The Mirror Room Project: A Critical Ethnographic Program Evaluation of a Teaching Personal and Social Responsibility Based Youth Development Program

Amongst a host of other benefits, proper physical education has the possibility to create a safe place where responsibility can be transferred from the teacher/facilitator, to the student. This is especially true with an underserved population. This critical program evaluation of the program CHARM was done for the purpose of program improvement. This research was a place for participants to share their experiences of the program. The participants were 5 underserved youth, 5 undergraduate students, 3 teachers and 1 graduate student. Observations, interviews, and document analysis were used to gather data. Data was analyzed using a first level read-through, and two second-level analyses. Summaries were written, and cross-case analyses were completed. The main finding of the research was the development of a Handbook, which is a guide to running the program. Secondary findings include issues of program structure, goal setting, meaningful relationships, roles, SNAP, and an outlier in the data.

The Impact of Mindfulness Meditation on Educator Growth and Professional Development: A Personal Account

This study examined the use of mindfulness meditation in educator growth and professional development. The purpose was to create recommendations for an effective mindfulness meditation practice for educators. To this end, as the researcher is an educator as well as an experienced mindfulness meditation practitioner, the research methodology was self-study through narrative inquiry. The exploration of mindfulness meditation on the researcher’s personal and professional development was viewed through the lenses of Maslow’s hierarchy of needs and Mezirow’s transformational learning theory. These theories provided an analytical framework that guided this research. Themes were drawn from the exploration and connected with academic literature. The results were a mindfulness meditation framework for educators that is based on the Socratic Method, and utilizes the conceptual frameworks of Maslow’s hierarchy of needs and Mezirow’s transformational learning theory.

Development of an instrument to assess Human Resource Quality (HRQ) and measuring the impact of TQM efforts on HRQ using the instrument

This research is aimed at developing an instrument for measuring human resource quality in organizations. The researcher has developed the instrument for measuring HRQ based on extensive literature survey and expert opinion. Statistical validity of the Instrument has also been established. This instrument was used to measure the changes in Human Resource Quality in selected organizations wherein quality management practices are being implemented. Data collected was analyzed and presented in this thesis. It has been found that there are significant changes in all the indicators of Human Resource Quality. There is improvement in Cultural Change Index(CCI), Quality of Work Life Index(QWLI) and Employee Satisfaction Index(ESI). The Human Resource Quality index has also increased significantly in all the organizations. It has been observed from the study that implementation of TQM leads to significant changes in Human Resource Quality. This instrument is capable of measuring minor variations in each indicator of HRQ and can be used to identify areas of weakness and strength in the case of Human Resource Quality. The instrument can further be modified by future research. This research work provided excellent opportunities for the researcher for self-development and has made him confident to undertake such activities for the benefit of the learning community.

Development of a Biometric Personal Authentication System Based on Fingerprint and Speech

Biometrics deals with the physiological and behavioral characteristics of an individual to establish identity. Fingerprint based authentication is the most advanced biometric authentication technology. The minutiae based fingerprint identification method offer reasonable identification rate. The feature minutiae map consists of about 70-100 minutia points and matching accuracy is dropping down while the size of database is growing up. Hence it is inevitable to make the size of the fingerprint feature code to be as smaller as possible so that identification may be much easier. In this research, a novel global singularity based fingerprint representation is proposed. Fingerprint baseline, which is the line between distal and intermediate phalangeal joint line in the fingerprint, is taken as the reference line. A polygon is formed with the singularities and the fingerprint baseline. The feature vectors are the polygonal angle, sides, area, type and the ridge counts in between the singularities. 100% recognition rate is achieved in this method. The method is compared with the conventional minutiae based recognition method in terms of computation time, receiver operator characteristics (ROC) and the feature vector length. Speech is a behavioural biometric modality and can be used for identification of a speaker. In this work, MFCC of text dependant speeches are computed and clustered using k-means algorithm. A backpropagation based Artificial Neural Network is trained to identify the clustered speech code. The performance of the neural network classifier is compared with the VQ based Euclidean minimum classifier. Biometric systems that use a single modality are usually affected by problems like noisy sensor data, non-universality and/or lack of distinctiveness of the biometric trait, unacceptable error rates, and spoof attacks. Multifinger feature level fusion based fingerprint recognition is developed and the performances are measured in terms of the ROC curve. Score level fusion of fingerprint and speech based recognition system is done and 100% accuracy is achieved for a considerable range of matching threshold

“A Study on Human Resource Management Practices in Private Hospitals in Kerala”

The healthcare sector in Kerala is witnessing a spiralling growth due to the healthy economic development and the serious outlook of individuals towards personal health. Private sector is thriving exuberantly well since there is a wide gap between demand and supply for healthcare due to the lack of government initiatives. The proliferation of these private hospitals have paved the way for many unhealthy practices like poor working conditions, low wages, excess workload and lack of retirement and welfare measures to the employees. This state of affairs demanded a serious investigation into the functioning of the private hospitals in Kerala, especially on the human resource management practices, as the success of every organisation depends on the satisfaction level of its employees, which, in turn, will benefit the consumer, i.e., the patients. Hence the present study was undertaken to find out the extent of human resource management practices in private hospitals in Kerala with a view to suggest appropriate remedial measures wherever required

