Realism,reflection and responsibility: the challenge of writing effective scenarios to support the development of ethical thinking skills     

Chris Ribchester  Ruth L. Healey 《Journal of Further & Higher Education》2019,43(1):101-114

Universities are paying increased attention to how they might support the ethical development of their students as one of a range of graduate attributes that will enable them to negotiate increasingly complex professional, civic and personal futures. Scenario-based learning is a long-standing strategy used in ethical teaching, and this paper describes and evaluates a version of this approach as applied to a second year undergraduate tutorials module. A quantitative assessment of the development of students’ ethical sensitivity over the course of two deliveries of the module shows an uneven impact but also some encouraging trends. A detailed qualitative analysis of how students responded to each scenario identifies five factors that appear to precipitate more in-depth reflection on ethical problems, and these are presented as useful points of guidance for teachers writing ethical scenarios for the first time or for those aiming to hone their existing practice. These factors include the challenge of devising circumstances which appear realistic and plausible to contemporary undergraduate students, constructing scenarios which encourage readers to reflect on and test their personal values, and portraying events which push students to intervene proactively and so take individual responsibility for their decisions and actions.  相似文献   

Survey Incentives: Cash vs. In-Kind; Face-to-Face vs. Mail; Response Rate vs. Nonresponse Error   总被引：1，自引：0，他引：1  

Ryu  Erica; Couper  Mick P.; Marans  Robert W. 《Int. Journal of Public Opinion Research》2006,18(1):89-106

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Gauge Pressure     

Dean Rickles  Chris Smeenk  Holger Lyre  Richard Healey 《Metascience》2009,18(1):5-41

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School-Age Child Care: An Examination of Philosophical Priorities     

Mick Coleman  Charlotte Wallinga  Carlos Toledo 《Early Childhood Education Journal》1999,27(2):123-128

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Book reviews     

Ruth L. Healey  Mick Healey  Nicole Rege Colet 《International Journal for Academic Development》2013,18(3):219-223

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Effect of time on biomechanics during exercise on the functional re-adaptive exercise device     

Andrew Winnard  Dorothee Debuse  Mick Wilkinson  Arran Parmar  Thomas Schuren  Nick Caplan 《Journal of sports sciences》2013,31(18):2138-2143

ABSTRACT

Mechanistic studies of the Functional Re-adaptive Exercise Device (FRED) have shown it automatically recruits Lumbar Multifidus (LM) and Transversus Abdominis (TrA) – two deep-spinal muscles that are atrophied and show altered motor control in low back pain (LBP). No studies have investigated the time required to familiarise to FRED exercise, which is required to inform future FRED based clinical trial protocols. This study therefore determined the effect of time, during FRED exercise, on biomechanical outcome measures, to establish the familiarisation period, and assess for loss of technique throughout a ten minute trial. A cohort comparison study of 148 participants, 70 experiencing low back pain, had lumbopelvic kinematics, exercise frequency and movement variability measured during a 10 minute trial. Magnitude-based inference was used to assess for familiarisation, using plots of variation over time with familiarised reference ranges. The no pain group took 170 seconds, and the back pain group took 150 seconds, to familiarise. A familiarisation period of at least 170 seconds (2.8 minutes) is recommended. This justifies, and provides a familiarisation time for use of the FRED as a motor control intervention.  相似文献   

Cracking induction in health libraries: is there a right way?          下载免费PDF全文

Nicola Forgham‐Healey 《Health information and libraries journal》2017,34(2):177-181

In most instances, inductions are the first time that users will be introduced to health library services. The time available in which to deliver library orientation sessions within a broader, Trust induction programme is often limited, and this can present challenges for health librarians. Inductions are a great marketing tool, and it is important that induction sessions make the right impact. Within a brief window of opportunity, the health librarian must impart key information to the inductees whilst ensuring the session is relevant and memorable. In this article, guest writer Nicola Healey, Library Manager of North Somerset Healthcare Library, discusses the range of approaches she and her colleagues have explored in delivering library inductions, explaining what worked, what did not and what areas still remain for development. H. S.  相似文献   

Producing the evidence: Science teachers' initiations into practical work     

Mick Nott  Jerry Wellington 《Research in Science Education》1997,27(3):395-409

The quantity, quality and fitness for purpose of much school practical work has come in for some criticism. This paper reports on questionnaire and interview studies with trainee science teachers. The study examined the reasons and justifications that teachers give for the way in which they conduct practical work. The particular focus is on counter-normative behaviour and what the behaviour indicates about the status of empirical work and the purpose of evidence in science classrooms. The questionnaire was completed by 40 trainee teachers. The analysis of the questionnaire determined the number of teachers who had produced results fraudulently either on their own initiative or had been initiated into it by experienced teachers and/or laboratory technicians. From the questionnaire we were able to select a small sample who we interviewed in order to unpack further the questionnaire responses. In discussing our data, a case for the re-evaluation of practical work in science education will be made and it will be argued that science teacher behaviour is best understood anthropologically. Possible implications for mentoring and school based training are mentioned briefly.  相似文献   

A Study of the Relationship Between Child Care Providers' Use of HIV/AIDS Information Sources, Knowledge of HIV/AIDS, and Attitudes Toward Caregiving Policies     

Mick Coleman  Carlos Toledo 《Early Childhood Education Journal》2002,30(2):67-72

The human immunodeficiency virus (HIV), the virus that leads to acquired immunodeficiency syndrome (AIDS), has been a part of American society for over two decades. Today, HIV/AIDS touches all demographic groups, including young children. It is for this reason that child care providers need to be informed about HIV/AIDS and related policies that impact their work with young children. The purpose of this study was to examine child care providers' use of different HIV/AIDS information sources in relationship to their knowledge about HIV/AIDS and their response to common childhood behaviors and classroom situations involving an HIV-infected child. Results suggest that different types of information sources are associated with different aspects of providers' knowledge about and response to pediatric HIV/AIDS. Implications for the planning and delivery of HIV/AID training involving child care providers are discussed.  相似文献   

The contextual nature of university-wide curriculum change     

Megan Anakin  Rachel Spronken-Smith  Mick Healey  Susan Vajoczki 《International Journal for Academic Development》2018,23(3):206-218

We explored the relationships between social contexts and factors that promoted and inhibited curriculum change at two universities. Thirty interviews were analysed using a general inductive approach to identify factors and forces in three social contexts (lecturer, departmental, and institutional). Curriculum change was characterised by six forces: ownership, resources, identity, leadership, students, and quality assurance, each composed of factors that differed in their direction (enabling or inhibiting) and/or intensity (strong or weak). Academic developers should find the approach and lessons learned useful for planning interventions and identifying where they may encounter resistance or enablers in the process of change.  相似文献