...Ethics and Research in Professional Contexts Part 2 2012-13 Welcome to Part 2 We hope you find this second part of the module as informative and stimulating as ethics in Part 1. Part 2 builds on your critical reasoning and your ability to apply concepts to different contexts developed in Part 1. It will help you to acquire knowledge of the research process and some practical research skills. You will develop valuable transferable skills to help you not only in your final year but also for your career and employment. Module aims Provide a foundation for understanding approaches to social research and evidence based practice Facilitate the development of research skills and knowledge for professional and academic development in a range of practice-based professional contexts Learning outcomes On successful completion of this part of the module you will be able to: 4. How you will learn? Well that is largely up to you! We will help! We encourage you to set your own goals so that you can get the most out of your learning. We will provide a mix of teaching, tailored learning activities, assessment advice and signposting to key sources as well as direct feedback in class. Additionally, key research staff will be invited to share their research experiences with you so that you can develop a deeper understanding of all aspects of research especially research design. The weekly workshops will help you to shape your own research project, setting...
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...Evidence Based Decision Making and Discovery | |Compare |Contrast | |Quantitative Research |-Requires the collection, analysis, and |-Research is deductive, logical or | | |reporting of data. |reasonable. | | |-Reporting data consist of supplying |-A hypothesis is needed to begin research. | | |readers with participant information, data |- The researcher is ideally an objective | | |patterns, recognition of biases, and |observer that neither participates in nor | | |further research to be conducted |did influence what is being study (Barnes, | | |surrounding the topic. |2005). ...
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... |College of Nursing | | |NUR/598 Version 4 | | |Research Utilization Project | Copyright © 2011, 2009, 2005, 2004, 2001, 2000, 1999 by University of Phoenix. All rights reserved. Course Description This is a graduate research course that focuses on the use of a body of nursing knowledge and scientific knowledge in the nursing practice setting. Students develop a proposal to address a problem or concern in the nursing practice, propose an evidence-based solution, develop an implementation and evaluation plan, and describe implementation strategies for the proposed solution. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed...
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...Procedures and Rules for Summer Project This manual gives guidelines, procedures and rules for the Summer Project. Objective The objective of having a Summer Project Report is to allow the students to organize and report the learning gained in the program and the summer project. The Summer Project Report should be a substantive contribution to the knowledge through integration of literature review and methodology developed pertinent to the understanding and resolution of management problems, and the empirical work done therein. The Summer Project Report should demonstrate competence in using or developing a model or a set of hypotheses, collecting and interpreting data, reaching conclusions and drawing implications for managerial practices. It should also highlight the impact of actions in one area or function, on the other area or functions in the organisation. The recommendations made in the Summer Project Report should be in both quantitative (costs and benefits) as well as qualitative terms, as far as possible. It is pertinent to note that the Summer Project Report represents a visible concrete output and would, therefore, have demonstrable potential enabling individuals to pursue further work on the theme by way of Ph.D. programme. It is also the output which may stand as testimony of the student's demonstrated skills and potential in the managerial arena. Topic for Summer Project Report Once the student has come up with a promising idea, he/she should subject it...
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...dealing with it 8 The proposals: building workplace justice 13 Workplace justice 19 Limits to legally based solutions 24 Labour market and employer-led changes 27 Constraints and possibilities 31 Concluding remarks 39 References 42 Notes 45 Acknowledgements The help and encouragement of Keith Sisson have been crucial to the production of this paper, which is a completely revised version of the 2005 Annual Employment Relations Lecture, Keele University. I am grateful to colleagues at Keele and to the audience there, and also to David Coats and Paul Marginson, for comments and suggestions. I take sole responsibility for the views expressed. 2 Justice in the workplace Executive summary The goal of improving fairness in the workplace has been central to UK public policy since 1997. For rather longer, companies have spoken of employee empowerment through such things as teamwork. Much has been done in both areas, but major concerns remain. In relation to fairness, employee rights give entitlements, but these rights also need to be meaningful and effective. In the workplace, the take-up of empowerment initiatives remains limited, and on some dimensions the extent of empowerment has in fact been falling. Initiatives in many areas, ranging from the National Minimum Wage to partnership deals, have the potential to improve workplace governance, which in turn contributes to productive efficiency. But this potential is often weak in practice, because of the absence of...
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...research and writing on issues and trends that relate to: 1) the changing drivers of humanitarian need; 2) the system for responding to those needs. All research projects must be completed within a maximum of six months and result in the preparation of a 20-40 page paper. Projects that include field work and original research will be prioritized. The projects should not focus on the role of OCHA. The maximum grant payable under this programme is $4,000, with the exact disbursement to be determined by the nature of the work and the total number of selected projects. The final papers will be published on the OCHA website so they benefit the humanitarian and wider community. Grantees will retain ownership of their work and it will not be used by OCHA for any other purpose. The grants are open to anyone aged 32 years and under on 1 September 2012. Research projects on any topic of relevance to humanitarian policy and practice are welcome. However, some suggested themes for research include: ❖ Accountability to affected people ❖ Measuring the impact of humanitarian work ❖ Evidence-based decision making ❖ Aid effectiveness To apply for a grant under this programme, please submit: (1) a 1-3 page project proposal including an indicative budget (using the format below); (2) a CV; and (3) a writing sample to ochapolicy@un.org, with ‘2012 Humanitarian Futures Grant Programme’ in the subject line. At this time, applications...
