Journal articles: 'Address practices'

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Norrby, Catrin Elisabeth. "Variation in Swedish address practices." Australian Review of Applied Linguistics 29, no. 2 (January 1, 2006): 18.1–18.15. http://dx.doi.org/10.2104/aral0618.

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This article explores variation in address in contemporary Swedish in Sweden-Swedish and Finland-Swedish. The research is part of a large-scale Australian project on changes in the address systems of French, German and Swedish. The present article focuses on results from 72 social network interviews conducted in Sweden (Gothenburg) and Finland (Vaasa). Both quantitative results (questionnaire part) and qualitative results (interview part) are presented. The findings suggest that the V pronoun of address – ni – is gradually disappearing in both national varieties. This tendency is clearly stronger in Sweden-Swedish; in spoken Sweden-Swedish V hardly exists any more, except for a controversial re-entry in communication between the young and middleaged and the very old in service encounters (c.f. Mårtensson 1986). Furthermore the results indicate that there is considerable variation between written (impersonal) and spoken Sweden-Swedish with a much higher acceptance for the V pronoun in written, impersonal contexts. The study demonstrates that national variation is considerable with much more use of V in Finland-Swedish.

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Yannuar, Nurenzia, Emalia Iragiliati, and Evynurul Laily Zen. "Bòsò Walikan Malang’s Address Practices." GEMA Online® Journal of Language Studies 17, no. 1 (February 20, 2017): 107–23. http://dx.doi.org/10.17576/gema-2017-1701-07.

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Norrby, Catrin Elisabeth. "Variation in Swedish address practices." Australian Review of Applied Linguistics 29, no. 2 (2006): 18.1–18.15. http://dx.doi.org/10.1075/aral.29.2.03nor.

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This article explores variation in address in contemporary Swedish in Sweden-Swedish and Finland-Swedish. The research is part of a large-scale Australian project on changes in the address systems of French, German and Swedish. The present article focuses on results from 72 social network interviews conducted in Sweden (Gothenburg) and Finland (Vaasa). Both quantitative results (questionnaire part) and qualitative results (interview part) are presented. The findings suggest that the V pronoun of address –ni– is gradually disappearing in both national varieties. This tendency is clearly stronger in Sweden-Swedish; in spoken Sweden-Swedish V hardly exists any more, except for a controversial re-entry in communication between the young and middleaged and the very old in service encounters (c.f. Mårtensson 1986). Furthermore the results indicate that there is considerable variation between written (impersonal) and spoken Sweden-Swedish with a much higher acceptance for the V pronoun in written, impersonal contexts. The study demonstrates that national variation is considerable with much more use of V in Finland-Swedish.

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Charmatz, Marc. "Implement best practices to avoid, address problems." Disability Compliance for Higher Education 24, no. 8 (February 21, 2019): 3. http://dx.doi.org/10.1002/dhe.30599.

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Wide, Camilla, Hanna Lappalainen, Anu Rouhikoski, Catrin Norrby, Camilla Lindholm, Jan Lindström, and Jenny Nilsson. "Variation in address practices across languages and nations." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 29, no. 4 (August 20, 2019): 595–621. http://dx.doi.org/10.1075/prag.18031.wid.

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Abstract This article compares variation in the use of address practices across languages (Swedish, Finnish) and national varieties (Sweden Swedish, Finland Swedish). It undertakes quantitative and qualitative analyses of three sets of transcribed medical consultations. In Sweden Swedish, address pronouns which lower social distance overwhelmingly dominate. In Finnish, both address forms reducing social distance and practices maintaining greater distance are found, with age and level of acquaintance revealed as the most salient factors. Finland Swedish is located somewhere between Sweden Swedish and Finnish, displaying a stronger tendency than Finnish to use informal direct address forms to reduce social distance, but also showing similarities with Finnish in the use of direct formal address and indirect address. The differences can be related to larger socio-cultural patterns which, however, form a continuum rather than a fixed set keeping the two languages and countries completely apart.

