Suchergebnisse

First book: just plain evil (you cannot meaningfully talk this way--violence is a virtue--so you cannot justifiably act that way) -- Second book: ordinary silence (affirming the limits of our words--listening attentively--makes a life worth living) -- Supplements to first and second books (the difficulty is to stop).

A short discourse on ordinary metaphysics -- An abstract of ordinary language philosophy -- Confessions on rereading O'Neill : the drama of ordinary language philosophy -- Fragments of a dialogue between the ordinary language philosopher and his teacher -- A lecture on the history of ordinary language philosophy

There is growing concern that academic institutions need to better prepare students of management by teaching interpersonal leadership skills. Yet bridging the gap between classroom learning and later work performance represents a major challenge to educators. Operant, or behavioral, instructional techniques may help us to meet this challenge. This article (a) reviews current experiential methods in management education; (b) presents an operant conceptualization of transfer; (c) illustrates applications of behavioral instruction in management, social work, and psychology; (d) proposes a comprehensive, classroom-and field-based behavioral approach that management educators may use to teach interpersonal leadership skills; and (e) compares that approach with current experiential methods.

Purpose
– The purpose of this paper is to assess the empirical support for the use of assistive technology in the care of people with dementia as an intervention to improve independence, safety, communication, wellbeing and carer support.


Design/methodology/approach
– A total of 232 papers were identified as potentially relevant. Inclusion criteria were: studies published between 1995 and 2011, incorporated a control group, pre-test-post-test, cross sectional or survey design, type of interventions and types of participants. The 41 papers that met criteria were subjected to an assessment of their validity using the model provided by Forbes. Following the assessment seven papers were considered as strong, ten moderate and 24 weak. The review is presented around the following topics: independence, prompts and reminders; safety and security; leisure and lifestyle, communication and telehealth; and therapeutic interventions.


Findings
– The literature exploring the use of assistive technologies for increasing independence and compensating for memory problems illustrate the problems of moving from the laboratory to real life. The studies are usually limited by very small samples, high drop-out rates, very basic statistical analyses and lack of adjustment for multiple comparisons and poor performance of the technology itself.


Originality/value
– Research to date has been unable to establish a positive difference to the lives of people with dementia by the general use of the assistive technology reviewed here.

AbstractThis study investigates staff and family attitudes towards the use of the fences that surround many aged care facilities in Australia, in the context of indefinite detention of people with dementia. This indefinite detention has been described in a report from an Australian Senate Inquiry as "a significant problem within the aged care context", which "is often informal, unregulated and unlawful". Five focus groups comprising direct care workers, family members, nurse unit managers and facility managers discussed the reasons for and their attitudes towards fences. The results show a tension between the provision of physical and emotional safety. This is to say that even while it is illegal to detain people with dementia against their will, and even while participants understood the negative impact of fences on the well‐being and emotional safety of people with dementia, they accepted and supported the presence of perimeter fences because they provided the perception that fences kept people with dementia physically safe. This has implications for redressing the balance between physical and emotional safety in policy and practice.

ABSTRACTThe schedule, length, and number of class meetings have tended to be dictated by tradition, space availability, and instructor convenience. A significant factor which must receive attention is the assimilation time of the student. With the increased emphasis on quantitative analysis as well as the expansion of the boundaries of course content, the ability of the student to successfully absorb and digest the material must be considered. The authors have statistically studied assimilation time as a performance factor in a mathematically‐oriented course. Their conclusions indicate that the length and number of class meetings can be modified to a degree with equifinality, but administrators and instructors should empirically verify the best mix for their specific needs.