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Private Institutions (private + institution)
Selected AbstractsPutting the pieces together: teaching undergraduate research from a theoretical perspectiveJOURNAL OF ADVANCED NURSING, Issue 4 2003Marjorie C. Dobratz DNSc RN Problem/purpose.,Baccalaureate graduates are expected to utilize research across a wide variety of practice settings. While the literature reports a variety of teaching approaches, few studies examine baccalaureate students' comprehension of research content. Teaching techniques that focus on a conceptual or theoretical approach may foster research comprehension. Therefore, the purpose of this paper is to evaluate teaching/learning outcomes of an undergraduate nursing research course designed from a conceptual or theoretical approach. Procedure/findings.,Two classes of senior baccalaureate nursing students (n = 47) at a private institution, whose curriculum was based on the Roy adaptation model, were surveyed in 1990 and 1991 at the end of their undergraduate research course. The survey tool consisted of seven three-point Likert scale questions, four open-ended questions, and one unstructured comment. Findings showed that 72% strongly agreed that they would continue to read nursing articles in their practice field, 57% disagreed that they were intimidated by research language, and 55% agreed that they trusted their ability to use and utilize nursing research in practice. The most helpful learning activity was the research critique (34%) followed by group work (28%). The support of the teacher and Instructor's use of own research examples was also seen as most helpful (36%), while abstract cards (8%) were least helpful. Nonetheless, 23% requested more group activities, 13% wanted more class examples, and 11% asked for more time to comprehend definitions. Implications.,Students who approached research from the perspective of a nursing conceptual framework indicated that they put the pieces of the research puzzle together by working in groups, being supported by the Instructor, and learning from a variety of teaching methods. [source] Strengthening Public Safety Nets from the Bottom UpDEVELOPMENT POLICY REVIEW, Issue 5 2002Jonathan Morduch Helping to reduce vulnerability poses a new set of challenges for public policy. A starting point is understanding the ways in which communities and extended families try to cope with difficulties in the absence of public interventions. Coping mechanisms range from the informal exchange of transfers and loans to more structured institutions that enable an entire community to provide protection to its neediest members. This article describes ways of building public safety nets to complement and extend informal and private institutions. The most effective policies will combine transfer systems that are sensitive to existing mechanisms with new institutions for providing insurance and credit and for generating savings. [source] Civil Society and the State: Turkey After the EarthquakeDISASTERS, Issue 2 2002Rita Jalali On 17 August 1999 Turkey was hit by a massive earthquake. Over 17,000 lives were lost and there was extensive damage to Turkey's heartland. This paper examines how various public and private institutions, including state and civil society institutions such as NGOs and the media responded to the needs of earthquake survivors. It documents the extensive involvement of NGOs in the relief efforts immediately after the disaster and examines the impact of such participation on state-civil society relations in the country. The data show that state response to the disaster went through several phases from a period of ineptitude to effective management. The paper credits the media and the NGOs for acting as advocates for survivors and forcing changes at the state level. The paper argues that an ideal response system, which fully addresses the needs of victims, can only be based on state-civil society relations that are both collaborative and adversarial. [source] Social Capital, Collective Action, and Adaptation to Climate ChangeECONOMIC GEOGRAPHY, Issue 4 2003W. Neil Adger Abstract: Future changes in climate pose significant challenges for society, not the least of which is how best to adapt to observed and potential future impacts of these changes to which the world is already committed. Adaptation is a dynamic social process: the ability of societies to adapt is determined, in part, by the ability to act collectively. This article reviews emerging perspectives on collective action and social capital and argues that insights from these areas inform the nature of adaptive capacity and normative prescriptions of policies of adaptation. Specifically, social capital is increasingly understood within economics to have public and private elements, both of which are based on trust, reputation, and reciprocal action. The public-good aspects of particular forms of social capital are pertinent elements of adaptive capacity in interacting with natural capital and in relation to the performance of institutions that cope with the risks of changes in climate. Case studies are presented of present-day collective action for coping with extremes in weather in coastal areas in Southeast Asia and of community-based coastal management in the Caribbean. These cases demonstrate the importance of social capital framing both the public and private institutions of resource management that build resilience in the face of the risks of changes in climate. These cases illustrate, by analogy, the nature of adaptation processes and collective action in adapting to future changes in climate. [source] Standardised tumour, node and metastasis reporting of oncology CT scansJOURNAL OF MEDICAL IMAGING AND RADIATION ONCOLOGY, Issue 4 2009KLM Gormly Summary The oncology CT report is a vital piece of communication between the radiologist and the treating clinician and often determines patient management. The use of a standardised report that follows the tumour, node and metastasis (TNM) structure makes it easier for the radiologist to include all of the necessary information in an easy-to-read format. Presenting the results under the headings of primary tumour, lymph nodes, metastases, and other findings follows a similar pattern to that used by pathologists and also follows the thought process of the treating clinician. Standardised templates for TNM-based oncology CT reports were introduced into public and private institutions. An audit of 199 reports demonstrated a significant increase in the presence of measurements and conclusions in the template reports. While there was a non-significant increase in the use of correct Response Evaluation Criteria In Solid Tumours terminology for template reports, there was an improved attempt to describe the disease response. Saving measurements as a summary series on PACS also assists follow-up reporting. [source] "Unsightly Huts": Shanties and the Divestment Movement of the 1980sPEACE & CHANGE, Issue 3 2007Bradford Martin This article analyzes students' efforts to pressure American colleges and universities to divest their South African investments during the 1980s, focusing on the movement's most visible feature, the shantytowns students built to express solidarity with black South Africans and to oppose their institutions' investment policies. I argue that the shanties were constructed in spaces chosen to achieve maximum symbolic power and often succeeded in spatially transforming campuses into public forums that heightened students' capacity to affect the institutional decision-making process. Not surprisingly, the shanties evoked fervent responses. Shantytown residents identified with the plight of black South Africans under apartheid, while opponents called them "eyesores," and, as in the notorious case at Dartmouth, even forcibly destroyed them. When set against the conservative tenor of the Reagan/Bush 1980s, the varying responses to campus shantytowns, at both elite private institutions as well as large public ones, raise important questions about the cultural constructedness of "vision" and aesthetics and about the efficacy and the limits of using public space for symbolic oppositional politics. [source] | |||||||||||||