becoming sober, such as provision of encouragement, understanding, and empathy to one another. The computer-mediated communication format may have the greatest influence on the supportive interactions

Self-assessment, reflection on practice and critical thinking in nursing students.

Science.gov (United States)

Siles-González, José; Solano-Ruiz, Carmen

2016-10-01

In accordance with the principles of the European Higher Education Area, the aim of this study was to contribute to the implementation of self-assessment through the application of reflection on learning and critical thinking. The theoretical framework employed was Habermas's critical theory and emancipatory interest as a preliminary step to generate educational transformations. The methodological contribution is the design a student self-assessment document that promotes reflection on action and critical thinking. The development of assessment through peer evaluation and other intermediate solutions until achieving self-assessment entails a shift in the educational and scientific paradigm, but also involves the implementation in practice of democratic and ethical principles, values and premises in society. Self-assessment is a novel concept for students, and obliges them to reinterpret their role. Due to the diversity of students' principles, values, motivations, interests and aspirations, this reinterpretation of their role can have a positive outcome, stimulating an active and critical attitude towards group work and self-assessment; or, on the contrary, can generate a stance characterised by disinterest, passivity and lack of critical thinking. The forms of assessment adopted in a given educational system reflect ways of thinking related to ideologies, values, ethical principles and educational paradigms: in order to render implementation of effective self-assessment feasible, it is necessary to undertake structural and regulatory reforms. Students have little experience of reflection on practice or critical thinking. Massification and cultural and structural factors determine the form of assessment. In this context, it would seem advisable to move towards self-assessment gradually and cautiously. Copyright © 2016 Elsevier Ltd. All rights reserved.

Design Research and Practice for the Public Good: A Reflection

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Sabine Junginger

Full Text Available Public sector managers and policymakers have begun to work with design researchers and design practitioners in an effort to create citizen-centric polices and user-centered public services. What role can design play in the approach taken by the public sector in organizational development and innovation? This paper reflects on an innovation project at a Brazilian Ministry where human-centered design was chosen as an approach to integrate innovation efforts among different government agencies and ministries. It offers an example of how human-centered design approaches can support efforts by civil servants to change their own design practices. Keywords: Design research, Design practice, Public sector, Civil servants, Organizational change & development

A New Theory-to-Practice Model for Student Affairs: Integrating Scholarship, Context, and Reflection

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Reason, Robert D.; Kimball, Ezekiel W.

2012-01-01

In this article, we synthesize existing theory-to-practice approaches within the student affairs literature to arrive at a new model that incorporates formal and informal theory, institutional context, and reflective practice. The new model arrives at a balance between the rigor necessary for scholarly theory development and the adaptability…

Stability of Parental Nurturance as a Salient Predictor of Self-Esteem.

Science.gov (United States)

Buri, John R.

In the recent past there has been a growing interest in the investigation of the self. A primary area of investigation has revolved around the question of the stability of the self-concept. This study investigated parental nurturance as a stable predictor of self-esteem across adolescent and young adult age groups. Subjects (N=784) were students…

[Nurturing clinician investigators is the best way to promote innovative drug development from academia].

Science.gov (United States)

Fukuhara, Shunichi; Sakushima, Ken; Nishimura, Masaharu

2012-03-01

Clinical research in Japan is still lacking in quality and quantity, and that situation is worsening. One important cause of those problems is the dearth of clinician-investigators. A recent change in the system for post-graduate clinical training affected the career paths of medical residents and reduced the number of young doctors who enter graduate school. Even those who are interested in clinical research now have incentives to avoid graduate school. In Japan, 19th-century biological absolutism is still the dominant paradigm in the medical-research community. Science for public health in the 21st century will benefit from a probabilistic paradigm, which can help to restore an appropriate balance between basic sciences and clinical research. Research done by clinician-investigators should be based on clinical questions that arise in medical practice. That research includes investigation of disease and practice, exploration of associations between causes and outcomes, evaluation of diagnostic tests, and studies of the efficacy of treatments and prevention strategies. We emphasize the importance of nurturing clinician-investigators for the development of clinical research in Japan. This may not be the fastest way to promote innovative drug development from academia, but it is certainly the best.

Promoting self-reflection in clinical practice among Chinese nursing undergraduates in Hong Kong.

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Ip, Wan Yim; Lui, May H; Chien, Wai Tong; Lee, Iris F; Lam, Lai Wah; Lee, Diana T

2012-06-01

This study evaluated the effect of a structured education programme on improving the self-reflection skills of Chinese nursing undergraduates in managing clinical situations. Johns' Structured Reflection Model was used as a framework for the development of the education programme. Thirty-eight nursing undergraduates attended a 3-hour interactive workshop on reflective skills and were encouraged to practise the skills learned under the guidance of a nurse instructor during their 4-week clinical practicum. The findings indicated that the programme was helpful in improving the undergraduates' reflective skills though only a few of them reached the highest level as critical reflectors. Some undergraduates identified time constraints and the lack of a trusting relationship with their nurse instructor as barriers to their reflective learning. The findings may help nurse educators develop education programmes with structured learning strategies to promote nursing undergraduates' self-refection in clinical practice.

Challenging Narcissus, or Reflecting on Reflecting.

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Achilles, C. M.

The concept of reflective practice and teaching people to be reflective practitioners is examined. The document begins with a look at professional knowledge according to three prominent professionals in the educational administration field: Schon, Schein, and Achilles. "Reflective" strategies that could be incorporated into courses and…

Visual analysis of geocoded twin data puts nature and nurture on the map.

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Davis, O S P; Haworth, C M A; Lewis, C M; Plomin, R

2012-09-01

Twin studies allow us to estimate the relative contributions of nature and nurture to human phenotypes by comparing the resemblance of identical and fraternal twins. Variation in complex traits is a balance of genetic and environmental influences; these influences are typically estimated at a population level. However, what if the balance of nature and nurture varies depending on where we grow up? Here we use statistical and visual analysis of geocoded data from over 6700 families to show that genetic and environmental contributions to 45 childhood cognitive and behavioral phenotypes vary geographically in the United Kingdom. This has implications for detecting environmental exposures that may interact with the genetic influences on complex traits, and for the statistical power of samples recruited for genetic association studies. More broadly, our experience demonstrates the potential for collaborative exploratory visualization to act as a lingua franca for large-scale interdisciplinary research.

Interpretative Social Work: On the Uses of Qualitative Methods for Practice, Reflection and Research

Directory of Open Access Journals (Sweden)

Bettina Völter

2008-01-01

Full Text Available Qualitative methods could play an important role in the context of a lively, life-world oriented, and emancipatory self-reflective social work. They are already applied in three realms of social work: social work research, the daily practice of social workers and professional self-reflection. Even though these three realms overlap they are three distinct spheres of knowledge and action, which have specific aims. Therefore qualitative methods have to be adjusted to the needs of social science, practice and practice reflection. When students and practitioners of social work learn to use qualitative methods in this sense, they gain a competence which can be referred to as "ethnographic sophistication." This "ethnographic sophistication" contains essential elements of social work professionalism. Familiarity with qualitative methods and their application are highly relevant for the acquisition of basic competencies in social work, i.e., that what has become known as "reconstructive social pedagogy" is much more than just one social work method among others. But a consequence of the introduction of academic reforms of the so called "Bologna process" all over Europe is that it has become more difficult in many universities and universities of applied sciences to implement this approach. URN: urn:nbn:de:0114-fqs0801563

Care erosion in hospitals: Problems in reflective nursing practice and the role of cognitive dissonance.

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de Vries, Jan; Timmins, Fiona

2016-03-01

Care erosion - gradual decline in care level - is an important problem in health care today. Unfortunately, the mechanism whereby it occurs is complex and poorly understood. This paper seeks to address this by emphasising problems in reflective nursing practice. Critical reflection on quality of care which should drive good care instead spawns justifications, denial, and trivialisation of deficient care. This perpetuates increasingly poor care levels. We argue that cognitive dissonance theory provides a highly effective understanding of this process and suggest for this approach to be incorporated in all efforts to address care erosion. The paper includes a detailed discussion of examples and implications for practice, in particular the need to restore critical reflection in nursing, the importance of embracing strong values and standards, and the need for increased awareness of signs of care erosion. Copyright © 2015 Elsevier Ltd. All rights reserved.

"Nothing I Ever Do Seems to Please My Parents": Female and Male Self-Esteem as a Function of Mother's and Father's Nurturance.

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Buri, John R.; And Others

Parents are the primary agents in the development and definition of the self. Previous research has reported nurturance as the most notable parental factor in global self-esteem. This study examined the relationship of parental nurturance to self-esteem for the first time with subjects older than high school students. College students (N=333)…

Re-Imagining Specialized STEM Academies: Igniting and Nurturing "Decidedly Different Minds", by Design

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Marshall, Stephanie Pace

2010-01-01

This article offers a personal vision and conceptual design for reimagining specialized science, technology, engineering, and mathematics (STEM) academies designed to nurture "decidedly different" STEM minds and ignite a new generation of global STEM talent, innovation, and entrepreneurial leadership. This design enables students to engage…

Intergenerational Comparisons of Paternal Korean Child Rearing Practices and Attitudes.

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Jung, Kwanghee; Honig, Alice Sterling

2000-01-01

Explored possible antecedents of paternal child rearing in middle-class, two-parent, Korean families. Found that fathers reported disciplinary practices similar to those of their own fathers. Fathers reported more nurturance and acceptance/flexibility than grandfathers. Paternal job satisfaction, relationship with own mother, and educational…

Nurturing Young Children's Moral Development through Literature in Japan and the USA

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Izumi-Taylor, Satomi; Scott, Jerrie C.

2013-01-01

The purpose of this study was to examine the views of American and Japanese early childhood teachers regarding the nurturing of young children's moral development using literature. The data consisted of responses to a questionnaire and written explanations of 36 American and 36 Japanese teachers. By comparing responses of the two groups, it was…

Ethical issues in physiotherapy--reflected from the perspective of physiotherapists in private practice.

Science.gov (United States)

Praestegaard, Jeanette; Gard, Gunvor

2013-02-01

An important aspect of physiotherapy professional autonomy is the ethical code of the profession, both collectively and for the individual member of the profession. The aim of this study is to explore and add additional insight into the nature and scope of ethical issues as they are understood and experienced by Danish physiotherapists in outpatient, private practice. A qualitative approach was chosen and semi-structured interviews with 21 physiotherapists were carried out twice and analyzed, using a phenomenological hermeneutic framework. One main theme emerged: The ideal of being beneficent toward the patient. Here, the ethical issues uncovered in the interviews were embedded in three code-groups: 1) ethical issues related to equality; 2) feeling obligated to do one's best; and 3) transgression of boundaries. In an ethical perspective, physiotherapy in private practice is on a trajectory toward increased professionalism. Physiotherapists in private practice have many reflections on ethics and these reflections are primarily based on individual common sense arguments and on deontological understandings. As physiotherapy by condition is characterized by asymmetrical power encounters where the parties are in close physical and emotional contact, practiced physiotherapy has many ethical issues embedded. Some physiotherapists meet these issues in a professional manner, but others meet them in unconscious or unprofessional ways. An explicit ethical consciousness among Danish physiotherapists in private practice seems to be needed. A debate of how to understand and respect the individual physiotherapist's moral versus the ethics of the profession needs to be addressed.

TESOL, A Profession That Eats its Young: The Importance of Reflective Practice in Language Teacher Education

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Thomas SC Farrell

2016-10-01

Full Text Available The field of teaching English to speakers of other languages (TESOL is similar to other fields in that we must not take it for granted that novice teachers will survive their first year without some kind of support. This paper outlines how three novice ESL teachers in Canada survived their first year without any support from the school they were placed. Specifically, the paper outlines how they, with the aid of a facilitator, engaged in reflective practice by using a framework for reflecting on practice to help them navigate complex issues and challenges they faced during their first year of teaching. Had they not engaged in such structured reflection during their first year, they would have probably become another statistic of those who quit the profession and contribute to the growing perception that TESOL is a profession that eats its young. The paper suggests that language teacher educators and novice teachers should not just wait until their first year to learn the skills of reflective practice but should do so much earlier in their teacher education programs so that they can be better prepared for the transition from their teacher education programs to the first year of teaching.

The Value of Reflective: Functioning within an Academic Therapeutic Nursery.

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LaLonde, Mary M; Dreier, Mona; Aaronson, Gayle; O'Brien, John

2015-01-01

The self begins as a social self and is dependent on the other and the self-other relationship. Furthermore, shortly after birth, the intersubjective self is nurtured and sustained by the reciprocal interactions with the significant other. Recent research suggests that the significant other's reciprocity depends on his or her capacity for mentalization, and this reflective functioning capacity influences not only the child's developing sense of I, other, and we, but also his or her developing attachment pattern. Several studies have demonstrated that parental reflective functioning can be improved with intervention, and enhancing parental reflective functioning can lead to a more secure attachment pattern and better outcomes for the child and parent. Therefore, intervention with toddlers and their families requires us to consider this dynamic two-person psychology. In this paper, we describe an academic parent-child nursery program aimed at enhancing parental reflective functioning. A clinical example from the collaborative treatment of a mother and her two-year-old will demonstrate how reflective functioning can be enhanced in the parent-child dyad and lead to a more secure parent-child relationship. We will also discuss the value of reflective functioning to the interdisciplinary team and how we dealt with countertransference issues that arose during the treatment.

Chat It Up: Backchanneling to Promote Reflective Practice among In-Service Teachers

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Kassner, Laura D.; Cassada, Kate M.

2017-01-01

In a graduate education course geared toward developing reflective teaching practice in in-service teachers, backchannels, in the form of chat rooms, were employed in small groups to facilitate peer feedback during viewings of video recorded instruction. This study examined the nature and quality of peer feedback exchanged in the digital medium…

Reflective Practice as Professional Development: Experiences of Teachers of English in Japan

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Watanabe, Atsuko

2016-01-01

This book presents a researcher's work on reflective practice with a group of high school teachers of English in Japan. Beginning with a series of uncomfortable teacher training sessions delivered to unwilling participants, the book charts the author's development of new methods of engaging her participants and making use of their own experiences…

Interpreting future physics teachers reflections on their professional practice during initial formation: the search for teaching autonomy construction

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Rodolfo Langhi

2012-01-01

Full Text Available This research intends to answer the following main question: which traces of teacher autonomy construction are possible to achieve during reflective formative processes in disciplines like Methodology and Physics Teaching Practice carried out during three semesters, in an undergraduate program designed to physics teachers´ initial education? Using an analytical device based on teachers education research assumptions, which we called convergent formative triangulation for progressive teaching autonomy, we had as a main objective the search for the chance to achieve progressive levels of teachers autonomy, according to its three teacher professionalization models, present in a critical and transformative perspective, relating them to the current formative paradigms: the contents based one, the humanist, the activist, the reflective and the technical (approaches we called CHART. Taking into consideration future physics teachers´ collective reflections about their own teaching practice, this research was supported by the following methodological instruments: focus group, coaching, self-confrontation and formative assessment, taking the discourse analysis as background. The outcomes of this research, which followed a sample of 40 future High School physics teachers during three semesters, through the use of five formative steps (planning, implementation, reflection, socialization, involvement and continuity, revealed the evidences of teachers autonomy construction, probably provided by their own teaching practice collective reflections, according to the analytical device used. This research showed that the reflections brakes provided during the process can allow the future teachers to position themselves critically in relation to their future pedagogical activities, even after their initial training. This experience leads us to rethink how subjects like Methodology and Teaching Practice have been teaching in the teachers’ education programs at

Reflections from my Pedagogical Practice: Spontaneity versus Formalization

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Carla Brenes-Jiménez

2015-01-01

Full Text Available This article describes an action research process undertaken with the main purpose of recognizing, re-evaluating and revising my pedagogical practices, together with the children I work with (two preschool groups: the first one is a preschool group I interacted with in 2012 comprised of 6 students ages 2 years and 3 months to 3 years and 3 months, while the second one is a group of 13 K-students ages 4 years and 3 months to 5 years and 3 months, with whom I shared in 2013.  This research process reflects the changes that drove me to a metamorphosis. In this process, evidence is given of findings, lessons learned and lessons unlearned which arose from the use of methodological strategies drawn from the naturalist paradigm. As part of the action research process, a change can be noted in my performance where I pass from a vertical epistemological position, in which my practices focused on memory, order and repetition, to a horizontal one in which children have the possibility of engaging in dialog, freely creating and sharing. The main tools to compile the information were filming and the classes shared with my students.

A professional experience learning community for secondary mathematics: developing pre-service teachers' reflective practice

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Cavanagh, Michael; McMaster, Heather

2015-12-01

This paper reports on the reflective practice of a group of nine secondary mathematics pre-service teachers. The pre-service teachers participated in a year-long, school-based professional experience program which focussed on observing, co-teaching and reflecting on a series of problem-solving lessons in two junior secondary school mathematics classrooms. The study used a mixed methods approach to consider the impact of shared pedagogical conversations on pre-service teachers' written reflections. It also examined whether there were differences in the focus of reflections depending on whether the lesson was taught by an experienced mathematics teacher, or taught by a pair of their peers, or co-taught by themselves with a peer. Results suggest that after participants have observed lessons taught by an experienced teacher and reflected collaboratively on those lessons, they continue to reflect on lessons taught by their peers and on their own lessons when co-teaching, rather than just describe or evaluate them. However, their written reflections across all contexts continued to focus primarily on teacher actions and classroom management rather than on student learning.

Beloved Women: Nurturing the Sacred Fire of Leadership from an American Indian Perspective

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Portman, Tarrell Awe Agahe; Garrett, Michael Tlanusta

2005-01-01

American Indian women have been consistently involved in leadership throughout indigenous history. Their leadership provides a strong, nurturing influence passed down from generation to generation. In the U.S. society, this type of leadership style is recognized among contemporary authors of leadership manuals as relational and is attributed to…

The role of academia and industry in nurturing women in physics in Kenya

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Nyamwandha, Cecilia A.; Kasina, Angeline; Muthui, Zipporah W.; Awuor, Emily; Baki, Paul

2015-12-01

The authors look at some of the primary initiatives taken by the government, academia, and industry to nurture the goals and dreams of Kenyan women physicists. They discuss key transformative lines of progress as evidenced by statistics, and the enabling environments and platforms upon which these were made possible.

Cultivating Critical Reflection: Educators Making Sense and Meaning of Professional Identity and Relational Dynamics in Complex Practice

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Morgan, Ann

2017-01-01

Critical reflection underpins socially just and inclusive practices that are distinguishing features of democratic learning communities. Critical reflection supports educators' interrogation of the underlying assumptions, intentions, values and beliefs that shape their worldview and sociocultural standpoint. Dominant sociocultural norms…

PARAFILIA: NATURE ATAU NURTURE? TINJAUAN TEOLOGIS DAN PSIKOLOGIS

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Fathonah K. Daud

2016-11-01

Full Text Available The discourse of paraphilia has become public attention. Enforcing religious values and sex education since on the early stage is an inevitable need by the society. Theologically and psychologically, there are paraphilia which characteristically given (nature and also nurture or affected by its environment. This article tries to explore the existence of paraphilia, theologically based on Islamic law and physiologically, which is for longtime based on the societal norm judged as deviant, but today the norm was questioned, even criticized through the reason of human right. Even theologically, Islamic teaching has clearly prohibited sexual relation which is not properly following the sharia law.

Doctors’ Knowledge of Hypertension Guidelines Recommendations Reflected in Their Practice

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Nafees Ahmad

2018-01-01

Full Text Available Aim. To evaluate doctors’ knowledge, attitude, and practices and predictors of adherence to Malaysian hypertension guidelines (CPG 2008. Methods. Twenty-six doctors involved in hypertension management at Penang General Hospital were enrolled in a cross-sectional study. Doctors’ knowledge and attitudes towards guidelines were evaluated through a self-administered questionnaire. Their practices were evaluated by noting their prescriptions written to 520 established hypertensive outpatients (20 prescriptions/doctor. SPSS 17 was used for data analysis. Results. Nineteen doctors (73.07% had adequate knowledge of guidelines. Specialists and consultants had significantly better knowledge about guidelines’ recommendations. Doctors were positive towards guidelines with mean attitude score of 23.15±1.34 points on a 30-point scale. The median number of guidelines compliant prescriptions was 13 (range 5–20. Statistically significant correlation (rs = 0.635, P<0.001 was observed between doctors’ knowledge and practice scores. A total of 349 (67.1% prescriptions written were guidelines compliant. In multivariate analysis hypertension clinic (OR = 0.398, P=0.008, left ventricular hypertrophy (OR = 0.091, P=0.001 and heart failure (OR = 1.923, P=0.039 were significantly associated with guidelines adherence. Conclusion. Doctors’ knowledge of guidelines is reflected in their practice. The gap between guidelines recommendations and practice was seen in the pharmacotherapy of uncomplicated hypertension and hypertension with left ventricular hypertrophy, renal disease, and diabetes mellitus.

Tracing the becoming of reflective practitioner through the enactment of epistemic practices

DEFF Research Database (Denmark)

Trenca, Mihaela

2016-01-01

Purpose – This paper aims to develop a conceptual framework for tracing the cognitive and affective micro-processes management accountants can draw upon to construct themselves as reflective practitioners within organizational context. Design/methodology/approach – Drawing on pragmatic...... can resonate, leading to the development of functioning practices. Research limitations/implications – Providing a framework for tracing the micro-processes of epistemic practices can serve as a tool for researchers to acquire a more detailed account of the practice and. By looking...... for creating trustworthy knowledge and the processes through which actors can diminish the proactive-pragmatic truth gap. Findings – The framework shows how the participatory function of the mind, deeply rooted in affective processes, is implicated in creating empathic engagement with epistemic objects...

NURTURE: Development and Pilot Testing of a Novel Parenting Intervention for Mothers with Histories of an Eating Disorder

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Runfola, Cristin D.; Zucker, Nancy L.; Von Holle, Ann; Mazzeo, Suzanne; Hodges, Eric A.; Perrin, Eliana M.; Bentley, Margaret E.; Ulman, T. Frances; Hoffman, Elizabeth R.; Forsberg, Sarah; Ålgars, Monica; Zerwas, Stephanie; Pisetsky, Emily M.; Taico Colie, L.C.S.W.; Kuhns, Rebecca A.; Hamer, Robert M.; Bulik, Cynthia M.

2014-01-01

Objective To describe the treatment development and pilot testing of a group parenting intervention, NURTURE (Networking, Uniting, and Reaching out To Upgrade Relationships and Eating), for mothers with histories of eating disorders. Method Based on focus group findings, extant research, and expert opinion, NURTURE was designed to be delivered weekly over 16 (1.5 hour) sessions via an interactive web conferencing forum. It comprises four modules: 1) laying the foundation, 2) general parenting skills, 3) eating and feeding, and 4) breaking the cycle of risk. Pilot testing was conducted with three groups of 3–6 mothers (N = 13) who had children ages 0–3 years to determine feasibility (e.g., retention), acceptability (e.g., feedback questionnaire responses), and preliminary efficacy. Maternal satisfaction with NURTURE and changes in mother-child feeding relationship measures, maternal feeding style, maternal self-efficacy, and maternal psychopathology (eating disorder, depression, and anxiety symptoms) across three time points (baseline, post-treatment, 6-month follow-up) were examined. All outcomes were exploratory. Results The intervention was well tolerated with a 100% retention rate. Feedback from mothers was generally positive and indicated that the groups provided an engaging, supportive experience to participants. We observed changes suggestive of improvement in self-reported maternal self-efficacy and competence with parenting. There were no notable changes in measures of maternal feeding style or psychopathology. Discussion NURTURE is a feasible, acceptable, and potentially valuable intervention for mothers with eating disorder histories. Results of this pilot will inform a larger randomized-controlled intervention to determine efficacy and impact on child outcomes. PMID:23983082

NURTURE: development and pilot testing of a novel parenting intervention for mothers with histories of an eating disorder.

Science.gov (United States)

Runfola, Cristin D; Zucker, Nancy L; Von Holle, Ann; Mazzeo, Suzanne; Hodges, Eric A; Perrin, Eliana M; Bentley, Margaret E; Ulman, T Frances; Hoffman, Elizabeth R; Forsberg, Sarah; Algars, Monica; Zerwas, Stephanie; Pisetsky, Emily M; Taico, Colie; Kuhns, Rebecca A; Hamer, Robert M; Bulik, Cynthia M

2014-01-01

To describe the treatment development and pilot testing of a group parenting intervention, NURTURE (Networking, Uniting, and Reaching out To Upgrade Relationships and Eating), for mothers with histories of eating disorders. Based on focus group findings, extant research, and expert opinion, NURTURE was designed to be delivered weekly over 16 (1.5 h) sessions via an interactive web conferencing forum. It comprises four modules: (1) laying the foundation, (2) general parenting skills, (3) eating and feeding, and (4) breaking the cycle of risk. Pilot testing was conducted with three groups of 3-6 mothers (N = 13) who had children ages 0-3 years to determine feasibility (e.g., retention), acceptability (e.g., feedback questionnaire responses), and preliminary efficacy. Maternal satisfaction with NURTURE and changes in mother-child feeding relationship measures, maternal feeding style, maternal self-efficacy, and maternal psychopathology (eating disorder, depression, and anxiety symptoms) across three time points (baseline, post-treatment, 6-month follow-up) were examined. All outcomes were exploratory. The intervention was well tolerated with a 100% retention rate. Feedback from mothers was generally positive and indicated that the groups provided an engaging, supportive experience to participants. We observed changes suggestive of improvement in self-reported maternal self-efficacy and competence with parenting. There were no notable changes in measures of maternal feeding style or psychopathology. NURTURE is a feasible, acceptable, and potentially valuable intervention for mothers with eating disorder histories. Results of this pilot will inform a larger randomized-controlled intervention to determine efficacy and impact on child outcomes. Copyright © 2013 Wiley Periodicals, Inc.

A Three-Year Reflective Writing Program as Part of Introductory Pharmacy Practice Experiences

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Vaughn, Jessica; Kerr, Kevin; Zielenski, Christopher; Toppel, Brianna; Johnson, Lauren; McCauley, Patrina; Turner, Christopher J.

2013-01-01

Objectives. To implement and evaluate a 3-year reflective writing program incorporated into introductory pharmacy practice experiences (IPPEs) in the first- through third-year of a doctor of pharmacy (PharmD) program. Design. Reflective writing was integrated into 6 IPPE courses to develop students’ lifelong learning skills. In their writing, students were required to self-assess their performance in patient care activities, identify and describe how they would incorporate learning opportunities, and then evaluate their progress. Practitioners, faculty members, and fourth-year PharmD students served as writing preceptors. Assessment. The success of the writing program was assessed by reviewing class performance and surveying writing preceptor’s opinions regarding the student’s achievement of program objectives. Class pass rates averaged greater than 99% over the 8 years of the program and the large majority of the writing preceptors reported that student learning objectives were met. A support pool of 99 writing preceptors was created. Conclusions. A 3-year reflective writing program improved pharmacy students’ reflection and reflective writing skills. PMID:23788811

Family context, victimization, and child trauma symptoms: variations in safe, stable, and nurturing relationships during early and middle childhood.

Science.gov (United States)

Turner, Heather A; Finkelhor, David; Ormrod, Richard; Hamby, Sherry; Leeb, Rebecca T; Mercy, James A; Holt, Melissa

2012-04-01

Based on a nationally representative sample of 2,017 children age 2-9 years, this study examines variations in "safe, stable, and nurturing" relationships (SSNRs), including several forms of family perpetrated victimization, and documents associations between these factors and child trauma symptoms. Findings show that many children were exposed to multiple forms of victimization within the family (such as physical or sexual abuse, emotional maltreatment, child neglect, sibling victimization, and witnessing family violence), as evidenced by substantial intercorrelations among the different forms of victimization. Moreover, victimization exposure was significantly associated with several indices of parental dysfunction, family adversity, residential instability, and problematic parenting practices. Of all SSNR variables considered, emotional abuse and inconsistent or hostile parenting emerged as having the most powerful independent effects on child trauma symptoms. Also, findings supported a cumulative risk model, whereby trauma symptom levels increased with each additional SSNR risk factor to which children were exposed. Implications for research and practice are discussed. © 2012 American Orthopsychiatric Association.

Reflective Practice: How the World Bank Explored Its Own Biases?

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McKee, Martin; Stuckler, David

2015-12-10

While many international organisations have independent evaluations, including the International Monetary Fund (IMF) and World Health organization (WHO), uniquely the World Bank in its 2015 World Development Report sought to ascertain the potential biases that influence how its staff interpret evidence and influence policy. Here, we describe the World Bank's study design, including experiments to ascertain the impact on Bank staff's judgements of complexity, confirmation bias, sunk cost bias, and an understanding of the wishes of those whom they seek to help. We then review the Bank's proposed mechanisms to minimise the impact of the biases they identified. We argue that this approach, that we refer to as 'reflective practice,' deserves to be adopted more widely among institutions that seek to use evidence from research to inform policy and practice. © 2016 by Kerman University of Medical Sciences.