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...International Journal of Education and Practice, 2013, 1(7):75-86 International Journal of Education and Practice http://www.pakinsight.com/journals/IJEP.htm POSTER PRESENTATIONS COMMUNICATION SKILLS IMPROVE ENGINEERING STUDENTS’ Tharwat M. EL-Sakran English Department American university of SharjahSharjah, United Arab Emirates David Prescott English Department American university of SharjahSharjah, United Arab Emirates ABSTRACT This research reports the procedures the writers have employed in teaching several academic and workplace communication skills through engineering multidisciplinary projects (EMDPs). In these projects students are divided into teams, with each team comprising a minimum of three and a maximum of four students from different engineering majors. The students choose and appoint a team leader, choose a research topic/problem in the surrounding environment that requires input from all team members and collaboration from all students, each in his/her respective discipline, in finding a solution to the situation/problem. Team members choose the topics, obtain approval of the topics from cooperating engineering faculty and the course instructor, and then prepare detailed research proposals. They receive specialist feedback on their proposals, and based on how detailed their proposals are, are given the go ahead to proceed with their research. The execution of the research project requires the use of several technical communication...
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...Level 3 Extended Project (9990) Candidate record form, production log and assessment record |Centre number | |Centre name | | | | | | | | | |Candidate’s full name | |Candidate number | | | | | | | | | To be completed by the candidate 1. Have you received any help or information from anyone other than your subject teacher(s) in the production of this work? Yes No 2. If you have answered yes, give details below and on a separate sheet if necessary. | ...
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...Warning You do not have permissions to perform this activity Courses Download Save Link Courses View Syllabus English Composition II Details | This course explores various types of research writing, with a focus on constructing essays, arguments, and research reports based on primary and secondary sources. A writing-intensive course. Prerequisite: ENG-105 | Credit Hours | 4.0 | Pre-requisites | ENG-105 | Co-requisites | None | Course Add-Ons | Textbook1. Finding Purpose Through Argumentative WritingGrand Canyon University (Ed.). (2015). Finding purpose through argumentative writing.http://gcumedia.com/digital-resources/grand-canyon-university/2015/finding-purpose-through-argumentative-writing_ebook_1e.phpElectronic Resource1. The Writing Process Mediahttp://lc.gcumedia.com/zwebassets/courseMaterialPages/eng105_writingProcess.php 2. Rubric Peer Review Mediahttp://cola.gcumedia.com/phi105/rubric/rubricCompare.html 3. Flashcard DeckUtilize the flashcard deck to review key terms and definitions.http://lc.gcumedia.com/mediaElements/gcu-flashcard-application/v1.1/#/add/ENG-106 Additional Material1. Developing Academic Skills GuideReview this resource as you move forward in the course. It will be important to come back to this resource periodically.ENG106_DevelopingAcademicSkillsGuide.docx 2. Academic Writing GuidelinesReview this resource as you move forward in the course. It will be important to start your assignments. Come back to this resource periodically...
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...Topic 1 Introduction to Communication 1.1 WHAT IS COMMUNICATION? Communication is a learned skill. Communication is defined as the giving, receiving or exchanging of information, opinions or ideas so that the message is completely understood by everybody involved. The sender sends a message out with a certain intention in mind. The receiver of the message tries to understand and interpret the message sent. He then gives feedback to the original sender who, in turn, interprets the feedback. This process, repeated continuously, constitutes communication. ➢ Elements in Communication There are several major elements in the communication process - a sender, message, channel, receiver, feedback, context. There is both a speaker’s intention to convey a message and a listener’s reception of what has been said. If you want to get your message across accurately, you need to consider three things: - The message; - The audience or receiver; and - How the message is likely to be received. ➢ Factors Affecting Communication Barriers to effective communication:- (a) Status/Role (b) Cultural Differences (c) Choice of Communication Channels (d) Length of Communication (e) Use of Language (f) Disabilities (g) Known or Unknown Receiver (h) Individual Perceptions/Attitudes/Personalities (i) Atmosphere/Noise/Distraction (j) Clarity of Message (k) Lack of Feedback 1.2 DEFINING WRITTEN COMMUNICATION - Oral communication involves conveying ideas, thoughts or information...
