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Guide
Kinds of Guide Terms modified by Guide Selected AbstractsCURRICULUM GUIDE FOR RESEARCH ETHICS WORKSHOPS FOR COUNTRIES IN THE MIDDLE EASTDEVELOPING WORLD BIOETHICS, Issue 2 2010HENRY SILVERMAN ABSTRACT To help ensure the ethical conduct of research, many have recommended educational efforts in research ethics to investigators and members of research ethics committees (RECs). One type of education activity involves multi-day workshops in research ethics. To be effective, such workshops should contain the appropriate content and teaching techniques geared towards the learning styles of the targeted audiences. To ensure consistency in content and quality, we describe the development of a curriculum guide, core competencies and associated learning objectives and activities to help educators organize research ethics workshops in their respective institutions. The curriculum guide is divided into modular units to enable planners to develop workshops of different lengths and choose content materials that match the needs, abilities, and prior experiences of the target audiences. The content material in the curriculum guide is relevant for audiences in the Middle East, because individuals from the Middle East who participated in a Certificate Program in research ethics selected and developed the training materials (e.g., articles, powerpoint slides, case studies, protocols). Also, many of the activities incorporate active-learning methods, consisting of group work activities analyzing case studies and reviewing protocols. The development of such a workshop training curriculum guide represents a sustainable educational resource to enhance research ethics capacity in the Middle East. [source] A MODEL AND RESOURCE GUIDE TO INCORPORATING HUMAN RIGHTS EDUCATION INTO THE BUSINESS LAW CLASSROOMJOURNAL OF LEGAL STUDIES EDUCATION, Issue 1 2003Lucien J. Dhooge [source] PANNING FOR GOLD: A CLINICIAN's GUIDE TO USING RESEARCHJOURNAL OF MARITAL AND FAMILY THERAPY, Issue 1 2006Lee M. Williams The gap between research and clinical practice is one of the key challenges facing family therapy. Clinicians often fail to incorporate research findings into their practice because they do not know how to search, evaluate, or apply research to their clinical work. The purpose of this article is to help clinicians become better consumers of research. This article explores the potential value of research to clinicians, as well as negative beliefs that clinicians may have about research. The article also describes how clinicians can use research to inform their clinical work, as well as potential challenges that can be encountered. [source] THE POWER EQUITY GUIDE: ATTENDING TO GENDER IN FAMILY THERAPYJOURNAL OF MARITAL AND FAMILY THERAPY, Issue 2 2000Shelley A. Haddock In the past two decades, feminist scholars have challenged the field of family therapy to incorporate the organizing principle of gender in its theory, practice, and training. In this paper, we introduce a training, research, and therapeutic tool that provides guidance for addressing or observing gender and power differentials in the practic of family therapy. As a training tool, the Power Equity Guide helps trainees to translate their theoretical understanding of feminist principles into specific behaviors in therapy. Researchers and supervisors can use the Power Equity Guide to evaluate the practice of gender-informed family therapy. We also provide specific suggestions for its use by trainers, supervisors, therapists, and researchers. [source] PEDIATRIC ECG INTERPRETATION: AN ILLUSTRATIVE GUIDEJOURNAL OF PAEDIATRICS AND CHILD HEALTH, Issue 4 2005FRACP, M.Ed(Melb), Professor Samuel Menahem MD No abstract is available for this article. [source] HYPOSPADIAS SURGERY: AN ILLUSTRATED GUIDEJOURNAL OF PAEDIATRICS AND CHILD HEALTH, Issue 3 2005Professor S Beasley No abstract is available for this article. [source] EMERGENCY PEDIATRICS: A GUIDE TO AMBULATORY CAREJOURNAL OF PAEDIATRICS AND CHILD HEALTH, Issue 5-6 2004Peter Barnett Dr No abstract is available for this article. [source] THE APPLICATION OF ELECTRON SPIN RESONANCE AS A GUIDE TO THE MATURATION AND TYPING OF ORGANIC MATTER IN THE NORTH SEAJOURNAL OF PETROLEUM GEOLOGY, Issue 1 2003R. A. McTavish In early electron spin resonance (ESR) analysis of North Sea wells, maturation of organic matter (OM) was expressed in terms of maximum palaeotemperature (MPT) based on North American calibrations that did not consider the influences of kerogen composition or overpressure. In the North Sea, the MPTs were anomalous in overpressured sequences and relative to other indices of OM maturation such as vitrinite reflectance, so the ESR method was abandoned there in geochemical studies. However, early empirical study of North Sea ESR data indicated that, in relation to functions that linked temperature and pore pressure, some ESR parameters were predictable without reference to MPTs. In order to re-evaluate ESR parameters as indices of OM maturation, the physical factors (temperature and pressure) which affect OM maturation are related in the present paper to the ESR parameters "g" (spectral position) and Ng (spin density) at six well locations in the northern North Sea. A third ESR parameter, W (line width), is not an effective guide to maturation levels due to its complex relationship to the physical factors and kerogen types. However, cross-plots of W versus "g" and Ng appear to be as effective as pyrolysis for kerogen typing. Levels of maturation investigated in the North Sea wells range through the equivalent vitrinite reflectance values of about 0.50,1.50%. The values of "g" and Ng have been differentiated for kerogen type, but undifferentiated values of "g" have also been studied. Regression analysis has shown that there are linear relationships between the ESR parameters "g" and Ng, and the physical factors present-day temperature (To), "effective" temperature (Te), and differential pressure (Pd). Correlation coefficients for both "g" (undifferentiated and differentiated) and Ng (differentiated) relative to the physical factors are high; the highest values are for "g" and Ng relative to Te and Pd (r =,0.950 for "g" differentiated or undifferentiated, r = 0.944,0.976 for Ng differentiated, respectively). However, correlation coefficients were lower for "g" and Ng relative to To. More frequent high correlation coefficients and larger sample populations suggest that "g" (undifferentiated) is a more reliable index of OM maturation than Ng(differentiated). However, the estimation of levels of OM maturation is improved if both indices are used together. The ESR method appears to be effective both for estimating levels of OM maturation and for kerogen typing. It has a number of potential advantages over other geochemical methods: firstly, it is more sensitive for estimating OM maturation than most other methods; secondly, it can be used to analyze organic matter which is as old as Proterozoic; thirdly, it does not destroy the samples analyzed. [source] A PRACTICAL GUIDE FOR THE DEVELOPMENT OF A WETLAND ASSESSMENT METHOD: THE CALIFORNIA EXPERIENCE,JOURNAL OF THE AMERICAN WATER RESOURCES ASSOCIATION, Issue 1 2006Martha A. Sutula ABSTRACT: Wetland rapid assessment methods (RAMs) can provide a cost effective, scientifically defensible estimate of wetland and riparian condition for use in ambient and project monitoring in resource management and regulatory programs. Those who have chosen to develop a RAM to assess wetland and riparian condition are faced with a range of issues and important choices that they must make throughout the development process. This paper is intended as a practical guide to RAM development. Six basic stages in the RAM development process are discussed: (1) organize RAM development by identifying the intended applications, assessment endpoints, and geographic scope of the RAM and forming appropriate teams to advise and review the development process and its products; (2) build a scientific foundation for method development by conducting a literature review, choosing a wetland classification system, building conceptual models, and identifying the major assumptions underlying the model; (3) assemble the method as a system of attributes and metrics that describe a full range of conditions; (4) verify the ability of the method to distinguish between wetlands along a continuum of conditions; (5) calibrate and validate the method against sets of quantitative data representing more intensive measures of wetland condition; and (6) implement the method through outreach and training of the intended users. Important considerations within each of these stages lead to choices in accuracy, precision, robustness, ease of use, and cost. These are identified and the tradeoffs of the various options discussed. Experience with the ongoing development and implementation of the California Rapid Assessment Method (CRAM) is used to illustrate these stages and associated choices in RAM development. [source] AN EQUILIBRIUM GUIDE TO DESIGNING AFFINE PRICING MODELSMATHEMATICAL FINANCE, Issue 4 2008Bjørn Eraker The paper examines equilibrium models based on Epstein,Zin preferences in a framework in which exogenous state variables follow affine jump diffusion processes. A main insight is that the equilibrium asset prices can be computed using a standard machinery of affine asset pricing theory by imposing parametric restrictions on market prices of risk, determined inside the model by preference and model parameters. An appealing characteristic of the general equilibrium setup is that the state variables have an intuitive and testable interpretation as driving the consumption and dividend dynamics. We present a detailed example where large shocks (jumps) in consumption volatility translate into negative jumps in equilibrium prices of the assets as agents demand a higher premium to compensate for higher risks. This endogenous "leverage effect," which is purely an equilibrium outcome in the economy, leads to significant premiums for out-of-the-money put options. Our model is thus able to produce an equilibrium "volatility smirk," which realistically mimics that observed for index options. [source] RESOURCE GUIDE FOR ANTHROPOLOGISTS WORKING IN FAITH-BASED DEVELOPMENTANNALS OF ANTHROPOLOGICAL PRACTICE, Issue 1 2010Keri Vacanti Brondo Although faith-based organizations (FBOs) historically have played an important role in the provision of social services, the recent expansion of funding opportunities to support their