Realising the Potential – and Lost Opportunities – for Peer Collaboration in D&T Setting

This paper follows up our theoretical discussion of the potential for collaborative problem solving in Design and Technology (Hennessy and Murphy, 1999). In this paper we report our empirical investigation of peer collaboration in a setting where we identified the presence of significant pre-conditions for productive collaboration. The study investigated the participation of two boys aged 13 who worked together with their teacher over 8 weeks in designing and making an aid for a child with a disability. We analysed their participation using a framework of key features derived from the research literature. Our analyses yielded evidence of effective collaboration in the early design stage, but the students' collaboration and their progress were subsequently undermined. The reasons related to the students' ability to collaborate and the tension for the teacher between students' learning needs and client needs within an authentic activity. The outcome was a successful product but a wealth of lost opportunities – and lack of support – for the students' collaborative problem solving and Design and Technology (D&T) learning. Our observations confirm that despite little evidence of collaboration in D&T, this setting offers extensive resources for supporting collaboration in joint design, planning and problem-solving activities. We also identify impediments to collaboration as a learning mechanism. This revised version was published online in July 2006 with corrections to the Cover Date.     

The quartiles of the maximum entropy distribution

The quartile points and interquartile range of the maximum entropy (ME) distribution and sample distribution are compared, using expected values for sampling from a standard normal population. For sample sizes n?20 such that the sample quartile points are uniquely defined, the ME quartile points and interquartile range are found to have lower mean-squared error (MSE).     

Using FTE and RVU performance measures to assess financial viability of academic nurse-managed centers

Financial performance measures are essential to improve the fiscal management of academic nurse-managed centers (ANMCs). Measures are compared among six ANMCs in a consortium and against an external, self-sustainable, profitable ANMC and national data for family practice physicians. Performance measures help identify a center's strengths and weaknesses facilitating the development of strategies aimed at a variety of targets (business practices related to revenue and costs) to improve financial viability. Using a variety of financial performance measures to inform decision making will aid ANMCs in keeping their doors open for business.     

Clinic visit and waiting: patient education and satisfaction

Teaching should be part of every patient's health care. Even though this study did not show that teaching improves patient satisfaction with the clinic visit, it did indicate that subjects who were taught by the nurse were more satisfied with the education received during that visit.$