Search results

Describes how HIV and AIDS are carried and spread, particularly for high‐risk groups, but adds that it is not only behavioural but also those behaviours in conjunction with others. Employs figures and tables for added explanation and emphasis. Chronicles some individual case studies showing different “risk” behaviours and types of “unsafe” practices. Makes clear that the use of varied types of education are of major importance in the fight against ignorance and nonchalance in the battle against AIDS.

The purpose of this article is to report on sessions the author attended at the 2013 ASIS&T Conference.

The approach is an informal review of sessions and events the author attended.

This report condenses the author's notes from various events and sessions at the conference.

This is an original conference report written after attending the conference.

This paper is a continuation and development of the author's thesis regarding deviant activity in the financial markets of the City of London. The basis of the thesis is that deviant activity in financial institutions has become legitimated in that external regulatory controls have failed to enforce order against the internally generated sub‐cultural codes of practice which have developed consequent upon the forces of economic imperative (the ideology of excellence in the enterprise culture) and globalisation (the technological revolution). The thesis originally dealt with the period between 1984 and 1989 which was characterised as ‘Casino Capitalism’. This paper examines whether this is still relevant and proposes a number of additional elements and examples in its articulation.

Existing histories of the free kindergarten movement in South Australia scantily acknowledge the key role of Lucy Spence Morice in helping to found the Kindergarten Union (KUSA) in 1905 and subsequently guiding the organisation through financially troubled times, internal conflict with respect to the independence of the Training College (Adelaide KTC) from Education Department control, changes of directorship, and in accordance with its original mission. This article seeks to restore Lucy Spence Morice to a place in South Australian annals alongside that of her distinguished aunt Catherine Helen Spence: teacher, journalist, author, Unitarian Church preacher, philanthropist, political and social reformer, self‐styled ‘new woman’ of the late nineteenth century, and to niece Lucy a dear friend, mentor and inspirational role model. In the light of fresh evidence contained in the papers of Mrs Marjorie Caw (an early KTC graduate), and informed by the work of Caine, Lewis, Ryan, and Goodman and Harrop most especially, it re‐assesses Mrs Morice’s contribution to kindergarten reform from a feminist revisionist historical perspective. I utilise biographical methods and network analysis in order to point up the genesis of Lucy’s zeal for the cause of kindergarten education; also to argue that her informal but expansive social ties, plus her links to professional women and other activists in the fields of child health, welfare and education were central to her work for the Kindergarten Union.

It has become accepted practice to include an evaluation alongside learning programmes that take place at work, as a means of judging their effectiveness. There is a tendency to focus such evaluations on the relevance of the intervention and the amount of learning achieved by the individual. The aim of this review is to examine existing evaluation frameworks that have been used to evaluate education interventions and, in particular, assess how these have been used and the outcomes of such activity.

A scoping review using Arskey and O’Malley’s five stage framework was undertaken to examine existing evaluation frameworks claiming to evaluate education interventions.

Forty five articles were included in the review. A majority of papers concentrate on learner satisfaction and/or learning achieved. Rarely is a structured framework mentioned, or detail of the approach to analysis cited. Typically, evaluations lacked baseline data, control groups, longitudinal observations and contextual awareness.

This review has implications for those involved in designing and evaluating work-related education programmes, as it identifies areas where evaluations need to be strengthened and recommends how existing frameworks can be combined to improve how evaluations are conducted.

This scoping review is novel in its assessment and critique of evaluation frameworks employed to evaluate work-related education programmes.

Quality improvement collaboratives (QICs) are a popular approach to improving healthcare services and patient outcomes. This paper evaluates a QIC implemented by a large, integrated healthcare organisation in Wales in the UK.

This evaluation study draws on two well-established evaluation frameworks: Kirkpatrick's approach to gather data on participant satisfaction and learning and Stake's approach to gather data and form judgements about the impact of the intervention. A mixed methods approach was taken which included documentary analysis, surveys, semi-structured interviews, and observation of the QIC programme.

Together the two frameworks provide a rounded interpretation of the extent to which the QIC intervention was fit-for-purpose. Broadly the evaluation of the QIC was positive with some areas of improvement identified.

This study is limited to a QIC conducted within one organisation. Further testing of the hybrid framework is needed that extends to different designs of QICs.

A hybrid framework is provided to assist those charged with designing and evaluating QICs.

Evaluation studies are limited on QICs and if present tend to adopt one framework. Given the complexities of undertaking quality improvement within healthcare, this study uniquely takes a hybrid approach.