work in tandem with the neoliberal imperative to privatize social services delivery have propelled a newfound scholarly focus on their activities. This resource guide provides a brief overview of both the expansion of funding sources generated from the United States and selections of anthropological research engagement with FBOs worldwide. [source] PUTTING IT ALL TOGETHER: A PRACTICAL GUIDE TO LIFESTYLE MANAGEMENTAUSTRALIAN OCCUPATIONAL THERAPY JOURNAL, Issue 4 2002Judy Miles No abstract is available for this article. [source] Integrating education into primary care quality and cost improvement at an academic medical centerTHE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue 4 2006R. Van Harrison PhD Abstract Introduction: In 1996 the University of Michigan Health System created the Guidelines Utilization, Implementation, Development, and Evaluation Studies (GUIDES) unit to improve the quality and cost-effectiveness of primary care for common medical problems. GUIDES's primary functions are to oversee the development of evidence-based, practical clinical guidelines for common medical conditions; measure and provide feedback on physicians' performance; and facilitate systemic changes to support appropriate care. Various methods are used to improve care, including evidence reviews, formal education, informal clinical "opinion leaders," feedback, reminders, and procedure changes. Twenty-four common medical conditions have been addressed through this process. More than 30 measures of clinical performance have been developed and reported. Methods: This case study describes a systematic, multifaceted program to improve the quality and cost-effectiveness of primary care. Results: Illustrative results for clinical performance are presented for 2 measures of chronic care, 2 measures of preventive care, and 2 measures of acute care. All 6 measures show general improvement in performance across years, with performance near or above the National Committee for Quality Assurance's 90th percentile for Health Plan Employer Data and Information Set measures. Discussion: A systematic approach involving all relevant components of a health system integrates the synthesis of information, education about the information and how to implement it, and addressing operational barriers. Benefits include a curriculum that is shared across faculty, residents, and medical students and more uniform quality of care that faculty model for physicians-in-training. [source] The validity of the Violence Risk Appraisal Guide (VRAG) in predicting criminal recidivismCRIMINAL BEHAVIOUR AND MENTAL HEALTH, Issue 2 2007Carolin Kröner Introduction,The VRAG is an actuarial risk assessment instrument, developed in Canada as an aid to estimating the probability of reoffending by mentally ill offenders. Aim,To test the predictive validity of the VRAG with a German sample. Method,The predictive validity of the VRAG was tested on a sample of 136 people charged with a criminal offence and under evaluation for criminal responsibility in the forensic psychiatry department at the University of Munich in 1994,95. The predicted outcome was tested by means of ROC analysis for correlation with the observed rate of recidivism between discharge after the 1994,95 assessment and the census date of 31 March 2003. Recidivism rate was calculated from the official records of the National Conviction Registry. Results,Just over 38% of the sample had reoffended by 2003. Their mean time-at-risk was 58 months (SD 3.391; range 0,115 months). The VRAG yielded a high predictive accuracy in the ROC analysis with an AUC of 0.703. For a constant time-at-risk < = 7 years, the predicted probability and observed rates of recidivism correlated significantly with Pearson's r = 0.941. Conclusions,The validity of the VRAG was replicated with a German sample. The VRAG yielded good predictive accuracy, despite differences in sample and outcome variables compared with its original sample. Copyright © 2007 John Wiley & Sons, Ltd. [source] The effect of discordance among violence and general recidivism risk estimates on predictive accuracyCRIMINAL BEHAVIOUR AND MENTAL HEALTH, Issue 3 2006Jeremy F. Mills Introduction,Previous research has shown that the prediction of short-term inpatient violence is negatively affected when clinicians' inter-rater agreement is low and when confidence in the estimate of risk is low. This study examined the effect of discordance between risk assessment instruments used to predict long-term general and violence risk in offenders. Methods,The Psychopathy Checklist , Revised (PCL,R), Level of Service Inventory , Revised (LSI,R), Violence Risk Appraisal Guide (VRAG), and the General Statistical Information on Recidivism (GSIR) were the four risk-prediction instruments used to predict post-release general and violent recidivism within a sample of 209 offenders. Results,The findings lend empirical support to the assumption that predictive accuracy is threatened where there is discordance between risk estimates. Discordance between instruments had the impact of reducing predictive accuracy for all instruments except the GSIR. Further, the influence of discordance was shown to be greater on certain instruments over others. Discordance had a moderating effect on both the PCL,R