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Different Practices (different + practice)
Selected AbstractsWhat risk should public accept from chemical process facilities?PROCESS SAFETY PROGRESS, Issue 2 2007Ernst Meyer Abstract Major incidents in chemical process plants such as Bhopal have raised the questions of facility, safety, and security by stakeholders and interest groups. How will the facility be perceived as safe given the possible consequences? No one denies that there have been improvements in process safety since Bhopal and many safety regulations have come into effect. The public may still question whether it is safe to live or work near a chemical plant today. This paper discusses the risk that the public should accept under governmental leadership and guidance. Also discussed is how the chemical process industry should ensure risk acceptance criteria compliance and maintenance of compliance throughout the lifetime of a facility. Safety may be enforced by compliance with a pre-defined set of risk acceptance criteria. These criteria may be absolute and tangible, but in some cases are more abstract. Different practices are seen among different countries, states, and regions as well as between different industry segments. This paper discusses the meaning of risk acceptance criteria and how exposed people and regulatory bodies should relate to the criteria. © 2007 American Institute of Chemical Engineers Process Saf Prog, 2007 [source] The practice characterization model: the importance of organizational life cycles and targeted interventions in general medical practiceINTERNATIONAL JOURNAL OF HEALTH PLANNING AND MANAGEMENT, Issue 2 2001E. M. Atkins Abstract In response to a climate of constant change and increasing demand for services, general practice in the UK has undergone significant modification over the last 10 years. It has become a multi-disciplinary organisation encouraged by funding bodies to plan for service delivery using a more structured team based approach. In Tayside in 1996, practices were charged with producing formal Practice Development Plans (PDPs) which would focus on priority areas aligned with the Health Boards own strategic plan,those were teamwork, information management and technology, and clinical service delivery. The University of Dundee's Department of General Practice successfully applied for funding to develop ways of facilitating practices so that they could a) identify their own development priorities, and b) plan and implement action and learning to see these priorities through. Using action research methodology, the project attempted to create a climate for change, provide support and training to see the changes implemented, and ensure commitment to the changes from all members of the practice team. The Facilitator adopted a flexible style varying her role between expert, guide and support. Analysis of progress made by different practices, coupled with the Facilitator's in depth knowledge of them, suggested the importance of certain key aspects of practice organisation and culture. A practice characterisation model identified practices which were stable, currently coping, proactive and ready to face the challenge of change as best placed to engage in a full scale development programme. Other profiles suggested a range of alternative interventions as more likely to be acceptable and productive. [source] Nordic guidelines for neuraxial blocks in disturbed haemostasis from the Scandinavian Society of Anaesthesiology and Intensive Care MedicineACTA ANAESTHESIOLOGICA SCANDINAVICA, Issue 1 2010H. BREIVIK Background: Central neuraxial blocks (CNBs) for surgery and analgesia are an important part of anaesthesia practice in the Nordic countries. More active thromboprophylaxis with potent antihaemostatic drugs has increased the risk of bleeding into the spinal canal. National guidelines for minimizing this risk in patients who benefit from such blocks vary in their recommendations for safe practice. Methods: The Scandinavian Society of Anaesthesiology and Intensive Care Medicine (SSAI) appointed a task force of experts to establish a Nordic consensus on recommendations for best clinical practice in providing effective and safe CNBs in patients with an increased risk of bleeding. We performed a literature search and expert evaluation of evidence for (1) the possible benefits of CNBs on the outcome of anaesthesia and surgery, for (2) risks of spinal bleeding from hereditary and acquired bleeding disorders and antihaemostatic drugs used in surgical patients for thromboprophylaxis, for (3) risk evaluation in published case reports, and for (4) recommendations in published national guidelines. Proposals from the taskforce were available for feedback on the SSAI web-page during the summer of 2008. Results: Neuraxial blocks can improve comfort and reduce morbidity (strong evidence) and mortality (moderate evidence) after surgical procedures. Haemostatic disorders, antihaemostatic drugs, anatomical abnormalities of the spine and spinal blood vessels, elderly patients, and renal and hepatic impairment are risk factors for spinal bleeding (strong evidence). Published national guidelines are mainly based on experts' opinions (weak evidence). The task force reached a consensus on Nordic guidelines, mainly based on our experts' opinions, but we acknowledge different practices in heparinization during vascular surgery and peri-operative administration of non-steroidal anti-inflammatory drugs during neuraxial blocks. Conclusions: Experts from the five Nordic countries offer consensus recommendations for safe clinical practice of neuraxial blocks and how to minimize the risks of serious complications from spinal bleeding. A brief version of the recommendations is available on http://www.ssai.info. [source] Representations of scientists in Canadian high school and college textbooksJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 9 2008Michiel van Eijck Abstract This study investigated the representations of a select group of scientists (n,=,10) in a sample of Canadian high school and college textbooks. Drawing on semiotic and cultural-historical activity theoretical frameworks, we conducted two analyses. A coarse-grained, quantitative analysis of the prevalence and structure of these representations exhibited bias toward particular scientists' representations and particular types of texts and inscriptions therein, suggesting a domain-specific rhetorical structure. A fine-grained, qualitative analysis of scientists' representations revealed that high school and college textbooks represent: (a) objects of scientific practice as projected or anticipated independently from human activity; (b) scientists' individual actions aiming at the creation of non-tangible tools and rules by means of observation, modification, or manipulation of given, tangible objects; (c) scientific practice as isolated due to which the simultaneous belonging to different practices hardly determines the goals of scientists' actions; and (d) scientists as part of a small community of mainly other scientists who subsequently determine each other's individual actions. The implications of these outcomes were discussed. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 1059,1082, 2008 [source] Professionals' perceptions of the role of literacy in early intervention servicesPSYCHOLOGY IN THE SCHOOLS, Issue 7 2008Karen Thatcher The purpose of the current study was to examine therapists' perceptions about literacy in early intervention services. Little effort has been devoted to the incorporation of literacy into therapy services for very young children with special needs. In an attempt to understand how therapy providers view the role of literacy in their services, 168 providers were surveyed. Responses were compared and in general, speech therapists and developmental therapists reported similar rates of use of books and rhymes and similar attitudes about the role of literacy in services. In contrast, occupational and physical therapists were often similar in their responses, yet, in most analyses, their responses were significantly different than the speech and developmental therapists'. This trend mirrors the existing literature that more attention has been devoted to encouraging the incorporation of literacy into speech services than other therapy services. Implications for these different practices and attitudes across disciplines are discussed. © 2008 Wiley Periodicals, Inc. [source] | ||||||||||