Dissenting in Reflective Conversations

DEFF Research Database (Denmark)

Bjørn, Pernille; Boulus, Nina

2011-01-01

Reflective monitoring of research practices is essential. However, we often lack formal training in the practices of doing action research, and descriptions of actual inquiry practice are seldom included in publications. Our aim is to provide a glimpse of self-reflective practices based on our...

Implementing Restorative Justice Practice in Schools: What Pedagogy Reveals

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Vaandering, Dorothy

2014-01-01

In the ongoing pursuit for creating safe, nurturing and relational school cultures, educators continue to turn to restorative justice (rj) principles and practice. Predominantly, schools begin to engage with rj in an effort to address harm done, causing its discourse to be situated in literature tied to classroom management and behaviour. However,…

Exploring Students' Reflective Thinking Practice, Deep Processing Strategies, Effort, and Achievement Goal Orientations

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Phan, Huy Phuong

2009-01-01

Recent research indicates that study processing strategies, effort, reflective thinking practice, and achievement goals are important factors contributing to the prediction of students' academic success. Very few studies have combined these theoretical orientations within one conceptual model. This study tested a conceptual model that included, in…

Reflections on the newly qualified social worker's journey : From university training to qualified practice

OpenAIRE

Walker, Clare

2014-01-01

This qualitative research study explores the experience of graduating social workers making the transition from university training into work as qualified social work practitioners. Most studies in this area look at the practice readiness of the newly qualified professional. This study looks at the participants’ experience in the work place. How do participants experience this journey of transition? What skills, particularly reflective practice and supervision, learned in training, are import...

A 12-Words-for-Life-Nurturing Exercise Program as an Alternative Therapy for Cervical Spondylosis: A Randomized Controlled Trial

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Zhijun Hu

2014-01-01

Full Text Available In this paper, we carried out a randomized controlled clinical trial to explore the effect of 12-words-for-life-nurturing exercise on patients presenting with cervical spondylosis. After exercise intervention, the mean VAS and NDI scores of the patients decreased significantly and the scores of BP, VT, and MH in SF-36 Health Questionnaire were significantly higher. Exercise therapy showed significant effect on relieving pain and improving vitality and mental health. The 12-words-for-life-nurturing exercise may be a potential effective therapy for patients with cervical spondylosis.

Development of a Course of Training Programs for Young Engineers at Work to Nurture the “Basic Competencies of Employees”

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Itoh, Michiko; Jomura, Makoto; Hongo, Tetsuyuki; Chohji, Tetsuji

According to our feasibility study in 2005, many of small and medium-sized companies in and around Toyama city asked their young engineers for originality and strong will to try and solve problems positively in their workplaces. These skills have a lot in common with “Basic Competencies of Employees” advocated by the Ministry of Economy, Trade and Industry, Japan. Since Toyama National College of Technology has an accumulated educational know-how to nurture “Basic Competencies of Employees” , we have applied this to develop a course of training programs for young engineers. Through four year‧s practice and improvement, we have established and evaluated this training course. We show the details of our course in this report.

Drawing as Driver of Creativity: Nurturing an Intelligence of Seeing in Art Students

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Riley, Howard

2017-01-01

The article reasserts the primacy of drawing as a driver of creativity within art schools. It reviews specific aspects of visual perception theory and visual communication theory relevant to a pedagogical strategy as a means of nurturing an "intelligence of seeing" in art students. The domain of drawing is theorised as a…

Tracing the becoming of reflective practitioner through the enactment of epistemic practices

DEFF Research Database (Denmark)

Trenca, Mihaela

2016-01-01

Purpose - This paper aims to develop a conceptual framework for tracing the cognitive and affective micro-processes management accountants can draw upon to construct themselves as reflective practitioners within organizational context. Design/methodology/approach - Drawing on pragmatic...... constructivism and Heron's (1992) theory of learning and personhood, the framework provides a methodology for tracing the way management accountants can construct themselves as reflective practitioners by enactig epistemic practices (Cetina, 2001). Furthermore, we enquire into the epistemological requirements...... for creating trustworthy knowledge and the processes through which actors can diminish the proactive-pragmatic truth gap. Findings - The framework shows how the participatory function of the mind, deeply rooted in affective processes, is implicated in creating empathic engagement with epistemic objects...

Blogging as a method to stimulate entrepreneurial reflective practice learning in physiotherapy education

DEFF Research Database (Denmark)

Ringby, Betina

2016-01-01

The aim was to identify, create and test an easy and low cost method that stimulates physiotherapy students to become reflective practice learners. Thus blogging was selected as a tool for students to use in their learning process. Blogging is considered to be a useful tool to support students...

Reflective Practice in the Ballet Class: Bringing Progressive Pedagogy to the Classical Tradition

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Zeller, Jessica

2017-01-01

This research seeks to broaden the dialogue on progressive ballet pedagogy through an examination of reflective practices in the ballet class. Ballet's traditional model of instruction has long required students to quietly comply with the pedagogue's directives, and it has thus become notorious for promoting student passivity. Despite strong…

Leveraging Faculty Reflective Practice to Understand Active Learning Spaces: Flashbacks and Re-Captures

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Ramsay, Crystal M.; Guo, Xiuyan; Pursel, Barton K.

2017-01-01

Although learning spaces research is not new, research approaches that target the specific teaching and learning experiences of faculty and students who occupy active learning classrooms (ALCs) is nascent. We report on two novels data collection approaches: Flashbacks and Re-Captures. Both leverage faculty reflective practice and provide windows…

Studying Corporality in the Gym: Practical Reflections for the Social Sciences

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Alexis Sossa Rojas

2015-11-01

Full Text Available The study of the body has led to more than five decades of varied and prolific production by social scientists. However, their theoretical and methodological approaches have been as diverse as these investigations. This article, using concrete examples, reflects on the theoretical and methodological implications applied to the study of the body and corporality in the gyms, and aims to show that there is not a rigid set of embodied practices or one type of gym users; on the contrary, they can vary depending on multiple factors such as economic, cultural, or geographical context. It concludes with the author's opinion that Physical Cultural Studies offers an excellent set of tools to investigate the physical and subjective aspects of gym practices.

Nurture or nature? The growth paradox of research-based spin-offs

OpenAIRE

Zerbinati, S.; Souitaris, V.; Moray, N.

2012-01-01

This study explores the effect of institutional origin (‘nurture’) and economic context (‘nature’) on the financial resource endowment and subsequent early employment growth of research-based spin-offs (RBSOs). The nurture dimensions capture the relationship between the parent research institution and the RBSO during the start-up phase: the type of incubation model, the formal vs informal transfer of technology and the extent of inventors’ involvement with the firm. The nature dimensions incl...

Ethical Issues related to First Time Patient Encounters – reflected from the perspective of physiotherapists in private practice

DEFF Research Database (Denmark)

Præstegaard, Jeanette; Gard, Gunvor

2011-01-01

of the physiotherapists in private practice. Methods A qualitative approach was chosen and semi-structured interviews with 21 physiotherapists were carried out twice and analysed by using a phenomenological framework. Results Four descriptive themes emerged: general reflections on ethics in physiotherapy; the importance...... reflects and acts ethically. Further exploration of ethical issues in private practice is recommendable, and as management policy is deeply embedded within the Danish public sector there are reasons to explore public contexts of physiotherapy as well....... to meet society's expectations and demands of professional competence as well as ethical competence. Since it is becoming increasingly popular to choose a carrier in private practice in Denmark this context constitutes the frame of this study. Physiotherapy in private practice involves mainly a meeting...

Being a reflective teacher——reflection on group management

Institute of Scientific and Technical Information of China (English)

Pan; Lehui

2015-01-01

<正>Introduction According to Pollard and Triggs(1997),reflective teaching is a process through which the capacity to make such professional judgments can be developed and maintained.Then what is a reflective teacher?Reflective teacher is someone who reflects systematically on her practice in a constant attempt to improve

Nurturing gerontology students' intrinsic motivation to cocreate: The design of a powerful learning environment.

Science.gov (United States)

Jukema, Jan S; Veerman, Mieke; Van Alphen, Jacqueline; Visser, Geraldine; Smits, Carolien; Kingma, Tineke

2017-09-21

Professionals such as gerontologists play an important role in the design, development and implementation of age-friendly services. and products, by using working methods and principles of co-creation. A Dutch undergraduate applied gerontology programme aims to train students in the why, how and what of co-creation. The degree to which students are intrinsically motivated to develop competencies depends on how their psychological needs are met. These needs are autonomy, an awareness of competence and a sense of relatedness, as described in the self-determination theory. To nurture the intrinsic motivation of the applied gerontology students, a realistic, powerful learning environment called the Living Lab Applied Gerontology was designed and implemented. The aim of this paper is to present the design of this powerful learning environment and to discuss its value for nurturing the students' intrinsic motivation for co-creation. Based on a focus group with eight students, we identify directions for further research and development of living labs.

Reflection into China's Business English Teaching Practices Based on GDUFS Graduates' Employment Status

Science.gov (United States)

Zhu, Wenzhong; Wu, Si; Guo, Tingting

2009-01-01

GDUFS, as one of China's top three foreign language universities with the longest history in business English teaching, has accumulated over 20-year experiences in this discipline. This research reflects into its business English teaching practices based on its graduates' employment status in recent years, and concludes that the students of…

Some Reflections about Writing "A History of Thought and Practice in Educational Administration."

Science.gov (United States)

Campbell, Roald F.

A coauthor of a book on the history of thought and practice in educational administration reflects on issues raised during the writing of the book as follows: (1) Categories of administrative thought are difficult to establish. Two categories were derived from Richard Scott's rational systems approach--scientific management and bureaucracy. The…

Promoting Media Literacy’ as Practicing “Media Reform”: Reflecting on Personal Experiences

Directory of Open Access Journals (Sweden)

Hui-Ju Tsai

2016-04-01

Full Text Available This paper assesses conceptions and practices in critical media literacy. In particular, it focuses on teaching experience and the processes which combine the educator’s reflection of theories of the ‘public sphere’, ‘media literacy’, and ‘communication civil rights’. The paper is divided into three main parts. The first of four sections will briefly cover the history of media reform and the relationship between the media reform movement and critical media literacy lessons in community colleges. It will connect this to the idea of ‘turn to the public’. The meaning and position of ‘media literacy’ in the broad media reform movement will also be analyzed. Following this, in the second section, conceptualizations of the ‘public sphere’, ‘public pedagogy’, and ‘critical media literacy pedagogy’ will be developed. Finally, three stages of the lesson design and practical interactions will be examined dialectically. In particular, the community college field research on my teaching experience will be described in the third section, and the suggestions, reflections and conclusions from the research will be examined in the last section.

Reflective practices at the Security Council: Children and armed conflict and the three United Nations.

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Bode, Ingvild

2018-06-01

The United Nations Security Council passed its first resolution on children in armed conflict in 1999, making it one of the oldest examples of Security Council engagement with a thematic mandate and leading to the creation of a dedicated working group in 2005. Existing theoretical accounts of the Security Council cannot account for the developing substance of the children and armed conflict agenda as they are macro-oriented and focus exclusively on states. I argue that Security Council decision-making on thematic mandates is a productive process whose outcomes are created by and through practices of actors across the three United Nations: member states (the first United Nations), United Nations officials (the second United Nations) and non-governmental organizations (the third United Nations). In presenting a practice-based, micro-oriented analysis of the children and armed conflict agenda, the article aims to deliver on the empirical promise of practice theories in International Relations. I make two contributions to practice-based understandings: first, I argue that actors across the three United Nations engage in reflective practices of a strategic or tactical nature to manage, arrange or create space in Security Council decision-making. Portraying practices as reflective rather than as only based on tacit knowledge highlights how actors may creatively adapt their practices to social situations. Second, I argue that particular individuals from the three United Nations are more likely to become recognized as competent performers of practices because of their personality, understood as plural socialization experiences. This adds varied individual agency to practice theories that, despite their micro-level interests, have focused on how agency is relationally constituted.

Teachers’ Reflection Process to Improve Learning Assessment Practices in the Context of Education for Youngsters and Adults (EPJA

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Juan Ariel Muñoz Olivero

2016-06-01

Full Text Available Education for youngsters and adults (in Spanish, EPJA has reached prominence in the Chilean educational system. It has had to give a new chance to a large number of young people who, for one reason or another, did not complete their studies in traditional training. In this scenario, it explores pedagogical practices developed by teachers working with youngsters and adults, especially those who refer to learning assessment. Therefore, the purpose of this study is to present the results of a reflection carried out by a group of teachers from a comprehensive adult education center, in order to improve their practices to evaluate their students’ learning. The research model is based on the qualitative approach with a case study design. It makes a comprehensive diagnostic of teaching practices, conducted through discussion groups. The analysis of the results shows that most teachers working at this educational center follow traditional assessment practices. They tend to copy conceptions of assessment centered around products that can be scored in order to check goal achievement, rather than around providing feedback that promotes self-regulated learning. However, the reflection also shows that teachers are willing to participate in pedagogical reflection sessions that guide them to improve their assessment practices.

"Reflection-Before-Practice" Improves Self-Assessment and End-Performance in Laparoscopic Surgical Skills Training.

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Ganni, Sandeep; Botden, Sanne M B I; Schaap, Dennis P; Verhoeven, Bas H; Goossens, Richard H M; Jakimowicz, Jack J

To establish whether a systematized approach to self-assessment in a laparoscopic surgical skills course improves accordance between expert- and self-assessment. A systematic training course in self-assessment using Competency Assessment Tool was introduced into the normal course of evaluation within a Laparoscopic Surgical Skills training course for the test group (n = 30). Differences between these and a control group (n = 30) who did not receive the additional training were assessed. Catharina Hospital, Eindhoven, The Netherlands (n = 27), and GSL Medical College, Rajahmundry, India (n = 33). Sixty postgraduate year 2 and 3 surgical residents who attended the 2-day Laparoscopic Surgical Skills grade 1 level 1 curriculum were invited to participate. The test group (n = 30) showed better accordance between expert- and self-assessment (difference of 1.5, standard deviation [SD] = 0.2 versus 3.83, SD = 0.6, p = 0.009) as well as half the number (7 versus 14) of cases of overreporting. Furthermore, the test group also showed higher overall mean performance (mean = 38.1, SD = 0.7 versus mean = 31.8, SD = 1.0, p assessment can be viewed as responsible for this and can be seen as "reflection-before-practice" within the framework of reflective practice as defined by Donald Schon. Our results suggest that "reflection-before-practice" in implementing self-assessment is an important step in the development of surgical skills, yielding both better understanding of one's strengths and weaknesses and also improving overall performance. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

How do medical specialists value their own intercultural communication behaviour? A reflective practice study.

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Paternotte, E; Scheele, F; van Rossum, T R; Seeleman, M C; Scherpbier, A J J A; van Dulmen, A M

2016-08-24

Intercultural communication behaviour of doctors with patients requires specific intercultural communication skills, which do not seem structurally implemented in medical education. It is unclear what motivates doctors to apply intercultural communication skills. We investigated how purposefully medical specialists think they practise intercultural communication and how they reflect on their own communication behaviour. Using reflective practice, 17 medical specialists independently watched two fragments of videotapes of their own outpatient consultations: one with a native patient and one with a non-native patient. They were asked to reflect on their own communication and on challenges they experience in intercultural communication. The interviews were open coded and analysed using thematic network analysis. The participants experienced only little differences in their communication with native and non-native patients. They mainly mentioned generic communication skills, such as listening and checking if the patient understood. Many participants experienced their communication with non-native patients positively. The participants mentioned critical incidences of intercultural communication: language barriers, cultural differences, the presence of an interpreter, the role of the family and the atmosphere. Despite extensive experience in intercultural communication, the participants of this study noticed hardly any differences between their own communication behaviour with native and non-native patients. This could mean that they are unaware that consultations with non-native patients might cause them to communicate differently than with native patients. The reason for this could be that medical specialists lack the skills to reflect on the process of the communication. The participants focused on their generic communication skills rather than on specific intercultural communication skills, which could either indicate their lack of awareness, or demonstrate that

Predictors of Maternal and Early Adolescent Attitudes Toward Children's Nurturance and Self-Determination Rights

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Peterson-Badali, Michele; Morine, Stephany L.; Ruck, Martin D.; Slonim, Naomi

2004-01-01

Children's rights to nurturance and self-determination have been included in social policy agendas for many years. Children's and parents' attitudes concerning children's rights are likely an important determinant of whether rights on paper actually serve to protect the well-being of children, yet there is little research on factors associated…

An Integrative Professional Theory and Practice Paper: Personal Reflections from the Journey through Clinical Pastoral Education.

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McLean, Gillian

2015-12-01

CPE is an experience-based approach to learning spiritual care which combines clinical care with qualified supervision, in-class education and group reflection (CASC--http://www.spiritualcare.ca/). Through didactic seminars, group presentations and personal reading there is opportunity for the student to acquire, apply and integrate relevant theoretical information into their practice. Written for my CPE Specialist application, this paper describes how, through the course of advanced CPE education, I learn to utilize and integrate theory into my clinical work. Beginning with three strands--authenticity, listening and storytelling--I then discuss how the behavioural sciences and theology inform my practice. Focusing on empathy, I speak of the application of disclosure, the use of counter-transference as a diagnostic tool, and the place of therapeutic termination. Group theory, family systems theory, theological reflection, liturgical ministry, and multi-faith practices are considered. © The Author(s) 2015.

Nature vs. Nurture: The Role of Environmental Resources in Evolutionary Deep Intelligence

OpenAIRE

Chung, Audrey G.; Fieguth, Paul; Wong, Alexander

2018-01-01

Evolutionary deep intelligence synthesizes highly efficient deep neural networks architectures over successive generations. Inspired by the nature versus nurture debate, we propose a study to examine the role of external factors on the network synthesis process by varying the availability of simulated environmental resources. Experimental results were obtained for networks synthesized via asexual evolutionary synthesis (1-parent) and sexual evolutionary synthesis (2-parent, 3-parent, and 5-pa...

Nurturing Reading Proficiency of Pupils through Phonics: Entrepreneurial Opportunities for Early Childhood Educators in Nigeria

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Shoaga, Opeyemi; Akintola, Olugbenga Adeyanju; Okpor, Christiana Isiwat

2017-01-01

Nurturing reading proficiency among the Nigerian children has become pivotal to a functional and development-oriented education. The place of phonics in achieving this strategic goal seems unquestionable with attendant entrepreneurial opportunities for early childhood educators. This study therefore, investigates the influence of phonics in…

Incorporating Self and Peer Assessment in Reflective Teaching Practices

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Ni Made Ratminingsih

2017-11-01

Full Text Available More currently literature reviews suggests the use of authentic assessment, which aims to involve students to be more responsible with their learning. This article reports the findings of a descriptive study on student teachers’ perception on the use of self and peer assessment to give evaluation on planning the lesson and teaching performance in Reflective Teaching Class. There were 100 samples taken randomly from 234 students in a survey using questionnaire and 15 students participating in the focus group discussion (FGD. The finding from the questionnaire shows that they had a very positive perception toward the use of self and peer assessment. Additionally, from the FGD, they conveyed by practicing doing self assessment, they could learn to see self performance deeply, strengths and weaknesses. From peer-assessment, they could learn collaboratively from feedback given by peers how to make a better lesson plan and perform a more effective teaching. Hence, self and peer assessment is considered beneficial for preparing the real teaching practicum and future career development. However, there are some problems challenged them, such as feeling subjectivity in assessing both self or peers, embarrassed and less confidence, and time constraints to make evaluation and reflection in the classroom

Assessment Policy and Practice Effects on New Zealand and Queensland Teachers' Conceptions of Teaching

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Brown, Gavin T. L.; Lake, Robert; Matters, Gabrielle

2009-01-01

Teachers' thinking about four conceptions of teaching (i.e., apprenticeship-developmental, nurturing, social reform, and transmission) were captured using the "Teaching Perspectives Inventory" (TPI). New Zealand and Queensland have very similar teaching-related policies and practices but differences around assessment policies and…

Enhanced startle reflexivity during presentation of visual nurture cues in young adults who experienced parental divorce in early childhood.

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Hengesch, Xenia; Larra, Mauro F; Finke, Johannes B; Blumenthal, Terry D; Schächinger, Hartmut

2017-10-01

Adverse childhood experiences (ACE) may influence stress and affective processing in adulthood. Animal and human studies show enhanced startle reflexivity in adult participants with ACE. This study examined the impact of one of the most common ACE, parental divorce, on startle reflexivity in adulthood. Affective modulation of acoustically-elicited startle eye blink was assessed in a group of 23 young adults with self-reported history of parental divorce, compared to an age- and sex-matched control group (n=18). Foreground pictures were either aversive (e.g. mutilation and injury), standard appetitive (e.g. erotic, recreational sport), or nurture pictures (e.g. related to early life, parental care), intermixed with neutral pictures (e.g. household objects), and organized in three valence blocks delivered in a balanced, pseudo-randomized sequence. During picture viewing startle eye blinks were elicited by binaural white noise bursts (50ms, 105 dB) via headphones and recorded at the left orbicularis oculi muscle via EMG. A significant interaction of group×picture valence (p=0.01) was observed. Contrast with controls revealed blunted startle responsiveness of the ACE group during presentation of aversive pictures, but enhanced startle during presentation of nurture-related pictures. No group differences were found during presentation of standard appetitive pictures. ACE participants rated nurture pictures as more arousing (p=0.02) than did control participants. Results suggest that divorce in childhood led to altered affective context information processing in early adulthood. When exposed to unpleasant (vs. neutral) pictures participants with ACE showed less startle potentiation than controls. Nurture context, however, potentiated startle in ACE participants, suggesting visual cuing to activate protective behavioral responses. Copyright © 2017 Elsevier B.V. All rights reserved.

Nurture Groups in a Scottish Secondary School: Purpose, Features, Value and Areas for Development

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Kourmoulaki, Athina

2013-01-01

Nurture groups (NGs) are increasingly being established in Scottish secondary schools yet research in this context is limited. The current study explores the purpose, features and value of two NGs in a Scottish secondary school through interviewing current and former NG members, parents/carers, NG staff and other school staff. A thematic analysis…

Exploring the Principles and Practices of One Teacher of L2 Speaking: The Importance of Reflecting on Practice

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Thomas S. C. Farrell

2018-01-01

Full Text Available Teacher principles encompass a teacher’s stated assumptions, beliefs, and conceptions about acquiring and teaching a second language (L2. Due to the complex and diversified nature of how principles take form, an individual teacher’s principles will influence their judgements, perceptions and instructional decisions, thus affecting the outcome of classroom practices. Exploring teacher principles and their impact on classroom practices and vice versa is an invaluable and necessary component to research in L2 teaching and learning since it plays an influential role in instructional outcomes.This paper explores the nature of the principles/practice relationship through an investigative case study with an ESL teacher of L2 speaking. Additionally, the results of research on principles and practices related to L2 teaching when conducted by academics rarely gets back to teachers in the front lines. Thus the researchers shared their findings with the teacher who as a result of reflecting on the analysis came up with a set of principles she says guides her teaching of L2 speaking.

Does a summative portfolio foster the development of capabilities such as reflective practice and understanding ethics? An evaluation from two medical schools.

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O'Sullivan, Anthony J; Howe, Amanda C; Miles, Susan; Harris, Peter; Hughes, Chris S; Jones, Philip; Scicluna, Helen; Leinster, Sam J

2012-01-01

Portfolios need to be evaluated to determine whether they encourage students to develop in capabilities such as reflective practice and ethical judgment. The aims of this study were (i) to determine whether preparing a portfolio helps promote students' development in a range of capabilities including understanding ethical and legal principles, reflective practice and effective communication, and (ii) to determine to what extent the format of the portfolio affected the outcome by comparing the experiences of students at two different medical schools. A questionnaire was designed to evaluate undergraduate medical students' experiences of completing a portfolio at two medical schools. A total of 526 (45% response rate) students answered the on-line questionnaire. Students from both medical schools gave the highest ranking for the portfolio as a trigger for reflective practice. 63% of students agreed their portfolio helped them develop reflective practice skills (p portfolios helped them understand ethical and legal principles whereas 29% disagreed (p portfolio helped them to develop effective communication. Students perceive portfolio preparation as an effective learning tool for the development of capabilities such as understanding ethical and legal principles and reflective practice, whereas other capabilities such as effective communication require complementary techniques and other modes of assessment.

Personalized instructor responses to guided student reflections: Analysis of two instructors' perspectives and practices

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Reinholz, Daniel L.; Dounas-Frazer, Dimitri R.

2017-11-01

One way to foster a supportive culture in physics departments is for instructors to provide students with personal attention regarding their academic difficulties. To this end, we have developed the Guided Reflection Form (GRF), an online tool that facilitates student reflections and personalized instructor responses. In the present work, we report on the experiences and practices of two instructors who used the GRF in an introductory physics lab course. Our analysis draws on two sources of data: (i) post-semester interviews with both instructors and (ii) the instructors' written responses to 134 student reflections. Interviews focused on the instructors' perceptions about the goals and framing of the GRF activity, and characteristics of good or bad feedback. Their GRF responses were analyzed for the presence of up to six types of statement: encouraging statements, normalizing statements, empathizing statements, strategy suggestions, resource suggestions, and feedback to the student on the structure of students' reflections. We find that both instructors used all six response types, in alignment with their perceptions of what counts as good feedback. In addition, although each instructor had their own unique feedback style, both instructors' feedback practices were compatible with two principles for effective feedback: praise should focus on effort, express confidence in students' abilities, and be sincere; and process-level feedback should be specific and strategy-oriented. This exploratory qualitative investigation demonstrates that the GRF can serve as a mechanism for instructors to pay personal attention to their students. In addition, it opens the door to future work about the impact of the GRF on student-teacher interactions.

Following Alice: Theories of Critical Thinking and Reflective Practice in Action at Postgraduate Level

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Swanwick, Ruth; Kitchen, Ruth; Jarvis, Joy; McCracken, Wendy; O'Neil, Rachel; Powers, Steve

2014-01-01

This paper presents a flexible framework of principles for teaching critical thinking and reflective practice skills at the postgraduate level. It reports on a collaborative project between four UK institutions providing postgraduate programmes in deaf education. Through a critical review of current theories of critical thinking and reflective…

Tweeting dignity: A practical theological reflection on Twitter’s normative function

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Jan Albert Van den Berg

2017-08-01

Full Text Available Social media makes an important contribution to a rapidly changing world in which various domains of meaning are described anew. The evolving nature and dynamic character of social media therefore provides for a rich praxis terrain with which to interact from a practical theological orientation. More specifically associated with the theme of this contribution, the social media sphere also provides an excellent space not only to rethink but also to reenact expressions of dignity in society. The research is facilitated from a practical theological orientation, with particular focus on a normative dimension as embodied in aspects of dignity. Through the use of an interdisciplinary approach and methodology, some contours of dignity specifically associated with South African politics as well as the so-called Charlie Hebdo attacks in 2015 in Paris expressed on the social media platform, Twitter, are described and discussed. From this empirical analysis, description and discussion, a practical theological reflection is offered in which aspects of dignity associated with a normativity function are described. Some practical theological perspectives contributing to future relevant tweeting on dignity are also formulated and provided in conclusion.

Reflective Practice in the Clinical Setting: A Multi-Institutional Qualitative Study of Pediatric Faculty and Residents.

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Plant, Jennifer; Li, Su-Ting T; Blankenburg, Rebecca; Bogetz, Alyssa L; Long, Michele; Butani, Lavjay

2017-11-01

To explore when and in what form pediatric faculty and residents practice reflection. From February to June 2015, the authors conducted focus groups of pediatric faculty and residents at the University of California, Davis; Stanford University; and the University of California, San Francisco, until thematic saturation occurred. Transcripts were analyzed based on Mezirow's and Schon's models of reflection, using the constant comparative method associated with grounded theory. Two investigators independently coded transcripts and reconciled codes to develop themes. All investigators reviewed the codes and developed a final list of themes through consensus. Through iterative discussions, investigators developed a conceptual model of reflection in the clinical setting. Seventeen faculty and 20 residents from three institutions participated in six focus groups. Five themes emerged: triggers of reflection, intrinsic factors, extrinsic factors, timing, and outcome of reflection. Various triggers led to reflection; whether a specific trigger led to reflection depended on intrinsic and extrinsic factors. When reflection occurred, it happened in action or on action. Under optimal conditions, this reflection was goal and action directed and became critical reflection. In other instances, this process resulted in unproductive rumination or acted as an emotional release or supportive therapy. Participants reflected in clinical settings, but did not always explicitly identify it as reflection or reflect in growth-promoting ways. Strategies to enhance critical reflection include developing knowledge and skills in reflection, providing performance data to inform reflection, creating time and space for safe reflection, and providing mentorship to guide the process.