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Fierman, Arthur H., Andrew F. Beck, Esther K. Chung, Megan M. Tschudy, Tumaini R. Coker, Kamila B. Mistry, Benjamin Siegel, et al. "Redesigning Health Care Practices to Address Childhood Poverty." Academic Pediatrics 16, no. 3 (April 2016): S136—S146. http://dx.doi.org/10.1016/j.acap.2016.01.004.

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Norrby, Catrin, and Jane Warren. "Address Practices and Social Relationships in European Languages." Language and Linguistics Compass 6, no. 4 (March 12, 2012): 225–35. http://dx.doi.org/10.1002/lnc3.331.

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Formentelli, Maicol, and John Hajek. "Address practices in academic interactions in a pluricentric language." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 26, no. 4 (December 1, 2016): 631–52. http://dx.doi.org/10.1075/prag.26.4.05for.

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Following the recent development of address research in pluricentric languages (Clyne et al. 2006), the present study describes address practices in English-speaking academic settings and pursues two main objectives: (a) to provide a profile of address patterns in academic interactions in Australian English; and (b) to compare address practices in higher education across the three dominant varieties of English, namely American English, Australian English, and British English. The data on Australian English are drawn from 235 questionnaires completed by students, who reported on the address strategies adopted by students and teaching staff in classroom interactions in an Australian university. Data on American and British academic settings were retrieved from the research literature on the topic. The findings show a high degree of informality and familiarity in student-teacher relations in Australia, where reciprocal first names are the default pattern of address at all levels. By contrast, in American academia the hierarchical organization of roles and the different professional positions are foregrounded and reinforced through an asymmetrical use of titles, honorifics and first names. Finally, the British university setting displays a non-reciprocal usage of first names and titles between lecturer and students, which gradually evolves into a more generalised reciprocal use of first names, usually after extended contact and collaboration. We argue that the distinctive patterns of address observed in the three varieties of English reflect diverse social and cultural values systems at work in different speech communities.

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Ansary, Nadia S., Maurice J. Elias, Michael B. Greene, and Stuart Green. "Best practices to address (or reduce) bullying in schools." Phi Delta Kappan 97, no. 2 (September 28, 2015): 30–35. http://dx.doi.org/10.1177/0031721715610088.

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Mutari, Ellen. "Metaphors, social practices, and economic life: ASE presidential address." Review of Social Economy 76, no. 1 (April 3, 2017): 1–18. http://dx.doi.org/10.1080/00346764.2017.1306750.

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ILLMAN, DEBORAH. "Courses Address Ethical Research Practices In The Chemical Sciences." Chemical & Engineering News 72, no. 43 (October 24, 1994): 38–39. http://dx.doi.org/10.1021/cen-v072n043.p038.

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Hustad, Eli, Frode Mathias Bekkevik, Ole Reidar Holm, and Polyxeni Vassilakopoulou. "Employee Information Security Practices." International Journal of E-Services and Mobile Applications 12, no. 2 (April 2020): 1–14. http://dx.doi.org/10.4018/ijesma.2020040101.

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Employee information security practices are pivotal to prevent, detect, and respond to security incidents. This article synthesizes insights from research on challenges related to employee information security practices and measures to address them. The challenges identified are associated to idiosyncratic aspects of communities and individuals within organizations (culture and personal characteristics) and to systemic aspects of organizations (procedural and structural arrangements). The measures aimed to enhance systemic capabilities and to adapt security mechanisms to the idiosyncratic characteristics and are categorized as: (a) measures of training and awareness; (b) measures of organizational support; and (c) measures of rewards and penalties. Further research is needed to explore the dynamics related to how challenges emerge, develop, and get addressed over time and also, to explore the interplay between systemic and idiosyncratic aspects. Additionally, research is needed on the role of security managers and how it can be reconfigured to suit flatter organizations.

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Miller, Yvette Marie, Terrie Butler‐Foster, and Celina Montemayor‐Garcia. "Racial differences in transfusion practices: Time to address structural racism." Transfusion 62, no. 8 (August 2022): 1471–76. http://dx.doi.org/10.1111/trf.17031.

