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991.
I Anne Leditschke Margot Green Joelie Irvine Bernie Bissett Imogen A. Mitchell 《Cardiopulmonary Physical Therapy Journal》2012,23(1):26-29
Purpose
Recently there has been increased interest in early mobilization of critically ill patients. Proposed benefits include improvements in respiratory function, muscle wasting, intensive care unit (ICU), and hospital length of stay. We studied the frequency of early mobilization in our intensive care unit in order to identify barriers to early mobilization.Methods
A 4-week prospective audit of 106 patients admitted to a mixed medical-surgical tertiary ICU (mean age 60 ± 20 years, mean APACHE II score 14.7 ± 7.8) was performed. Outcome measures included number of patient days mobilized, type of mobilization, adverse events, and reasons for inability to mobilize.Results
Patients were mobilized on 176 (54%) of 327 patient days. Adverse events occurred in 2 of 176 mobilization episodes (1.1%). In 71 (47%) of the 151 patient days where mobilization did not occur, potentially avoidable factors were identified, including vascular access devices sited in the femoral region, timing of procedures and agitation or reduced level of consciousness.Conclusions
Critically ill patients can be safely mobilized for much of their ICU stay. Interventions that may allow more patients to mobilize include: changing the site of vascular catheters, careful scheduling of procedures, and improved sedation management.Key Words: intensive care units, mobility, physical therapy 相似文献992.
William Proefriedt 《Educational theory》2010,60(2):249-264
In this review essay, William Proefriedt argues that it may be possible to reformulate three apparently irreconcilable stances in a manner that would allow more interaction among the elements championed within each stance. The arguments addressed are (1) the argument for the efficacy of educational reform; (2) the argument that social and economic realities decisively undercut the efficacy of educational reform; and (3) the argument that the heritability of IQ is dramatically more determinative of individuals' school and economic success than any set of school policies and practices. Proefriedt seeks to examine these positions as they have been developed in Linda Darling‐Hammond et al.'s Powerful Learning: What We Know About Teaching for Understanding, Richard Rothstein's Class and Schools: Using Social, Economic, and Educational Reform to Close the Black‐White Achievement Gap, and Charles Murray's Real Education: Four Simple Truths for Bringing America's Schools Back to Reality. He concludes that the three analyses under consideration can be formulated so that each might serve to complement the strengths and correct the deficiencies of the others, thus yielding a broader explanatory scheme that could lead to wiser policies. 相似文献
993.
Laura C. Richards Lora Tuesday Heathfield William R. Jenson 《Psychology in the schools》2010,47(6):551-566
Evidence‐based classwide interventions have the potential to help a large number of students by preventing problem behaviors before they become a significant problem in the classroom. Results of a study examining the effectiveness of a classwide peer‐modeling intervention package to improve students' on‐task behavior in the classroom are presented. The classwide intervention took place in three mixed‐grade classrooms (third/fourth, fourth/fifth, and fifth/sixth) with 14–20 students each. Fifteen‐minute intervention sessions occurred approximately two times a week for a total of six to eight sessions. During each intervention session, students watched a 4‐minute videotape segment depicting a peer model demonstrating near 100% on‐task behavior, which was accompanied by verbal coaching and small tangible rewards. Results demonstrated large treatment effects across all three classrooms, which remained large in two of the classrooms at follow‐up 4–8 weeks later. Corresponding positive social validity by participating students and teachers was also documented. Results are discussed in terms of implications, limitations, and future research directions. © 2010 Wiley Periodicals, Inc. 相似文献
994.
The majority of research that relates teacher characteristics to student learning in the university has come from Western universities. Using various methodologies, research continues to examine the characteristics of outstanding university teachers. Much of that research in the USA assesses faculty and student perspectives. However, there are nearly no cross‐cultural comparisons on this issue. We examined faculty and student perspectives about outstanding university teachers in the USA and in Russia. Faculty members and students at the University of Central Arkansas, Orel State University and Moscow City University rated the qualities of outstanding teachers on the Teacher Behaviors Checklist (TBC). Results showed significant positive correlations for the relative importance of teacher characteristics across the six participant groups. There did not appear to be any substantial differences between the American and Russian counterparts for 21 of the 28 specific teacher characteristics. The comparison of American and Russian faculty and students suggests more universality than cross‐cultural differences in the characteristics of outstanding university teachers. 相似文献
995.
Recently, the nature of science (NOS) has become recognized as an important element within the K-12 science curriculum. Despite differences in the ultimate lists of recommended aspects, a consensus is emerging on what specific NOS elements should be the focus of science instruction and inform textbook writers and curriculum developers. In this article, we suggest a contextualized, explicit approach addressing one core NOS aspect: the human aspects of science that include the domains of creativity, social influences and subjectivity. To illustrate these ideas, we have focused on Charles Darwin, a scientist whose life, work and thought processes were particularly well recorded at the time and analyzed by scholars in the succeeding years. Historical facts are discussed and linked to core NOS ideas. Creativity is illustrated through the analogies between the struggle for existence in human societies and in nature, between artificial and natural selection, and between the division of labor in human societies and in nature. Social influences are represented by Darwin’s aversion of criticism of various kinds and by his response to the methodological requirements of the science of that time. Finally, subjectivity is discussed through Darwin’s development of a unique but incorrect source for the origin of variations within species. 相似文献
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