Opportunities for Achieving Competence in Personal Attributes for Personal & Professional Developments

This document lists descriptions of generic skills / personal attributes that are useful to consider in personal and professional development. It also describes some general competencies and offers some thoughts on how to create opportunities to achieve competence with a bias towards computer science & IT students. It is based on advice given by Career Destinations at the University of Southampton and other universities

Sustainable development : AS-A level resource pack : geography.

El objetivo de este recurso es ayudar en la enseñanza y en el aprendizaje de la geografía humana en los niveles AS y A, niveles que se cursan después de la etapa secundaria superior general. Consta de veinte temas, cada uno de los cuales comprende: unas notas para el profesor que establecen los fines y objetivos de cada lección, así como, las directrices y sugerencias sobre cómo organizar y presentarla y, también, distintas opciones y estrategias de enseñanza. Por su parte, las hojas informativas proporcionan definiciones y resúmenes de los términos clave y de las ideas y, facilitan, los datos pertinentes para la realización de los ejercicios de cada tema ó lección. En cuanto, a las hojas de trabajo consisten en una serie de ejercicios para los alumnos pues han sido diseñadas para desarrollar en éstos unas habilidades geográficas concretas.

Development and change : AS-A level resource pack : geography.

El objetivo de este recurso es ayudar en la enseñanza y en el aprendizaje de la geografía humana en los niveles AS y A, niveles que se cursan después de la etapa secundaria superior general. Consta de dieciocho temas, cada uno de los cuales comprende: unas notas para el profesor que establecen los fines y objetivos de cada lección, así como las directrices y sugerencias sobre cómo organizar y presentar cada tema y, también, distintas opciones y estrategias de enseñanza. Por su parte, las hojas informativas proporcionan definiciones y resúmenes de los términos clave y de las ideas y facilitan, además los datos pertinentes para la realización de los ejercicios de cada tema ó lección. En cuanto, a las hojas de trabajo consisten en una serie de ejercicios para los alumnos, pues han sido diseñadas para desarrollar en ellos unas habilidades geográficas específicas.

Regional development and change : AS-A level resource pack.

Este recurso consta de dieciocho módulos y su objetivo es proporcionar un plan de enseñanza programado a los profesores de geografía de los niveles AS y A, niveles que se cursan después de la etapa secundaria superior general. Cada una de estas lecciones implica la realización de unas actividades que incluyen trabajo individual y en grupo, manejo de datos, comprensión, interpretación, análisis e informes, orales o escritos, para que los alumnos desarrollen unas habilidades concretas. Estos módulos están concebidos de forma independiente y siempre se presentan de la misma manera : con unas notas orientativas para el profesor y con hojas de ejercicios, que pueden fotocopiarse, con preguntas para los alumnos.

Development and tourism : GCSE human geography resource pack.

Es un recurso que cumple con los requisitos para la preparación del General Certificate Secondaty Education (GCSE) en geografía. Está dividido en ocho temas cada uno de los cuales tiene las siguientes características: notas para ayudar al profesor en la explicación y definición de conceptos clave dentro de casa sub-tema, en el repaso de las lecciones en clase, en el desarrollo de habilidades específicas en cada tema y en proporcionarle hojas de ejercicios para evaluar el resultado del aprendizaje de los alumnos, o para estimar la comprensión de éstos antes de pasar a otro tema.

Innovative implementation of iLearn e-Portfolio for Personal Development Planning

iLearn is a Web 2.0 tool developed in Blackboard to help students with Personal Development Planning (PDP). This paper describes a case study on how the innovative use of mobile digital technology in iLearn e-Portfolio for developing reflective portfolios for PDP benefits the students. The e-Portfolio tool benefits students as it enables them to create and share portfolios, record achievements and reflections that support future job applications and promotion. Students find it beneficial because they can make use of iLearn e-Portfolio to keep academic records and achievements, activities and interests, work experience, reflective practice, employer information and some other useful resources, and also to tailor their CV and covering letters including evidence to support their CV, transferable skills and selling points. Useful information for preparing for an interview, reflecting after an event and any thoughts and evaluation can be kept in iLearn e-Portfolio. Keeping assessment and feedback records in iLearn e-Portfolio enables students to know their progress, to identify any gaps they need to fill to develop their study practices and areas for development. The key points from the feedback on the assignments and assessments are beneficial for future improvement. The reflections on the assignments and how students make use of the advice are particularly useful to improve their overall performance. In terms of pedagogical benefits, the “Individual Learner Profile” records and reviews evidence in verbal communication, basic and higher academic skills, time management, numeracy skill and IT skills, students become increasingly aware of their own strengths and any weaker areas that may require development. The e-Portfolio also provides opportunity for students to reflect on the experience and skills they have gained whilst participating in activities outside their studies. As the iLearn e-Portfolio is a reflective practice tool, it is consistent with the principle of Schon's reflective practitioner to reframe problems and to explore the consequences of actions. From the students’ feedback, for those who engage regularly in iLearn, they are better able to set agendas for their Personal Tutorial meetings and provide their Personal Tutor with a unique record of their achievements, skills and attributes which help them writing effective references for them. They make the most of their student experience in general. They also enhance their transferable skills and employability overall. The iLearn e-Portfolio prepares for the workplace and life beyond University including continuing professional development. Students are aware of their transferable skills, evidence of the skills and skill level, including award or accreditation, and their personal reflection on their transferable skills. It is beneficial for students to be aware of their transferable skills, to produce evidence of the skills and skills level such as award and accreditation, and to record their personal reflection on their transferable skills. Finally, the innovative use of mobile digital technology in iLearn e-Portfolio for developing reflective portfolios for PDP will improve their employability.