and LSI,R but not on the VRAG and GSIR. Conclusions,There is a distinct advantage when attempting to predict recidivism to employing measures such as the LSI-R, which includes dynamic variables and intervention-related criminogenic domains, over a measure purely of fixed characteristics, such as the GSIR; however, if there is discordance between the risk estimates, caution should be exercised and more reliance on the more static historically based instrument may be indicated. Copyright © 2006 John Wiley & Sons, Ltd. [source] Reliability and validity of a structured interview guide for the Hamilton Anxiety Rating Scale (SIGH-A)DEPRESSION AND ANXIETY, Issue 4 2001M. Katherine Shear M.D. Abstract The Hamilton Anxiety Rating Scale, a widely used clinical interview assessment tool, lacks instructions for administration and clear anchor points for the assignment of severity ratings. We developed a Structured Interview Guide for the Hamilton Anxiety Scale (SIGH-A) and report on a study comparing this version to the traditional form of this scale. Experienced interviewers from three Anxiety Disorders research sites conducted videotaped interviews using both traditional and structured instruments in 89 participants. A subset of the tapes was co-rated by all raters. Participants completed self-report symptom questionnaires. We observed high inter-rater and test-retest reliability using both formats. The structured format produced similar but consistently higher (+ 4.2) scores. Correlation with a self-report measure of overall anxiety was also high and virtually identical for the two versions. We conclude that in settings where extensive training is not practical, the structured scale is an acceptable alternative to the traditional Hamilton Anxiety instrument. Depression and Anxiety 13:166,178, 2001. © 2001 Wiley-Liss, Inc. [source] Integrating Poverty and Environmental Concerns into Value-Chain Analysis: A Strategic Framework and Practical GuideDEVELOPMENT POLICY REVIEW, Issue 2 2010Lone Riisgaard This article aims to guide the design and implementation of action-research projects in value-chain analysis by presenting a strategic framework focused on small producers and trading and processing firms in developing countries. Its stepwise approach , building on the conceptual framework set out in a companion article , covers in detail what to do, questions to be asked and issues to be considered, and integrates poverty, gender, labour and environmental concerns.,Upgrading' strategies potentially available for improving value-chain participation for small producers are identified, with the ultimate purpose of increasing the rewards and/or reducing the risks. [source] Book Review: To Do,Justice: A Guide for Progressive Christians,edited by Rebecca Todd Peters and Elizabeth Hinson-HastyDIALOG, Issue 3 2010Daniel G. Deffenbaugh No abstract is available for this article. [source] A Primer of Drug Action: A Comprehensive Guide to the Actions, Uses, and Side Effects of Psychoactive DrugsDRUG AND ALCOHOL REVIEW, Issue 2 2009Femke T.A. Buisman-Pijlman [source] A Guide to Understanding and Developing Performance-Level DescriptorsEDUCATIONAL MEASUREMENT: ISSUES AND PRACTICE, Issue 4 2008Marianne Perie There has been much discussion recently about why the percentage of students scoring Proficient or above varies as much as it does on state assessments across the country. However, most of these discussions center on the leniency or rigor of the cut score. Yet, the cut score is developed in a standard-setting process that depends heavily on the definition for each level of performance. Good performance-level descriptors (PLDs) can be the foundation of an assessment program, driving everything from item development to cut scores to reporting. PLDs should be written using a multistep process. First, policymakers determine the number and names of the levels. Next, they develop policy definitions specifying the level of rigor intended by each level, regardless of the grade or subject to which it is applied. Finally, content experts and education leaders should supplement these policy definitions with specific statements related to the content standards for each assessment. This article describes a process for developing PLDs, contrasts that with current state practice, and discusses the implication for interpreting the word "proficient," which is the keystone of No Child Left Behind. [source] A Guide to Educational Philosophizing After HeideggerEDUCATIONAL PHILOSOPHY AND THEORY, Issue 2 2008Donald Vandenberg Abstract This paper heeds the advice of EPAT's editor, who said he ,will be happy to publish further works on Heidegger and responses to these articles' after introducing four articles on Heidegger (and one of his students) and education in the August, 2005, issue. It discusses the papers in order of appearance critically, for none of them shows understanding of Heidegger's writings and descriptions of human existence in his most important work, Being and Time, nor the work of the internationally recognized educational philosopher who has written about educational problems using Heidegger's perspective (among others) over the past forty years and that should be considered in any application of Heidegger's thought to education if educational