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...JOURNAL OF MANAGEMENT ACCOUNTING RESEARCH Volume Fifteen 2003 pp. 95–116 Practice Developments in Budgeting: An Overview and Research Perspective Stephen C. Hansen The George Washington University David T. Otley Lancaster University Wim A. Van der Stede University of Southern California Abstract: Practitioners in Europe and the U.S. recently have proposed two distinct approaches to address what they believe are shortcomings of traditional budgeting practices. One approach advocates improving the budgeting process and primarily focuses on the planning problems with budgeting. The other advocates abandoning the budget and primarily focuses on the performance evaluation problems with budgeting. This paper provides an overview and research perspective on these two recent developments. We discuss why practitioners have become dissatisfied with budgets, describe the two distinct approaches, place them in a research context, suggest insights that may aid the practitioners, and use the practitioner perspectives to identify fruitful areas for research. INTRODUCTION udgeting is the cornerstone of the management control process in nearly all organizations, but despite its widespread use, it is far from perfect.1 Practitioners express concerns about using budgets for planning and performance evaluation. The practitioners argue that budgets impede the allocation of organizational resources to their best uses and encourage myopic decision making and other dysfunctional budget games....
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...healthcare environment. Nosocomial infections could be dramatically reduced by monitoring and enforcing hand washing and/or “gel in, gel out” policies of each facility. This could also lower the length of stay per patient, and greatly reduce the medical care cost per patient. Analyze the current situation and provide evidence based resources to support the need for change and your proposed plan. Include ethical, legal, or standards of care implications. Washing hands as promptly and thoroughly as possible between patient contact and after contact with blood, bodily fluids, secretions, excretions, and medical equiptment contaminated by patients is a huge element in infection control. Hand hygiene is recognized by infection prevention and control experts as the single most important intervention in decreasing the spread of infection in healthcare facilities. Unclean hands are the main transporters for germs between people and inanimate objects (i.e. blood pressure cuffs, bed rails, call lights, etc…). It is imperative to practice frequent hand hygiene using either the traditional soap or water method or by using an alcohol based hand sanitizer. Soap and water is still considered the “gold standard” for hand hygiene. Although hand washing may seem like a simple process, it is often performed incorrectly. Proper hand washing technique should be done by first wetting your hands, then applying an adequate...
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...Nursing Research Utilization Project Proposal Sally Martin Torres NUR 598 September 11, 2011 Dr. Veta Massey Nursing Research Utilization Project Proposal Section D: Methods of Implementation Health care throughout the history has shown many changes. Every change brings in challenges in a workplace because change is more often met with resistance. It also brings in innovative ideas that steers the organization’s advancement and performance. The major motivation of change in this organization is to sustain a successful future in its continuum. For change to succeed, brilliant strategy, and clever implementation are necessary (Gandossy and Sonnenfield, 2004). Organizing the Plan The problem that was stated in Part A of this proposal was medication error and the organization is aiming at reducing the incidents of administration errors that involve medications. Although there are three proposed solutions, the one that gained the highest priority is the use red disposable apron during the medication rounds. This type of innovation is cost-effective, requiring short staff in-service by the nurse clinical educator, it is maintenance free, and does not require space for storage. This intervention will also allow a less difficult data collection for measuring outcomes. Every institution requires the approval of the Chief Nurse Officer (CNO) to pilot an intervention. The intervention will be introduced in a small 30-bed medical-surgical unit which will last for four months...
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...School of Psychology 2013 Paper Outline Faculty of Arts and Social Sciences PSYC573-13A (HAM) Personnel Training & Development Lecture times/rooms: Thursdays, 09:00am – 10:50am. Room I1.08. Lecturer/Convenor: Donald Cable, Room K1.01. Extn: 8296. Email: dcable@waikato.ac.nz Student consultation hours: Thursdays 14:00-15:00. Other times by appointment. Paper Description The aim of this paper is for you to develop an understanding of the theory, research, and practice relating to training and development (including career development) in organizations. Upon successfully completing this course, you should be able to: understand, and apply personnel training and development psychology theory and research, and bridge the gap between this and the practice, conduct training needs analyses and evaluate training and development (including career and professional development) initiatives, identify or develop training programs which incorporate sound principles of learning and training transfer, identify and develop the competencies that will support you in pursuing a career as an organizational psychology (or HR) practitioner with a focus on the training and development of individuals in organizations. Blending the exploratory learning aspect of Active Learning with proceduralized instruction, and creating a learning environment within which students are actively encouraged to construct knowledge, this paper includes lectures with associated readings, student seminars...
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...and duplication between the various statutes. In addition to the primary legislation, there is a vast array of regulations, directions, circulars and guidance. The net result is complexity and confusion for those who have to navigate through the law – including social workers, care users and carers. 3. The Law Commission acknowledged this problem and conducted a three-year review into social care legislation. In May 2011, it published its report with 76 recommendations for reform to Government. 3 As part of its review, the Law Commission completed an Impact Assessment and this document draws heavily on their analysis. 4 The Government has published its formal response to the Law Commission alongside the Care and Support White Paper. 4. The law provides the underpinning framework for care and support and is critical to the way care is delivered on a day-to-day basis to people who need it. It therefore needs to align with and support the Government’s policy objectives for adult care and support. For too long, the law has failed to keep pace with the shared ambitions of Government, the care sector...
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