The contribution of audio recording using portable digital voice recorders to the development of reflective practice with trainee teachers in a Further Education setting

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Knill, Marta

2011-06-01

Full Text Available Developing reflective skills and habits during initial teacher education and progressing to deeper and more critical reflection are challenges for trainee teachers. This small-scale action research study investigates how two structured tasks using Digital Voice Recorders (DVRs initiated, sustained and improved reflection and reflective practice. Trainee teachers reported benefits in increased understanding of reflection, development of reflective skills, deepening of reflection and improvements in practice through joint reflection with Teacher Educators on specific aspects of teaching and learning. The structuring of the tasks with prompts and dialogue clearly contributed to the positive outcomes. The study suggests that use of the small, convenient and relatively low cost DVR technology has a place in learning to reflect.

The threshold hypothesis: solving the equation of nurture vs nature in type 1 diabetes.

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Wasserfall, C; Nead, K; Mathews, C; Atkinson, M A

2011-09-01

For more than 40 years, the contributions of nurture (i.e. the environment) and nature (i.e. genetics) have been touted for their aetiological importance in type 1 diabetes. Disappointingly, knowledge gains in these areas, while individually successful, have to a large extent occurred in isolation from each other. One reason underlying this divide is the lack of a testable model that simultaneously considers the contributions of genetic and environmental determinants in the formation of this and potentially other disorders that are subject to these variables. To address this void, we have designed a model based on the hypothesis that the aetiological influences of genetics and environment, when evaluated as intersecting and reciprocal trend lines based on odds ratios, result in a method of concurrently evaluating both facets and defining the attributable risk of clinical onset of type 1 diabetes. The model, which we have elected to term the 'threshold hypothesis', also provides a novel means of conceptualising the complex interactions of nurture with nature in type 1 diabetes across various geographical populations.

Nurturing Opportunity Identification for Business Sophistication in a Cross-disciplinary Study Environment

OpenAIRE

Karine Oganisjana; Tatjana Koke

2012-01-01

Opportunity identification is the key element of the entrepreneurial process; therefore the issue of developing this skill in students is a crucial task in contemporary European education which has recognized entrepreneurship as one of the lifelong learning key competences. The earlier opportunity identification becomes a habitual way of thinking and behavior across a broad range of contexts, the more likely that entrepreneurial disposition will steadily reside in students. In order to nurtur...

Thoughts on Reflection (Editorial

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Denise Koufogiannakis

2010-06-01

Full Text Available There has been some acknowledgement in the published literature that reflection is a crucial element of the evidence based library and information practice (EBLIP model we have adopted (Booth 2004, 2006; Grant 2007; Helliwell 2007. As we work through a problem and try to incorporate the best available evidence into our decision making, reflection is required at several stages, including the very identification of the problem through to our assessment of the process itself and what we have learned in order to inform future practice. However, reflection and reflective writing have not fully been integrated into the process we espouse, and very little has been done to look more closely at this element of the model and how it can be integrated into professional learning.In a recently published research article, Sen (2010 confirms the relationship between reflection and several aspects of professional practice. These include critical review and decision making, two aspects that are tied closely to the evidence based process. Sen notes: Students were more likely to show evidence of learning, self‐development, the ability to review issues crucially, awareness of their own mental functions, ability to make decision [sic] and being empowered when they had mastered the art of reflective practice and the more deeply analytical reflective writing. (p.84 EBLIP (the journal tries to incorporate elements of reflection within the articles we publish. While we clearly believe in the need for our profession to do quality research and publish that research so that it can be accessible to practitioners, we also know that research cannot be looked at in isolation. Our evidence summaries are one way of reflecting critically on previously published research, and in the same vein, our classics bring older research studies back to the foreground. This work needs to continue to be discussed and looked at for its impact on our profession.More directly, the Using

"Monkeys, babies, idiots" and "primitives": nature-nurture debates and philanthropic foundation support for American anthropology in the 1920s and 1930s.

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Biehn, Kersten Jacobson

2009-01-01

There has been a long discussion among historians about the impact that foundation policies had on the development of the social sciences during the interwar era. This discussion has centered on the degree to which foundation officers, particularly from the Rockefeller boards, exercised a hegemonic influence on research. In this essay, I argue that the field of American cultural anthropology has been neglected and must be reconsidered as a window into foundation intervention in nature-nurture debates. Despite foundation efforts to craft an anthropology policy that privileged hereditarian explanations, I contend that cultural anthropologists were committed to proving the primacy of "nurture," even when that commitment cost them valuable research dollars. It was this commitment that provided an essential bulwark for the discipline. Ironically, it was the need to negotiate with foundations about the purpose of their research that helped cultural anthropologists to articulate their unique, and thus intrinsically valuable, approach to nature-nurture debates.

Reflective coatings for interior and exterior of buildings and improving thermal performance

International Nuclear Information System (INIS)

Joudi, Ali; Svedung, Harald; Cehlin, Mathias; Rönnelid, Mats

2013-01-01

Highlights: ► Increase building energy efficiency by optimizing surface optical properties. ► Study different scenarios with both interior and exterior reflective coatings. ► Combined thermal effect of both interior and exterior reflective coatings. -- Abstract: The importance of reducing building energy usage and thriving for more energy efficient architectures, has nurtured creative solutions and smart choices of materials in the last few decades. Among those are optimizing surface optical properties for both interior and exterior claddings of the building. Development in the coil-coating steel industries has now made it possible to allocate correct optical properties for steel clad buildings with improved thermal performance. Although the importance of the exterior coating and solar gain are thoroughly studied in many literatures, the effect of interior cladding are less tackled, especially when considering a combination of both interior and exterior reflective coatings. This paper contemplates the thermal behavior of small cabins with reflective coatings on both interior and exterior cladding, under different conditions and climates with the aim to clarify and point out to the potential energy saving by smart choices of clad coatings.

A Guide to Providing Social Support for Apprentices. Good Practice Guide

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National Centre for Vocational Education Research (NCVER), 2016

2016-01-01

The main purpose of this guide is to provide some ideas for employers of apprentices to provide an environment in which strong informal bases of support can succeed. Formal mentoring is an important aspect of apprenticeships; however, it is also informal mentoring--practices that are difficult to formally nurture--that plays a significant and…

Using an Intention/Reflection Practice to Focus Students towards Future Professions in a Short-Term International Travel Experience

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Fierke, Kerry K.; Lepp, Gardner A.; Bastianelli, Karen; Vogelsang, Lisa; Tornabene, Ladona

2016-01-01

The article describes a student-centered approach to generating meaningful learning outcomes in a short-term study abroad program. A practice named Intention/Reflection (I/R) was used to help students to identify, articulate, and reflect upon learning objectives that were personally meaningful, within the broader framework of the intended outcomes…

Player-Driven Video Analysis to Enhance Reflective Soccer Practice in Talent Development

DEFF Research Database (Denmark)

Hjort, Anders; Henriksen, Kristoffer; Elbæk, Lars

2018-01-01

consistent video analyses and tagging; coaches are important as role models and providers of feedback; and that the use of the platform primarily stimulated deliberate practice activities. PU can be seen as a source of inspiration for soccer players and clubs as to how analytical platforms can motivate......In the present article, we investigate the introduction of a cloud-based video analysis platform called Player Universe (PU). Video analysis is not a new performance-enhancing element in sports, but PU is innovative in how it facilitates reflective learning. Video analysis is executed in the PU...... platform by involving the players in the analysis process, in the sense that they are encouraged to tag game actions in video-documented soccer matches. Following this, players can get virtual feedback from their coach. Findings show that PU can improve youth soccer players' reflection skills through...

Cultivating the Spatial Politics of Community-Based Literacy Practices in Hip-Hop

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Prier, Darius D.

2013-01-01

In this article, the social imagination of community-based sites of urban resistance enable out-of-school literacy practices in Black popular culture to foreground the contemporary context in which youth empowerment is nurtured in out-of-school learning settings. Second, the author chronicles how youth advocates in hip-hop--based community…

Ethical issues in physiotherapy – Reflected from the perspective of physiotherapists in private practice

DEFF Research Database (Denmark)

Præstegaard, Jeanette; Gard, Gunvor

2013-01-01

Background: An important aspect of physiotherapy professional autonomy is the ethical code of the profession, both collectively and for the individual member of the profession. The aim of this study is to explore and add additional insight into the nature and scope of ethical issues as they are u......Background: An important aspect of physiotherapy professional autonomy is the ethical code of the profession, both collectively and for the individual member of the profession. The aim of this study is to explore and add additional insight into the nature and scope of ethical issues......: The ideal of being beneficent toward the patient. Here, the ethical issues uncovered in the interviews were embedded in three code-groups: 1) ethical issues related to equality; 2) feeling obligated to do one's best; and 3) transgression of boundaries. Conclusions: In an ethical perspective, physiotherapy...... in private practice is on a trajectory toward increased professionalism. Physiotherapists in private practice have many reflections on ethics and these reflections are primarily based on individual common sense arguments and on deontological understandings. As physiotherapy by condition is characterized...

Nature, Nurture and Evolution of Intra-Species Variation in Mosquito Arbovirus Transmission Competence

OpenAIRE

Tabachnick, Walter J.

2013-01-01

Mosquitoes vary in their competence or ability to transmit arthropod-borne viruses (arboviruses). Many arboviruses cause disease in humans and animals. Identifying the environmental and genetic causes of variation in mosquito competence for arboviruses is one of the great challenges in public health. Progress identifying genetic (nature) and environmental (nurture) factors influencing mosquito competence for arboviruses is reviewed. There is great complexity in the various traits that compris...

Critical incident analysis through narrative reflective practice: A case study

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Thomas S. C. Farrell

2013-01-01

Full Text Available Teachers can reflect on their practices by articulating and exploring incidents they consider critical to themselves or others. By talking about these critical incidents, teachers can make better sense of seemingly random experiences that occur in their teaching because they hold the real inside knowledge, especially personal intuitive knowledge, expertise and experience that is based on their accumulated years as language educators teaching in schools and classrooms. This paper is about one such critical incident analysis that an ESL teacher in Canada revealed to her critical friend and how both used McCabe’s (2002 narrative framework for analyzing an important critical incident that occurred in the teacher’s class.

Genes, environment and sport performance: why the nature-nurture dualism is no longer relevant.

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Davids, Keith; Baker, Joseph

2007-01-01

The historical debate on the relative influences of genes (i.e. nature) and environment (i.e. nurture) on human behaviour has been characterised by extreme positions leading to reductionist and polemic conclusions. Our analysis of research on sport and exercise behaviours shows that currently there is little support for either biologically or environmentally deterministic perspectives on elite athletic performance. In sports medicine, recent molecular biological advances in genomic studies have been over-interpreted, leading to a questionable 'single-gene-as-magic-bullet' philosophy adopted by some practitioners. Similarly, although extensive involvement in training and practice is needed at elite levels, it has become apparent that the acquisition of expertise is not merely about amassing a requisite number of practice hours. Although an interactionist perspective has been mooted over the years, a powerful explanatory framework has been lacking. In this article, we propose how the complementary nature of degenerate neurobiological systems might provide the theoretical basis for explaining the interactive influence of genetic and environmental constraints on elite athletic performance. We argue that, due to inherent human degeneracy, there are many different trajectories to achieving elite athletic performance. While the greatest training responses may be theoretically associated with the most favourable genotypes being exposed to highly specialised training environments, this is a rare and complex outcome. The concept of degeneracy provides us with a basis for understanding why each of the major interacting constraints might act in a compensatory manner on the acquisition of elite athletic performance.

Embedding reflection and learning into agile software development

DEFF Research Database (Denmark)

Babb, Jeffry; Hoda, Rashina; Nørbjerg, Jacob

2014-01-01

The theoretical underpinnings of agile methods emphasize regular reflection as a means to sustainable development pace and continuous learning, but in practice, high iteration pressure can diminish reflection opportunities. The Reflective Agile Learning Model (REALM) combines insights and results...... from studies of agile development practices in India, New Zealand, and the US with Schön’s theory of reflective practice to embed reflection in everyday agile practices....

Using photography to enhance GP trainees' reflective practice and professional development.

Science.gov (United States)

Rutherford; Forde, Emer; Priego-Hernandez, Jacqueline; Butcher, Aurelia; Wedderburn, Clare

2018-02-08

The capacity and the commitment to reflect are integral to the practice of medicine and are core components of most general practitioners (GP) training programmes. Teaching through the humanities is a growing area within medical education, but one which is often considered a voluntary 'add-on' for the interested doctor. This article describes an evaluation of a highly innovative pedagogical project which used photography as a means to enhance GP trainees' reflective capacity, self-awareness and professional development. Photography was used as a tool to develop GP trainees' skills in recognising and articulating the attitudes, feelings and values that might impact on their clinical work and to enhance their confidence in their ability to deal with these concerns/issues. We submit that photography is uniquely well suited for facilitating insight and self-reflection because it provides the ability to record 'at the touch of a button' those scenes and images to which our attention is intuitively drawn without the need for-or the interference of-conscious decisions. This allows us the opportunity to reflect later on the reasons for our intuitive attraction to these scenes. These photography workshops were a compulsory part of the GP training programme and, despite the participants' traditional scientific backgrounds, the results clearly demonstrate the willingness of participants to accept-even embrace-the use of art as a tool for learning. The GP trainees who took part in this project acknowledged it to be beneficial for both their personal and professional development. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Effectuation And Reflection-In-Action

DEFF Research Database (Denmark)

Gertsen, Frank; Lervang, Johan-Ulrik; Maack, Karl

2013-01-01

Our main aim is to facilitate a reflective methodology for MSc thesis students in practical entrepreneurship that draws on the ideas of ‘reflection-in-action’ while simultaneously making use of the effectuation logics.......Our main aim is to facilitate a reflective methodology for MSc thesis students in practical entrepreneurship that draws on the ideas of ‘reflection-in-action’ while simultaneously making use of the effectuation logics....

Supporting Parents to Provide Nurturing Care for Young Children: The Fundamental Ingredients for a Better World

Science.gov (United States)

Richter, Linda M.

2018-01-01

The global community is recognizing how "nurturing care" is critical for the developing child. The term encompasses health and nutrition, safety and security, responsive caregiving, and opportunities for inclusive early learning, all of which are afforded by loving parents and families and supportive communities. Public policies and…

Mastery, Enjoyment, Tradition and Innovation: A Reflective Practice Model for Instrumental and Vocal Teachers

Science.gov (United States)

Parkinson, Tom

2016-01-01

This article offers a model to assist music teachers in reflecting on their teaching practice in relation to their aims and values. Initially developed as a workshop aid for use on a music education MA program, the model is intended to provoke critical engagement with two prominent tensions in music education: that between mastery and enjoyment,…

Does identity shape leadership and management practice? Experiences of PHC facility managers in Cape Town, South Africa

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Daire, Judith; Gilson, Lucy

2014-01-01

support for leadership development could include talent-spotting and nurturing, induction and peer-mentoring for newly appointed facility managers, ongoing peer-support once in post and continuous reflective practice. PMID:25274644

A unified theory of development: a dialectic integration of nature and nurture.

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Sameroff, Arnold

2010-01-01

The understanding of nature and nurture within developmental science has evolved with alternating ascendance of one or the other as primary explanations for individual differences in life course trajectories of success or failure. A dialectical perspective emphasizing the interconnectedness of individual and context is suggested to interpret the evolution of developmental science in similar terms to those necessary to explain the development of individual children. A unified theory of development is proposed to integrate personal change, context, regulation, and representational models of development.

Promoting Social Nurturance and Positive Social Environments to Reduce Obesity in High-Risk Youth.

Science.gov (United States)

Wilson, Dawn K; Sweeney, Allison M; Kitzman-Ulrich, Heather; Gause, Haylee; St George, Sara M

2017-03-01

Nurturing environments within the context of families, schools, and communities all play an important role in enhancing youth's behavioral choices and health outcomes. The increasing prevalence rates of obesity among youth, especially among low income and ethnic minorities, highlight the need to develop effective and innovative intervention approaches that promote positive supportive environments across different contexts for at-risk youth. We propose that the integration of Social Cognitive Theory, Family Systems Theory, and Self-Determination Theory offers a useful framework for understanding how individual, family, and social-environmental-level factors contribute to the development of nurturing environments. In this paper, we summarize evidence-based randomized controlled trials that integrate positive parenting, motivational, and behavioral skills strategies in different contexts, including primary care, home, community, and school-based settings. Taken together, these studies suggest that youth and parents are most likely to benefit when youth receive individual-level behavioral skills, family-level support and communication, and autonomous motivational support from the broader social environment. Future investigators and healthcare providers should consider integrating these evidence-based approaches that support the effects of positive social climate-based interventions on promoting healthy eating, physical activity, and weight management in youth.

"(Dis)Empowered by What We See … ": Exploring the Use of Video-Stimulated Reflection in Physical Education Pedagogy and Practice

Science.gov (United States)

Mooney, Amanda; Hickey, Chris

2017-01-01

Reflexive accounts of physical education (PE) pedagogy and practice offer potential to reveal much about the intended and unintended learning, for both students and teachers, that can result from certain pedagogic encounters. Despite the promotion of reflective practice/s as a possible "panacea" for improved teaching and learning, there…

Application of Reflectance Confocal Microscopy in Dermatology Practice

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Ayşe Esra Koku Aksu

2015-03-01

Full Text Available In vivo reflectance confocal microscopy (RCM is a non-invasive method, imaging cellular structures in living skin at a level close to the histological resolution. It is easier to diagnose melanocytic and non-melanocytic skin tumors especially in difficult cases when RCM features have been identified. Determination of the cellular features, presence of cellular and structural atypia with RCM allows the discrimination of benign and malignant lesions. Preoperative differential diagnosis of malignant lesions, determining preoperative lesion borders in complicated cases, identification of local recurrence after excision of malignant lesions, monitoring the treatment efficacy in patients using topical treatment and who can not be operated, are the main areas of RCM in tumoral lesions. Besides, RCM is helpful in the establishing the diagnosis of inflammatory disease like psoriasis, contact dermatitis, lichen planus and in evaluation of therapeutic efficacy, detecting of infestation like tinea, skabiyes, demodicosis and determining the level of bullae in bullous disease. Due to being noninvasive, RCM is preferred in cosmetology, in clinical research and practice for the evaluation of the effectiveness of cosmetic products and cosmetic procedures.

Nature vs. nurture: a case report.

Science.gov (United States)

Sandhu, Jagwinder S; Kuprevich, Carol L

2006-11-01

This case report of a young adult male, Mr. A., describes the vulnerability and effects of genetic and environmental factors on the development of psychopathology that can lead to long-term in-patient stays. Mr. A. was born to a mother who had untreated mental and substance use conditions. After a premature birth his brain suffered a significant insult as a result of hypoxia and hypoglycemia, and he remained in a neonatal intensive care unit for three weeks. His early childhood was spent in a chaotic and socioeconomically poor environment with a minimally involved mother and father. During childhood, latency, and adolescence Mr. A. experienced significant interpersonal issues. Mr. A. lived primarily with an aunt. He was unable to maintain employment. He is hospitalized in a public facility, is on multiple medications, and has had unsuccessful attempts to maintain community living. The person to whom he refers to as important in his life is his mother, who remains noninvolved. We present this case to illustrate how genetic and environmental influences interact to impact normal developmental pathways. Has nature or nurture played the strongest role in the life of Mr. A.?

Translation and equivalence assessment for a Japanese version of the modified Parental Nurturance Scale: a comparative study

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Griffiths Peter

2007-01-01

Full Text Available Abstract Background This paper reports on the modification of the Parental Nurturance Scale (PNS, translation of the modified version (PNSM from English to Japanese, and equivalence assessment between the PNSM and the translated version (PNSM-J. The PNS was modified so as to enable its use in nurturance studies where the prime source of nurturance might vary between respondents. Method It was translated into Japanese through the forward-backward translation procedure. With attempting to enhance representativeness of language in the target populations, translators used were married couples that consisted of a native English speaker and a native Japanese speaker. Multiple translations were produced and used to make a single Japanese version. A panel of reviewers identified problems in conceptual and semantic equivalence between the original and the translated versions. The Japanese version was altered accordingly with reference to alternate Japanese forms from the original English to Japanese translations. The altered translation was again re-translated into English and problematic differences were checked. This forward-backward process was repeated until satisfactory agreement was attained. The PNSM was administered to 222 native English speakers and the PNSM-J to 1320 native Japanese speakers. Results Factor analysis and target rotation revealed a nearly identical factor structure and factor loadings of the items of the PNSM and PNSM-J between the different cultural groups. High Cronbach's alpha coefficient supported the reliability of the test scores on both versions. Conclusion The equivalence between the two scales was supported. It is suggested that the PNSM and PNSM-J are suitable tools for comparative cross-cultural studies.

Spiritual formation and the nurturing of creative spirituality: A case study in Proverbs

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Anneke Viljoen

2016-03-01

Full Text Available The article is positioned in the interface between Old Testament scholarship and the discipline of spiritual direction of which spiritual formation is a component. The contribution that a Ricoeurian hermeneutic may make in unlocking the potential which an imaginal engagement with the book of Proverbs may hold for the discipline of spiritual formation was explored. Specifically three aspects of the text of Proverbs illustrated the creative process at work in the text, and how it converges with the concept of spiritual formation and the nurturing of creative spirituality. These aspects were, the development in Lady Wisdom�s discourses, the functional definition of the fear of Yahweh (illustrated from Proverbs 10:1�15:33, and the paradigmatic character of the book of Proverbs.Intradisciplinary and/or interdisciplinary implications: The research is positioned in the interface between Old Testament studies and Practical Theology. The research results in the enhancement of the interdisciplinary dialogue and interchange of resources between the named disciplines with regard to the interest in formation of persons that the biblical book of Proverbs and the discipline of spiritual formation shares.Keywords: Spiritual formation; fear of Yahweh; Proverbs; Wisdom; Hermeneutics; Paul Ricoeur; Symbolic world; Textual reference

Reflections on clinical practice whilst developing a portfolio of evidence: Perceptions of undergraduate nursing students in the Western Cape, South Africa

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Victoire Ticha

2015-12-01

Full Text Available Background: In order to develop clinical judgement, nurses should be encouraged to become analytical and critical thinkers. Development of a portfolio of evidence (PoE of reflection on clinical experiences is one of the strategies that can be used to enhance analytical and critical thinking amongst nursing students. Students’ perceptions of the process are important in order to encourage their reflective practice. PoE compilation at a school of nursing at a university in the Western Cape includes evidence of students’ clinical learning which they present in a portfolio. The students are expected to reflect on their clinical learning experiences and include these reflections in their portfolios. Objective: To describe the perceptions of fourth-year nursing students regarding reflective practice whilst compiling their PoEs. Method: A qualitative design was used to explore the perceptions of registered fourth-year nursing students with regard to their reflective practice whilst compiling their PoEs. Purposive sampling was used for selection of participants. Three focus group discussions were held, each consisting of six to eight participants. Data saturation was reached during the third meeting. Tesch’s method of data analysis was used. Results: Findings revealed that reflection enabled the learners to gain experience and identify challenges related to the expected events and tasks carried out at the hospitals and in the classroom whilst developing their PoE. Conclusion: The compilation of a PoE was a good teaching and learning strategy, and the skills, experience and knowledge that the participants in this study acquired boosted their self-esteem, confidence and critical thinking. Reflection also assisted in self-directed learning.

A review of the nurtured heart approach to parenting: evaluation of its theoretical and empirical foundations.

Science.gov (United States)

Hektner, Joel M; Brennan, Alison L; Brotherson, Sean E

2013-09-01

The Nurtured Heart Approach to parenting (NHA; Glasser & Easley, 2008) is summarized and evaluated in terms of its alignment with current theoretical perspectives and empirical evidence in family studies and developmental science. Originally conceived and promoted as a behavior management approach for parents of difficult children (i.e., with behavior disorders), NHA is increasingly offered as a valuable strategy for parents of any children, despite a lack of published empirical support. Parents using NHA are trained to minimize attention to undesired behaviors, provide positive attention and praise for compliance with rules, help children be successful by scaffolding and shaping desired behavior, and establish a set of clear rules and consequences. Many elements of the approach have strong support in the theoretical and empirical literature; however, some of the assumptions are more questionable, such as that negative child behavior can always be attributed to unintentional positive reinforcement by parents responding with negative attention. On balance, NHA appears to promote effective and validated parenting practices, but its effectiveness now needs to be tested empirically. © FPI, Inc.

Analysis of the Teacher´s Educational Practice: Didactic Thinking, Interaction and Reflection

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Benilde García Cabrero

2008-08-01

Full Text Available The educational practice of teachers is considered as a dynamic, reflexive activity that involves events that occur in the context of student–teacher interaction, but that is not limited to what has been conceived as teaching practice, that is to say, the educational processes taking place within the classroom, but related also to the pedagogical intervention that occurs before and after the interactive processes within the classroom. This paper describes a proposal that includes three dimensions to evaluate teaching practice: 1 didactic thinking and planning; 2 educational interaction in the classroom and 3 reflection upon goals attained as a result of the operationalization of the first two dimensions. These three dimensions are interdependent, so each one affects and is affected by the other two, hence the necessity to consider them in an integral way. This proposal considers that teaching improvement programs should stem from carrying out teaching evaluation in the first place, and then proceed to teachers´ training.

Caring Teaching as a Moral Practice: An Exploratory Study on Perceived Dimensions of Caring Teaching

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Khalil Gholami

2012-01-01

Full Text Available Caring teaching is a conceptual framework used to gain an insight into the moral aspect of teaching. Using a quantitative research approach, we studied 556 teachers in order to explore their perceived dimensions of caring teaching. Drawing on existing literature, we found that caring teaching has been elaborated in line with two broad concepts: personal care and academic care. Considering these concepts, we developed the Caring Teaching Scale with which we identified four dimensions of caring teaching: the nurturing of a student's character, didactical bias, awareness, and respectful didactics. A meta-analysis reflection suggests that the nurturing of students' characters and awareness represent personal care while didactical bias and respectful didactics call for academic care. Further analysis showed that these teachers attached more pedagogical value to personal care. Controlling for two demographic variables, we found statistically significant differences with regard to gender and caring teaching.

Why nature prevails over nurture in the making of the elite athlete.

Science.gov (United States)

Georgiades, Evelina; Klissouras, Vassilis; Baulch, Jamie; Wang, Guan; Pitsiladis, Yannis

2017-11-14

While the influence of nature (genes) and nurture (environment) on elite sporting performance remains difficult to precisely determine, the dismissal of either as a contributing factor to performance is unwarranted. It is accepted that a complex interaction of a combination of innumerable factors may mold a talented athlete into a champion. The prevailing view today is that understanding elite human performance will require the deciphering of two major sources of individual differences, genes and the environment. It is widely accepted that superior performers are endowed with a high genetic potential actualised through hard and prodigious effort. Heritability studies using the twin model have provided the basis to disentangle genetic and environmental factors that contribute to complex human traits and have paved the way to the detection of specific genes for elite sport performance. Yet, the heritability for most phenotypes essential to elite human performance is above 50% but below 100%, meaning that the environment is also important. Furthermore, individual differences can potentially also be explained not only by the impact of DNA sequence variation on biology and behaviour, but also by the effects of epigenetic changes which affect phenotype by modifying gene expression. Despite this complexity, the overwhelming and accumulating evidence, amounted through experimental research spanning almost two centuries, tips the balance in favour of nature in the "nature" and "nurture" debate. In other words, truly elite-level athletes are built - but only from those born with innate ability.

Nurture thru Nature: Creating Natural Science Identities in Populations of Disadvantaged Children through Community Education Partnership

Science.gov (United States)

Camasso, Michael J.; Jagannathan, Radha

2018-01-01

In this article we describe the development, implementation, and some of the early impacts of Nurture thru Nature (NtN), an American after-school and summer program designed to introduce elementary school students in disadvantaged, urban public schools to natural science and environmental education. The program, which began operations in 2010 as a…

The unusual practices within some Neo-Pentecostal churches in South Africa: Reflections and recommendations

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Mookgo S. Kgatle

2017-09-01

Full Text Available This article reflects and makes recommendations on the recent unusual practices within some Neo-Pentecostal churches in South Africa. Neo-Pentecostal churches in South Africa refer to churches that have crossed denominational boundaries. These churches idolise the miraculous, healing, deliverance and enactment of bizarre church performances often performed by charismatic and highly influential spiritual leaders. There have been unusual practices within some Neo-Pentecostal churches that include, among others, the eating of grass, eating of snakes, drinking of petrol, spraying of Doom on the congregants and other experiences. There are many possible theological, psychological and socio-economic explanations for these unusual practices. Given the facts that many South Africans experience various socio-economic challenges, it is argued here that the socio-economic factor is the main explanation for the support of these unusual practices. The unusual practices within some Neo-Pentecostal churches in South Africa are critically unpacked by looking at various churches where the incidents happened. The possible theological, psychological and socio-economic explanations for such practices are outlined in detail. Recommendations are made based on the scientific findings on the unusual practices.

Medical Students' Empathy for Vulnerable Groups: Results From a Survey and Reflective Writing Assignment.