philosophy is to become a cumulative discipline. Because philosophy of education is notoriously non-accumulative and requires far more than referring to education in the first and last paragraphs of an article in order to be about an educational problem or phenomenon, the publications of this scholar in the phenomenology of education are mentioned throughout, as are Heidegger's works, to show how the four authors might have benefited from library research to utilize existing understandings and go beyond them. Finally, some suggestions are made about how to read with understanding Heidegger's magnum opus, Being and Time. [source] An Educator's Guide to Teaching Emergency Medicine to Medical StudentsACADEMIC EMERGENCY MEDICINE, Issue 3 2004Wendy C. Coates MD Abstract There is a need for every medical school graduate to handle emergencies as they arise in the daily practice of medicine. Emergency medicine (EM) educators are in a unique position to provide students with basic life support skills, guidance in assessing the undifferentiated patient, and exposure to the specialty of EM during all years of medical school. Emergency physicians can become involved in a variety of education experiences that can supplement the preclinical curriculum and provide access to our specialty at an early stage. A well-designed course in the senior year allows students to develop critical thinking and patient management skills that are necessary for any medical career path. It can ensure that all medical students are exposed to the skills essential for evaluating and stabilizing the acutely ill patient. To implement this type of course, learning objectives and evaluation methods must be set when the curriculum is developed. An effective course combines didactic and clinical components that draw on the strengths of the teaching institution and faculty of the department. A structured clerkship orientation session and system for feedback to students are essential in nurturing the development of student learners. This article provides an approach to assist the medical student clerkship director in planning and implementing EM education experiences for students at all levels of training, with an emphasis on the senior-year rotation. [source] Examination Emergency Medicine: A Guide to the ACEM Fellowship ExaminationEMERGENCY MEDICINE AUSTRALASIA, Issue 4 2010FACEM, Professor Ian Rogers MB BS No abstract is available for this article. [source] Field Guide to Urgent and Ambulatory Care ProceduresEMERGENCY MEDICINE AUSTRALASIA, Issue 2 2002Bryan Walpole No abstract is available for this article. [source] A Rough Guide to English TeachersENGLISH IN EDUCATION, Issue 1 2000Bethan Marshall Abstract This article examines the way in which the history of English in schools has contributed to differing philosophies of that subject amongst English teachers. It analyses the current philosophies using, as its database, a novel research instrument called the Rough Guide to English Teachers. [source] Assessing the validity of potential alcohol-related non-fatal injury indicatorsADDICTION, Issue 3 2008John Langley ABSTRACT Aim To assess critically the face validity of the World Health Organization's (WHO's) International Guide for Monitoring Alcohol Consumption and Related Harm (MACRH) for deriving indicators, for the purposes of developing non-fatal alcohol-related injury indicators in New Zealand. Design MACRH's five solutions for deriving indicators are: (i) use only alcohol-specific cases; (ii) identify subsets of events known to be highly alcohol-related; (iii) utilize control indicators that are rarely alcohol-related; (iv) estimate alcohol attributable fractions (AAFs) and adjust indicators accordingly; and (v) develop composite indicators. These were assessed in terms of their face validity with particular reference to New Zealand. Findings There are significant face validity issues with each of the five options. Solution 4 offers the greatest promise, provided that: (i) valid AAFs can be derived and they are updated regularly; and (ii) appropriate adjustment is made for extraneous influences on the estimates of alcohol-related harm. To date, the latter has not been carried out. Conclusions Most potential sources of data on alcohol-related harm are subject to extraneous influences, which vary over time and space. While the attempt by WHO to offer solutions to this problem is laudable, the solutions do not address the problem adequately. MACRH guidelines need to be revised to include criteria for a valid outcome indicator. [source] Manual of Smoking Cessation: A Guide for Counsellors and PractitionersADDICTION, Issue 7 2007GARY J. TEDESCHI No abstract is available for this article. [source] A Clinical Guide to Epileptic Syndromes and their Treatment: Based on the New ILAE Diagnostic SchemeEPILEPSIA, Issue 8 2003Richard S. McLachlan M.D. No abstract is available for this article. [source] The Treatment of Drinking Problems: a Guide for the Helping ProfessionsADDICTION, Issue 1 2004PAUL HABER No abstract is available for this article. [source] Practical Guide for Clinical Neurophysiologic Testing: EEGEUROPEAN JOURNAL OF NEUROLOGY, Issue 5 2010K. A. Jellinger No abstract is available for this article. [source] | ||||||||||||||||||||||||||||||||||||||||