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Fleming, Thomas R., David L. DeMets, Matthew T. Roe, Janet Wittes, Karim A. Calis, Amit N. Vora, Alan Meisel, et al. "Data monitoring committees: Promoting best practices to address emerging challenges." Clinical Trials 14, no. 2 (February 1, 2017): 115–23. http://dx.doi.org/10.1177/1740774516688915.

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Background and Purpose: Data monitoring committees are responsible for safeguarding the interests of study participants and assuring the integrity and credibility of clinical trials. The independence of data monitoring committees from sponsors and investigators is essential in achieving this mission. Creative approaches are needed to address ongoing and emerging challenges that potentially threaten data monitoring committees’ independence and effectiveness. Methods: An expert panel of representatives from academia, industry and government sponsors, and regulatory agencies discussed these challenges and proposed best practices and operating principles for effective functioning of contemporary data monitoring committees. Results and Conclusions: Prospective data monitoring committee members need better training. Options could include didactic instruction as well as apprenticeships to provide real-world experience. Data monitoring committee members should be protected against legal liability arising from their service. While avoiding breaches in confidentiality of interim data remains a high priority, data monitoring committees should have access to unblinded efficacy and safety data throughout the trial to enable informed judgments about risks and benefits. Because overly rigid procedures can compromise their independence, data monitoring committees should have the flexibility necessary to best fulfill their responsibilities. Data monitoring committee charters should articulate principles that guide the data monitoring committee process rather than list a rigid set of requirements. Data monitoring committees should develop their recommendations by consensus rather than through voting processes. The format for the meetings of the data monitoring committee should maintain the committee’s independence and clearly establish the leadership of the data monitoring committee chair. The independent statistical group at the Statistical Data Analysis Center should have sufficient depth of knowledge about the study at hand and experience with trials in general to ensure that the data monitoring committee has access to timely, reliable, and readily interpretable insights about emerging evidence in the clinical trial. Contracts engaging data monitoring committee members for industry-sponsored trials should have language customized to the unique responsibilities of data monitoring committee members rather than use language appropriate to consultants for product development. Regulatory scientists would benefit from experiencing data monitoring committee service that does not conflict with their regulatory responsibilities.

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Salinger, Rachel. "Empirically Based Practices to Address Disability Stigma in the Classroom." Journal of Applied School Psychology 36, no. 3 (April 13, 2020): 324–45. http://dx.doi.org/10.1080/15377903.2020.1749203.

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Valverde Pérez, Magdalena, Patricia Esteve-Guirao, and Isabel Banos-González. "How Do Prospective Teachers Address Pupils’ Ideas during School Practices?" Education Sciences 12, no. 11 (November 3, 2022): 783. http://dx.doi.org/10.3390/educsci12110783.

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This paper assesses the coherence between the conceptions of prospective teachers about pupils’ ideas and how these are used in their educational proposals for primary school classrooms. For this purpose, three dimensions were analysed: The nature, utilisation, and change of ideas. In addition, two instruments were used: A questionnaire, to find out what prospective teachers think about pupils’ ideas, and the educational proposals they designed during their school practices. For the latter, qualitative content analysis was used to establish four levels according to the didactic approach on which they base the consideration of pupils’ ideas: Transmissive or the construction of ideas. The results show that, in all three dimensions, the conception of pupils’ ideas consistent with the construction of ideas orientation dominates. Nevertheless, their educational proposals do not show this orientation since the majority designed traditional educational proposals (Levels 1 and 2). Thus, there is no correlation between their conceptions about pupils’ ideas and how these are considered in their proposals. Besides, this analysis shows that an inadequate interpretation of the nature of pupils’ ideas could strongly condition how these ideas are considered in the teaching and learning process. The educational implications of these results in initial teacher training are discussed.

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Wittenburg, Peter, Michael Lautenschlager, Hannes Thiemann, Carsten Baldauf, and Paul Trilsbeek. "FAIR Practices in Europe." Data Intelligence 2, no. 1-2 (January 2020): 257–63. http://dx.doi.org/10.1162/dint_a_00048.

