Outcome measures in assertive outreach : one team's journey towards a system of implementation

The article describes a team's efforts to develop a workable system of outcome measures as a means of supporting good practice and fostering meaningful therapeutic relationships with clients. The team identified their reasons for using outcome measures. Then, they considered what they wanted to measure. The Health of the Nation Outcome Scale was identified as the only compulsory outcome measure. Throughout the process, team members often expressed the need for the system to be workable.

Consensus control for a system of underwater swarm robots

The control of a swarm of underwater robots requires both a control algorithm and a communication system. Unfortunately, underwater communications is difficult at the best of times and so large time delays and minimal information is a concern. The control system must be able to handle a large number of robots without a master control, i.e., a decentralized control approach. This paper describes Consensus control as a way to decentralize. Consensus control allows each robot to know the final goal and then to decide, based on the position of the other robots, its best move to help achieve the goal.

Changing pre-service teachers' purposes of education through existential crises

This article considers changing the purposes of education held by pre-service teachers. It argues that purposes of education are inextricably linked to life meanings and purposes. Employing an existential perspective, mainly through Kierkegaard, Nietzsche, Heidegger, Sartre and Morris, the fundamental beliefs that one has regarding the meaning and purpose of life are understood to serve as the basis for formulating purposes of education. An attempt to change these purposes is recommended by drawing upon the existential crisis and Kierkegaard's doctrine of 'how'. Importance is placed not so much on the object or what of purposes and understandings, but on how the individual relates to them.

Many routes lead to Rome : potential causes for the multi-route migration system of Red Knots, Calidris canutus islandica

Migrants, such as birds or representatives of other taxa, usually make use of several stopover sites to cover the distance between their site of origin and destination. Potentially, multiple routes exist, but often little is known about the causes and consequences of alternative migration routes. Apart from their geographical distribution, the suitability of potential sites might play an important role in the animals’ decisions for a particular itinerary. We used an optimal-migration model to test three nonmutually exclusive hypotheses leading to variations in the spring migration routes of a subspecies of Red Knot, Calidris canutus islandica, which migrates from wintering grounds in Western Europe to breeding grounds in Greenland and the Canadian Arctic: the breeding location hypothesis, the energy budget hypothesis, and the predation risk hypothesis. Varying only breeding location, the model predicted that birds breeding in the Canadian Arctic and on West Greenland stop over on Iceland, whereas birds breeding in East and Northeast Greenland migrate via northern Norway, a prediction that is supported by empirical findings. Energy budgets on stopover sites had a strong influence on the choice of route and staging times. Varying foraging-intensity and mass-dependent predation risk prompted the birds to use less risky sites, if possible. The effect of simultaneous changes in the energy budget and predation risk strongly depended on the site where these occurred. Our findings provide potential explanations for the observations that C. canutus islandica uses a diverse array of migration routes. Scrutinizing the three alternative driving forces for the choice of migratory routes awaits further, specific data collection in rapidly developing fields of research (e.g., predation risk assessment, GPS tracking). Generally, the type of modeling presented here may not only highlight alternative explanations, but also direct follow-up empirical research.

The spiral of learning : 4 R’s of education

The purpose of this paper is to explore the integration of learning, continuous improvement theories and reflective evaluation for enhancing management education. Conceptual development is combined with the outcomes of a pilot focus group as an example of reflective evaluation. The Spiral of Learning concept is uniquely augmented through hermeneutics, action research and the Deming cycle. Four R’s are identified in the Spiral of Learning: Review, Revise, Reconstruct and Reveal. Recommendations for each of the 4 R’s are made to assist continuous improvement of management education. For instance, emerging suites of social software appropriately chosen, timed and applied can assist student learning. Direct human connection in some form is recommended for learners when information is delivered online. The concepts and resultant recommendations inform practice through prioritization of online applications and development of appropriate checks and balances by academics and administrators.

A prospective study of the effect of education on non-compliant behaviour in contact lens wear

The contact lens practitioner and patient present a specific case for the study of non-compliance in areas such as hygiene, solution use, appointment attendance and wearing times. Education is one of the factors thought to influence compliance among patients in general health care situations and contact lens practitioners are encouraged to educate patients in the care and maintenance of contact lenses. A prospective, randomized, controlled and double masked study was performed to assess the effect of a‘compliance enhancement strategy’ on levels of compliance among contact lens wearers over twelve months. Eighty experienced contact lens patients were randomly allocated to two experimental groups. A standard level of contact lens instruction was applied to the first group and in addition the compliance enhancement strategy was applied to patients assigned to the second group. The strategy consisted of extra education for patients using a video, booklets, posters, a checklist and a health care contract. Patients were given free supplies of RelMu multipurpose solution and Medalist 38 soft contact lenses IBausch and Lomb, Rochester. New York). Compliance levels were assessed at a twelve month aftercare appointment by demonstration and questionnaire. The results indicate that the compliance enhancement strategy had little significant effect on the compliance levels of the patients to whom it was applied. The population of contact lens wearers were generally very compliant and the contact lenses and care regimen were clinically successful. The possibility that the assessment of non–compliance was not adequately sensitive to highlight small differences in non-compliant, behaviour is discussed. The standard level of eduction applied to this sample of contact lens patients was adequate to ensure generally high levels of compliance with the simple care and maintenance regimen recommended.

Constructions of education and resistance within popular feminist commentary on girls and sexualisation

We are currently witnessing a renewed vigour to ongoing concerns about the sexualisation of young women and girls in western popular culture. This paper takes up Angela McRobbie’s concerns that the commercial sphere has become a primary site for talking about, and educating, girls and young women (McRobbie, 2008). I first explore the growth in ‘expert’ commentary, on girls and sexualisation, drawing on the work of a number of commentators and authors from the USA, the UK and Australia, who have become ubiquitous media commentators on issues facing girls, including sexualisation. I then draw on feminist and education theory to explore the possible limitations of how education is conceived within this cultural site, particularly with respect to constructions of girls’ resistance. In the final part of the paper I show how girls’ resistance is complicated in postfeminist, neoliberal societies and I propose that education scholarship and practice must confront the ways in which girls’ resistance is bound up in their developing classed and raced identities.