Reflective writing: The student nurse's perspective on reflective writing and poetry writing.

Summary Background Reflective writing is a mandatory part of nurse education but how students develop their skills and use reflection as part of their experiential learning remains relatively unknown. Understanding reflective writing in all forms from the perspective of a student nurse is therefore important. Objectives To explore the use of reflective writing and the use of poetry in pre-registered nursing students. Design A qualitative design was employed to explore reflective writing in pre-registered nursing students. Setting A small university in Scotland. Participants BSc (Hons) Adult and Mental Health Pre-registration Student Nurses. Methods Two focus groups were conducted with 10 student nurses during March 2012. Data was analysed thematically using the framework of McCarthy (1999). Results Students found the process of reflective writing daunting but valued it over time. Current educational methods, such as assessing reflective accounts, often lead to the ‘narrative’ being watered down and the student feeling judged. Despite this, reflection made students feel responsible for their own learning and research on the topic. Some students felt the use of models of reflection constricting, whilst poetry freed up their expression allowing them to demonstrate the compassion for their patient under their care. Conclusions Poetry writing gives students the opportunity for freedom of expression, personal satisfaction and a closer connection with their patients, which the more formal approach to reflective writing did not offer. There is a need for students to have a safe and supportive forum in which to express and have their experiences acknowledged without the fear of being judged.

Marking and providing feedback face-to-face: staff and student perspectives.

The setting, marking and providing feedback on assessments forms an important part of a tutor’s role. Studies into the use of feedback and how it is interpreted by students indicate a mismatch between what students are looking for and what tutors think they are giving. Tutors comment that students are more interested in the mark than the feedback, and yet students indicate that they do not get enough feedback, or that it is not useful. This study investigates student and staff perceptions of the linking of marking and feedback in face-to-face sessions. A cohort of year one university students were given the option of receiving either written feedback or a 15 minute meeting with one of their tutors to have their essay marked with them. Forty nine students chose face-to-face marking, the remaining 35 students received written feedback. Focus groups were used to investigate the student experience. Staff members were also asked to reflect on the process. Students and staff found the experience of face-to-face marking beneficial and positive. Both felt that the time spent together allowed for a feedback dialogue about the piece of work, and that staff could explain and justify why marks were given.

Student use of electronic information services in further education

Urquhart,C., Thomas, R., Spink, S., Fenton, R., Yeoman, A., Lonsdale, R., Armstrong, C., Banwell, L., Ray, K., Coulson, G. & Rowley, J. (2005). Student use of electronic information services in further education. International Journal of Information Management, 25(4), 347-362. Sponsorship: JISC

Comparing Student Software Designs Using Semantic Categorization

Eckerdal, A. McCartney, R. Mostr?m, J.E. Ratcliffe, M. Zander, C. Comparing Student Software Designs Using Semantic Categorization. Proceedings of the Fifth Finnish/Baltic Sea Conference on Computer Science Education, 2005

Understanding student information behavior in relation to electronic information services: lessons from longitudinal monitoring and evaluation Part 1

Rowley, J.& Urquhart, C. (2007). Understanding student information behavior in relation to electronic information services: lessons from longitudinal monitoring and evaluation Part 1. Journal of the American Society for Information Science and Technology, 58(8), 1162-1174. Sponsorship: JISC

Understanding student information behavior in relation to electronic information services: lessons from longitudinal monitoring and evaluation Part 2

Urquhart, C. & Rowley, J. (2007). Understanding student information behavior in relation to electronic information services: lessons from longitudinal monitoring and evaluation Part 2. Journal of the American Society for Information Science and Technology, 58(8), 1188-1197. Sponsorship: JISC

Data-driven fuzzy rule generation and its application for student academic performance evaluation

K. Rasmani and Q. Shen. Data-driven fuzzy rule generation and its application for student academic performance evaluation. Applied Intelligence, 25(3):305-319, 2006.

Subsethood-based Fuzzy Rule Models and their Application to Student Performance

K. Rasmani and Q. Shen. Subsethood-based Fuzzy Rule Models and their Application to Student Performance Classification. Proceedings of the 14th International Conference on Fuzzy Systems, pages 755-760, 2005.

Through the eyes of instructors: a phenomenographic investigation of student success

Kinnunen, P., McCartney, R., Murphy, L., and Thomas, L. 2007. Through the eyes of instructors: a phenomenographic investigation of student success. In Proceedings of the Third international Workshop on Computing Education Research (Atlanta, Georgia, USA, September 15 - 16, 2007). ICER '07. ACM, New York, NY, 61-72.

Typically Anti-American? The Labour movement, America and Broadcasting in Britain from Beveridge to Pilkington, 1949-62

O'Malley, T. (2007). Typically Anti-American?: The Labour movement, America and Broadcasting in Britain from Beveridge to Pilkington, 1949-62. In J. Wiener and M. Hampton (Eds.), Anglo- American Media Interactions,1850-2000 (pp.234-253). Basingstoke: Palgrave Macmillan. RAE2008

The game jam movement: disruption, performance and artwork

This paper explores the current conventions and intentions of the game jam - contemporary events that encourage the rapid, collaborative creation of game design prototypes. Game jams are often renowned for their capacity to encourage creativity and the development of alternative, innovative game designs. However, there is a growing necessity for game jams to continue to challenge traditional development practices through evolving new formats and perspectives to maintain the game jam as a disruptive, refreshing aspect of game development culture. As in other creative jam style events, a game jam is not only a process but also, an outcome. Through a discussion of the literature this paper establishes a theoretical basis with which to analyse game jams as disruptive, performative processes that result in original creative artefacts. In support of this, case study analysis of Development Cultures: a series of workshops that centred on innovation and new forms of practice through play, chance, and experimentation, is presented. The findings indicate that game jams can be considered as processes that inspire creativity within a community and that the resulting performances can be considered as a form of creative artefact, thus parallels can be drawn between game jams and performative and interactive art.

Educational missions.

http://www.archive.org/details/educationalmissi008437mbp

The Call, qualifications and preparation of candidates for foreign missionary service : papers / by missionaries and other authorities.

http://www.archive.org/details/callqualificatio00studuoft

Dawn on the hills of T'ang, or, Missions in China / by Harlan P. Beach.

http://www.archive.org/details/dawnonthehillsof008853mbp

Quadsim Version 2.1 Student Manual

Quadsim is an intermediate code simulator. It allows you to "run" programs that your compiler generates in intermediate code format. Its user interface is similar to most debuggers in that you can step through your program, instruction by instruction, set breakpoints, examine variable values, and so on. The intermediate code format used by Quadsim is that described in [Aho 86]. If your compiler generates intermediate code in this format, you will be able to take intermediate-code files generated by your compiler, load them into the simulator, and watch them "run." You are provided with functions that hide the internal representation of intermediate code. You can use these functions within your compiler to generate intermediate code files that can be read by the simulator. Quadsim was inspired and greatly influenced by [Aho 86]. The material in chapter 8 (Intermediate Code Generation) of [Aho 86] should be considered background material for users of Quadsim.