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Wellbery, Caroline; Saunders, Pamela A; Kureshi, Sarah; Visconti, Adam

2017-12-01

As medical education curricula increasingly acknowledge the contributions of the social determinants of health to individual health, new methods of engaging students in the care of vulnerable groups are needed. Empathy is one way to connect students with patients, but little is known about how to nurture students' empathy on behalf of populations. This study examined the relationship between individual and social empathy as groundwork for cultivating students' empathy for vulnerable groups. In 2014-2015, first-year medical students completed the Social Empathy Index at the start and end of a two-semester population health course, and they completed a reflective writing assignment exploring the challenges of caring for vulnerable patients. Pre- and posttest mean survey scores were compared, and reflective writing assignments were analyzed for themes concerning social empathy. Data from 130 students were analyzed. Scores for the contextual understanding of systemic barriers domain increased significantly. There was a trend toward increased cumulative social empathy scores that did not reach statistical significance. Students' essays revealed three themes relating to individual empathy as the foundation for social empathy; civic and moral obligations; and the role of institutional practices in caring for vulnerable groups. This study extends understanding of empathy beyond care for the individual to include care for vulnerable groups. Thus, social empathy may function as a valuable concept in developing curricula to support students' commitment to care for the underserved. Educators first need to address the many barriers students cited that impede both individual and social empathy.

Reflections on Ethics in Practice

Science.gov (United States)

Adams, Helen R.

2009-01-01

Each profession has its own code of ethics. The Merriam-Webster Online Dictionary (2008) defines professional ethics as "the principles of conduct governing an individual or a group." The Code of Ethics of the American Library Association (ALA Council 2008) has served librarians for seventy years and reflects the ideals toward which all librarians…

Constructing Meaning from Letterforms: Reflections on the Development of a Practice-Based Research Proposal

Directory of Open Access Journals (Sweden)

Phil Jones

2007-01-01

Full Text Available Research paradigms are only starting to emerge in relation to art and design practice. Consequently, research design in this domain often employs perspectives and methods developed in other disciplines. This paper traces the development of a proposal that combines theories from cognitive linguistics with graphic design practice. It describes the resulting challenges to and transformations of my long-held assumptions and understanding about graphic design and the communication process. It also outlines the way in which semantic analysis (a method from cognitive linguistics will be used in conjunction with different forms of visualisation--with visualisation used as a method to generate data for analysis as well as to present findings. Finally, it argues for an engagement by designers with conceptual metaphor theory and conceptual blending theory, as a way to facilitate reflection on design practice.

The Role of Reflective Practices in Building Social Capital in Organizations from an HRD Perspective

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Nakamura, Yoshie Tomozumi; Yorks, Lyle

2011-01-01

Social capital has been receiving increasing attention in the field of human resource development (HRD). However, little is known as to how social capital has been formed or has grown over time with HRD interventions. There is limited research and discussion on how reflective practices play a role in the development of social capital as…

Expanding the "ports of entry" for speech-language pathologists: a relational and reflective model for clinical practice.

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Geller, Elaine; Foley, Gilbert M

2009-02-01

To outline an expanded framework for clinical practice in speech-language pathology. This framework broadens the focus on discipline-specific knowledge and infuses mental health constructs within the study of communication sciences and disorders, with the objective of expanding the potential "ports or points of entry" (D. Stern, 1995) for clinical intervention with young children who are language impaired. Specific mental health constructs are highlighted in this article. These include relationship-based learning, attachment theory, working dyadically (the client is the child and parent), reflective practice, transference-countertransference, and the use of self. Each construct is explored as to the way it has been applied in traditional and contemporary models of clinical practice. The underlying premise in this framework is that working from a relationally based and reflective perspective augments change and growth in both client and parent(s). The challenge is for speech-language pathologists to embed mental health constructs within their discipline-specific expertise. This leads to paying attention to both observable aspects of clients' behaviors as well as their internal affective states.

The contribution of audio recording using portable digital voice recorders to the development of reflective practice with trainee teachers in a Further Education setting

OpenAIRE

Knill, Marta; Samuels, Mary

2011-01-01

Developing reflective skills and habits during initial teacher education and progressing to deeper and more critical reflection are challenges for trainee teachers. This small-scale action research study investigates how two structured tasks using Digital Voice Recorders (DVRs) initiated, sustained and improved reflection and reflective practice. Trainee teachers reported benefits in increased understanding of reflection, development of reflective skills, deepening of reflection and improveme...

Reflections on Generativity and Flourishing: A Response to Snow's Kohlberg Memorial Lecture

Science.gov (United States)

Snarey, John

2015-01-01

In his response to Nancy's Snow's "Generativity and Flourishing" (EJ1077701), John Snarey proposes that during the first seasons of one's life one is nurtured by one's parents, but during the latter seasons of life, one is nurtured by one's children. Generative parents interact with their offspring in ways that offer valuable support for…

From bouncing back, to nurturing emergence: reframing the concept of resilience in health systems strengthening.

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Barasa, Edwine W; Cloete, Keith; Gilson, Lucy

2017-11-01

Recent health system shocks such as the Ebola disease outbreak have focused global health attention on the notion of resilient health systems. In this commentary, we reflect on the current framing of the concept of resilience in health systems discourse and propose a reframing. Specifically, we propose that: (1) in addition to sudden shocks, health systems face the ongoing strain of multiple factors. Health systems need the capacity to continue to deliver services of good quality and respond effectively to wider health challenges. We call this capacity everyday resilience; (2) health system resilience entails more than bouncing back from shock. In complex adaptive systems (CAS), resilience emerges from a combination of absorptive, adaptive and transformative strategies; (3) nurturing the resilience of health systems requires understanding health systems as comprising not only hardware elements (such as finances and infrastructure), but also software elements (such as leadership capacity, power relations, values and appropriate organizational culture). We also reflect on current criticisms of the concept of resilient health systems, such as that it assumes that systems are apolitical, ignoring actor agency, promoting inaction, and requiring that we accept and embrace vulnerability, rather than strive for stronger and more responsive systems. We observe that these criticisms are warranted to the extent that they refer to notions of resilience that are mismatched with the reality of health systems as CAS. We argue that the observed weaknesses of resilience thinking can be addressed by reframing and applying a resilience lens that is better suited to the attributes of health systems as CAS. © The Author 2017. Published by Oxford University Press in association with The London School of Hygiene and Tropical Medicine. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

On the Nature and Nurture of Intelligence and Specific Cognitive Abilities: The More Heritable, the More Culture Dependent

NARCIS (Netherlands)

Kan, K.J.; Wicherts, J.M.; Dolan, C.V.; van der Maas, H.L.J.

2013-01-01

To further knowledge concerning the nature and nurture of intelligence, we scrutinized how heritability coefficients vary across specific cognitive abilities both theoretically and empirically. Data from 23 twin studies (combined N = 7,852) showed that (a) in adult samples, culture-loaded subtests

On the nature and nurture of intelligence and specific cognitive abilities : The more heritable, the more culture dependent

NARCIS (Netherlands)

Kan, K.J.; Wicherts, J.M.; Dolan, C.; van der Maas, H.L.J.

2013-01-01

To further knowledge concerning the nature and nurture of intelligence, we scrutinized how heritability coefficients vary across specific cognitive abilities both theoretically and empirically. Data from 23 twin studies (combined N = 7,852) showed that (a) in adult samples, culture-loaded subtests

Promoting Social Nurturance and Positive Social Environments to Reduce Obesity in High Risk Youth

Science.gov (United States)

Wilson, Dawn K.; Sweeney, Allison M.; Kitzman-Ulrich, Heather; Gause, Haylee; St. George, Sara M.

2017-01-01

Nurturing environments within the context of families, schools, and communities all play an important role in enhancing youth’s behavioral choices and health outcomes. The increasing prevalence rates of obesity among youth, especially among low income and ethnic minorities, highlight the need to develop effective and innovative intervention approaches that promote positive supportive environments across different contexts for at risk youth. We propose that the integration of Social Cognitive Theory, Family Systems Theory, and Self-Determination Theory offers a useful framework for understanding how individual, family and social-environmental level factors contribute to the development of nurturing environments. In this paper, we summarize evidence-based randomized controlled trials that integrate positive parenting, motivational, and behavioral skills strategies in different contexts, including primary care, home, community, and school-based settings. Taken together, these studies suggest that youth and parents are most likely to benefit when youth receive individual-level behavioral skills, family-level support and communication, and autonomous motivational support from the broader social environment. Future investigators and health care providers should consider integrating these evidence-based approaches that support the effects of positive social climate-based interventions on promoting healthy eating, physical activity, and weight management in youth. PMID:28229248

The Practice and Challenges of Implementing Critical Thinking Skills in Omani Post-Basic EFL Classrooms

Science.gov (United States)

Al-Kindi, Naeema Saleh; AL-Mekhlafi, Abdo Mohammed

2017-01-01

The purpose of the current study is to investigate post-basic English teachers' practice of critical thinking skills and the challenges they face while teaching skills in EFL classrooms. Three research questions were investigated to achieve this purpose: 1--To what extent do EFL teachers use classroom behaviors that nurture critical thinking at…

The Perennial Debate: Nature, Nurture, or Choice? Black and White Americans' Explanations for Individual Differences

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Jayaratne, Toby Epstein; Gelman, Susan A.; Feldbaum, Merle; Sheldon, Jane P.; Petty, Elizabeth M.; Kardia, Sharon L.R.

2009-01-01

This paper examines three common explanations for human characteristics: genes, the environment, and choice. Based on data from a representative sample of White and Black Americans, respondents indicated how much they believed each factor influenced individual differences in athleticism, nurturance, drive, math ability, violence, intelligence, and sexual orientation. Results show that across traits: 1) Black respondents generally favor choice and reject genetic explanations, whereas White respondents indicate less causal consistency; 2) although a sizeable subset of respondents endorse just one factor, most report multiple factors as at least partly influential; and 3) among White respondents greater endorsement of genetic explanations is associated with less acceptance of choice and the environment, although among Black respondents a negative relationship holds only between genes and choice. The social relevance of these findings is discussed within the context of the attribution, essentialism and lay theory literature. The results underscore the need to consider more complex and nuanced issues than are implied by the simplistic, unidimensional character of the nature/nurture and determinism/free will debates — perennial controversies that have significance in the current genomic era. PMID:20072661

On the nature and nurture of intelligence and specific cognitive abilities: the more heritable, the more culture dependent.

Science.gov (United States)

Kan, Kees-Jan; Wicherts, Jelte M; Dolan, Conor V; van der Maas, Han L J

2013-12-01

To further knowledge concerning the nature and nurture of intelligence, we scrutinized how heritability coefficients vary across specific cognitive abilities both theoretically and empirically. Data from 23 twin studies (combined N = 7,852) showed that (a) in adult samples, culture-loaded subtests tend to demonstrate greater heritability coefficients than do culture-reduced subtests; and (b) in samples of both adults and children, a subtest's proportion of variance shared with general intelligence is a function of its cultural load. These findings require an explanation because they do not follow from mainstream theories of intelligence. The findings are consistent with our hypothesis that heritability coefficients differ across cognitive abilities as a result of differences in the contribution of genotype-environment covariance. The counterintuitive finding that the most heritable abilities are the most culture-dependent abilities sheds a new light on the long-standing nature-nurture debate of intelligence.

Postgraduate Education to Support Organisation Change: A Reflection on Reflection

Science.gov (United States)

Stewart, Jim; Keegan, Anne; Stevens, Pam

2008-01-01

Purpose: This paper aims to explore how teaching and assessing reflective learning skills can support postgraduate practitioners studying organisational change and explores the challenges for tutors in assessing these journals. Design/methodology/approach: Assessment criteria were developed from the literature on reflective practice and…

Tracking Reflective Practice-Based Learning by Medical Students during an Ambulatory Clerkship

Science.gov (United States)

Goldberg, Harry

2007-01-01

Objective To explore the use of web and palm digital assistant (PDA)-based patient logs to facilitate reflective learning in an ambulatory medicine clerkship. Design Thematic analysis of convenience sample of three successive rotations of medical students’ patient log entries. Setting Johns Hopkins University School of Medicine. Participants MS3 and MS4 students rotating through a required block ambulatory medicine clerkship. Interventions Students are required to enter patient encounters into a web-based log system during the clerkship. Patient-linked entries included an open text field entitled, “Learning Need.” Students were encouraged to use this field to enter goals for future study or teaching points related to the encounter. Measurement and Main Results The logs of 59 students were examined. These students entered 3,051 patient encounters, and 51 students entered 1,347 learning need entries (44.1% of encounters). The use of the “Learning Need” field was not correlated with MS year, gender or end-of-clerkship knowledge test performance. There were strong correlations between the use of diagnostic thinking comments and observations of therapeutic relationships (Pearson’s r=.42, p<0.001), and between diagnostic thinking and primary interpretation skills (Pearson’s r=.60, p<0.001), but not between diagnostic thinking and factual knowledge (Pearson’s r =.10, p=.46). CONCLUSIONS We found that when clerkship students were cued to reflect on each patient encounter with the electronic log system, student entries grouped into categories that suggested different levels of reflective thinking. Future efforts should explore the use of such entries to encourage and track habits of reflective practice in the clinical curriculum. PMID:17786523

Re-thinking reflection in supervision

DEFF Research Database (Denmark)

Lystbæk, Christian Tang

The paper presents a socio-cultural perspective on supervision in professional education, which challenges the current reflective paradigm and move the debate on reflection in supervision in professional education and learning towards a recognition of context, power dynamics and ideological...... of reflective practice has been formalized by regulatory bodies as a way to develop the professionalism of both individual professional practitioners as students through continuing professional developmental processes. Consequently, reflection is often used as a `tool´ for personal and professional development...... al., 2010). This conceptual paper presents a critical, socio-cultural perspective on the current paradigm or dogma of reflective practice within supervision in professional education and learning. The purpose I to challenge the dogma and critically to analyze and move the debate on reflection...

Origin of the cosmic network in ΛCDM: Nature vs nurture

International Nuclear Information System (INIS)

Shandarin, Sergei; Habib, Salman; Heitmann, Katrin

2010-01-01

The large-scale structure of the Universe, as traced by the distribution of galaxies, is now being revealed by large-volume cosmological surveys. The structure is characterized by galaxies distributed along filaments, the filaments connecting in turn to form a percolating network. Our objective here is to quantitatively specify the underlying mechanisms that drive the formation of the cosmic network: By combining percolation-based analyses with N-body simulations of gravitational structure formation, we elucidate how the network has its origin in the properties of the initial density field (nature) and how its contrast is then amplified by the nonlinear mapping induced by the gravitational instability (nurture).

Origin of the cosmic network in ΛCDM: Nature vs nurture

Science.gov (United States)

Shandarin, Sergei; Habib, Salman; Heitmann, Katrin

2010-05-01

The large-scale structure of the Universe, as traced by the distribution of galaxies, is now being revealed by large-volume cosmological surveys. The structure is characterized by galaxies distributed along filaments, the filaments connecting in turn to form a percolating network. Our objective here is to quantitatively specify the underlying mechanisms that drive the formation of the cosmic network: By combining percolation-based analyses with N-body simulations of gravitational structure formation, we elucidate how the network has its origin in the properties of the initial density field (nature) and how its contrast is then amplified by the nonlinear mapping induced by the gravitational instability (nurture).

The Relation between Science Student Teachers' Approaches to Studying and Their Attitude to Reflective Practice

Science.gov (United States)

Efe, Rifat

2018-01-01

In this study, the relation between science student teachers' approaches to studying and their attitude to reflective practice were investigated. The participants were 345 science student teachers on teacher education course during 2015-2016 academic year. The data was collected through Approaches and Study Skills Inventory for Students (ASSIST)…

More than Social Media: Using Twitter with Preservice Teachers as a Means of Reflection and Engagement in Communities of Practice

Science.gov (United States)

Benko, Susanna L.; Guise, Megan; Earl, Casey E.; Gill, Witny

2016-01-01

English teacher education programs often look for ways to help preservice teachers engage in critical reflection, participate in communities of practice, and write for authentic audiences in order to be able to teach in the 21st century. In this article, the authors describe how they used Twitter to provide opportunities for reflection and…

Open access and knowledge sharing: reflections on the Pathfinder projects and Open Access Good Practice initiative

Directory of Open Access Journals (Sweden)

Hannah DeGroff

2016-07-01

Full Text Available The following article provides a selection of reflections from a number of higher education institutions and their staff about participation in the UK-wide Pathfinder project scheme. These nine projects (comprising 30 institutions form the core of the Jisc-funded Open Access Good Practice initiative. They have produced a wide range of outputs which endorse and encourage best practice when implementing open access across institutions. Each project has a blog where progress and outputs can be tracked. Details are listed at the end of this article.

Theory of Connectivity: Nature and Nurture of Cell Assemblies and Cognitive Computation.

Science.gov (United States)

Li, Meng; Liu, Jun; Tsien, Joe Z

2016-01-01

Richard Semon and Donald Hebb are among the firsts to put forth the notion of cell assembly-a group of coherently or sequentially-activated neurons-to represent percept, memory, or concept. Despite the rekindled interest in this century-old idea, the concept of cell assembly still remains ill-defined and its operational principle is poorly understood. What is the size of a cell assembly? How should a cell assembly be organized? What is the computational logic underlying Hebbian cell assemblies? How might Nature vs. Nurture interact at the level of a cell assembly? In contrast to the widely assumed randomness within the mature but naïve cell assembly, the Theory of Connectivity postulates that the brain consists of the developmentally pre-programmed cell assemblies known as the functional connectivity motif (FCM). Principal cells within such FCM is organized by the power-of-two-based mathematical principle that guides the construction of specific-to-general combinatorial connectivity patterns in neuronal circuits, giving rise to a full range of specific features, various relational patterns, and generalized knowledge. This pre-configured canonical computation is predicted to be evolutionarily conserved across many circuits, ranging from these encoding memory engrams and imagination to decision-making and motor control. Although the power-of-two-based wiring and computational logic places a mathematical boundary on an individual's cognitive capacity, the fullest intellectual potential can be brought about by optimized nature and nurture. This theory may also open up a new avenue to examining how genetic mutations and various drugs might impair or improve the computational logic of brain circuits.

Using the Real-time Instructor Observing Tool (RIOT) for Reflection on Teaching Practice

Science.gov (United States)

Paul, Cassandra; West, Emily

2018-03-01

As physics educators, we are constantly looking for ways to improve our practice. There are many different kinds of professional development opportunities that have been shown to help us with this endeavor. We can seek assistance from professionals, like mentor teachers or centers for faculty development, we can attend workshops to learn new curricula or pedagogical skills, and we can engage in learning communities to develop shared visions and become more reflective educators. However, when these activities end, what can we do on our own to continue to improve? How can we track our improvement? And perhaps even most importantly, what can we do when these resources aren't available to us? While publications like The Physics Teacher offer excellent pedagogical practices we can try out in the classroom, how do we get feedback on what we decide to implement?

Iranian pediatric nurse's experience: The facilitators of the learning of ethical practices

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Kobra Karami

2017-01-01

Full Text Available Background: Ethical care is a core value in nursing. Pediatric nurses are in direct and continuous contact with children and their parents. They manage their lives and health. As part of the pediatric nurses' daily work, ethical issues play an important role in making decisions, are important to make decisions, and this capability is only achieved by ethical practice. This study aimed to explore the factors facilitating the learning of ethical practice among Iranian pediatric nurses. Materials and Methods: This study is a conventional qualitative content analysis based on the Graneheim and Lundman method. It was conducted through semi-structured interviews with two focus groups, incorporating 28 nurses working in pediatric wards. Unstructured observation and field notes were other methods of data collection. Purposive sampling continued until data saturation was ensured. All interviews were tape recorded and transcribed in verbatim. Results: Three main categories and 12 subcategories emerged from this study. The facilitating factors include (1 individual competencies (knowledge, experience, emotional intelligence, and loving children, (2 ethical imprinting (responsibility, reflection, empathy, and ethical beliefs, and (3 an environment that nurtures moral values (organizational, spiritual, family, and cultural environments as facilitating factors. Conclusions: The promotion of nurses' competencies, ethical virtues, and imprinting, as well as improvement of the quality of nursing care must be the top priority of the health team. Undoubtedly, the success of the health care system is not possible without ensuring that pediatric nurses learn ethical practices.

The research and practice of integrating conservation and development: Self-reflections by researchers on methodologies, objectives and influence

Directory of Open Access Journals (Sweden)

Maya Pasgaard

2017-01-01

Full Text Available This study examines the application of mixed-method and participatory approaches to conservation and development research. Both approaches were applied in a research project on the relationship between ecosystem governance and the wellbeing of local communities adjacent to a protected area in Laos. By encouraging four of the involved field researchers to reflect upon and expose their practical approaches as scientific experts (in terms of methodologies, objectives, reliability of results and research influence, this article aims to improve our learning from research practice and to promote reflexivity in research. The reflexive study presented here emphasizes the social and political context or real world situation against which research outputs can and should be evaluated, and retrospectively sheds light on the barriers to reach research objectives. In essence, the article addresses the relation between science and policy, and underlines the political undercurrent of conservation and development research in facilitating institutional change. The article outlines the very role of researchers in developing conservation policies, and provides a foundation for institutions and individual researchers to promote critical and constructive self-reflections in scientific practices.

Interprofessional, practice-driven research: reflections of one "community of inquiry" based in acute stroke.

Science.gov (United States)

Hubbard, I J; Vyslysel, G; Parsons, M W

2009-01-01

Research is often scholarship driven and the findings are then channelled into the practice community on the assumption that it is utilising an evidence-based approach in its service delivery. Because of persisting difficulties in bridging the practice-evidence gap in health care, there has been a call for more active links between researchers and practitioners. The authors were part of an interprofessional research initiative which originated from within an acute stroke clinical community. This research initiative aimed to encourage active participation of health professionals employed in the clinical setting and active collaboration across departments and institutions. On reflection, it appeared that in setting up an interprofessional, practice-driven research collaborative, achievements included the instigation of a community of inquiry and the affording of opportunities for allied health professionals to be actively involved in research projects directly related to their clinical setting. Strategies were put in place to overcome the challenges faced which included managing a demanding and frequently changing workplace, and overcoming differences in professional knowledge, skills and expertise. From our experience, we found that interprofessional, practice-driven research can encourage allied health professionals to bridge the practice-evidence gap, and is a worthwhile experience which we would encourage others to consider.

中医养生中庸思想探讨%Concept of the Golden Mean in life nurturing of Chinese medicine

Institute of Scientific and Technical Information of China (English)

邓月娥

2012-01-01

Through discussing the concept of the Golden Mean in the theory and methods of TCM life nurturing, the author indicated that the Golden Mean, harmony and balance are the core ideology in TCM life nurturing. During the process of life nurturing, we should conform to four seasons and yin and yang, keep regular daily life, appropriate work, rest, a better diet and temperance sex, maintain body and spirit, combine dynamic and static exercises, and uphold the Golden Mean. In this way we will correspond to nature externally, become an entity internally with balanced yin and yang, and have a health body and peaceful spirit.%通过探讨中医养生学理论和养生方法的中庸思想,指出中庸、和谐、平衡是中医养生的核心思想.在保养生命的过程中,顺应四时阴阳,起居有常,劳逸适度,饮食有节,房事适当,形神共养,动静适宜,时时秉持中庸思想,就能使人体外与大自然协调一致,内为一个阴阳和谐平衡的统一体,因而身体健康,精神安乐.

Reflecting on practice development school for pre-registration nurses: a student nurse perspective

Directory of Open Access Journals (Sweden)

Chelsea Agate

2017-05-01

Full Text Available Background: Practice development has been evolving as a movement in nursing for decades but was first conceptualised by Garbett and McCormack (2002. At its core are the principles that embody a shared intention of developing and improving both professional practice and patient care (McCormack et al., 2013. Through effective, supportive and motivational facilitation, practice development has the capacity to transform dominant and oppressive task-oriented cultures, run by hierarchical leaderships, into cultures that empower and value the contributions of all stakeholders, allowing for transformational and emancipatory learning (McCormack et al., 2013. Aims: Today, there are nine defining principles of practice development (McCormack et al., 2013. Based loosely on Kolb’s model of reflection (1998, this article is an in-depth critical evaluation of my own learning, which took place in the context of a practice development school for pre-registration nurses. I have chosen to focus on the practice development principle that I found to be most transformative. Principle number eight states: ‘Practice development is associated with a set of processes including skilled facilitation that can be translated into a specific skill set required as near to the interface of care as possible’. Conclusions and implications for practice: This journey has taught me that knowledge and experience will inevitably influence facilitation (Crisp and Wilson, 2011. However, the skills and attributes embodied by an effective facilitator are multifaceted and the evolution of my own facilitation expertise will continue alongside with my journey as a practice developer. On the journey so far, I have learned to appreciate the value of authentic and meaningful engagement, how to inspire and evoke it, and to what extent it has the potential to influence effective facilitation. I have learned to use various facilitation methods to create and sustain high levels of engagement

Family Nurture Intervention in preterm infants alters frontal cortical functional connectivity assessed by EEG coherence.

Science.gov (United States)

Myers, M M; Grieve, P G; Stark, R I; Isler, J R; Hofer, M A; Yang, J; Ludwig, R J; Welch, M G

2015-07-01

To assess the impact of Family Nurture Intervention (FNI) on cortical function in preterm infants at term age. Family Nurture Intervention is a NICU-based intervention designed to establish emotional connection between mothers and preterm infants. Infants born at 26-34 weeks postmenstrual age (PMA) were divided into two groups, standard care (SC, N = 49) and FNI (FNI, N = 56). Infants had EEG recordings of ~one hour duration with 124 lead nets between 37 and 44 weeks PMA. Coherence was measured between all pairs of electrodes in ten frequency bands. Data were summarised both within and between 12 regions during two sleep states (active, quiet). Coherence levels were negatively correlated with PMA age in both groups. As compared to SC infants, FNI infants showed significantly lower levels of EEG coherence (1-18 Hz) largely within and between frontal regions. Coherence in FNI infants was decreased in regions where we previously found robust increases in EEG power. As coherence decreases with age, results suggest that FNI may accelerate brain maturation particularly in frontal brain regions, which have been shown in research by others to be involved in regulation of attention, cognition and emotion regulation; domains deficient in preterm infants. ©2015 Foundation Acta Paediatrica. Published by John Wiley & Sons Ltd.

Organic materials in planetary and protoplanetary systems: nature or nurture?

Science.gov (United States)

Dalle Ore, C. M.; Fulchignoni, M.; Cruikshank, D. P.; Barucci, M. A.; Brunetto, R.; Campins, H.; de Bergh, C.; Debes, J. H.; Dotto, E.; Emery, J. P.; Grundy, W. M.; Jones, A. P.; Mennella, V.; Orthous-Daunay, F. R.; Owen, T.; Pascucci, I.; Pendleton, Y. J.; Pinilla-Alonso, N.; Quirico, E.; Strazzulla, G.

2011-09-01

Aims: The objective of this work is to summarize the discussion of a workshop aimed at investigating the properties, origins, and evolution of the materials that are responsible for the red coloration of the small objects in the outer parts of the solar system. Because of limitations or inconsistencies in the observations and, until recently, the limited availability of laboratory data, there are still many questions on the subject. Our goal is to approach two of the main questions in a systematic way: - Is coloring an original signature of materials that are presolar in origin ("nature") or stems from post-formational chemical alteration, or weathering ("nurture")? - What is the chemical signature of the material that causes spectra to be sloped towards the red in the visible? We examine evidence available both from the laboratory and from observations sampling different parts of the solar system and circumstellar regions (disks). Methods: We present a compilation of brief summaries gathered during the workshop and describe the evidence towards a primordial vs. evolutionary origin for the material that reddens the small objects in the outer parts of our, as well as in other, planetary systems. We proceed by first summarizing laboratory results followed by observational data collected at various distances from the Sun. Results: While laboratory experiments show clear evidence of irradiation effects, particularly from ion bombardment, the first obstacle often resides in the ability to unequivocally identify the organic material in the observations. The lack of extended spectral data of good quality and resolution is at the base of this problem. Furthermore, that both mechanisms, weathering and presolar, act on the icy materials in a spectroscopically indistinguishable way makes our goal of defining the impact of each mechanism challenging. Conclusions: Through a review of some of the workshop presentations and discussions, encompassing laboratory experiments as well

Reflection as a Deliberative and Distributed Practice: Assessing Neuro-Enhancement Technologies via Mutual Learning Exercises (MLEs).

Science.gov (United States)

Zwart, Hub; Brenninkmeijer, Jonna; Eduard, Peter; Krabbenborg, Lotte; Laursen, Sheena; Revuelta, Gema; Toonders, Winnie

2017-01-01

In 1968, Jürgen Habermas claimed that, in an advanced technological society, the emancipatory force of knowledge can only be regained by actively recovering the 'forgotten experience of reflection'. In this article, we argue that, in the contemporary situation, critical reflection requires a deliberative ambiance, a process of mutual learning, a consciously organised process of deliberative and distributed reflection. And this especially applies, we argue, to critical reflection concerning a specific subset of technologies which are actually oriented towards optimising human cognition (neuro-enhancement). In order to create a deliberative ambiance, fostering critical upstream reflection on emerging technologies, we developed (in the context of a European 7 th Framework Programme project on neuro-enhancement and responsible research and innovation, called NERRI) the concept of a mutual learning exercise (MLE). Building on a number of case studies, we analyse what an MLE involves, both practically and conceptually, focussing on key aspects such as ambiance and expertise, the role of 'genres of the imagination' and the profiles of various 'subcultures of debate'. Ideally, an MLE becomes a contemporary version of the Socratic agora, providing a stage where multiple and sometimes unexpected voices and perspectives mutually challenge each other, in order to strength-en the societal robustness and responsiveness of emerg-ing technologies.

