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61.
Lynette Cook Francis and Amanda Kraus describe the benefits and challenges of working together with student veterans to develop a program that contributes to their successful transition to higher education. 相似文献
62.
Following the Commonwealth Government funding cuts in 1986, a hiatus has developed in in‐service teacher education in Australia. Recent curriculum innovations and expanding stresses in the educational environment have generated in‐service education needs which are possibly greater than at any other time in the recent past. The trend in other industrialized countries has been to encourage or even require teachers in primary and secondary education to achieve postgraduate qualifications. Similar pressures are currently mounting in Australia. The combination of the stresses and new emphasis, calls for a rethinking of existing approaches and policies. The restructuring of the education system in a number of States, the difficulties which have become apparent in solution‐centred in‐service programmes and the continuing unsatisfactory ad hoc arrangements for the design and delivery of such programmes across Australia indicate that the need for different policies and provisions in teacher professional development is acute. After analysing the state of the art of in‐service training in Australia, this paper provides possible rationales for such policies and programmes and suggests the development of a multiprogramme policy package which could assist the teachers to ensure a better quality and cost‐effective educational service. 相似文献
63.
Lynette R. Goldberg Jennifer Scott Koontz David Downs Paul Uhlig Neil G. Kumar Sapna Shah 《高等教育研究与发展》2010,29(4):421-431
A national (USA) student‐led, case‐based CLinician/Administrator Relationship Improvement OrganizatioN (CLARION) competition focuses students in medical and related healthcare programs on the provision of healthcare that is safe, timely, equitable, patient‐centred, effective and efficient. Students work in four‐person, inter‐professional teams to research and analyse a designated case. They then present their findings and recommendations to a panel of independent judges. Students, with support from their faculty advisors, approach the case as they see fit. Following initial participation in this CLARION competition, an inter‐professional team of students from two universities and their advisory faculty developed a two‐semester, pre‐competition course as a model to facilitate transformation in healthcare education. The course is theoretical, empirical and practical. It has multiple levels of learning and is designed to mentor students, develop faculty, measure learning outcomes and stimulate administrators in higher education to think creatively about curriculum development across disciplines. This integrated and inter‐professional approach is pivotal in healthcare education to ensure students learn safe and evidence‐based clinical practice that meets the highest standards for quality care. 相似文献
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65.
Lynette Owen 《Publishing Research Quarterly》1992,8(2):41-58
The exploitation of a full range of rights is necessary to make many piblishing projects economically viable. The publishing
contract sets out the rights the publisher may exploit and the division of the proceeds between publisher and author. The
categories of exploitable rights are reviewed, along with the methods of exploiting them. The impact of consolidation in the
publishing industry on rights exploitation is discussed, along with rights issues in the provision of textbooks to developing
countries.
She is the author ofSelling Rights: A Publisher’s Guide to Success (Chapman & Hall, 1991).
Parts of this article were adapted from a presentation at the seminar “East Meets West: Copyright and the Publisher in a Market
Economy”, Hamburg, March 1991. 相似文献
66.
Conal Monaghan Boris Bizumic Katherine Reynolds Michael Smithson Lynette Johns-Boast Dirk van Rooy 《European Journal of Engineering Education》2015,40(1):52-67
One prominent approach in the exploration of the variations in project team performance has been to study two components of the aggregate personalities of the team members: conscientiousness and agreeableness. A second line of research, known as self-categorisation theory, argues that identifying as team members and the team's performance norms should substantially influence the team's performance. This paper explores the influence of both these perspectives in university software engineering project teams. Eighty students worked to complete a piece of software in small project teams during 2007 or 2008. To reduce limitations in statistical analysis, Monte Carlo simulation techniques were employed to extrapolate from the results of the original sample to a larger simulated sample (2043 cases, within 319 teams). The results emphasise the importance of taking into account personality (particularly conscientiousness), and both team identification and the team's norm of performance, in order to cultivate higher levels of performance in student software engineering project teams. 相似文献
67.
Lynette M. Johnston Martin Wiedmann Alicia Orta‐Ramirez Haley F. Oliver Kendra K. Nightingale Christina M. Moore Clinton D. Stevenson Lee‐Ann Jaykus 《Journal of Food Science Education》2014,13(1):12-21
Identification of core competencies for undergraduates in food safety is critical to assure courses and curricula are appropriate in maintaining a well‐qualified food safety workforce. The purpose of this study was to identify and refine core competencies relevant to postsecondary food safety education using a modified Delphi method. Twenty‐nine experts representing food safety professionals in academia, government, and industry were given 2 rounds of questionnaires that specified initial food safety competencies, core domains, and subdomains. Competencies were defined as a set of skills, knowledge, and abilities that correlate to success of a trainee. The framework for which competencies were classified consisted of (1) core domains, defined as broad food safety subjects; and (2) subdomains, or more specific food safety subjects. The expert panel used a 5‐point Likert scale with an acceptance criterion, or consensus, of 75%, with a rating of “4” or greater. After 2 rounds of questionnaires and revisions from the expert panel, 5 core domains were established: (1) Food Production, Manufacturing, Retail, and Consumer; (2) Foodborne Hazards; (3) Public Health; (4) Legislation and Policy; and (5) Communication and Education. Specific responses from the experts highlighted areas in which further curriculum revision would be beneficial. This study provides a framework for the development of a vetted, standardized undergraduate food safety curriculum. The Delphi method, with its inclusion of professionals representing various sectors of food safety, provided relevant perspectives for curriculum design, and also allowed participants the opportunity to contribute to the education of future food safety professionals. 相似文献