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Institutions driving fundamental research at the cutting edge such as for example from the Max Planck Society (MPS) took steps to optimize data management and stewardship to be able to address new scientific questions. In this paper we selected three institutes from the MPS from the areas of humanities, environmental sciences and natural sciences as examples to indicate the efforts to integrate large amounts of data from collaborators worldwide to create a data space that is ready to be exploited to get new insights based on data intensive science methods. For this integration the typical challenges of fragmentation, bad quality and also social differences had to be overcome. In all three cases, well-managed repositories that are driven by the scientific needs and harmonization principles that have been agreed upon in the community were the core pillars. It is not surprising that these principles are very much aligned with what have now become the FAIR principles. The FAIR principles confirm the correctness of earlier decisions and their clear formulation identified the gaps which the projects need to address.

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Veiga, Célia, Margarida Custódio Santos, Paulo Águas, and José António C. Santos. "Sustainability as a key driver to address challenges." Worldwide Hospitality and Tourism Themes 10, no. 6 (December 3, 2018): 662–73. http://dx.doi.org/10.1108/whatt-08-2018-0054.

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Purpose This study aims to address the paradigm changes currently affecting tourism: the increasingly recognisable signs of irreversible climate change and the consequences of this and overtourism for service providers, destinations and tourists’ experiences. A more specific objective was to identify good practices carried out by destinations and companies in different tourism sectors to increase sustainability. Design/methodology/approach The research involved examining the academic, institutional and trade literature to develop an overview of the most important challenges and an accurate portrayal of how innovative and proactive companies and destination managers are addressing these issues. Findings Increased tourism demand has contributed to social and environmental unsustainability in tourism. Although the tourism sector has already implemented sustainable initiatives, an accurate quantification and measurement of these practices’ real impacts on global tourism’s sustainability is not yet possible. Originality/value This study’s value arises from the systematic identification of the implications of climate change and overtourism as major features of a paradigm shift in tourism. This paper also presents a set of good practices to provide tourism stakeholders with more sustainable strategies and inspire these entities to adopt appropriate measures.

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Mokhtari, Shekoofeh, Ahmad Mahmoody, Dragomir Yankov, and Ning Xie. "Tagging Address Queries in Maps Search." Proceedings of the AAAI Conference on Artificial Intelligence 33 (July 17, 2019): 9547–51. http://dx.doi.org/10.1609/aaai.v33i01.33019547.

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Map search is a major vertical in all popular search engines. It also plays an important role in personal assistants on mobile, home or desktop devices. A significant fraction of map search traffic is comprised of “address queries” - queries where either the entire query or some terms in it refer to an address or part of an address (road segment, intersection etc.). Here we demonstrate that correctly understanding and tagging address queries are critical for map search engines to fulfill them. We describe several recurrent sequence architectures for tagging such queries. We compare their performance on two subcategories of address queries - single entity (aka single point) addresses and multi entity (aka multi point) addresses, and finish by providing guidance on the best practices when dealing with each of these subcategories.

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Antwi-Agyei, Philip, and Hanson Nyantakyi-Frimpong. "Evidence of Climate Change Coping and Adaptation Practices by Smallholder Farmers in Northern Ghana." Sustainability 13, no. 3 (January 27, 2021): 1308. http://dx.doi.org/10.3390/su13031308.

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Evidence on how coping practices for immediate climate variations can transform into long-term adaptive capacity are relatively limited. This study addressed this gap by identifying the coping practices for short-term climate variations and the adaptation measures used by smallholder farmers to address future climate change in northeast Ghana. The paper used a mixed-methods approach, including household surveys, focus group discussions and key informant interviews. Data were collected from 555 households located in six communities across three districts in northeast Ghana. Results indicated that smallholder farmers were employing a host of practices to address the threats posed by climate change. Key adaptation practices included the planting of drought-tolerant crop varieties, the use of indigenous knowledge, intensification of irrigation, migration, adjusting the planting calendar, crop diversification, mixed farming, and sustainable land management practices. On the contrary, short-term coping practices reported by the study participants included the sale of non-farm assets, complementing agriculture with non-farm jobs, selling livestock, engaging in wage labor, charcoal burning and reliance on social networks. The results further revealed that barriers to climate change adaptation and coping practices differed by gender. The paper recommends that capacities of smallholder farmers in vulnerability hotspots should be enhanced to address immediate climate variations, as well as future climate changes. Ghana’s climate change and agricultural policies should prioritize adaptations by smallholder farmers in addressing threats posed by climate change.