Does identity shape leadership and management practice? Experiences of PHC facility managers in Cape Town, South Africa.

Science.gov (United States)

Daire, Judith; Gilson, Lucy

2014-09-01

support for leadership development could include talent-spotting and nurturing, induction and peer-mentoring for newly appointed facility managers, ongoing peer-support once in post and continuous reflective practice. Published by Oxford University Press in association with The London School of Hygiene and Tropical Medicine © The Author 2014; all rights reserved.

Theory of Connectivity: Nature and Nurture of Cell Assemblies and Cognitive Computation

Directory of Open Access Journals (Sweden)

Meng eLi

2016-04-01

Full Text Available Richard Semon and Donald Hebb are among the firsts to put forth the notion of cell assembly – a group of coherently or sequentially-activated neurons– to represent percept, memory, or concept. Despite the rekindled interest in this age-old idea, the concept of cell assembly still remains ill-defined and its operational principle is poorly understood. What is the size of a cell assembly? How should a cell assembly be organized? What is the computational logic underlying Hebbian cell assemblies? How might Nature vs Nurture interact at the level of a cell assembly? In contrast to the widely assumed local randomness within the mature but naïve cell assembly, the recent Theory of Connectivity postulates that the brain consists of the developmentally pre-programmed cell assemblies known as the functional connectivity motif (FCM. Principal cells within such FCM is organized by the power-of-two-based mathematical principle that guides the construction of specific-to-general combinatorial connectivity patterns in neuronal circuits, giving rise to a full range of specific features, various relational patterns, and generalized knowledge. This pre-configured canonical computation is predicted to be evolutionarily conserved across many circuits, ranging from these encoding memory engrams and imagination to decision-making and motor control. Although the power-of-two-based wiring and computational logic places a mathematical boundary on an individual’s cognitive capacity, the fullest intellectual potential can be brought about by optimized nature and nurture. This theory may also open up a new avenue to examining how genetic mutations and various drugs might impair or enhance the computational logic of brain circuits.

Understanding the Development of a Hybrid Practice of Inquiry-Based Science Instruction and Language Development: A Case Study of One Teacher's Journey Through Reflections on Classroom Practice

Science.gov (United States)

Capitelli, Sarah; Hooper, Paula; Rankin, Lynn; Austin, Marilyn; Caven, Gennifer

2016-04-01

This qualitative case study looks closely at an elementary teacher who participated in professional development experiences that helped her develop a hybrid practice of using inquiry-based science to teach both science content and English language development (ELD) to her students, many of whom are English language learners (ELLs). This case study examines the teacher's reflections on her teaching and her students' learning as she engaged her students in science learning and supported their developing language skills. It explicates the professional learning experiences that supported the development of this hybrid practice. Closely examining the pedagogical practice and reflections of a teacher who is developing an inquiry-based approach to both science learning and language development can provide insights into how teachers come to integrate their professional development experiences with their classroom expertise in order to create a hybrid inquiry-based science ELD practice. This qualitative case study contributes to the emerging scholarship on the development of teacher practice of inquiry-based science instruction as a vehicle for both science instruction and ELD for ELLs. This study demonstrates how an effective teaching practice that supports both the science and language learning of students can develop from ongoing professional learning experiences that are grounded in current perspectives about language development and that immerse teachers in an inquiry-based approach to learning and instruction. Additionally, this case study also underscores the important role that professional learning opportunities can play in supporting teachers in developing a deeper understanding of the affordances that inquiry-based science can provide for language development.

Fragments on teachers' reflective practicum

Directory of Open Access Journals (Sweden)

Živković Predrag Ž.

2013-01-01

Full Text Available in many historical and comparative overviews of the works, in which there is an analytical discussion of the dominant pedagogical theories in the twentieth century, John Dewey (Dewey, 1933 is referred to as the founder and creator of the concept of reflection (reflective thought and knowledge in practice. Reflection as a concept is understood as the forms and the form of problem solving, as well as continuously thinking about the causes of problems in situations in situ, including active and systematically and consistently changing connecting ideas with solutions to the problems and situations that preceded them (Hatton & Smith, 1995. Reflective thinking is the most general level to tackle practical problems, allowing the ''recommended'' doubts and confusion before proposing possible solutions to the problem. Dewey wrote about a reflective action which refers to the use of solutions to the problem and to thinking through the course of the action. in later works of the authors who have dealt with this problem, an unambiguous link can be observed between the so-called ''professional'' action and the reflection on action which, in this cyclical relationship, leads to visible changes (Zeichner & Gore, 1984. Already at first glance, this implies a connection with experiential learning and adult position of observation and reflection in various models of experiential learning, which will be discussed later. it would be useful to compare this method with a cyclic action of routine as an expression of impulse, tradition and authority. Reflective action, as opposed to the routine, is a consistently and carefully thought-out action (practice reflection, which is an ''awakened'' knowledge and belief, and that is an expression of openness, accountability and commitment. We are ready for reflection, says Schon, when the ''knowledge-in-action'' - a kind of knowledge that professionals notice when it is acted spontaneously - occurs suddenly and unintentionally

Does high antibiotic consumption still reflect bad practices?

Science.gov (United States)

Levent, T; Delfosse, F; Lambiotte, F; Dezorzi, S; Gosteau, L; Vasseur, M

2012-07-01

The authors had for aim to assess the quality of antibiotic prescription in an intensive care unit because of their high rate of consumption. A prospective 5-month study was made of the first 50 prescriptions of ciprofloxacin, levofloxacin, teicoplanin, vancomycin, and imipenem. Treatment was considered adequate at day 5 if the indication was relevant, with the right doses, and if the prescription was adapted to the antibiogram. Fifty treatments were evaluated (38 patients included). Eighty-four percent (42/50) was adequate at day 5. Glycopeptides and fluoroquinolones accounted for 2/3 of prescriptions. The absence of de-escalation was the most common mistake. The severity of presentations was evident with a mean SSI at 68 (22-113), and a mean BMI at 28 (18.5 - 50). Eighty-four percent (32/38) of patients were exposed to invasive devices, 47% died in the ICU. Most prescriptions were adequate. The patient profile could explain the high rate of antibiotic consumption. Bacteriological monitoring revealed an increased prevalence of resistant bacteria, which could explain a high rate of consumption along with adaptation of the dose to overweight. De-escalation, using aminosides more frequently, and shorter prescribed courses of fluoroquinolones should improve consumption rates does not always reflect bad practices, but may be adequate when considering bacterial ecology and patient profile. Copyright © 2012 Elsevier Masson SAS. All rights reserved.

The experience of being a member of the Student International Community of Practice: a collaborative reflection

Directory of Open Access Journals (Sweden)

Brighide M. Lynch

2015-05-01

Full Text Available Background: In 2010 a community of practice was set up for and by doctoral students engaged in person-centred and practitioner research. After three years, this community became part of a larger international community of practice. Aims and objectives: Captured under the stanzas of a poem and supported by the literature, this paper uses member narratives and creative expressions in a critical reflection on the experience of being a member of the Student International Community of Practice. Conclusions: Membership in the community of practice was experienced as beneficial, providing both support and challenge to enrich the doctoral students’ development as person-centred researchers. Retaining connectivity across an international landscape and finding effective ways to integrate new members into the community presented the greatest challenges. Implications for practice development: • The theoretical foundation and experiential knowledge could assist others considering support structures for the development of person-centred practices • Shared learning and co-creation of knowledge add value to the experience of being a doctoral researcher • Membership fluctuations present challenges to continuity of learning and the maintenance of a safe space with communities of practice. Such fluctuations, however, create chances for community members to experience diverse roles within the group and encourage explicit attention to person-centredness

Buffering effects of safe, supportive, and nurturing relationships among women with childhood histories of maltreatment.

Science.gov (United States)

Jaffee, S R; Takizawa, R; Arseneault, L

2017-11-01

Adults who were victims of childhood maltreatment tend to have poorer health compared with adults who did not experience abuse. However, many are in good health. We tested whether safe, supportive, and nurturing relationships buffer women with a history of childhood maltreatment from poor health outcomes in later life. Participants included women from the Environmental Risk (E-Risk) Longitudinal Twin Study who were involved in an intimate relationship at some point by the time their twin children were 10 years old. Women were initially interviewed in 1999-2000 (mean age = 33 years) and 2, 5, and 7 years later. They reported on their physical and mental health, and their health-risk behaviours. Compared with women who did not experience abuse in childhood, women with histories of maltreatment were at elevated risk for mental, physical, and health-risk behaviours, including major depressive disorder, sleep, and substance use problems. Cumulatively, safe, supportive, and nurturing relationships characterized by a lack of violence, emotional intimacy, and social support buffered women with a history of maltreatment from poor health outcomes. Our findings emphasize that negative social determinants of health - such as a childhood history of maltreatment - confer risk for psychopathology and other physical health problems. If, however, a woman's current social circumstances are sufficiently positive, they can promote good health, particularly in the face of past adversity.

The Role of Reflection in the Pedagogical Thinking and Practice of the MPA Programme at Copenhagen Business School

DEFF Research Database (Denmark)

Ry Nielsen, Jens Carl

2013-01-01

Reflection plays a significant role in the pedagogical thinking and practice at the Copenhagen Business School Master of Public Administration Programme. It is thus embedded in one of the pedagogical models we have developed based on ideas from Argyris, Schön, Vygotsky, Senge, Lave and Wenger...

How Reflective Is the Academic Essay?

Science.gov (United States)

Maclellan, Effie

2004-01-01

The purpose of this study was to examine the extent of reflection in academic essays. Forty essays, all previously deemed to be of merit quality, were analysed in terms of three elements of reflection--how the educational issue is conceptualized; what the issue means for practice; and how practice might be changed to resolve the problematic. Each…

The good, the bad and the 'not so bad': reflecting on moral appraisal in practice.

Science.gov (United States)

Begley, Ann Marie

2011-03-01

The aim of this study is to facilitate reflection on the moral merit of practitioners in various contexts. Insight is gained from Aristotelian and Kantian accounts of moral character and an original framework for reflection is presented as an adjunct to ethical theory and principles considered when appraising others. In relation to states of character, there is an irreconcilable difference between Kantian (deontic) and Aristotelian (aretaic) conceptions of the nature of full virtue (excellence of character), but at the same time it can be argued that in relation to practice their approaches complement each other. It is also argued that in relation to caring for the vulnerable, Aristotle's conception of full virtue is more compelling than Kant's. On the other hand, Kant's notion of self-serving action is important in nursing and it therefore needs to be considered when reflecting on professional conduct. The conclusion reached is that Aristotelian and Kantian accounts of character appraisal should be used in a combined approach to moral appraisal. This approach draws on the accounts of both philosophers and offers valuable insight into moral character, professional conduct and, in a more formal setting, fitness to practise. © 2011 Blackwell Publishing Ltd.

Living better with dementia: strengths-based social work practice and dementia care.

Science.gov (United States)

McGovern, Justine

2015-01-01

This article first argues that quality of life is possible despite the onset of dementia in late life. It also demonstrates how core concepts of social work practice, such as family systems theory, the strengths perspective, and use of self, can be applied to practice with dementia-affected persons. In addition, it provides practical suggestions for supporting care partners in nurturing "we-ness", focusing on what remains rather than was is lost, and remaining authentic. When strengths-based social work practice is integrated into dementia care protocols, wellbeing can increase. As a result, the more than 40 million persons worldwide who are affected by dementia do not have to resign themselves to the despair, devastation and inevitable demise of quality of life that dominate perception of the illness.

Reflections on independence in nurse practitioner practice.

Science.gov (United States)

Weiland, Sandra A

2008-07-01

To examine factors that influence the ability of nurse practitioners (NPs) to practice as independent primary care providers. Extensive literature search on CINAHL, OVID, MEDLINE, Internet journal sources, and professional association Web sites. The legal authority for NPs to practice independently is recognized; however, the ability to put that authority into practice is undermined by the historical failure of political, professional, and social entities to recognize NPs as providers capable of providing primary care autonomously. Nonrecognition is responsible for complex reimbursement policies (both federal and state) that economically and professionally restrain the NP role; hence, NPs remain in a financially dependent relationship despite 40 years of proven safe practice. NPs must articulate their independence as practitioners more vociferously in order to meet society's healthcare requirements, as well as to attain professional fulfillment and forge collegial relationships. NPs will never be seen as members of a profession by either themselves or others without the practicality of independence and autonomy. Although legal independence is a fact, real practice independence in the pragmatic sense is contingent upon reimbursement. Without fiscal sustainability, practice independence is an impossibility. And, without professional autonomy, NPs will have only an employee's voice in the dynamic healthcare system in which they are really key players in providing healthcare services to the poor and undeserved populations.

Autoethnography: reflective journaling and meditation to cope with life-threatening breast cancer.

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Sealy, Patricia Ann

2012-02-01

Autoethnography is a qualitative research approach whereby the researcher shares personal stories that relate to the broader cultural context. Living through breast cancer showed me how reflective journaling and meditation can help one to cope with locally advanced breast cancer. The purpose of this autoethnography is to assist nurses in gaining a greater understanding of the primary cultural implications of (a) unresolved emotional issues from the past complicating current treatment and recovery for locally advanced breast cancer, and that (b) reflective journaling and meditation can provide an opportunity to "socially reconstruct" past psychological injury. In this example of autoethnography, I reconstructed the past by re-experiencing childhood wounds through meditation, accompanied by myself in the role of the nurturing mother providing comfort and support to the wounded inner child. That approach affirmed me in my current mothering role and provided imagery of the comfort that I was lacking in my childhood. Such duality empowered me toward self-acceptance and self-worth. Loss, grief, fear, and anxiety are considered universal states and emotions that interfere with quality of life. Finding meaning in suffering can heal pain and free energy for the pursuit of justice, peace, and joy.

Culture Embrained: Going Beyond the Nature-Nurture Dichotomy.

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Kitayama, Shinobu; Salvador, Cristina E

2017-09-01

Over the past three decades, the cultural psychology literature has established that there is systematic cultural variation in the nature of agency in the domains of cognition, emotion, and motivation. This literature adopted both self-report and performance-based (or behavioral) indicators of these processes, which set the stage for a more recent systematic exploration of cultural influences at the neural and biological level. Moreover, previous work has largely focused on East-West differences, thereby calling for a systematic exploration of other ethnic groups. To address these issues, this article reviews recent work in cultural neuroscience, while paying close attention to Latino Americans-the single most rapidly growing minority group in the United States. We focus on research that has employed neural measures and show that culture has systematic influences on the brain. We also point out that, unlike more traditional self-report or performance-based measures, neural indicators of culture are reliably linked to theoretically relevant individual difference variables such as self-construal and acculturation. Cultural neuroscience offers the framework to go beyond the dichotomy between nature and nurture and to explore how they may dynamically interact.

Nature versus nurture segues to choice versus circumstance in the new millennium: one consideration for an integrative biopsychosocial philosophy, art, and science of chiropractic.

Science.gov (United States)

Smith, Monica

2009-12-01

This commentary discusses the evolving sociocultural roles and sociocultural authority of chiropractic. The complex interconnectivity of the biological, psychological, and social aspects of our individual and collective well-being has occupied centuries of "nature versus nurture" philosophical debate, creative art, and scientific work. What has emerged is a better understanding of how our human development is affected by the circumstances of what we are born with (ie, nature) and how we are shaped by the circumstances that we are born into (ie, nurture). In the new millennium, a cumulative challenge to the emerging integrative biopsychosocial health care disciplines is one of reconciling "circumstance versus choice"; that is, advancing individually and collectively the fullest actualization of human potential through the philosophy, art, and science of autonomy and empowerment.

REFLECTIVE PRACTICE IN ORGANIZATIONAL LEARNING, CULTURAL SELF-UNDERSTANDING, AND COMMUNITY SELF-STRENGTHENING.

Science.gov (United States)

Sparrow, Joshua

2016-11-01

The infant mental health field can amplify its effects when it extends its purview beyond the dyad to the larger contexts in which infants and adult caregivers interact and develop over time. Within health, mental health, education, and other human service organizations, the quality of relationships is a critical variable in the individual-level outcomes that such organizations seek. The goals of this work and the means for accomplishing them are highly dependent on human qualities and interactions that are shaped by organizational processes. In communities, too, processes that shape relationships also strongly influence child-, family-, and community-level outcomes. The Touchpoints approach to reflective practice can guide relational processes among professionals, parents, and infants in organizations and communities that influence these outcomes. © 2016 Michigan Association for Infant Mental Health.

Educational heritage and museums: reflections on practical research, historical preservation and dissemination

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Margarida Louro Felgueiras

2012-01-01

Full Text Available The preservation of educational heritage and assets in Portugal emerges, almost simultaneously, between teachers and historians of education. School memories along with searching and recording of the collections of teachers were introduced in Portuguese and in Brazilian historiography in the nineties of the twentieth century. Simultaneously the need for civic intervention in order to safeguard the sources became visible, and gradually, also the awareness of its importance to pass on as a legacy. The study of, and the gathering, exhibition and creation of an inventory of artefacts, seeks to establish a school culture in its materiality. In this article, following an epistemological point of view, we propose to reflect upon the significance of these practical activities, either for educational historiography, for knowledge diffusion or in the interest of museums.

Teacher as researcher of its own practice: the importance of reflection for health education

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Edison Rivas A

2010-08-01

Full Text Available Objective: to present the process and results of an action research in the educational dimension, the growth and development program of a health institution in Medellin. Methodology: following Stenhouse’s ideas about a teacherresearcher, it was developed a reflective process where the program’s teams, researched their pedagogical practices, and analyzed them taking in consideration their own experience as well as theory coming from past research done in their institution, and the scientific literature. Results: through a reflective process and by investigating their pedagogical process, educators were able to design the program from a wider perspective: child rearing. Also they were able to locate themselves in a different way with respect to education and to parents generating alternative proposal for education Discussion: research experience shows the difficulty of making changes in pedagogical perspectives in health education, usually based on traditional or behavioral models. According to the results, this research proposal is presented as a way to forward in the strengthening of a educational dimension in health field from an alternative perspective.

The Role of Reflection in the Pedagogical Thinking and Practice of the MPA Programme at Copenhagen Business School

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Ry Nielsen, J. C.

2013-01-01

Reflection plays a significant role in the pedagogical thinking and practice at the Copenhagen Business School Master of Public Administration Programme. It is thus embedded in one of the pedagogical models we have developed based on ideas from Argyris, Schön, Vygotsky, Senge, Lave and Wenger, and Schein. The model has four interrelated…

Beyond the Margins: Reflective Writing and Development of Reflective Capacity in Medical Education

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Reis, Shmuel P.

2010-01-01

Reflective capacity has been described as an essential characteristic of professionally competent clinical practice, core to ACGME competencies. Reflection has been recently linked to promoting effective use of feedback in medical education and associated with improved diagnostic accuracy, suggesting promising outcomes. There has been a proliferation of reflective writing pedagogy within medical education to foster development of reflective capacity, extend empathy with deepened understanding of patients’ experience of illness, and promote practitioner well-being. At Alpert Med, “interactive” reflective writing with guided individualized feedback from interdisciplinary faculty to students’ reflective writing has been implemented in a Doctoring course and Family Medicine clerkship as an educational method to achieve these aims. Such initiatives, however, raise fundamental questions of reflection definition, program design, efficacy of methods, and outcomes assessment. Within this article, we consider opportunities and challenges associated with implementation of reflective writing curricula for promotion of reflective capacity within medical education. We reflect upon reflection. PMID:20407840

Reflections from the Jury Box: Improving Evidence Based Practice through a Comparison with Our Legal System

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Valerie Coppenrath

2017-08-01

Full Text Available Background: An experience serving jury duty prompted reflection on the parallels between evidenced based medicine and our legal system. Findings: The steps of the legal system can be tied to each step of the practice of evidenced based medicine. Implications: Patients should be included in evidence based decisions. Pharmacists can act as resources for other providers practicing evidenced based medicine. Educators can use this analogy to teach evidence based medicine. Conflict of Interest We declare no conflicts of interest or financial interests that the authors or members of their immediate families have in any product or service discussed in the manuscript, including grants (pending or received, employment, gifts, stock holdings or options, honoraria, consultancies, expert testimony, patents and royalties.   Type: Commentary

Developing Students’ Reflections about the Function and Status of Mathematical Modeling in Different Scientific Practices

DEFF Research Database (Denmark)

Kjeldsen, Tinne Hoff; Blomhøj, Morten

2013-01-01

position held by the modeler(s) and the practitioners in the extra-mathematical domain. For students to experience the significance of different scientific practices and cultures for the function and status of mathematical modeling in other sciences, students need to be placed in didactical situations......Mathematical models and mathematical modeling play different roles in the different areas and problems in which they are used. The function and status of mathematical modeling and models in the different areas depend on the scientific practice as well as the underlying philosophical and theoretical...... where such differences are exposed and made into explicit objects of their reflections. It can be difficult to create such situations in the teaching of contemporary science in which modeling is part of the culture. In this paper we show how history can serve as a means for students to be engaged...

Measuring solar reflectance - Part II: Review of practical methods

Energy Technology Data Exchange (ETDEWEB)

Levinson, Ronnen; Akbari, Hashem; Berdahl, Paul [Heat Island Group, Environmental Energy Technologies Division, Lawrence Berkeley National Laboratory, 1 Cyclotron Road, Berkeley, CA 94720 (United States)

2010-09-15

A companion article explored how solar reflectance varies with surface orientation and solar position, and found that clear sky air mass 1 global horizontal (AM1GH) solar reflectance is a preferred quantity for estimating solar heat gain. In this study we show that AM1GH solar reflectance R{sub g,0} can be accurately measured with a pyranometer, a solar spectrophotometer, or an updated edition of the Solar Spectrum Reflectometer (version 6). Of primary concern are errors that result from variations in the spectral and angular distributions of incident sunlight. Neglecting shadow, background and instrument errors, the conventional pyranometer technique can measure R{sub g,0} to within 0.01 for surface slopes up to 5:12 [23 ], and to within 0.02 for surface slopes up to 12:12 [45 ]. An alternative pyranometer method minimizes shadow errors and can be used to measure R{sub g,0} of a surface as small as 1 m in diameter. The accuracy with which it can measure R{sub g,0} is otherwise comparable to that of the conventional pyranometer technique. A solar spectrophotometer can be used to determine R{sub g,0}{sup *}, a solar reflectance computed by averaging solar spectral reflectance weighted with AM1GH solar spectral irradiance. Neglecting instrument errors, R{sub g,0}{sup *} matches R{sub g,0} to within 0.006. The air mass 1.5 solar reflectance measured with version 5 of the Solar Spectrum Reflectometer can differ from R{sub g,0}{sup *} by as much as 0.08, but the AM1GH output of version 6 of this instrument matches R{sub g,0}{sup *} to within about 0.01. (author)

Cultivating Reflective Practitioners in Technology Preparation: Constructing TPACK through Reflection

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Liangyue Lu

2013-12-01

Full Text Available Teaching is a complex profession, which is further complicated by the integration of technology into classrooms. Reflection can help teachers unpack the complexity in their practice. Reflection can be an effective instructional strategy in helping preservice teachers develop technological pedagogical content knowledge (TPACK, the complex and dynamic knowledge necessary for effective technology integration into instruction. In this study, reflective activities were integrated into a Learning By Design (LBD environment, which was created to help preservice teachers develop TPACK. This paper investigated the participants’ TPACK development and examined how reflection helped them construct TPACK. Through content analysis of the participants’ reflective journals, the researcher found that the preservice teachers developed initial TPACK awareness. However, their reflection in technology knowledge and the content aspects of TPACK were limited and superficial. Interviews with the participants showed reflection helped the preservice teachers remember what they learned by describing and elaborating on their in-class experiences, pushed them to think about how to apply what they learned in their future classrooms, and helped them become more reflective and open-minded about using technology in classrooms. Finally, the researcher discussed this study’s implications for teacher educators and researchers.

A missing ethical competency? A review of critical reflection in health promotion.

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Tretheway, Rebecca; Taylor, Jane; O'Hara, Lily; Percival, Nikki

2015-12-01

There is increasing emphasis in the health promotion literature on the ethical imperative for the profession to move towards critical practice. A key challenge for health promotion is that critical practice appears both under-developed and under-practiced. This is evident in the omission of critical reflection from Australian and international competencies for health promotion practitioners. A narrative literature review was undertaken to explore the current use of critical reflection in health promotion. Critical reflection models relevant to health promotion were identified and critiqued. There was a dearth of literature on critical reflection within health promotion, despite recognition of its potential to support critical practice. The discipline of critical social work provided literature on the use, effect and outcome of critical reflection in practice. The interdisciplinary critical reflection model was identified as the model most applicable to health promotion. Underpinned by critical theory, this model emphasises both critical and ethical practice. Critical reflection is a core competency for health promotion practitioners to address the ethical imperative to move towards critical practice. There is a need to explore the application of a critical reflection model in health promotion to determine how it may support critical and ethical practice. So what? If health promotion is to meet its ethical responsibilities, then critical reflection needs to be articulated as a core health promotion competency and a model for its application in health promotion developed.

Narrative reflective practice in medical education for residents: composing shifting identities.

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Clandinin, Jean; Cave, Marie Thérèse; Cave, Andrew

2011-01-01

As researchers note, medical educators need to create situations to work with physicians in training to help them attend to the development of their professional identities. While there is a call for such changes to be included in medical education, educational approaches that facilitate attention to the development of medical students' professional identities, that is, who they are and who they are becoming as physicians, are still under development. One pedagogical strategy involves narrative reflective practice as a way to develop physician identity. Using this approach, medical residents first write narrative accounts of their experiences with patients in what are called "parallel charts". They then engage in a collaborative narrative inquiry within a sustained inquiry group of other residents and two researcher/facilitators (one physician, one narrative researcher). Preliminary studies of this approach are underway. Drawing on the experiences of one medical resident in one such inquiry group, we show how this pedagogical strategy enables attending to physician identity making.

From evidence-based to evidence-reflected practice

DEFF Research Database (Denmark)

Lystbæk, Christian Tang

“Knowledge” is of the utmost significance for professional practice and learning. Today, though, the established knowledge base is changing in all areas of the labour market (Alvesson, 2004). Work and society are dominated by commitment to demands for high levels of demonstrable accountability......, cost-efficiency and measurable quality. Thus, today, evidence-based practice has become an expectation and fashion, often used to emphasize the grounding of practice in research based knowledge that provides measurable evidence for best practice. But at the same time, there is a growing distrust...... of the supremacy of this kind of knowledge, and traditional monopolies of knowledge are challenged (Gabbay & May, 2010). In the literature, there is an on-going debate about professional knowledge enacted in diverse settings. This debate presents a wide range of epistemological terminologies and typologies, which...

Reflective optics

CERN Document Server

Korsch, Dietrich

1991-01-01

This is the first book dedicated exclusively to all-reflective imaging systems. It is a teaching tool as well as a practical design tool for anyone who specializes in optics, particularly for those interested in telescopes, infrared, and grazing-incidence systems. The first part of the book describes a unified geometric optical theory of all-reflective imaging systems (from near-normal to grazing incidence) developed from basic principles. The second part discusses correction methods and a multitude of closed-form solutions of well-corrected systems, supplemented with many conventional and unc

‘It’s quite weird to write … you feel like a nut job’: the practical and emotional consequences of writing personal reflections for assessment in psychology

OpenAIRE

Marsh, Claire

2014-01-01

Setting the tone for reflective writing – should the first person, populated approach that currently dominates be ethically questioned? An active voice is recommended to enhance ‘power’ and emotional investment in reflection, but often presents practical difficulties for students conditioned in ‘scientific’ depopulated ways. Beyond the practical, being instructed to employ a personal tone could exacerbate the emotional risks involved for vulnerable students. Ethical questioning is an area of ...

Reflective Practice and Competencies in Global Health Training: Lesson for Serving Diverse Patient Populations

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Castillo, Jonathan; Goldenhar, Linda M.; Baker, Raymond C.; Kahn, Robert S.; DeWitt, Thomas G.

