1,557 research outputs found
Influence of the practice environment on community service nurses’ subjective well-being, compassion practice and psychological capital
No full textBackground
The practice environment as experienced by community service nurses (CSNs) has not been explored in the South African context, and few studies have explored the influence of the practice environment on intrapersonal resources such as subjective well-being, compassion practice and psychological capital.
Aim
To describe the influence of the practice environment on CSNs’ subjective well-being, compassion practice and psychological capital, and the association between these variables and selected personal and situational demographic factors.
Methods
A cross-sectional design was employed with self-report questionnaires used to collect data from an all-inclusive sample of CSNs that studied in North West Province and began their community service year there in 2016 (N = 284; n = 60).
Results
CSNs perceive the practice environment as favourable (M = 2.60; SD = 0.65). CSNs are satisfied with life (M = 24.89; SD = 5.68), have high levels of positive affect (M = 39.13; SD = 7.97), compassion satisfaction (M = 5.44; SD = 0.71) and psychological capital (M = 5.67; SD = 0.95). Nurse foundations of quality of care and nurse participation in hospital affairs had the most influence on intrapersonal resources. The positive components of subjective well-being, compassion satisfaction and psychological capital were highly correlated. Situational demographic factors were associated with intrapersonal resources and perceptions of the practice environment.
Conclusion
Healthcare facilities should provide a positive practice environment for CSNs, that includes an orientation programme with formal organisational and supervision structures, in order to strengthen CSNs’ intrapersonal resources, improve their perceptions of the practice environment, and ultimately improve nurse and patient outcome
Mother Mentor: A Tribute to Carolyn Ellis
No full textThis poem honors the legacy and influence of the author\u27s mentor, Carolyn Ellis, Distinguished University Professor, University of South Florida
Ellis Island today: Located in the Upper Bay west of Jersey City and southwest of Manhattan
No full textEllis Island is a significant historical site just up the bay from tiny Liberty Island in Upper New York Bay. Why? Because it was here that millions of immigrants first put foot in America. But where is Ellis Island? Until recently, a coastal boundary dispute between New York and New Jersey made the answer to that question uncertain. The island was originally only 3 or so acres but because of the filling of tidal waters around the island to create room to house and process the immigrants, the island grew to over 27 acres. New Jersey claimed jurisdiction to all those areas filled but New York insisted the entire island, no matter what its size, was hers based on a compact signed by the two states in 1834. In 1980 the State of New Jersey Department of Environmental Protection (NJDEP), as part of the statewide effort to delineate tidelands delineated a claim line that essentially claimed the entire filled portion of Ellis Island, except the original three acres. (In New Jersey, all lands flowed by the tide now or formerly are owned by the state). New York objected. The states continued to squabble. Finally, in 1993, the State of New Jersey invoked the Supreme Courts jurisdiction to try the dispute. Coastal boundaries have historically been mapped on linen, and more recently mylar, but in this case the NJDEP invoked the modern technology of GIS to assist the state?s attorney general in preparing the case. Historic maps were scanned and registered to modern ortho-photography to assist in determining where and when areas were filled. GPS points were gathered and surveys made. All the digital data was then analyzed on the GIS to show where and how much fill was placed in the area. New Jersey used these data to argue that those areas filled after the compact were indeed still under the jurisdiction of New Jersey (Ellis Island is a National Park and therefore ownership was not the issue). A special master determined, and on May 26th 1998 the Supreme Court agreed, that New Jersey had sovereign authority over the filled land added to the original island. New York retained authority to the original 3-acre island. GIS was then used to implement the Supreme Court?s decision. NJDEP GIS scientists delineated the line between states using historical digital maps and adjusted the boundary line between states to the satisfaction of all parties. This paper will detail this historic decision and the implementation of the decision and the critical role GIS played.This is an updated version of the presentation entitled: GIS and Coastal Boundary Disputes: Where is Ellis Island? In this updated version, the author has added slides in order to better explain how the angles in the Fort Gibson wall, that was constructed just prior to the War of 1812, were used to align the 1857 survey of Ellis Island with current island.There is a companion paper to the 1999 version of this presentation. See: Professional Surveyor, July August 1999, Vol. 19, Number 6, pp 8-14.Purpose: Describes the delineation of the jurisdictional boundary between New Jersey and New York, on Ellis Island, as per the Supreme Court ruling of 1998. See: New Jersey v. New York, 523 U.S. 767 (1998)
Problematic Factorial Validity of Three Language Versions of the Basic Psychological Needs Scale (BPNS): Why and What are the Implications?
