2211 research outputs found
Sort by
Sustainability certification and green public procurement: Ideals and outcomes in a New Jersey school district
No full textThe implementation of sustainability and green public procurement (GPP) initiatives in school districts has been the subject of some debate; questions over definitions and programme goals have led to inconsistency and concerns about programme achievements. The legitimacy of programmes rests not only with the announcement of policy by officials, but with adherence to policy and staff buy-in. This study examines barriers districts face, and makes recommendations based upon district experience on ways to successfully implement sustainability and GPP initiatives. A review of the literature on GPP and legitimacy in the execution of public functions within the education domain begins the study. Major components relative to best practices for GPP programmes are studied through the review of GPP-related documents from a school district in New Jersey considered as an exemplar of such programmes. Analysis of an interview with the district’s representatives suggests that, despite the normative approval such programmes receive, and widespread understanding of the rationale for pursuing such initiatives, there remain critical failings in implementation of these programmes, stemming from education, resourcing of initiatives and prioritization of green procurement in relation to other district priorities. The study concludes with lessons learned from this case, which is important given its positioning within New Jersey as an exemplar and recommendations for future research where work in this area is needed.Journal ArticlePublishe
Responding to the American Academy of Forensic Sciences vision, mission, and values statements: Comments, revisions, and proposed actions
No full textWe wish to begin a dialogue within the forensic science community surrounding the American Academy of Forensic Sciences (AAFS) vision, mission, and values statements, recently updated by the AAFS Board of Directors (BoD), Academy staff, and Springboard International. Summaries of the statements are available on the AAFS website, and more detailed information was emailed to members as an AAFS News Alert on March 31, 2021 from the AAFS president Carl McClary. We believe that the statements, as currently written, do not provide meaningful guidance about the Academy’s vision and mission, nor do they adequately describe the values of the forensic scientists the Academy serves. Our authorship includes Anthropology Section student affiliates, trainee affiliates, and fellows, with AAFS membership ranging from years to decades. We are active participants in this organization, and we are committed to serving and improving it. It is our hope that the current AAFS leadership, in keeping with President McClary’s theme of “A Responsive Academy,” considers our critique in the productive spirit in which it is intended, potentially responding by making positive changes to these statements that will enable them to better serve as guiding principles for our practitioner community. We address aspects of the vision, mission, and values statements in turn. The text of these statements is presented in italicized quotes below[1].Journal ArticleArticle #: 10019
Frailty syndrome: Implications for nursing practice
No full textFrailty is a life-limiting medical syndrome associated with morbidity and mortality in older adults. The concept of frailty as a syndrome adds to our knowledge of aging and helps to expand the identification of risk factors and interventions to reduce disability and improve outcomes. Early identification through the use of validated risk assessment tools and targeted management of the frailty state in older adults is clinically important for nurse practitioners. Primary care and specialty care nurse practitioners are optimally positioned to facilitate comprehensive assessment and management of this evolving phenomena in the care of older adults.Journal ArticlePublishe
Miller Wolf, Katherine
No full textAssistant Professor
Registered Professional Archaeologist, #47012451, 2017
PhD, Anthropology, Arizona State University, 2015
MA, Anthropology, Arizona State University, 2006
BA, Anthropology, Indiana University, 2003
Dr. Katherine Miller Wolf is a bioarchaeologist and UWF assistant professor of Anthropology specializing in the study of skeletal remains from archaeological sites to answer cultural questions about the past. She is also the recipient of a prestigious 2020 Fulbright U.S. Scholar grant to Honduras for ongoing research of the largest collection of ancient Maya human skeletal remains yet recovered in Mesoamerica and to teach bioarchaeological field and laboratory methods to students from the Universidad Nacional Autónoma de Honduras (UNAH).
ResearcherID:
ORCiD: 0000-0002-8861-270
Tran, Xuan
No full textProfessor
Dr. Xuan V. Tran, a Professor, studies microeconomics and macroeconomics and consumer behavior psychology in hospitality and tourism. He has written two books: Effects of American Travelers Motivations on Their Travel Preferences for Tour Packages -- Basics, Concepts, Methods, Applications;and American Needs, Asian Policies, and European Societies in Tourism; and customized one textbook: "Financial Decision-Making in the Lodging Industry."