2010-01-01

Background Resident interest in global health care training is growing and has been shown to have a positive effect on participants' clinical skills and cultural competency. In addition, it is associated with career choices in primary care, public health, and in the service of underserved populations. The purpose of this study was to explore, through reflective practice, how participation in a formal global health training program influences pediatric residents' perspectives when caring for diverse patient populations. Methods Thirteen pediatric and combined-program residents enrolled in a year-long Global Health Scholars Program at Cincinnati Children's Hospital Medical Center during the 2007–2008 academic year. Educational interventions included a written curriculum, a lecture series, one-on-one mentoring sessions, an experience abroad, and reflective journaling assignments. The American Society for Tropical Medicine and Hygiene global health competencies were used as an a priori coding framework to qualitatively analyze the reflective journal entries of the residents. Results Four themes emerged from the coded journal passages from all 13 residents: (1) the burden of global disease, as a heightened awareness of the diseases that affect humans worldwide; (2) immigrant/underserved health, reflected in a desire to apply lessons learned abroad at home to provide more culturally effective care to immigrant patients in the United States; (3) parenting, or observed parental, longing to assure that their children receive health care; and (4) humanitarianism, expressed as the desire to volunteer in future humanitarian health efforts in the United States and abroad. Conclusions Our findings suggest that participating in a global health training program helped residents begin to acquire competence in the American Society for Tropical Medicine and Hygiene competency domains. Such training also may strengthen residents' acquisition of professional skills, including the

Family Nurture Intervention in the Neonatal Intensive Care Unit improves social-relatedness, attention, and neurodevelopment of preterm infants at 18 months in a randomized controlled trial.

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Welch, Martha G; Firestein, Morgan R; Austin, Judy; Hane, Amie A; Stark, Raymond I; Hofer, Myron A; Garland, Marianne; Glickstein, Sara B; Brunelli, Susan A; Ludwig, Robert J; Myers, Michael M

2015-11-01

Preterm infants are at high risk for adverse neurodevelopmental and behavioral outcomes. Family Nurture Intervention (FNI) in the Neonatal Intensive Care Unit (NICU) is designed to counteract adverse effects of separation of mothers and their preterm infants. Here, we evaluate effects of FNI on neurobehavioral outcomes. Data were collected at 18 months corrected age from preterm infants. Infants were assigned at birth to FNI or standard care (SC). Bayley Scales of Infant Development III (Bayley-III) were assessed for 76 infants (SC, n = 31; FNI, n = 45); the Child Behavior Checklist (CBCL) for 57 infants (SC, n = 31; FNI, n = 26); and the Modified Checklist for Autism in Toddlers (M-CHAT) was obtained for 59 infants (SC, n = 33; FNI, n = 26). Family Nurture Intervention significantly improved Bayley-III cognitive (p = .039) and language (p = .008) scores for infants whose scores were greater than 85. FNI infants had fewer attention problems on the CBCL (p Nurture Intervention is the first NICU intervention to show significant improvements in preterm infants across multiple domains of neurodevelopment, social-relatedness, and attention problems. These gains suggest that an intervention that facilitates emotional interactions between mothers and infants in the NICU may be key to altering developmental trajectories of preterm infants. © 2015 Association for Child and Adolescent Mental Health.

Reflections on Progress in Musical Education

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Salaman, William

2008-01-01

This article raises questions about three features of musical education that have been explored in the pages of the "British Journal of Music Education" ("BJME") over the last 25 years: the assessment of creative work; the nurturing of an elite among young musicians; the uses of electronics in music classrooms. The article…

Ethical reflection and psychotherapy.

Science.gov (United States)

Vyskocilová, Jana; Prasko, Jan

2013-01-01

Theories of ethics and ethical reflection may be applied to both theory and practice in psychotherapy. There is a natural affinity between ethics and psychotherapy. Psychotherapy practice is concerned with human problems, dilemmas and emotions related to both one's own and other people's values. Ethics is also concerned with dilemmas in human thinking and with how these dilemmas reflect other individuals' values. Philosophical reflection itself is not a sufficient basis for the ethics of psychotherapy but it may aid in exploring attitudes related to psychotherapy, psychiatry and health care. PubMed, Web of Science and Scopus databases were searched for articles containing the keywords "psychotherapy", "ethics", "therapeutic relationship" and "supervision". The search was conducted by repeating the terms in various combinations without language or time restrictions. Also included were data from monographs cited in reviews. The resulting text is a review with conclusions concerning ethical aspects of psychotherapy. The ability to behave altruistically, sense for justice and reciprocity and mutual help are likely to be genetically determined as dispositions to be later developed by upbringing or to be formed or deformed by upbringing. Early experiences lead to formation of ethical attitudes which are internalized and then applied to both one's own and other people's behavior. Altruistic behavior has a strong impact on an individual's health and its acceptance may positively influence the pathophysiological mechanisms underlying numerous diseases. Ethical theory and reflection, however, may be applied to both theory and practice of psychotherapy in a conscious, targeted and thoughtful manner. In everyday practice, psychotherapists and organizations must necessarily deal with conscious conflicts between therapeutic possibilities, clients' wishes, their own as well as clients' ideas and the real world. Understanding one's own motives in therapy is one of the aims of a

Reflections on Clinical Learning in Novice Speech-Language Therapy Students

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Hill, Anne E.; Davidson, Bronwyn J.; Theodoros, Deborah G.

2012-01-01

Background: Reflective practice is reported to enhance clinical reasoning and therefore to maximize client outcomes. The inclusion of targeted reflective practice in academic programmes in speech-language therapy has not been consistent, although providing opportunities for speech-language therapy students to reflect during their clinical practice…

Challenges of recruiting ESL immigrants into cancer education studies: reflections from practice notes.

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Thomson, Maria D; Hoffman-Goetz, Laurie

2011-03-01

Changing population demographics and immigration patterns have resulted in increasing numbers of Canadians who report speaking a language other than French or English. Inclusion of English-as-a-second-language (ESL) immigrants in cancer education research is critical if disparities in access and use of preventive health care services are to be addressed. This article describes the challenges experienced recruiting and interviewing older ESL immigrant women for a colon cancer prevention study. Factors influencing the recruitment and interview of ESL immigrant women were identified through regular team meetings, interviews, and reflective practice notes. Issues included the importance of community contacts, language barriers, and the motivations of the women for participating. Recommendations for recruitment and inclusion of ESL immigrants in cancer education research are provided.

Students' reflections in a portfolio pilot: highlighting professional issues.

Science.gov (United States)

Haffling, Ann-Christin; Beckman, Anders; Pahlmblad, Annika; Edgren, Gudrun

2010-01-01

Portfolios are highlighted as potential assessment tools for professional competence. Although students' self-reflections are considered to be central in the portfolio, the content of reflections in practice-based portfolios is seldom analysed. To investigate whether students' reflections include sufficient dimensions of professional competence, notwithstanding a standardized portfolio format, and to evaluate students' satisfaction with the portfolio. Thirty-five voluntary final-year medical students piloted a standardized portfolio in a general practice (GP) attachment at Lund University, Sweden. Students' portfolio reflections were based upon documentary evidence from practice, and aimed to demonstrate students' learning. The reflections were qualitatively analysed, using a framework approach. Students' evaluations of the portfolio were subjected to quantitative and qualitative analysis. Among professional issues, an integration of cognitive, affective and practical dimensions in clinical practice was provided by students' reflections. The findings suggested an emphasis on affective issues, particularly on self-awareness of feelings, attitudes and concerns. In addition, ethical problems, clinical reasoning strategies and future communication skills training were subjects of several reflective commentaries. Students' reflections on their consultation skills demonstrated their endeavour to achieve structure in the medical interview by negotiation of an agenda for the consultation, keeping the interview on track, and using internal summarizing. The importance of active listening and exploration of patient's perspective was also emphasized. In students' case summaries, illustrating characteristic attributes of GP, the dominating theme was 'patient-centred care', including the patient-doctor relationship, holistic modelling and longitudinal continuity. Students were satisfied with the portfolio, but improved instructions were needed. A standardized portfolio in a

Critical elements of supplier development in the Malaysian automobile industry : Parts and components procurement and supplier development Practice at Proton【Article】

OpenAIRE

Abdullah, Rashid; Maharjan, Keshav Lall

2003-01-01

Supplier development is defined as any effort of a buying firm with regard to its supplier to increasethe performance and/or capabilities of the supplier to meet the buying firm's supply needs. The procure-ment practice of the buyer is critical and acts as a window to nurture the supplier development effort, itis also crucial in determining the type of relationship that the company has with its suppliers. This paperexamines the procurement practice at PROTON for parts and component inputs at ...

Financial capital and intellectual capital in physician practice management.

Science.gov (United States)

Robinson, J C

1998-01-01

Medical groups need financial resources yet most retain no earnings and have no reserves. Physician practice management (PPM) companies have recognized the need for investment and the scarcity of indigenous capital in the physician sector and are rushing to fill the void. Resources are being contributed by venture capitalists, bond underwriters, private investors, pharmaceutical manufacturers, health plans, hospital systems, and public equity markets. The potential contribution of PPM firms is to nurture the intellectual capital of leading physician organizations and diffuse it throughout the health care system. The risk is that short-term financial imperatives will impede necessary long-term investments.

Theoretical Perspectives on Critical Thinking Teaching: Reflections from Field Experiences from a Norwegian Lower Secondary School in Comparison to Tanzanian Secondary School Teaching Practices

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Leatitia Gabriel Mashaza

2017-08-01

Full Text Available This paper presents the theoretical perspectives relevant to critical thinking as my topic of research during my teaching practice period which was conducted from 12th -28th October 2015 at Eidsvag secondary school in Bergen, Norway. As a requirement for Masters’ degree in social science education, all master students were required to engage in teaching practice in different Norwegian primary and secondary schools. Importantly, every student teacher was given a topic of concentration as a mini-research for the whole teaching practice period. My topic of research focused at exploring and gaining the theoretical and practical perspectives on critical thinking teaching by drawing some experiences from a Norwegian lower secondary school (Eidsvag skole in reflection to secondary school teaching practice experiences in Tanzania. Therefore, in this paper, my reflections with regard to the conditions favoring the possibility for critical thinking teaching and how it was enhanced by teachers at my practice school will be discussed. Further to that, I will also present the observed challenges of which, in my view, in way or another intervened the possibility for effective critical thinking teaching to take place.

Structure and Agency in Learning: A Critical Realist Theory of the Development of Capacity to Reflect on Academic Practice

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Kahn, Peter; Qualter, Anne; Young, Richard

2012-01-01

Theories of learning typically downplay the interplay between social structure and student agency. In this article, we adapt a causal hypothesis from realist social theory and draw on wider perspectives from critical realism to account for the development of capacity to engage in reflection on professional practice in academic roles. We thereby…

[Moral case deliberation: time for ethical reflection in the daily practice of mental health care].

Science.gov (United States)

Vellinga, A; van Melle-Baaijens, E A H

2016-01-01

Nowadays, reflecting on ethics, which we choose to call moral case deliberation, is occurring more and more frequently in psychiatric institutions. We have personal experience of organising and supervising moral case deliberation in a large psychiatric institute and we can confirm the positive effects of moral case deliberation which have been reported in the literature. To describe a structured method for moral case deliberation which enables care-givers in health care and/or addiction care to reflect on moral dilemmas. We refer to the main findings in relevant literature and describe how we developed a structured method for implementing moral case deliberation. Our studies of the literature indicate that systematic reflection about ethical dilemmas can improve the quality of care and make care-givers more satisfied with their work. This is why we have developed our own method which is applicable particularly to psychiatric and/or addition care and which can be used systematically in discussions of moral dilemmas. Our method for discussing ethical issues works well in clinical practice, particularly when it is embedded in a multidisciplinary context. Of course, to ensure the continuity of the system, deliberation about moral and ethical issues needs to be financially safeguarded and embedded in the organisation. Discussion of moral issues improves the quality of care and increases care-givers' satisfaction with their work.

Further Study is Needed to Define and Measure the Use of Reflective Practice in Library and Information Science. A review of: Grant, Maria J. “The Role of Reflection in the Library and Information Sector: A Systematic Review.” Health Information and Libraries Journal 24.3 (2007: 155‐66.

Directory of Open Access Journals (Sweden)

Carol Perryman

2008-03-01

Full Text Available Objectives ‐ To identify and review the literature of reflective practice in library and information science (LIS in order to understand its role, particularly with regard to health libraries.Design ‐ Systematic reviewSetting ‐ LIS English‐language articles published between 1969 and 2006, and indexed in the Library and Information Science Abstracts (LISA database.Subjects ‐ 929 citations retrieved from the LISA database.Methods ‐ The author conducted free text searches in the LISA database for the terms ‘reflective,’ ‘reflection*,’ or ‘reflexion*.’ An initial search series was conducted in 2004 in order to retrieve items published between 1969‐2003, then in 2007 for articles published between 2004‐2006. In all, 929 article citations were retrieved. Exclusion criteria included those articles addressing the facilitation of reflective practices in others, as well as non‐English language materials,and those pre-dating 1969. After review, 55 articles met the author’s relevance standard.Citation tracking then added 10 articles to the total. From this dataset, full‐text articles were obtained where possible, if determined on initial scrutiny to be deserving of further examination. Thirteen articles (.013% were ultimately selected for analysis. These articles were categorized as analytical or non‐analytical, with respect to perspective (individual or organizational, and recency of events (retrospective or recent. In addition, a determination was made about whether the articles’ foci were reflection occurring on (in retrospect to or in (during practice.Main results ‐ Of thirteen articles, five were found to be non‐analytical, with the other six being analytical. Three of the non-analytical items were the reflections of an individual, while the remaining two offered an organizational perspective. The non-analytical accounts were found to be descriptive accounts by an individual, mostly retrospective and offering

Journalling and Public Health Education: Thinking about Reflecting...

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Sendall, Marguerite C.; Domocol, Michelle L.

2013-01-01

Purpose: The purpose of this research is to understand reflective journalling in a first year Public Health practice unit. Design/methodology/approach: This research uses pure phenomenography to interpret students' descriptions of reflective journalling. Data were collected from 32 students enrolled in PUB215 Public Health Practice in the School…

Validating the Persian Version of Reflective Thinking Questionnaire and Probing Iranian University Students' Reflective Thinking and Academic Achievement

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Ghanizadeh, Afsaneh; Jahedizadeh, Safoura

2017-01-01

Scholars in higher education deem reflective thinking as integral to the development of professional disciplinary practices. One of the major issues in studying reflective thinking pivots around its conceptualization and assessment. Over the years, researchers have used several methods and scales to measure reflective thinking. One of the most…

Evaluation of ethical reflections in community healthcare: a mixed-methods study.

Science.gov (United States)

Söderhamn, Ulrika; Kjøstvedt, Helga Tofte; Slettebø, Åshild

2015-03-01

Ethical reflections over care practices are important. In order to be able to perform such reflections, healthcare professionals must learn to think critically about their care practice. The aim of this study was to evaluate whether an introduction to and practice in ethical reflections in community healthcare have consequences for the healthcare personnel's practice. A mixed-methods design was adopted with five focus group interviews and an electronic questionnaire based on results from the interviews. A total of 29 community healthcare personnel with experience in ethical reflections participated in the interviews. The electronic questionnaire was sent via email to 2382 employees in community healthcare services in 13 municipalities in southern part of Norway. The study was guided by the intentions of the Declaration of Helsinki and ethical standard principles and approved by the Norwegian Social Science Data Services. An introduction to and practice in performing ethical reflections brought about an ethical awareness with understanding and respect for both colleagues and patients. The leader had a key role. Lack of time was a hindrance for ethical reflections. Three factors could predict meaningful ethical reflections: higher age of personnel, higher percentage of employment and longer experience with ethical reflections. According to other studies, ethical reflections may enhance moral development of colleagues and their actions as advocates for the patients. A deepened ethical awareness, professional competency and sufficient time resources will guarantee proper caregiving. A supportive environment that prioritizes participation in reflection meetings is decisive. To practice ethical reflections will provide better care for patients. A challenge for the community healthcare system is to offer adequate positions that provide the personnel an opportunity to be involved as caregivers and to participate in ethical reflections. © The Author(s) 2014.

A Study on Reflective Reciprocal Peer Coaching for Pre-Service Teachers: Change in Reflectivity

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Gonen, S. Ipek Kuru

2016-01-01

Reflective practice is considered as an effective way for professional development in order to gain awareness of one's own teaching as well as to compete with the changing needs of the students. Especially in pre-service period, when pre-service teachers work cooperatively with their peers in a reciprocal fashion towards reflectivity, it has a…

Ethical Reflections on Becoming Teachers

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Joseph, Pamela Bolotin

2016-01-01

This study analyzes narratives written in a culminating graduate seminar on reflective practice by 36 new secondary teachers who were asked to consider their moral beliefs, moral values and system of ethics as they reflected on their recent student teaching experiences. The findings explore how the participants depicted their constructed moral…

Interpreting future physics teachers reflections on their professional practice during initial formation: the search for teaching autonomy construction

OpenAIRE

Rodolfo Langhi; Roberto Nardi

2012-01-01

This research intends to answer the following main question: which traces of teacher autonomy construction are possible to achieve during reflective formative processes in disciplines like Methodology and Physics Teaching Practice carried out during three semesters, in an undergraduate program designed to physics teachers´ initial education? Using an analytical device based on teachers education research assumptions, which we called convergent formative triangulation for progressive teaching ...

Peer group reflection helps clinical teachers to critically reflect on their teaching.

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Boerboom, Tobias B B; Jaarsma, Debbie; Dolmans, Diana H J M; Scherpbier, Albert J J A; Mastenbroek, Nicole J J M; Van Beukelen, Peter

2011-01-01

Student evaluations can help clinical teachers to reflect on their teaching skills and find ways to improve their teaching. Studies have shown that the mere presentation of student evaluations is not a sufficient incentive for teachers to critically reflect on their teaching. We evaluated and compared the effectiveness of two feedback facilitation strategies that were identical except for a peer reflection meeting. In this study, 54 clinical teachers were randomly assigned to two feedback strategies. In one strategy, a peer reflection was added as an additional step. All teachers completed a questionnaire evaluating the strategy that they had experienced. We analysed the reflection reports and the evaluation questionnaire. Both strategies stimulated teachers to reflect on feedback and formulate alternative actions for their teaching practice. The teachers who had participated in the peer reflection meeting showed deeper critical reflection and more concrete plans to change their teaching. All feedback strategies were considered effective by the majority of the teachers. Strategies with student feedback and self-assessment stimulated reflection on teaching and helped clinical teachers to formulate plans for improvement. A peer reflection meeting seemed to enhance reflection quality. Further research should establish whether it can have lasting effects on teaching quality.

A reflective analysis of medical education research on self-regulation in learning and practice.

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Brydges, Ryan; Butler, Deborah

2012-01-01

In the health professions we expect practitioners and trainees to engage in self-regulation of their learning and practice. For example, doctors are responsible for diagnosing their own learning needs and pursuing professional development opportunities; medical residents are expected to identify what they do not know when caring for patients and to seek help from supervisors when they need it, and medical school curricula are increasingly called upon to support self-regulation as a central learning outcome. Given the importance of self-regulation in both health professions education and ongoing professional practice, our aim was to generate a snapshot of the state of the science in medical education research in this area. To achieve this goal, we gathered literature focused on self-regulation or self-directed learning undertaken from multiple perspectives. Then, with support from a multi-component theoretical framework, we created an overarching map of the themes addressed thus far and emerging findings. We built from that integrative overview to consider contributions, connections and gaps in research on self-regulation to date. Based on this reflective analysis, we conclude that the medical education community's understanding about self-regulation will continue to advance as we: (i) consider how learning is undertaken within the complex social contexts of clinical training and practice; (ii) think of self-regulation within an integrative perspective that allows us to combine disparate strands of research and to consider self-regulation across the training continuum in medicine, from learning to practice; (iii) attend to the grain size of analysis both thoughtfully and intentionally, and (iv) most essentially, extend our efforts to understand the need for and best practices in support of self-regulation. © Blackwell Publishing Ltd 2012.

Promoting teacher reflection in second language education a framework for TESOL professionals

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Farrell, Thomas S C

2014-01-01

Taking the concept and the practice of reflective teaching forward, this book introduces a well-structured, flexible framework for use by teachers at all levels of development, from pre-service to novice to the most experienced. The framework outlines five levels of reflective practice-Philosophy; Principles; Theory-of-Practice; Practice; Beyond Practice-and provides specific techniques for teachers to implement each level of reflection in their work. Designed to allow readers to take either a deductive approach, moving from theory-into-practice, or an inductive approach where they start from

Southeast Asian Adolescents’ Perceptions of Immigrant Parenting Practices

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Zha Blong Xiong

2005-01-01

Full Text Available In their countries of origin, immigrant youth are unlikely to question the age-old child-rearing practices of their elders; however, the parenting of adolescents in an adopted country can become a major source of family conflict. The purpose of this study is to investigate how Southeast Asian adolescents growing up in the United States perceive their parents’ practices in six areas of parenting responsibility identified by the National Extension Parent Education Model: caring for self, understanding, guiding, nurturing, motivating, and advocating. Four focus groups were conducted with 37 Southeast Asian (Cambodian, Hmong, Lao, and Vietnamese adolescent boys and girls between the ages of 14 to 19 years to ascertain how they perceived parenting behaviors. An analytic induction procedure was used to analyze transcripts from in-depth focus group discussions. Results indicate wide divergence between the idealized practices of the model, the parents’ actual practices, and adolescents’ perceptions of parenting practices. The study has important implications for the growing number of immigrant families from diverse cultures who are parenting adolescents in unfamiliar cultural contexts and for the educators, human service providers, and others who work with them.

Requirements for reflection in the critical care environment

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Celia J. Filmalter

2015-03-01

Full Text Available Background: Reflection is recognised as an important method for practice development. The importance of reflection is well documented in the literature, but the requirements for reflection remain unclear. Objectives: To explore and describe the requirements for reflection in the critical care environment as viewed by educators of qualified critical care nurses. Method: A focus group interview was conducted to explore and describe the views of educators of qualified critical care nurses regarding requirements for reflection in the critical care environment. Results: The themes that emerged from the focus group were buy-in from stakeholders –management, facilitators and critical care nurses, and the need to create an environment where reflection can occur. Conclusion: Critical care nurses should be allowed time to reflect on their practice and be supported by peers as well as a facilitator in a non-intimidating way to promote emancipatorypractice development.

Audible reflection density for different late reflection criteria in rooms

DEFF Research Database (Denmark)

Krueger, Donata; Jeong, Cheol-Ho; Brunskog, Jonas

2012-01-01

For reasonably accurate but practical auralizations, some simplifications and approximations are needed. The main issue in the present investigation is that the reflection density of a room impulse response, in theory, increases so fast as a quadratic function of the elapsed time, even assuming...

Self-practice and self-reflection in cognitive behaviour therapy training: what factors influence trainees' engagement and experience of benefit?

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Bennett-Levy, James; Lee, Nicole K

2014-01-01

Previous studies of self-practice/self-reflection (SP/SR) CBT training have found that trainees report significant benefits from practising CBT techniques on themselves (self-practice) and reflecting on their experience (self-reflection) as a formal part of their CBT training. However, not all trainees experience the same level of benefit from SP/SR and not all types of training course produce benefits to the same extent. This paper examines the question: What factors influence trainees' reported benefit from SP/SR? The aim was to develop a model to maximize the value of SP/SR training. The authors used a grounded theory analysis of four SP/SR training courses, varying along several dimensions, to derive a model that could account for the data. A model was derived comprising of seven elements: Two outcomes - "Experience of Benefit" and "Engagement with the Process" - that mutually influence one another; and five other influencing factors - "Course Structure and Requirements", "Expectation of Benefit", "Feeling of Safety with the Process", "Group Process", and "Available Personal Resources" - that mediate the impact on Engagement with the Process and Experience of Benefit from SP/SR. A model that provides guidance about the best ways to set up and develop SP/SR programs has been developed. This model may now be subject to empirical testing by trainers and researchers. Implications and recommendations for the design and development of future SP/SR programs are discussed.

Reflective journal writing: how it promotes reflective thinking in clinical nursing education: a students' perspective.

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Kok, J; Chabeli, M M

2002-08-01

According to the outcomes-based education and training system of education (OBET) in the country and the South African Nursing Council, education should focus on "creating" reflective learners and practitioners. This article seeks to determine the effectiveness of reflective journal writing in promoting the reflective thinking of learners in clinical nursing education and to validate the guidelines described in a bigger study on how to facilitate reflective thinking using reflective journal writing. A qualitative, contextual, explorative, descriptive research design was used to determine the learners' perceptions on whether reflective journal writing did promote their higher-level thinking skills during the six-month placement in a psychiatric clinical practice using the reflective diaries. From a population of seventeen fourth-year students, six volunteered to participate in a focus group interview. The data was analysed by means of the descriptive method of open coding of Tesch (in Creswell, 1994:154-156). Positive and negative results from the perceptions of the participants and a literature review served as a basis for deducing and describing guidelines for the effective use of reflective journal writing in promoting reflective thinking in clinical nursing education. The positive perception was the development of problem-solving skills attained through reflection by using analytical critical thinking, synthesis and the evaluation of situations. Self-evaluation leading to intellectual growth and self-awareness indicated a positive perception. Negative perceptions were that reflective journal writing is time consuming, content based with a lack of clear expectations from the teacher, and distrust of students about the information written. Guba's model of ensuring trustworthiness in qualitative research as described in Krefting (1991:215-222) was employed. It is concluded that reflective journal writing in clinical nursing education does promote reflective

Demystifying the reflective clinical journal

International Nuclear Information System (INIS)

Milinkovic, Danielle; Field, Nikki

2005-01-01

Student learning on clinical placement is a complex issue and cannot be defined solely by just doing things. Reflection during clinical practice is essential if the student is going to learn from the experience. Therefore it is important for educators to include as part of clinical education programs learning strategies that encourage reflection. The reflective clinical journal is an educational tool that is employed by the School of Medical Radiation Sciences at the University of Sydney to encourage reflection of undergraduate radiation therapy students whilst on clinical placement. This discussion paper explores the key concepts of reflection and the reflective clinical journal. Due to the paucity of information about this issue in radiation therapy the literature reviewed is from across all areas of the health sciences

Leadership behaviours that nurture organizational trust: Re-examining the fundamentals

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Canute S. Thompson

2018-04-01

Full Text Available This study examines the variable of trust in organizational relationships and found six leadership behaviors that foster trust. Using a confirmatory factor analysis, these leadership behaviors were examined to see the nature of the relationships among latent variables. The goal of the research was to establish whether there were some fundamental qualities that characterized trust-producing leadership behaviours. The study used data that were gathered from a survey among teachers in Jamaica. The participants work at various levels of the Jamaican education system and they were selected using a convenience sampling technique. The research is timely given the growing evidence of mistrust among leaders and followers in organizations and its findings are significant in that it offers a new and more nuanced perspective on the kinds of leadership behaviours that nurture organizational trust. The instrument used to collect the data was designed by the researcher and tested for reliability using Cronbach’s Alpha and produced a result of .938. e study proposes recommendations for improving organizational trust.

Biology Reflective Assessment Curriculum

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Bayley, Cheryl Ann

Often students and educators view assessments as an obligation and finality for a unit. In the current climate of high-stakes testing and accountability, the balance of time, resources and emphasis on students' scores related to assessment have been slanted considerably toward the summative side. This tension between assessment for accountability and assessment to inform teaching strains instruction and educators' ability to use that information to design learning opportunities that help students develop deeper conceptual understanding. A substantive body of research indicates that formative and reflective assessment can significantly improve student learning. Biology Reflective Assessment Curriculum (BRAC) examines support provided for high school science students through assessment practices. This investigation incorporates the usage of reflective assessments as a guiding practice for differentiated instruction and student choice. Reflective assessment is a metacognitive strategy that promotes self-monitoring and evaluation. The goals of the curriculum are to promote self-efficacy and conceptual understanding in students learning biology through developing their metacognitive awareness. BRAC was implemented in a high school biology classroom. Data from assessments, metacognitive surveys, self-efficacy surveys, reflective journals, student work, a culminating task and field notes were used to evaluate the effectiveness of the curriculum. The results suggest that students who develop their metacognitive skills developed a deeper conceptual understanding and improved feelings of self-efficacy when they were engaged in a reflective assessment unit embedded with student choice. BRAC is a tool for teachers to use assessments to assist students in becoming metacognitive and to guide student choice in learning opportunities.

Inquiry into Teaching: Using Reflective Teaching to Improve My Practice

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Pennington, Sarah E.

2015-01-01

How effective is reflective teaching in increasing the engagement and achievement of pre-service teachers when utilized by a first-year college instructor? This article documents a practitioner inquiry project in which I reflected both on my own observations and student feedback regarding what teaching methods were most beneficial in an…

Practicing What We Preach: Teacher Reflection Groups on Cooperative Learning

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Farrell, Thomas S. C.; Jacobs, George M.

2016-01-01

This article discusses the use of teacher reflection groups to aid teachers in their efforts to facilitate cooperative learning among their students. It is argued that these teacher reflection groups function best when they are organized with reference to eight cooperative learning principles. Furthermore, it is suggested that these reflective…

Tracing the Reflective Practices of Student Teachers in Online Modes

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Farr, Fiona; Riordan, Elaine

2015-01-01

During the course of pre-and in-service teacher education programmes, reflection can happen in a number of ways, for example: reflective journals, personal stories and pair/group co-operative discussions, professional development portfolios, and blogs and electronic portfolios. The aim of this paper is to examine various technologies such as…

Nature and Nurture in the Early-Life Origins of Metabolic Syndrome.