Innovative use of e-portfolio for personal development

iLearn is a quasi-Web 2.0 tool developed in Blackboard to help users with Personal Development Planning (PDP). This paper describes a case study on how the innovative use of mobile digital technology in iLearn e-Portfolio for developing reflective portfolios for PDP benefits the users, who are training to be professionals in construction management and surveying, The e-Portfolio tool benefits users as it enables them to create and share portfolios, record achievements and reflections that support future job applications and promotion. Users find it beneficial because they can make use of iLearn e-Portfolio to keep academic records and achievements, activities and interests, work experience, reflective practice, employer information and some other useful resources, and also to tailor their CV and covering letters including evidence to support their CV, transferable skills and selling points. Useful information for preparing for an interview, reflecting after an event and any thoughts and evaluation can be kept in iLearn e-Portfolio. Keeping assessment and feedback records in iLearn e-Portfolio enables learners to know their progress, to identify any gaps they need to fill to develop their study practices and areas for development. The key points from the feedback on the assignments and assessments are beneficial for future improvement. The reflections on the tasks and how they make use of the advice are particularly useful to improve their overall performance. In terms of pedagogical benefits, the “Individual Learner Profile” records and reviews evidence in verbal communication, basic and higher academic skills, time management, numeracy skill and IT skills, learners become increasingly aware of their own strengths and any weaker areas that may require development. The e-Portfolio also provides opportunity for them to reflect on the experience and skills they have gained whilst participating in activities outside their studies. As the iLearn e-Portfolio is a reflective practice tool, it is consistent with the principle of Schon's reflective practitioner to reframe problems and to explore the consequences of actions. From the users’ feedback, for those who engage regularly in iLearn, they are better able to set agendas for their supervision meetings and provide their supervisor with a unique record of their achievements, skills and attributes which help them writing effective references for them. They make the most of their learning experience in general. They also enhance their transferable skills and employability overall. The iLearn e-Portfolio prepares them for the workplace including continuing professional development. Users are aware of their transferable skills, evidence of the skills and skill level, including award or accreditation, and their personal reflection on their transferable skills. It is beneficial for them to be aware of their transferable skills, to produce evidence of the skills and skills level such as award and accreditation, and to record their personal reflection on their transferable skills. Finally, the innovative use of mobile digital technology in iLearn e-Portfolio for developing reflective portfolios for PDP will improve their employability.

British pharmacy professionals’ beliefs and participation in continuing professional development: a review of the literature.

Objectives Continuing professional development (CPD) has potential to be useful in pharmacy revalidation but past uptake and attitudes to CPD in Great Britain (GB) need to be mapped. This review examines published literature to chart the participation and beliefs of pharmacy professionals towards CPD in GB in a decade that had seen a formal transition from continuing education to CPD. Methods A comprehensive review of the published literature was conducted to identify studies of the uptake of, or attitudes towards, CPD cross different sectors of pharmacy in GB from 2000 to 2010. Key findings Twenty-two studies were included and analysed, including 13 research papers, six conference papers, two news items reporting survey outcomes and one commissioned study. Eight barriers to CPD were identified as: time, financial costs and resource issues, understanding of CPD, facilitation and support for CPD, motivation and interest in CPD, attitudes towards compulsory CPD, system constraints, and technical problems. Pharmacy professionals on the whole agreed with the principle of engaging with CPD but there was little evidence to suggest widespread and wholehearted acceptance and uptake of CPD, essential for revalidation. Conclusions If CPD is to succeed, people's beliefs and attitudes must be addressed by recognising and modifying perceived barriers through a combination of regulatory, professional, work-related and personal channels. A number of recommendations are made. Direct experience of effective CPD in the absence of perceived barriers could impact on personal development, career development and patient benefit thus strengthening personal beliefs in the value of CPD in an iterative manner.