ORCiD: 0000-0001-9521-5722
ResearcherID
Theme‑Based Book Review: Shifting Views of Public Sector Corruption
No full textThis theme-based book review considers three recent titles related to public sector corruption: Populism and corruption: The other side of the coin, edited by Jonathan Mendilow and Eric Phelippeau; Critical perspectives on public systems management in India, by Amar KJR Nayak and Ram Kumar Kakani; and Handbook on corruption, ethics and integrity in public administration, edited by Adam Graycar.Journal ArticleFinal article publishe
LGBTQIA+ culturally competent nursing knowledge and care: We can do better
No full textTrade journal articleArticleFinal article publishe
Theme-based book review: Inclusion, social cohesion, and innovation
No full textInterest in community-centered, inclusive public policy is not limited to any particular nation or region. The focus outward – back to the community being represented – is a common call in the midst of policy failures, or worse, official corruption. Negative impacts of public programs have been met with demands for participation and community involvement; this may signal intent to achieve accountability, but the marginalization of disadvantaged groups may persist (Arcand & Wagner, 2016). As matters get worse, calls for involvement, participation, and social cohesion rise.
Programs that fail to adequately address the lived experience of the citizen/client have challenged the attainment and maintenance of public sector legitimacy. Elitecreated programs tend to favor elite interests, reflective of elite worldviews. In participation terms, solutions may be devised on the basis of a few powerful interests, leaving out the majority of stakeholders. The people may be represented through their vote, but there is not necessarily an understanding of exactly how an official will vote or respond when they enter the office. Actual accountability, through solicitation of public input and action based upon input received, may be less evident. A process may be transparent, as far as staying within the requirements of written rules, but the result may be a poor demonstration of representativeness, in consequential involvement and ability to help guide public decisions (Ratinen, 2019).
The capacity of public employees to address and resolve complex societal problems is hampered by a deficiency of available resources on one hand, and conflicting direction from above on the other. In the disagreeable middle, officials are tasked with serving diverse publics, making sense of complex rules and regulations, and trying to achieve the best value. Within the public space, there is an increasing recognition that the larger social capital of communities is tied to this participation and involvement, and that quality of life, or lack thereof, may derive from whether cohesion exists in the social sphere.
This essay considers three recent books on the topic of inclusion, writ large: Public Service Management and Asylum: Co-production, Inclusion and Citizenship, by Kirsty Strokosch; Giving Behaviours and Social Cohesion: How People Who ‘Give’ Make Better Communities, by
Lorna Zischka; and Handbook of Inclusive Innovation: The Role of Organizations, Markets and Communities in Social Innovation, edited by Gerard George, Ted Baker, Paul Tracey, and Havovi Joshi.Book ReviewJournal ArticlePublishe
Effects of the flipped classroom strategy on K-12 mathematics learning outcomes: A meta-analysis
No full textThe purpose of this meta-analysis is to provide a synthesis of the quantitative educational research that currently exists regarding the effects of the flipped classroom strategy on K-12 students’ mathematics learning outcomes. The flipped classroom strategy requires students to view content before class and engage in active, problem-based, and collaborative learning during class. Research reveals a wide range of outcomes including an increase in student engagement, productive use of class time, positive student perceptions of the quality of instruction, an increase in student motivation and self-efficacy, and an increase in student performance and learning outcomes. The overarching research questions of this meta-analysis are: What is the overall effect of the flipped classroom strategy on K-12 students’ mathematics learning outcomes? What is the effect of the flipped classroom strategy based on mathematics content area? What educational environments and learners serve as the contexts for these studies? A rigorous search strategy revealed 1,921 studies, retrieved through 13 databases, and 33 studies were included in the final analysis. The overall effect of the flipped classroom strategy on K 12 students’ mathematics learning outcomes (g = .497, SE = .088) was statistically significant. Additional results are also provided.Graduate Research PresentationFaculty Mentor, Dr. Byron Havar