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Gonzalez-Bulnes, Antonio; Astiz, Susana; Ovilo, Cristina; Garcia-Contreras, Consolacion; Vazquez-Gomez, Marta

The combination of genetic background together with food excess and lack of exercise has become the cornerstone of metabolic disorders associated to lifestyle. The scenario is furthermore reinforced by their interaction with other environmental factors (stress, sleeping patterns, education, culture, rural versus urban locations, and xenobiotics, among others) inducing epigenetic changes in the exposed individuals. The immediate consequence is the development of further alterations like obesity and metabolic syndrome, and other adverse health conditions (type-2 diabetes, cardiovascular diseases, cancer, reproductive, immune and neurological disorders). Thus, having in mind the impact of the metabolic syndrome on the worldwide public health, the present review affords the relative roles and the interrelationships of nature (genetic predisposition to metabolic syndrome) and nurture (lifestyle and environmental effects causing epigenetic changes), on the establishment of the metabolic disorders in women; disorders that may evolve to metabolic syndrome prior or during pregnancy and may be transmitted to their descendants.

Nurturing the Growing Generation’s Values in the Process of Socio-Cultural Transformation of Society

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Asbi Khaleb

2012-01-01

Full Text Available The Arab minority in Israel is in the process of socio-cultural transformation, its force rising and splitting the society. Modernization, the Arab society undergoes, is influenced by the constant contacts with the Jew- ish nation representing in its majority the western culture, the other influenc- ing factors being technologies and mass media. Some changes affect the soci- ety in a positive way, whereas the global uncontrollable ones can bring about the system crisis and the full split of society. In order to retain the integrity it is necessary to control this process on the level of basic elements of cultural awareness by nurturing both cultural and moral values within the framework of educational system. One of the main functions of educational system is the man’s adapta- tion in society including its cultural aspect; and the upbringing process should be performed in the context of belonging to cultural and national val- ues. Well-balanced organic system of education combining cardinal, national and religious values can facilitate harmonious personal growth, and affect the society in a positive way. However, the Arab educational system in Israel faces some challenges in the course of implementing the value nurturing programs. They include the lack of political initiative and control over the educational system devel- opment performed by the Arabs; and the absence of the definite and steady value system that can be given to the growing generation by means of school education. To overcome the problem the author recommends developing and implementing a special training program focused on the value component de- velopment, as the students might have difficulty getting by in the real world without it. 

Teaching and Learning Resilience: Building Adaptive Capacity for Rural Practice. A Report and Subsequent Analysis of a Workshop Conducted at the Rural Medical Educators Conference, Savannah, Georgia, May 18, 2010

Science.gov (United States)

Longenecker, Randall; Zink, Therese; Florence, Joseph

2012-01-01

Purpose: Resilience, the capacity to endure and overcome hardship, has been suggested as a basic competency for rural medical practice. Unfortunately for physician educators, the medical education literature offers only limited guidance for nurturing this adaptive capacity. We describe the process and subsequent analysis of a daylong curriculum…

Improving Teaching through Collaborative Reflective Teaching Cycles

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Murray, Eileen

2015-01-01

Reflection and collaboration are two activities teachers can use to change and improve their practice. However, finding the time and space to do so can be challenging. The collaborative reflective teaching cycle is a structured activity teachers can use to engage in reflection and collaboration. This article describes how a seventh grade teaching…

Designers and Stakeholders Defining Design Opportunities "In-Situ" through Co-reflection

NARCIS (Netherlands)

Tomico, O.; Garcia, I.; Buur, J.

2011-01-01

this article proposes co-reflection as a workshop to situate design practice in its context of application and presents a case study done at the eLearn Center of the Open University of Catalonia. Co-reflection is a re!ective practice. In the half-aday workshop developed, co-reflection was

TEACHER EDUCATION IN CONTEMPORARY SOCIETY: PEDAGOGICAL PRACTICES FOR HOLISTIC QUALITY AND RELEVANT TEACHER EDUCATION IN THE 21ST CENTURY

OpenAIRE

Harriet Wambui Njui

2017-01-01

This paper reviews literature on selected pedagogical practices with a view to making recommendations on how teacher training colleges in Kenya could employ collaborative pedagogies in instruction in order to nurture teacher trainees with knowledge, skills, values and attitudes that prepare them to effectively facilitate learning in schools after pre-service training. Collaborative pedagogies have the advantage of developing learners with 21st century skills such as creativity, critical think...

John Dewey's Pragmatism: Implications for Reflection in Service-Learning

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Maddux, Harry Clark; Donnett, Deborah

2015-01-01

This essay examines the relationship of philosophical pragmatism to the practice of reflection in service-learning. Service-learning theory and practice often elides over or ignores entirely the principles of inquiry as developed by Dewey. The exercise of reflective thought requires that educators create a situation of discomfort for learners, and…

Soil management practices for sustainable crop production

International Nuclear Information System (INIS)

Abalos, E.B.

2005-01-01

In a sustainable system, the soil is viewed as a fragile and living medium that must be protected and nurtured to ensure its long-term productivity and stability. However, due to high demand for food brought about by high population as well as the decline in agricultural lands, the soil is being exploited beyond its limit thus, leading to poor or sick soils. Sound soil management practices in the Philippines is being reviewed. The technologies, including the advantages and disadvantages are hereby presented. This includes proper cropping systems, fertilizer program, soil erosion control and correcting soil acidity. Sound soil management practices which conserve organic matter for long-term sustainability includes addition of compost, maintaining soil cover, increasing aggregates stability, soil tilt and diversity of soil microbial life. A healthy soil is a key component to sustainability as a health soil produce healthy crop plants and have optimum vigor or less susceptible to pests. (author)

Reflection-Based Learning for Professional Ethical Formation.

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Branch, William T; George, Maura

2017-04-01

One way practitioners learn ethics is by reflecting on experience. They may reflect in the moment (reflection-in-action) or afterwards (reflection-on-action). We illustrate how a teaching clinician may transform relationships with patients and teach person-centered care through reflective learning. We discuss reflective learning pedagogies and present two case examples of our preferred method, guided group reflection using narratives. This method fosters moral development alongside professional identity formation in students and advanced learners. Our method for reflective learning addresses and enables processing of the most pressing ethical issues that learners encounter in practice. © 2017 American Medical Association. All Rights Reserved.

Perspectives and reflections on the practice of behaviour change communication for infant and young child feeding.

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Pelto, Gretel H; Martin, Stephanie L; van Liere, Marti J; Fabrizio, Cecilia S

2016-04-01

Behaviour change communication (BCC) is a critical component of infant and young child feeding (IYCF) interventions. In this study we asked BCC practitioners working in low- and middle-income countries to participate in an examination of BCC practice. We focus here on results of their personal reflections related to larger issues of practice. We used a combination of iterative triangulation and snowball sampling procedures to obtain a sample of 29 BCC professionals. Major themes include (1) participants using tools and guidelines to structure their work, and many consider their organisation's tools to be their most important contribution to the field; (2) they value research to facilitate programme design and implementation; (3) half felt research needed to increase; (4) they have a strong commitment to respecting cultural beliefs and culturally appropriate programming; (5) they are concerned about lack of a strong theoretical foundation for their work. Based on participants' perspectives and the authors' reflections, we identified the following needs: (1) conducting a systematic examination of the alternative theoretical structures that are available for nutrition BCC, followed by a review of the evidence base and suggestions for future programmatic research to fill the gaps in knowledge; (2) developing a checklist of common patterns to facilitate efficiency in formative research; (3) developing an analytic compendium of current IYCF BCC guidelines and tools; (4) developing tools and guidelines that cover the full programme process, including use of innovative channels to support 'scaling up nutrition'; and (5) continued support for programmes of proven effectiveness. © 2015 John Wiley & Sons Ltd.

The research, policy and practice interface: reflections on using applied social research to promote equity in health in Malawi.

Science.gov (United States)

Theobald, Sally; Nhlema-Simwaka, Bertha

2008-09-01

The case for research to promote equity in health in resource poor contexts such as Malawi is compelling. In Malawi, nearly half of all the people with tuberculosis cannot afford to access free tuberculosis services. In this scenario, there is a clear need to understand the multiple barriers poor women and men face in accessing services and pilot interventions to address these in a way that engages policy makers, practitioners and communities. This paper provides a critical reflection on our experience as applied social researchers working at the REACH (Research for Equity and Community Health) Trust in Malawi. Our work largely uses qualitative research methodologies as a tool for applied social research to explore the equity dimensions of health services in the country. We argue that a key strength of qualitative research methods and analysis is the ability to bring the perceptions and experiences of marginalised groups to policy makers and practitioners. The focus of this paper is two-fold. The first focus lies in synthesising the opportunities and challenges we have encountered in promoting the use of applied social research, and in particular qualitative research methods, on TB and HIV in Malawi. The second focus is on documenting and reflecting on our experiences of using applied social research to promote gender equity in TB/HIV policy and practice in Malawi. In this paper, we reflect on the strategic frameworks we have used in the Malawian context to try and bring the voices of poor women and men to policy makers and practitioners and hence intensify the research to policy and practice interface.

"Creative Blocs": Action Research Study on the Implementation of Lego as a Tool for Reflective Practice with Social Care Practitioners

Science.gov (United States)

Cavaliero, Tamsin

2017-01-01

The aim of this study is to investigate whether Lego could be used as a tool for reflective practice with social care practitioners (SCPs) and student practitioners. This article outlines an action research study conducted in an institute of higher education in Ireland. Findings from this study suggest that Lego can be used to support student…

Do Scaffolding Tools Improve Reflective Writing in Professional Portfolios? A Content Analysis of Reflective Writing in an Advanced Preparation Program

Science.gov (United States)

Houston, Cynthia R.

2016-01-01

Reflective practice is an important skill that teachers must develop to be able to assess the effectiveness of their teaching and modify their instructional behavior. In many education programs reflective narratives, which are often part of teaching portfolios, are intended to assess students' abilities in these areas. Research on reflectivity in…

Practicing health promotion in primary care -a reflective enquiry.

Science.gov (United States)

Pati, S; Chauhan, A S; Mahapatra, S; Sinha, R; Pati, S

2017-12-01

Health promotion is an integral part of routine clinical practice. The physicians' role in improving the health status of the general population, through effective understanding and delivery of health promotion practice, is evident throughout the international literature. Data from India suggest that physicians have limited skills in delivering specific health promotion services. However, the data available on this is scarce. This study was planned to document the current health promotion knowledge, perception and practices of local primary care physicians in Odisha. An exploratory study was planned between the months of January - February 2013 in Odisha among primary care physicians working in government set up. This exploratory study was conducted, using a two-step self-administered questionnaire, thirty physicians practicing under government health system were asked to map their ideal and current health promotion practice, and potential health promotion elements to be worked upon to enhance the practice. The study recorded a significant difference between the mean of current and ideal health promotion practices. The study reported that physicians want to increase their practice on health education. We concluded that inclusion of health promotion practices in routine care is imperative for a strong healthcare system. It should be incorporated as a structured health promotion module in medical curriculum as well.

What happened when I invited students to see me? A Black queer professor's reflections on practicing embodied vulnerability in the classroom.

Science.gov (United States)

Hill, Dominique C

2017-10-02

What are the hesitations, dangers, and potentialities to inviting students to peruse my body? What possibilities arise from centering and leading with the body in the teaching/learning process? What risks and possibilities does this enactment pose to a Black lesbian educator? This auto/ethnography journeys through and reflects upon my experience enacting what I have coined "embodied vulnerability" as a pedagogical practice. Within this essay, I explore the interrelationship of race, gender, and embodiment (or, the performance of self). In addition, I reflect upon the pedagogical exercise-enacted over the last seven years-of asking students to see me and name what they see to illumine how social identities are read alongside context/location, as well as in relation to other assumed identities. Due to the historical and contemporary framing of Blackness and femininity-as paradoxical in popular culture and popular constructions of Blackness and queerness as antithesis-my queerness is undetectable in predominantly White classroom spaces. This essay documents my experience working through this contentious reality and offers the practice "embodied vulnerability" as a feminist practice and educative tool for mediating how the body is understood in the classroom, invoking identity and mobilizing the body in teaching/learning processes.

Reflective teaching of medical communication skills with DiViDU: assessing the level of student reflection on recorded consultations with simulated patients

NARCIS (Netherlands)

Hulsman, R. L.; Harmsen, A. B.; Fabriek, M.

2009-01-01

Acquisition of effective, goal-oriented communication skills requires both practicing skills and reflective thinking. Reflection is a cyclic process of perceiving and analysing communication behaviour in terms of goals and effects and designing improved actions. Based on Korthagen's ALACT reflection

Video Journaling as a Method of Reflective Practice

Science.gov (United States)

Parikh, Sejal B.; Janson, Christopher; Singleton, Tiffany

2012-01-01

The purpose of this phenomenological study was to examine seven school counseling students' experiences of creating reflective video journals during their first internship course. Specifically, this study focused on capturing the essence of the experiences related to personal reactions, feelings, and thoughts about creating two video journal…

Exploring Reflective Means to Handle Plagiarism

Science.gov (United States)

Dalal, Nikunj

2016-01-01

Plagiarism has become widespread in the university teaching environment. This article presents practical wisdom from several years of experience handling plagiarism in two Information Systems (IS) courses with the exploratory use of reflective means such as dialogues and essays. There has been very little work on the use of reflective approaches…

The value of reflective journaling in undergraduate nursing education: a literature review.

Science.gov (United States)

Epp, Sheila

2008-09-01

The purpose of this literature review was to ascertain the evidence for the use of reflective journaling as a tool to promote the pedagogical strategy of reflection for the purpose of learning from practice for practice in undergraduate nursing education. Concept-centric. The literature review involved structured searches of all OVID gateway databases, EBSCO host databases, and Blackwell Synergy. Qualitative and Quantitative Studies from 1992 to 2006 were included if they focused on reflective journaling in undergraduate clinical education. Due to the vast plethora of literature on reflection, keywords were utilized to focus the search. Approximately 150 abstracts were reviewed for primary sources of research. A total of nine studies met the inclusion criteria. The review subsequently divided the literature into four content themes allowing for appraisal and analysis of the findings, followed by summary and key recommendations for nursing education and research. There was evidence that educators struggle to incorporate reflective processes into education; however, the research provided rationale and support for engaging undergraduate students in the reflective process. Researchers found reasonable levels of reflection in undergraduate students' journaling and educators reported students' learning as a result of reflective journaling. Further to this, there was evidence that writing reflectively improved over time; a learned skill also dependent on a good facilitator and trust. Unfortunately, there was a paucity of research that explored the undergraduate nurses' experiences with the process of having to create written communication, with a critical reflective focus on practice. Nursing educators are correct in pursuing the teaching and learning of the reflective process in undergraduate nursing education. Nurse educators need to utilize various tools and strategies for facilitating the growth of undergraduate students into reflective practitioners. Indeed there was

Antibiotics in urinary-tract infections. Sustained change in prescribing habits by practice test and self-reflection: a mixed methods before-after study.

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Kuehlein, T; Goetz, K; Laux, G; Gutscher, A; Szecsenyi, J; Joos, S

2011-06-01

BACKGROUND The German guideline recommends trimethoprim (TMP) for the treatment of uncomplicated lower-urinary-tract infections (uLUTI) in primary care. In the authors' research network, the participating general practitioners (GPs) were asked why they prescribe mostly quinolones instead. The GPs stated the perception of a high rate of therapy failure of TMP and strongly rejected the guideline. OBJECTIVE To examine prescribing behaviour for uLUTI and whether a practice test of TMP might effect a change in prescribing habits. METHODS The study was conducted using observational and qualitative elements. A first focus-group (n=6) assessed reasons for current prescribing behaviour. In a 3-month practice test, patients with uLUTI were prescribed TMP (150 mg twice for 3 days). In a second focus group, the GPs (n=12) were presented with the results of the practice test. RESULTS The first focus group revealed that prescribing was mainly driven by former hospital training and what was perceived as common therapy. GPs felt no need to change a successful regimen. In the practice test, TMP had a success rate of 94% (84 episodes of uLUTI). The second focus group revealed that the practice test had strongly changed opinions in favour of TMP. Self-reflection and ownership of data acquisition were seen as major contributions for change in prescribing. After the test period, TMP remained the antibiotic most often prescribed. CONCLUSION Internal evidence and peer-group opinion are strong determinants for clinical decisions. A self-conducted practice test, together with self-reflection in a peer group, strongly supports the process of change.

Teaching Strategy: Reflections on Professional Practice

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Ruth, Damian

2014-01-01

This paper explores how strategic management concepts, especially the notion of 'wicked problems', can be useful in analysing the professional practice of teachers in higher education. The keeping of a dialogical journal with a colleague helped illuminate that strategic management and education have much in common. Both are situated in…

Evidence, Policy and Guidance for Practice: A Critical Reflection on the Case of Social Housing Landlords and Antisocial Behaviour in Scotland

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Anderson, Isobel

2011-01-01

This paper examines the role of guidance for practitioners in the evidence-policy-practice relationship through a critical reflection of the process of developing evidence-informed guidance for housing practitioners working in the area of antisocial behaviour in Scotland. The paper applies theoretical models for the use of evidence in policy and…

Five Perspectives on Reflective Journaling

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Boden, Carrie J.; Cook, Deborah; Lasker-Scott, Tennille; Moore, Sylvia; Shelton, Debbie

2006-01-01

It has long been posited in the field of adult education and elsewhere that reflection is an integral part of one's teaching practice and as well as a beneficial learning tool for students. It was with this orientation to practice that Dr. Carrie J. Boden started her first year of teaching in the Adult Education Masters Degree Program at the…

Reflective Teaching via a Problem Exploration--Teaching Adaptations--Resolution Cycle: A Mixed Methods Study of Preservice Teachers' Reflective Notes

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Hayden, H. Emily; Chiu, Ming Ming

2015-01-01

We explore development of elementary preservice teachers' reflective practices as they solved problems encountered while teaching in a reading clinic. Written reflections (N = 175) were collected across 8 weeks from 23 preservice teachers and analyzed to investigate relationships among problem exploration, teaching adaptations, and problem…

Analyzing Service-Learning Reflections through Fink's Taxonomy

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Barnes, Meghan E.; Caprino, Kathryn

2016-01-01

Reflection is an increasingly essential component of experience-based learning in higher education to encourage students to draw connections between theoretical and practical knowledge and experiences. This qualitative study examines the reflections of undergraduate students in a service-learning course for secondary English teacher candidates.…

Parental Reflective Functioning: An Approach to Enhancing Parent-Child Relationships in Pediatric Primary Care.

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Ordway, Monica Roosa; Webb, Denise; Sadler, Lois S; Slade, Arietta

2015-01-01

The current state of science suggests that safe, responsive, and nurturing parent-child relationships early in children's lives promotes healthy brain and child development and protection against lifelong disease by reducing toxic stress and promoting foundational social-emotional health. Pediatric health care providers (HCPs) have a unique opportunity to foster these relationships. However, such a role requires a shift in pediatric health care from a focus only on children to one that includes families and communities, as well as the inclusion of children's social and emotional health with their physical health. To foster healthy parent-child relationships, HCPs must develop the expertise to integrate approaches that support the family's socioemotional health into pediatric primary care. This article suggests ways in which pediatric HCPs can integrate a focus on parental reflective functioning into their clinical work, helping parents to understand some of the thoughts and feelings that underlie their children's behavior. Copyright © 2015 National Association of Pediatric Nurse Practitioners. Published by Elsevier Inc. All rights reserved.

Service Learning in Undergraduate Nursing Education: Strategies to Facilitate Meaningful Reflection.

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Schmidt, Nola A; Brown, Janet M

2016-01-01

Service learning is recognized as a valuable pedagogy involving experiential learning, reflection, and reciprocal learning. Students develop critical thinking and social awareness by using the crucial activity of reflecting upon their experiential learning with community partners. The purpose of this paper is to demystify the process of reflection by identifying best practices to enhance reflection and offering suggestions for grading. By understanding "the what" and "the how" of reflection, educators can implement service learning experiences designed to include the essential component of reflection. Strategies for facilitating meaningful reflection are described including descriptions of what students should reflect upon and how to initiate reflection through writing, reading, doing, and telling. Grading rubrics are suggested to facilitate evaluation of student reflection. When properly implemented, service learning encourages students to be good citizens of the world. By using best practices associated with reflection, students can be challenged to think critically about the world and how their service can achieve community goals. Copyright © 2016. Published by Elsevier Inc.

Narrative reflective practice in medical education for residents: composing shifting identities

Directory of Open Access Journals (Sweden)

Jean Clandinin

2010-12-01

Full Text Available Jean Clandinin1, Marie Thérèse Cave2, Andrew Cave21Center for Research for Teacher Education and Development, University of Alberta, Edmonton, Alberta, Canada; 2Department of Family Medicine, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, Alberta, CanadaAbstract: As researchers note, medical educators need to create situations to work with physicians in training to help them attend to the development of their professional identities. While there is a call for such changes to be included in medical education, educational approaches that facilitate attention to the development of medical students' professional identities, that is, who they are and who they are becoming as physicians, are still under development. One pedagogical strategy involves narrative reflective practice as a way to develop physician identity. Using this approach, medical residents first write narrative accounts of their experiences with patients in what are called "parallel charts". They then engage in a collaborative narrative inquiry within a sustained inquiry group of other residents and two researcher/facilitators (one physician, one narrative researcher. Preliminary studies of this approach are underway. Drawing on the experiences of one medical resident in one such inquiry group, we show how this pedagogical strategy enables attending to physician identity making.Keywords: physician identity formation, residency

High-accuracy self-mixing interferometer based on multiple reflections using a simple external reflecting mirror

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Wang, Xiu-lin; Wei, Zheng; Wang, Rui; Huang, Wen-cai

2018-05-01

A self-mixing interferometer (SMI) with resolution twenty times higher than that of a conventional interferometer is developed by multiple reflections. Only by employing a simple external reflecting mirror, the multiple-pass optical configuration can be constructed. The advantage of the configuration is simple and easy to make the light re-injected back into the laser cavity. Theoretical analysis shows that the resolution of measurement is scalable by adjusting the number of reflections. The experiment shows that the proposed method has the optical resolution of approximate λ/40. The influence of displacement sensitivity gain ( G) is further analyzed and discussed in practical experiments.

Encouraging Reflective Practice in Conservatoire Students: A Pathway to Autonomous Learning?

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Carey, Gemma; Harrison, Scott; Dwyer, Rachael

2017-01-01

This paper reports on first-year conservatoire students' reflections on their one-to-one performance learning through a reflective journal. One-to-one lessons have been a central part of the education of performing musicians, although their place in the twenty-first-century conservatoire is not beyond challenge. Recent research has indicated that…

Empowering student leaders to nurture the first year experience through cross-cultural diversity. A Practice Report Nāu te raurau, Nāku te raurau, ka ora ai te iwi

Directory of Open Access Journals (Sweden)

Deborah Laurs

2013-08-01

Full Text Available Victoria University offers a number of peer-support and mentoring programs for first-year students, including Te Pūtahi Atawahi (mentoring and holistic support for Māori and Pasifika students, PASS (Peer Assisted Study Support and Campus Coaches (Orientation Week guides. In the past, despite having similar goals of providing peer-support to foster a sense of community, such programs have operated in isolation. However, a recent initiative has seen the development of a core leadership training module, jointly designed and delivered by staff from Te Pūtahi Atawhai and Student Learning Support. Seeking to equip student-leaders with an understanding of some of the holistic Māori values, Kotahitanga (unity, Ako (teaching and learning, Manaakitanga (empathy/hospitality, Whakamana (respect, Whakanui (acknowledging success, Whakawhanaungatanga (building strong networks and Rangatiratanga (ability to bring groups together/Self-direction, this core training offers the potential to strengthen Treaty of Waitangi relationships and nurture inter-cultural awareness, developing a pan-university sense of belongingness in the process. 

Constructivism and Reflective Practice in Practice: Challenges and Dilemmas of a Mathematics Educator.

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Frid, Sandra

2000-01-01

Examines some reasons for the gap between teacher education and school practices, a potential conflict between teacher educator's views and pre-service teacher's own views of their learning, and negligence in examining the discourses within which educational practices are constituted. (Contains 37 references.) (Author/ASK)

Theory into practice

DEFF Research Database (Denmark)

Dalsgaard, Christian

2017-01-01

The objective of the paper is to explore how theory is integrated into practice in students’ academic work within upper secondary education. In order to study this, the paper develops an analytical framework for situated reflection that conceptualises reflective processes in direct relation...... to practical activities of students. The framework develops a distinction between empirical and theoretical reflection, which is used as a basis for an empirical study of nine product-oriented courses in four Danish upper secondary schools. The main finding of the study is the identification of four different...... in product-oriented courses. Based on the study, the paper argues that these identified sub-processes are educationally valuable because they contain processes of reflection. The developed analytical framework can help increase awareness of these processes of situated learning and reflection that are often...

Family nurture intervention improves the quality of maternal caregiving in the neonatal intensive care unit: evidence from a randomized controlled trial.

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Hane, Amie A; Myers, Michael M; Hofer, Myron A; Ludwig, Robert J; Halperin, Meeka S; Austin, Judy; Glickstein, Sara B; Welch, Martha G

2015-04-01

This study assessed the impact of Family Nurture Intervention (FNI) on the quality of maternal caregiving behavior (MCB) while in the neonatal intensive care unit (NICU). FNI is a randomized controlled trial conducted in a high-acuity NICU to facilitate an emotional connection between mothers and their premature infants. FNI begins shortly after birth, continues until discharge, and involves mother/infant calming sessions that include scent cloth exchange, vocal soothing and emotion expression, eye contact, skin-to-skin and clothed holding, and family-based support sessions. Maternal caregiving behavior was coded during a single holding and feeding session (∼30 min) in the NICU before discharge at approximately 36 weeks gestational age (GA). Sixty-five mothers and their premature infants (34 male, 31 female; 26-34 wk GA) were included in these analyses (FNI, n = 35; standard care [SC], n = 30). Relative to mothers in the SC condition, those in the FNI group showed significantly higher quality MCB, which remained significant when controlling for birth order, twin status, maternal depression, and maternal anxiety. This is the first study to demonstrate that in-unit MCB can be enhanced by a hospital-based intervention. FNI provides a new rationale for integrating nurture-based interventions into standard NICU care.

Disruption, Dialogue, and Swerve: Reflective Structured Dialogue in Religious Studies Classrooms

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DeTemple, Jill; Sarrouf, John

2017-01-01

This article focuses on Reflective Structured Dialogue as a set of practices developed in the context of conflict resolution that are well suited to handling quotidian uneasiness and extraordinary moments of disruption in religious studies classrooms. After introducing Reflective Structured Dialogue's history, goals, and general practices, the…

A ubiquitous reflective e-portfolio architecture.

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Forte, Marcos; de Souza, Wanderley L; da Silva, Roseli F; do Prado, Antonio F; Rodrigues, Jose F

2013-11-01

In nurse and in medicine courses, the use of reflective portfolios as a pedagogical tool is becoming a common practice; in the last years, this practice has gradually migrated from paper-based to electronic-based portfolios. Current approaches for reflective e-portfolios, however, do not widely operate at outdoor sites, where data networks are limited or nonexistent. Considering that many of the activities related to nurse and medicine courses relate to professional practices conducted in such conditions, these network shortcomings restrict the adoption of e-portfolios. The present study describes the requirements specification, design, implementation, and evaluation of the Ubiquitous Reflective E-Portfolio Architecture, a solution proposed to support the development of systems based on mobile and wired access for both online and offline operation. We have implemented a prototype named Professional Practice Module to evaluate the Ubiquitous Reflective E-Portfolio Architecture; the module was based on requirements observed during the professional practice, the paper-based portfolio in use, and related learning meetings in the Medicine Course of a Brazilian University. The evaluation of the system was carried out with a learning group of 2nd year students of the medicine course, who answered to extensive evaluation questionnaires. The prototype proved to be operational in the activities of the professional practice of the Medicine Course object of the study, including homework tasks, patient care, data sharing, and learning meetings. It also demonstrated to be versatile with respect to the availability of the computer network that, many times, was not accessible. Moreover, the students considered the module useful and easy to use, but pointed out difficulties about the keyboard and the display sizes of the netbook devices, and about their operational system. Lastly, most of the students declared preference for the electronic Professional Practice Module in internal

Implementing reflection: insights from pre-registration mental health students.