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Gómez-Hurtado, Inmaculada, René Valdés, Inmaculada González-Falcón, and Felipe Jiménez Vargas. "Inclusive Leadership: Good Managerial Practices to Address Cultural Diversity in Schools." Social Inclusion 9, no. 4 (October 13, 2021): 69–80. http://dx.doi.org/10.17645/si.v9i4.4611.

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Educational inclusion of foreign pupils has become a priority objective in recent years in many countries worldwide. Attending to the cultural diversity of pupils and providing an inclusive educational response is now a main goal of education systems. In this context, educational leadership is a key factor for school improvement. Management teams face the difficult mission of responding to the diversity of people that make up the educational community in a scenario marked by the expansive increase in migrant families and the scarcity of inclusive and intercultural government programmes. This article explores good management practices for cultural diversity management in six early childhood and primary education centres in Spain and Chile from an inclusive leadership approach. Factors that influence the development of inclusive leadership and the process deployed to carry out diversity management are examined. Through a qualitative methodology, six case studies were carried out using the interview, participant observation, and document analysis as instruments. The main outcomes show the importance of leaders in promoting an inclusive collaborative culture, in classroom practices focused on the knowledge and cultural capital of foreign pupils, the development of organisational and didactic strategies based on the recognition and participation of the educational community, its commitment to social justice, a management of diversity based on collaboration, and a shared concept of educational inclusion. The conclusions show four common dimensions in the good practices of each country: professional development of the community, school participation, inclusive school culture, and positive management of diversity.

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Yazdanpanah, Maziar. "What's in a name? Address practices in Swedish residential care facilities." Journal of Aging Studies 61 (June 2022): 101007. http://dx.doi.org/10.1016/j.jaging.2022.101007.

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Pozas, Marcela, Verena Letzel, and Christoph Schneider. "Teachers and differentiated instruction: exploring differentiation practices to address student diversity." Journal of Research in Special Educational Needs 20, no. 3 (December 3, 2019): 217–30. http://dx.doi.org/10.1111/1471-3802.12481.

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Horner, Janice K., Laura C. Hanson, Deborah Wood, Andrew G. Silver, and Kimberly S. Reynolds. "Using Quality Improvement to Address Pain Management Practices in Nursing Homes." Journal of Pain and Symptom Management 30, no. 3 (September 2005): 271–77. http://dx.doi.org/10.1016/j.jpainsymman.2005.03.014.

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Canady, Valerie A. "NABH Access to Care resolution to address unfair managed care practices." Mental Health Weekly 29, no. 14 (April 8, 2019): 1–7. http://dx.doi.org/10.1002/mhw.31847.

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Evans, Kylie E., Jennifer A. King, and Megan R. Holmes. "Advancing Child Trauma Screening Practices." Advances in Social Work 21, no. 4 (February 26, 2022): 1261–79. http://dx.doi.org/10.18060/24428.

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Child trauma screening practices have advanced considerably as child-serving systems have increasingly incorporated early identification and intervention into trauma-informed models of care. While research points to the necessity of screening practices that attend to a child’s developmental capacities, cultural background, relational strengths, contextual details surrounding the traumatic experience, and complex trauma considerations, many of these features remain absent in common brief screening measures used in practice. Pictorial screening measures may offer an innovative opportunity to address attentional concerns and developmental capacities of young and complexly traumatized children, yet are understudied in this area. The purpose of this paper is threefold: 1) highlight areas for expansion within current brief trauma screening models, 2) propose an evidence-informed framework for a pictorial complex trauma screening tool for children, and 3) offer implementation considerations for piloting the proposed screening tool. Piloting and implementation considerations address the importance of cognitive interviewing, cultural sensitivity, development of a companion response and referral protocol, and embedding principles of trauma-informed care in the training and implementation process.