No full textSelf-determination theory is a macrotheory of human motivation that describes fundamental matters such as personality development, goals and aspirations, and self-regulation. Basic psychological needs theory, a subtheory of self-determination theory, postulates that the needs for autonomy, competence, and relatedness are universal and the satisfaction thereof essential for human functioning. Despite the theory’s strong universality claim, almost no studies tested the assumption on the African continent. The present study addressed this by exploring the factorial validity of English, Afrikaans, and Setswana versions of the Basic Psychological Needs Scale (N = 1056). After incorporating a negative-worded method effect and removing several problematic items, the fit of the intended three-factor model was good for the Afrikaans version, marginal for the English version, and poor for the Setswana version. The resulting factors’ reliabilities were low. Configural, metric, and partial scalar invariance were established between the English and Afrikaans versions. Although these findings primarily highlighted problems with the particular scale, there is also the possibility that it could have implications for the validity of the universality assumption of basic psychological needs theory and/or assumptions about denotations or manifestations of the main constructs in various cultural contexts. The study indicated the conceptual and linguistic complexities involved in assessment across diverse and multicultural context
A mathematics vocabulary questionnaire for use in the intermediate phase
No full textTeachers and psychologists need an instrument to assess learners' language proficiency in mathematics to enable them to plan and evaluate interventions and to facilitate best practice in mathematics classrooms. We describe the development of a mathematics vocabulary questionnaire to measure learners' language proficiency in mathematics in the intermediate phase. It covers all the steps from designing the preliminary questionnaire to standardising the final instrument. A sample of 1 103 Grades 4 to 7 Afrikaans-, English- and Tswana-speaking learners in North West Province completed the Mathematics Vocabulary questionnaire (Primary) (MV(P)), consisting of 12 items. We analysed the data by calculating discrimination values, performing a factor analysis, determining reliability coefficients, and investigating item bias by language, gender, and grade. We concluded that there was strong evidence of validity and reliability for the MV(P)
The mainstream primary classroom as a language-learning environment for children with severe and persistent language impairment - implications of recent language intervention research
No full textMany UK children with severe and persistent language impairment (SLI) attend local mainstream schools. Although this should provide an excellent language-learning environment, opportunities may be limited by difficulties in sustaining time-consuming, child-specific learning activities; restricted co-professional working, and the complex classroom environment. Two language intervention studies in mainstream Scottish primary schools showed children with SLI receiving intervention from speech and language therapists (SLTs) or their assistants made more progress in expressive language than similar children receiving intervention from education staff. Potential reasons for this difference are sought in the amount of tailored language-learning activity undertaken; how actively school staff initiated contact with SLTs; and the language demands of the classroom. Tailored language learning appears to be a differentiating factor. A language support model, reflecting views of teachers and SLTs about encouraging language development for children with SLI within the ecology of the mainstream primary classroom, is also outlined
Connecting does not necessarily mean learning: Course handbooks as mediating tools in school-university partnerships
No full textThis is the author's accepted manuscript (titled "Course handbooks as mediating tools in learning to teach"). The final published article is available from the link below. Copyright @ 2011 American Association of Colleges for Teacher Education.Partnerships between schools and universities in England use course handbooks to guide student teacher learning during long field experiences. Using data from a yearlong ethnographic study of a postgraduate certificate of education programme in one English university, the function of course handbooks in mediating learning in two high school subject departments (history and modern foreign languages) is analyzed. Informed by Cultural Historical Activity Theory, the analysis focuses on the handbooks as mediating tools in the school-based teacher education activity systems. Qualitative differences in the mediating functions of the handbooks-in-use are examined and this leads to a consideration of the potential of such tools for teacher learning in school–university partnerships. Following Zeichner’s call for rethinking the relationships between schools and universities, the article argues that strong structural connections between different institutional sites do not necessarily enhance student teacher learning
Triglyceride concentration and waist circumference influence alcohol-related plasminogen activator inhibitor-1 activity increase in black South Africans
No full textDoes loyalty pay? First-time versus repeat visitors at a national arts festival
No full textThe aim of this research is to segment visitors to one of South Africa's biggest arts festivals based on the frequency of visits in order to distinguish between first-time and repeat festival attendees. Both first-time and repeat visitor groups play a fundamental role in the overall well-being and success of a festival, and festival organisers must strive to achieve a balance between first-time and repeat visitors. Festival managers should therefore be aware of the festival attributes that differentiate between the first-time visitor group and repeat visitors attending the festival. These differences include socio-demographics, behavioural characteristics, destination perception, perceived value and travel motivations. This article therefore compares first-time and repeat visitors to the Klein Karoo National Arts Festival based on these categories. A questionnaire survey (N = 555) was conducted at the festival, and the findings indicate that there are significant differences between first-time and repeat visitors at the festival. First-time visitors spend a significant amount of money during the festival and are mainly motivated by Relaxation and socialisation and Festival shows / productions, while repeat visitors are loyal visitors who stay longer and spend more money, especially on tickets supporting the festival's shows / productions. Results reveal that both first-time and repeat visitor groups are important for the long-term sustainability of the festival. This method of segmentation has proved to be successful and is used as the basis for proposing managerial and marketing implications for the festival organisers.http://www.sabinet.co.za/abstracts/sabr/sabr_v14_n1_a4.htm
- …