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Donovan, Moira O

2007-08-01

Reflection and reflective practice continues to be contentious issues in nursing. The focus of this article is the use of reflection by pre-registration mental health students. The broad aim of this preliminary study was to discover student mental health nurses' perceptions of reflection as a learning strategy during clinical placement. Using a constructivist grounded theory methodology [Charmaz, K., 2000. Grounded theory: Objectivist and Constructivist Methods. In: Denzin, N., Lincoln, Y. (Eds.), Handbook of Qualitative Research, second ed. Sage, Thousand Oaks, California], five students were interviewed individually in their clinical placements. Data analysis revealed three major categories: understanding the process of reflection, using reflection in clinical practice, and needing support and guidance. Findings indicated that students were primarily using reflection-on-action, but to varying extents. Overall, students felt that reflection facilitated their learning. Factors were discovered that both helped and hindered students' use of reflection. These included level of preparation to reflect, a limited culture of reflection and the level of support from preceptors, clinical staff, clinical placement co-ordinators, and lecturers. In conclusion, it appears that a collaborative approach between students, Health Service Providers and institutes of nursing is vital for the successful development and implementation of reflective learning strategies in clinical placement. Suggestions are made as to how a collaborative approach may be developed to enhance this process.

The Child in Y2K. Reflections on Parenting.

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Turner, Joy

2000-01-01

Maintains that the lines of distinction between children and adults are blurring in American culture. Describes popular belief in response to brain research overemphasizing infant and toddler nurturing to the detriment of long-term parental and educational responsibilities. Criticizes how parents are encouraged to think of children as autonomous,…

Newly graduated nurses' use of knowledge sources

DEFF Research Database (Denmark)

Voldbjerg, Siri Lygum; Grønkjaer, Mette; Sørensen, Erik Elgaard

2016-01-01

AIM: To advance evidence on newly graduated nurses' use of knowledge sources. BACKGROUND: Clinical decisions need to be evidence-based and understanding the knowledge sources that newly graduated nurses use will inform both education and practice. Qualitative studies on newly graduated nurses' use...... underscoring progression in knowledge use and perception of competence and confidence among newly graduated nurses. CONCLUSION: The transition phase, feeling of confidence and ability to use critical thinking and reflection, has a great impact on knowledge sources incorporated in clinical decisions....... The synthesis accentuates that for use of newly graduated nurses' qualifications and skills in evidence-based practice, clinical practice needs to provide a supportive environment which nurtures critical thinking and questions and articulates use of multiple knowledge sources....

A measurable impact of a self-practice/self-reflection programme on the therapeutic skills of experienced cognitive-behavioural therapists.

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Davis, Melanie L; Thwaites, Richard; Freeston, Mark H; Bennett-Levy, James

2015-01-01

The need for effective training methods for enhancing cognitive-behavioural therapist competency is not only relevant to new therapists but also to experienced therapists looking to retain and further enhance their skills. Self-practice/self-reflection (SP/SR) is a self-experiential cognitive-behavioural therapy (CBT) training programme, which combines the experience of practicing CBT methods on oneself with structured reflection on the implications of the experience for clinical practice. In order to build on previous qualitative studies of SP/SR, which have mainly focused on trainee CBT therapists, the aim of the current study was to quantify the impact of SP/SR on the therapeutic skills of an experienced cohort of CBT therapists. Fourteen CBT therapists were recruited to participate in an SP/SR programme specifically adapted for experienced therapists. In the context of a quasi-experimental design including multiple baselines within a single-case methodology, therapists provided self-ratings of technical cognitive therapy skill and interpersonal empathic skill at four critical time points: baseline, pre-SP/SR and post-SP/SR and follow-up. Analysis of programme completers (n = 7) indicated that SP/SR enhances both technical skill and interpersonal therapeutic skill. Further intention-to-treat group (n = 14) analyses including both those who left the programme early (n = 3) and those who partially completed the programme (n = 4) added to the robustness of findings with respect to technical cognitive therapy skills but not interpersonal empathic skills. It was concluded that SP/SR, as a training and development programme, could offer an avenue to further therapeutic skill enhancement in already experienced CBT therapists. Copyright © 2014 John Wiley & Sons, Ltd.

Reflections on Ethics and Humanity in Pediatric Neurology: the Value of Recognizing Ethical Issues in Common Clinical Practice.

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Ronen, Gabriel M; Rosenbaum, Peter L

2017-05-01

Our goals in this reflection are to (i) identify the ethical dimensions inherent in any clinical encounter and (ii) bring to the forefront of our pediatric neurology practice the myriad of opportunities to explore and learn from these ethical questions. We highlight specifically Beauchamp and Childress's principles of biomedical ethics. We use the terms ethics in common clinical practice and an ethical lens to remind people of the ubiquity of ethical situations and the usefulness of using existing ethical principles to analyze and resolve difficult situations in clinical practice. We start with a few common situations with which many of us tend to struggle. We describe what we understand as ethics and how and why developments in technology, novel potential interventions, policies, and societal perspectives challenge us to think about and debate ethical issues. Individual patients are not a singular population; each patient has their own unique life situations, culture, goals, and expectations that need to be considered with a good dose of humanity and humility. We believe that using an ethical lens-by which we mean making an explicit effort to identify and consider these issues openly-will help us to achieve this goal in practice, education, and research.

Properties of Galaxies and Groups: Nature versus Nurture

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Niemi, Sami-Matias

2011-09-01

Due to the inherently nonlinear nature of gravity cosmological N-body simulations have become an invaluable tool when the growth of structure is being studied and modelled closer to the present epoch. Large simulations with high dynamical range have made it possible to model the formation and growth of cosmic structure with unprecedented accuracy. Moreover, galaxies, the basic building blocks of the Universe, can also be modelled in cosmological context. However, despite all the simulations and successes in recent decades, there are still many unanswered questions in the field of galaxy formation and evolution. One of the longest standing issue being the significance of the formation place and thus initial conditions to a galaxy's evolution in respect to environment, often formulated simply as "nature versus nurture" like in human development and psychology. Unfortunately, our understanding of galaxy evolution in different environments is still limited, albeit, for example, the morphology-density relation has shown that the density of the galaxy's local environment can affect its properties. Consequently, the environment should play a role in galaxy evolution, however despite the efforts, the exact role of the galaxy's local environment to its evolution remains open. This thesis introduction discusses briefly the background cosmology, cosmological N-body simulations and semi-analytical models. The second part is reserved for groups of galaxies, whether they are gravitationally bound, and what this may imply for galaxy evolution. The third part of the thesis concentrates on describing results of a case study of isolated field elliptical galaxies. The final chapter discusses another case study of luminous infra-red galaxies.

Nurturing girls: a key to promoting maternal health.

Science.gov (United States)

1991-01-01

Mothers should invest in women's health and in the health of the next generation by taking good care of their daughters beginning at birth. Indeed girls who develop healthily, confidently, and is strong are more apt to have a safe motherhood and nurture their own children so they can reach their full potential. Nevertheless many obstacles to this occurring exist. Even though both girls and boys live in poverty, girls encounter the additional obstacle of sexual discrimination. For example, female infants have an elevated natural immunity level to fight off diseases than do male infants, female infant mortality exceeds male infant mortality in Bangladesh, India, and Pakistan. In addition, excessive death rates among small girls occur in some countries of Africa, the Middle East, Asia and South America. Reduced breast feeding, amount of food, immunization coverage, health care, and school enrollment for females contribute to these excessive death rates among females. In fact, if these deprivations do not result in death, they do cause poor health throughout life and greater risk during pregnancy and childbirth. Motherhood drains the already stunted and anemic bodies. For example, malnourished pregnant women, as evidenced by stunting, often have too small or deformed pelvises making it difficult to delivery a child normally. Anemic mothers cannot easily endure hemorrhaging loss during childbirth and abortion. Finally, deprivation influences a girl's mental ability to manage motherhood. Moreover, it reduces self esteem which in turn renders them reluctant to demand improvements in maternal care which would reduce maternal mortality.

How Teachers Reflect on Their Pedagogy: Learning from Teachers’ Pedagogical Vocabulary

DEFF Research Database (Denmark)

Lund, Lea

2016-01-01

in practice and explored how teachers reflect on their pedagogy. In this paper, I consider what these reflections tell us about the choices teachers make about their practice. The findings reveal that teachers’ gut feelings play a significant role in shaping their thoughts and beliefs and in informing...

How practice breakdowns disclose existing structures and contribute to practice innovation

NARCIS (Netherlands)

Loohuis, Raymond Petrus Antonius

2015-01-01

Practice breakdowns provide fertile ground for practice innovation because they demand a shift from structure to process. Practice breakdowns are fruitful subjects for research and practice because they disclose existing structures by prompting situated actors to become reflective on the otherwise

Critical thinking evaluation in reflective writing: Development and testing of Carter Assessment of Critical Thinking in Midwifery (Reflection).

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Carter, Amanda G; Creedy, Debra K; Sidebotham, Mary

2017-11-01

develop and test a tool designed for use by academics to evaluate pre-registration midwifery students' critical thinking skills in reflective writing. a descriptive cohort design was used. a random sample (n = 100) of archived student reflective writings based on a clinical event or experience during 2014 and 2015. a staged model for tool development was used to develop a fifteen item scale involving item generation; mapping of draft items to critical thinking concepts and expert review to test content validity; inter-rater reliability testing; pilot testing of the tool on 100 reflective writings; and psychometric testing. Item scores were analysed for mean, range and standard deviation. Internal reliability, content and construct validity were assessed. expert review of the tool revealed a high content validity index score of 0.98. Using two independent raters to establish inter-rater reliability, good absolute agreement of 72% was achieved with a Kappa coefficient K = 0.43 (pcritical thinking in reflective writing. Validation with large diverse samples is warranted. reflective practice is a key learning and teaching strategy in undergraduate Bachelor of Midwifery programmes and essential for safe, competent practice. There is the potential to enhance critical thinking development by assessingreflective writing with the CACTiM (reflection) tool to provide formative and summative feedback to students and inform teaching strategies. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

Church of England Schools as Centres for Religious Abuse or Avenues for Religious Nurture? (The Rights of Children to Encounter Faith in the School Context)

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Worsley, Howard

2008-01-01

After an overview of the British context in 2005 and its ambivalent attitude to Church schools, this article explores the issues of potential religious abuse, alongside a preferred holistic Christian discipleship. The final section explains how Church schools can operate in a way that encourages Christian nurture and prevent religious abuse. The…

A Reflection upon the "Getting Practical" Programme: Rethinking How We Teach Practical Science

Science.gov (United States)

Brennan, Nikki

2010-01-01

In this article, the author provides an overview of the "Getting Practical" training programme of professional development for all those involved with teaching practical science at primary, secondary, and post-16 levels. The programme is being led by the ASE, working with its co-ordinating partners: the Centre for Science Education,…

The role of practical wisdom in nurse manager practice: why experience matters.

Science.gov (United States)

Cathcart, Eloise Balasco; Greenspan, Miriam

2013-10-01

To illustrate through the interpretation of one representative nurse manager's narrative how the methodology of practice articulation gives language to the ways practical wisdom develops in leadership practice and facilitates learning. Patricia Benner's corpus of research has demonstrated that reflection on clinical narratives comes closer than other pedagogical methods to replicating and enhancing the experiential learning required for the development of practical wisdom. Using Benner's methodology of practice articulation, 91 nurse managers wrote and read to a peer group a narrative of their lived experience in the role. The groups interpreted the narratives to extract the skilled knowledge and ethics embedded in the practice of the nurse manager authors. One narrative was chosen for this paper because it is a particularly clear exemplar of how practical wisdom develops in nurse manager practice. Articulating and reflecting on experiential learning led to an understanding of how practical wisdom developed in one nurse manager's practice. Interpretation of the narrative of one nurse manager illustrated how reflection on a complex ethical dilemma was a source of character development for the individual and the peer group. Describing and interpreting how practical wisdom develops for individual nurse managers can be a source of learning for the narrative author and other role incumbents who need to make sound decisions and take prudent action in ethically challenging situations. © 2013 John Wiley & Sons Ltd.

Reflection in the training of nurses in clinical practice settings

DEFF Research Database (Denmark)

Schumann Scheel, Linda; Peters, Micah D J; Meinertz Møbjerg, Anna Christine

2017-01-01

REVIEW QUESTION/OBJECTIVE: This scoping review will seek to find answers for the following questions which will focus on the use of reflection in the education of nurses in clinical settings:The review will also extract and map data regarding: i) what outcomes have been found in relation to the use...... (e.g. first or second year undergraduate nursing students etc.); and v) barriers/challenges to the use of reflection approaches/tools. Additional details may also be extracted and mapped during the process of the scoping review and this will be explained in the final scoping review report....

The attitudes and beliefs of a female science teacher: Implications in relation to gender and pedagogical practice

Science.gov (United States)

Zapata, Mara

In this case study of a female science teacher named Laura, numerous observations, field notes, researcher interpretations, and assertions were developed. As meanings were negotiated, intent of actions was defined using significant statements, clustered to produce invariant meaning units. Both the participant's intents and how she interpreted her experiences were central to the understandings sought in this study. Whenever Laura planned for teaching science, taught, or otherwise interacted with students, the following four themes seemed to frame her actions: (1) Responsibility to Nurture/Mother/Mentor (2) Connecting to and Relating (3) Meeting Gender-Specific Expectations (4) Promoting the Fighter/Survivor Within. Each theme is examined in relation to attitudes and beliefs about teaching and learning science, and conclusions and assertions are expressed. The findings of this study point to the tensions between Laura's attitudes and beliefs and her pedagogical practices, disconfirming these as they pertain to gender in relation to teaching and learning science. It was not evident as part of her daily practice that student experiences were used in an attempt to create connections between their lives and science, although Laura always emphasized that science is a way of life. The findings support questioning the role of intentionality and a teacher's perceived ability to adhere to intentions while practicing within the norms established by the social institution of schools operating within the larger structures of society. The major findings and implications are relevant to the manner teachers are prepared and encouraged to enact their practice by departments and boards of education, prepared by institutions of higher education and subsequent participation in professional development. Specifically, calling attention to how these educational frameworks emphasize or de-emphasize the role of teachers and promote cognizance in terms of the culture of schools, reflective

Supporting Reflective Practices in Social Change Processes with the Dynamic Learning Agenda: An Example of Learning about the Process towards Disability Inclusive Development

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van Veen, Saskia C.; de Wildt-Liesveld, Renée; Bunders, Joske F. G.; Regeer, Barbara J.

2014-01-01

Change processes are increasingly seen as the solution to entrenched (social) problems. However, change is difficult to realise while dealing with multiple actors, values, and approaches. (Inter)organisational learning is seen as a way to facilitate reflective practices in social change that support emergent changes, vicarious learning, and…

Metelkova mon amour Reflections on the (Non-Culture of Squatting

Directory of Open Access Journals (Sweden)

Jasna Babić

2013-09-01

Full Text Available In some circles in Slovenia the name Autonomous Cultural Center Metelkova City is considered to be almost a synonym of squatting. Although Metelkova was not the first public squat, it definitely remains the oldest of those still around. Drawing comparisons with the international squatting movement, the squatter community in Metelkova is analyzed on different levels: to what extent it nurtures the culture of squatting, and what was and remains the role that Metelkova plays in a wider Slovenian context in terms of developing and sustaining the squatting culture. The article ends with the conclusion that the squatter movement in Metelkova (and elsewhere in Slovenia has so far failed to fully develop, nurture and maintain strict guidelines and principles, and that this can be attributed to the lack of squatting tradition, the large number of people involved in the project, and the internal division among them on the legalization issue.

Political economy of love: nurturance gap, disembedded economy and freedom constraints within neoliberal capitalism

Directory of Open Access Journals (Sweden)

O’Hara Phillip Anthony

2014-01-01

Full Text Available This article critically evaluates the forms of love capital being accumulated by people in capitalist economies, through the lens of some of the core general principles of heterodox political economy (HPE. We start by situating love historically in the neoliberal culture and then examine the six main love styles as well as the five critical factors through the process of circular and cumulative causation. We then scrutinise the contradictions of neoliberal capitalism involving the nurturance gap, disembedded economy and freedom constraint which inhibit the generation of holistic love capital. The path dependent nature of love is then linked to relational phases and instabilities, especially involving serial monogamy in the United States. Some of the core principles of HPE provide a vantage point for scrutinising the problems involved in stimulating holistic love capital in the contemporary environment.

Assessing reflective thinking and approaches to learning.

Science.gov (United States)

Dunn, Louise; Musolino, Gina M

2011-01-01

Facilitation of reflective practice is critical for the ongoing demands of health care practitioners. Reflective thinking concepts, grounded in the work of Dewey and Schön, emphasize critical reflection to promote transformation in beliefs and learning necessary for reflective practice. The Reflective Thinking Questionnaire (QRT) and Revised Study Process Questionnaire (RSPQ-2F) assess skill aspects of professional reasoning, with promise for measuring changes over time. The purpose of this study was to examine the reliability and responsiveness and the model validity of reflective thinking and approaches to learning measures for U.S. health professions students enrolled in entry-level occupational (MOT) and physical therapy (DPT) programs. This measurement study addressed reliability and responsiveness of two measures, the QRT and RSPQ-2F, for graduate health professionals. A convenience sample of 125 MOT and DPT students participated in the two-measure, test-retest investigation, with electronic data collection. Outcomes support the stability of the four-scale QRT (ICC 0.63 to 0.82) and the two-scale RSPQ-2F (ICC 0.91 and 0.87). Descriptive data supporting responsiveness are presented. With noted limitations, the results support the use of the QRT and RSPQ-2F measures to assess changes in reflective thinking and approaches to learning. Measurement of these learning outcomes furthers our understanding and knowledge about instructional strategies, development of professional reasoning, and fostering of self-directed learning within MOT and DPT programs.

Toward a multifactorial model of expertise: beyond born versus made.

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Hambrick, David Z; Burgoyne, Alexander P; Macnamara, Brooke N; Ullén, Fredrik

2018-02-15

The debate over the origins of individual differences in expertise has raged for over a century in psychology. The "nature" view holds that expertise reflects "innate talent"-that is, genetically determined abilities. The "nurture" view counters that, if talent even exists, its effects on ultimate performance are negligible. While no scientist takes seriously a strict nature-only view of expertise, the nurture view has gained tremendous popularity over the past several decades. This environmentalist view holds that individual differences in expertise reflect training history, with no important contribution to ultimate performance by innate ability ("talent"). Here, we argue that, despite its popularity, this view is inadequate to account for the evidence concerning the origins of expertise that has accumulated since the view was first proposed. More generally, we argue that the nature versus nurture debate in research on expertise is over-or certainly should be, as it has been in other areas of psychological research for decades. We describe a multifactorial model for research on the nature and nurture of expertise, which we believe will provide a progressive direction for future research on expertise. © 2018 New York Academy of Sciences.

Views of Nursing Students about Reflection: A Qualitative Study

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Marrzieh Moattari

2009-06-01

Full Text Available Background and purpose: The phenomenon of knowledge explosion has led teachers to feel the necessity of training students so that they become reflective thinkers. This issue is particularly important for nursing students who are responsible for providing care for patients. The purpose ofthis study is exploration of nursing students’ views on reflection on practice.Methods: Twenty senior nursing students participated in this study. They were asked to reflect on their clinical experiences for 10 weeks of their final clinical course. They were also asked to write their reflection in their weekly journals. The journals were studied by the researcher and appropriatefeedback was given to the student regarding their reflective writing. At the end of the clinical course, they were divided into 2 groups to participate in 2 separate focus group session and to discuss the issues regarding 9 proposed open – ended questions. The students’ responses were tape – recorded and a transcript was made and analyzed qualitatively. The data were coded and categorized. Then each category was named to elicit the related constructs.Results: Qualitative data analysis showed that refection as a learning strategy has impact on 5 different elements of teaching learning process: caring, thinking, theory practice integration, selfregulatory mechanisms and motivation.Conclusion: Nursing students evaluated their experience on reflection on practice as an effective and valuable strategy. They believe that reflection through 5 different but related elements make them to consolidate their learning and plan their future experiences. Four out of the five emergedconstructs in this study are very similar to elements of cyclic learning proposed by Kolb (1984 and are capable of being integrated into experiential learning cycle. Motivation can be integrated into this cycle. Based on the result of this study reflection is suggested to be integrated in Iranian nursing curriculum

Nurturing Soft Skills Among High School Students Through Space Weather Competition

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Abdullah, Mardina; Abd Majid, Rosadah; Bais, Badariah; Syaidah Bahri, Nor

2016-07-01

Soft skills fulfill an important role in shaping an individual's personality. It is of high importance for every student to acquire adequate skills beyond academic or technical knowledge. The objective of this project was to foster students' enthusiasm in space science and develop their soft skills such as; interpersonal communication, critical thinking and problem-solving, team work, lifelong learning and information management, and leadership skills. This is a qualitative study and the data was collected via group interviews. Soft skills development among high school students were nurtured through space weather competition in solar flare detection. High school students (16 to 17 years old) were guided by mentors consisting of science teachers to carry out this project based on a module developed by UKM's researchers. Students had to acquire knowledge on antenna development and construct the antenna with recyclable materials. They had to capture graphs and identify peaks that indicate solar flare. Their findings were compared to satellite data for verification. They also presented their work and their findings to the panel of judges. After observation, it can be seen that students' soft skills and interest in learning space science had become more positive after being involved in this project.

Perioperative self-reflection among surgical residents.

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Peshkepija, Andi N; Basson, Marc D; Davis, Alan T; Ali, Muhammad; Haan, Pam S; Gupta, Rama N; Hardaway, John C; Nebeker, Cody A; McLeod, Michael K; Osmer, Robert L; Anderson, Cheryl I

2017-09-01

We studied prevalence and predictors of meaningful self-reflection among surgical residents and with prompting/structured interventions, sought to improve/sustain resident skills. Residents from six programs recorded 1032 narrative self-reflective comments (120 residents), using a web-based platform. If residents identified something learned or to be improved, self-reflection was deemed meaningful. Independent variables PGY level, resident/surgeon gender, study site/Phase1: July2014-August2015 vs. Phase2: September2015-September2016) were analyzed. Meaningful self-reflection was documented in 40.6% (419/1032) of entries. PGY5's meaningfully self-reflected less than PGY1-4's, 26.1% vs. 49.6% (p = 0.002). In multivariate analysis, resident narratives during Phase 2 were 4.7 times more likely to engage in meaningful self-reflection compared to Phase1 entries (p self-reflection, compared to Phase1. Surgical residents uncommonly practice meaningful self-reflection, even when prompted, and PGY5/chief residents reflect less than more junior residents. Substantial/sustained improvements in resident self-reflection can occur with both training and interventions. Copyright © 2017 Elsevier Inc. All rights reserved.

[Effectiveness of integrated early childhood development intervention on nurturing care for children aged 0-35 months in rural China].

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Shi, H F; Zhang, J X; Wang, X L; Xu, Y Y; Dong, S L; Zhao, C X; Huang, X N; Zhao, Q; Chen, X F; Zhou, Y; O'Sullivan, Margo; Pouwels, Ron; Scherpbier, Robert W

2018-02-02

Objective: To explore whether Integrated Early Childhood Development (IECD) program has effectively improved the nurturing care for children aged 0-35 months in rural China. Methods: IECD has been implemented by the government of China with support from the United Nations Children's Fund (UNICEF) in four poverty-stricken rural counties since 2014. The interventions targeting the five key components of nurturing care (i.e. child and caregiver health, child nutrition, early learning support, child protection and social security) were delivered through the IECD program to children aged 0 to 35 months and their caregivers. A population-based intervention trial was designed to evaluate intervention effectiveness with data collected in 2013 (baseline) and 2016 (mid-term). The changes of nurturing care in the intervention and control group were analyzed by using a difference-in-differences (DID) model. This approach provided adjustment for sociodemographic and other confounding factors. Results: The baseline and mid-term survey enrolled 1 468 and 1 384 children in the intervention group, and 1 485 and 1 361 in the control group. After two years of implementation, the prevalence of caregiver's depression in the intervention group showed a decrease of 9.1% (mid-term 34.8% (479/1 377) vs. baseline 43.9% (621/1 414)), whereas that in control group showed a decrease of 1.6% (mid-term 34.3% (464/1 353) vs. baseline 35.9% (509/1 419)). With the confounding adjusted in the difference-in-differences model, the decrease of the caregiver's depression prevalence in the intervention group was 7.0% greater than that in the control group ( P= 0.008). The qualified rate of minimum meal frequency in the intervention group showed an increase of 10.4% (mid-term 69.0% (532/771) vs. baseline 58.6% (481/821)), whereas the qualified rate in the intervention group showed an increase of 2.9% (mid-term 66.4% (469/706) vs. baseline 63.5% (508/800)). With the confounding adjusted in the difference

Parenting styles, feeding styles and food-related parenting practices in relation to toddlers' eating styles: A cluster-analytic approach.

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van der Horst, Klazine; Sleddens, Ester F C

2017-01-01

Toddlers' eating behaviors are influenced by the way parents interact with their children. The objective of this study was to explore how five major constructs of general parenting behavior cluster in parents of toddlers. These parenting clusters were further explored to see how they differed in the use of feeding strategies (i.e. feeding styles and food parenting practices) and by reported child eating styles. An online survey with 1005 mothers/caregivers (legal guardians) with at least one child between 12 and 36 months old was conducted in the United States in 2012, assessing general parenting behavior, feeding style, food parenting practices and the child eating styles. A three cluster solution of parenting style was found and clusters were labelled as overprotective/supervising, authoritarian, and authoritative. The clusters differed in terms of general parenting behaviors. Both overprotective and authoritative clusters showed high scores on structure, behavioral control, and nurturance. The overprotective cluster scored high on overprotection. The 'authoritarian' cluster showed lowest levels of nurturance, structure and behavioral control. Overprotective and authoritative parents showed very similar patterns in the use of food parenting practices, e.g. monitoring food intake, modeling, and promoting healthy food intake and availability at home. Overprotective parents also reported higher use of pressure to eat and involvement. Authoritarian parents reported high use of giving the child control over their food behaviors, emotion regulation, using food as a reward, and controlling food intake for weight control. Children's eating styles did not largely vary by parenting cluster. This study showed that a relatively new parenting style of overprotection is relevant for children's eating behaviors. Overprotective parents reported food parenting practices that are known to be beneficial for children's food intake, such as modelling healthy food intake, as well as

Parenting styles, feeding styles and food-related parenting practices in relation to toddlers' eating styles: A cluster-analytic approach.

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Klazine van der Horst

Full Text Available Toddlers' eating behaviors are influenced by the way parents interact with their children. The objective of this study was to explore how five major constructs of general parenting behavior cluster in parents of toddlers. These parenting clusters were further explored to see how they differed in the use of feeding strategies (i.e. feeding styles and food parenting practices and by reported child eating styles.An online survey with 1005 mothers/caregivers (legal guardians with at least one child between 12 and 36 months old was conducted in the United States in 2012, assessing general parenting behavior, feeding style, food parenting practices and the child eating styles.A three cluster solution of parenting style was found and clusters were labelled as overprotective/supervising, authoritarian, and authoritative. The clusters differed in terms of general parenting behaviors. Both overprotective and authoritative clusters showed high scores on structure, behavioral control, and nurturance. The overprotective cluster scored high on overprotection. The 'authoritarian' cluster showed lowest levels of nurturance, structure and behavioral control. Overprotective and authoritative parents showed very similar patterns in the use of food parenting practices, e.g. monitoring food intake, modeling, and promoting healthy food intake and availability at home. Overprotective parents also reported higher use of pressure to eat and involvement. Authoritarian parents reported high use of giving the child control over their food behaviors, emotion regulation, using food as a reward, and controlling food intake for weight control. Children's eating styles did not largely vary by parenting cluster.This study showed that a relatively new parenting style of overprotection is relevant for children's eating behaviors. Overprotective parents reported food parenting practices that are known to be beneficial for children's food intake, such as modelling healthy food

Enriching Practical Knowledge : Exploring Student teachers’ Competences in Integrating Theory and Practice of Mathematics Teaching

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Oonk, W.; Verloop, N.; Gravemeijer, K.P.E.

2015-01-01

This study concentrated on the theory–practice problem in mathematics teacher education. We examined 13 student teachers’ use of theory when they reflected on teaching practice in a class specifically designed to optimize the chance for theory use. We developed a Reflection Analysis Instrument with

WILLIAM MCDOUGALL, AMERICAN PSYCHOLOGIST: A RECONSIDERATION OF NATURE-NURTURE DEBATES IN THE INTERWAR UNITED STATES.

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Rose, Anne C

2016-09-01

The British-born psychologist William McDougall (1871-1938) spent more than half of his academic career in the United States, holding successive positions after 1920 at Harvard and Duke universities. Scholarly studies uniformly characterize McDougall's relationship with his New World colleagues as contentious: in the standard view, McDougall's theory of innate drives clashed with the Americans' experimentation into learned habits. This essay argues instead that rising American curiosity about inborn appetites-an interest rooted in earlier pragmatic philosophy and empirically investigated by interwar scientists-explains McDougall's migration to the United States and his growing success there. A review of McDougall's intellectual and professional ties, evolving outside public controversy, highlights persistent American attention to natural agency and complicates arguments voiced by contemporaries in favor of nurture. © 2016 Wiley Periodicals, Inc.

Second Language Aquisition and The Development through Nature-Nurture

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