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Rude, Harvey A., and Rashida Banerjee. "Leadership practices that support diverse learners from early childhood through adulthood." Social welfare : interdisciplinary approach 3, no. 2 (December 30, 2013): 19–29. http://dx.doi.org/10.15388/sw.2013.28231.

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This article addresses the components of leadership and the effective demonstration of leadership behavior that supports strong systems of social welfare from an interdisciplinary perspective. The applications of evidence-based leadership principles are embedded within the context ofsystems that address the needs of all learners from early childhood through adulthood. Leadership considerations include values-based practice, effective use of data, and team learning for systems improvement.

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Christiansen, Tanja Juul, and Sine Nørholm Just. "Regularities of diversity discourse: Address, categorization, and invitation." Journal of Management & Organization 18, no. 3 (May 2012): 398–411. http://dx.doi.org/10.1017/s1833367200000870.

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AbstractManagerial discourses on diversity invoke goals of inclusion and emancipation of suppressed individuals and groups as well as objectives of creating benefits for organizations and society. Partially due to this two-fold emphasis, diversity discourses may, however, be as restricting as they are liberating to the subjects of which they speak. In this article we suggest that utterances pertaining to diversity discourse should be understood as constitutive rhetoric marked by three discursive regularities: address, categorization, and invitation. These regularities underlie and restrain the multiple discursive practices of the developing field of diversity management, and as researchers and practitioners alike continue to explore and enhance this field it is important to understand – and seek to broaden – its conditions of possibility. Emphasizing the theoretical argument about discursive regularities and their articulation, we provide an illustrative example of the how different discursive practices may reproduce common limitations by exploring contributions to Danish diversity discourse.

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Christiansen, Tanja Juul, and Sine Nørholm Just. "Regularities of diversity discourse: Address, categorization, and invitation." Journal of Management & Organization 18, no. 3 (May 2012): 398–411. http://dx.doi.org/10.5172/jmo.2012.18.3.398.

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AbstractManagerial discourses on diversity invoke goals of inclusion and emancipation of suppressed individuals and groups as well as objectives of creating benefits for organizations and society. Partially due to this two-fold emphasis, diversity discourses may, however, be as restricting as they are liberating to the subjects of which they speak. In this article we suggest that utterances pertaining to diversity discourse should be understood as constitutive rhetoric marked by three discursive regularities: address, categorization, and invitation. These regularities underlie and restrain the multiple discursive practices of the developing field of diversity management, and as researchers and practitioners alike continue to explore and enhance this field it is important to understand – and seek to broaden – its conditions of possibility. Emphasizing the theoretical argument about discursive regularities and their articulation, we provide an illustrative example of the how different discursive practices may reproduce common limitations by exploring contributions to Danish diversity discourse.

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SERHAN, Ali. "THE IMPACT OF ERP AUDIT ON MEASURING ORGANIZATIONAL PERFORMANCE: THE CASE OF LEBANON." Business Excellence and Management 10, no. 1 (March 15, 2020): 61–71. http://dx.doi.org/10.24818/beman/2020.10.1-05.

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Fraud scandals have had a negative impact on the public’s confidence in financial reporting hence impacting auditing professions. The role of continuous auditing is to ensure auditing credibility and meet Sarbanes-Oxley (SOX) requirements. The research intends to give a literature review on the topic as well as address the models, concepts and implications of continuous auditing. The research aims to study the impact of ERP systems in conducting auditing practices in the organizations. Both primary and secondary data had been implemented to ensure outcomes accuracy. The primary data included a designed questionnaire to collect data and then analyzing them using the SPSS statistical tool. As for the secondary data it is addressed through empirical literature review. The findings proved that there is a positive significant relationship between both ERP and conducting auditing practices in the company, the higher the ERP systems are practiced the higher the auditing practices will be implemented in an efficient and effective way.

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Brill, Judie L., Karen K. Balcanoff, Denise Land, Maurice Gogarty, and Freda Turner. "Best Practices in Doctoral Retention: Mentoring." Higher Learning Research Communications 4, no. 2 (June 16, 2014): 26. http://dx.doi.org/10.18870/hlrc.v4i2.186.

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<p>Numerous factors contribute to a nearly 50% rate of attrition among doctoral candidates internationally. To address high attrition, institutions of higher learning are closely evaluating student and faculty mentoring programs. Beyond concerns about student drop-out rates, doctoral education allows little time for planning and consideration regarding post-graduation activities; therefore, doctoral graduates may not possess a clear direction after graduation. Some doctoral graduates also have difficulty transitioning from an academic environment to the professional world. Retention initiatives, graduation rates, and persistence levels are now among the areas of interest being considered and implemented throughout academia. To address these concerns, a new student–and faculty–centered approach toward mentoring is needed for increased retention in doctoral programs and success after graduation. This critical literature review outlines best practices in doctoral retention and the successful approach of one university to improve graduation success by providing effective mentorship for faculty and students alike.</p>

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Hodson, Nathan, Elizabeth Ford, and Maxwell Cooper. "Adherence to guidelines on documentation required for registration to London GP practice websites: a mixed-methods cross-sectional study." British Journal of General Practice 69, no. 687 (September 23, 2019): e731-e739. http://dx.doi.org/10.3399/bjgp19x705581.

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BackgroundThe most common obstacle to registration with a GP practice in the UK is difficulty presenting proof of address. NHS guidelines stipulate that inability to provide ID or proof of address is not reasonable grounds to refuse registration. Practices may ask patients to present ID/proof of address, but need a policy in case patients cannot.AimTo find out how many London GP practice websites ask for documentation without a policy for where this cannot be provided and compare how GP practice websites describe the registration process in patient-facing material.Design and settingCross-sectional study of practices from 10 London boroughs (n = 100).MethodA proforma was piloted and then implemented, recording whether practices ‘demanded’, ‘requested’, or ‘mentioned’ photo ID or proof of address and whether there was a plan for patients without documentation. Text relating to documentation from all 100 practices for registration was subjected to thematic analysis.ResultsOut of 100 practices 75% asked for documentation. The majority of these were ‘demanded’. A plan was included for people without documentation in 12% of practice websites. Five themes emerged from analysis of website content: reassuring people without documentation; diverse requirements between practices; conflating administration and treatment; withholding treatment; and immigration and ethnicity.ConclusionMany practice websites breached NHS Standard Operating Principles and possibly the Equalities Act 2010. All practices should create a clear policy for patients who do not have photo ID/proof of address (for example, including a named receptionist), and update their websites accordingly.

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Williams, Pamela A., Courtney H. Schnefke, Valerie L. Flax, Solange Nyirampeta, Heather Stobaugh, Jesse Routte, Clarisse Musanabaganwa, Gilles Ndayisaba, Felix Sayinzoga, and Mary K. Muth. "Using Trials of Improved Practices to identify practices to address the double burden of malnutrition among Rwandan children." Public Health Nutrition 22, no. 17 (June 21, 2019): 3175–86. http://dx.doi.org/10.1017/s1368980019001551.

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AbstractObjective:Low- and middle-income countries (LMIC) are increasingly experiencing the double burden of malnutrition. Studies to identify ‘double-duty’ actions that address both undernutrition and overweight in sub-Saharan Africa are needed. We aimed to identify acceptable behaviours to achieve more optimal feeding and physical activity practices among both under- and overweight children in Rwanda, a sub-Saharan LMIC with one of the largest recent increases in child overweight.Design:We used the Trials of Improved Practices (TIPs) method. During three household visits over 1·5 weeks, we used structured interviews and unstructured observations to collect data on infant and young child feeding practices and caregivers’ experiences with testing recommended practices.Setting:An urban district and a rural district in Rwanda.Participants:Caregivers with an under- or overweight child from 6 to 59 months of age (n 136).Results:We identified twenty-five specific recommended practices that caregivers of both under- and overweight children agreed to try. The most frequently recommended practices were related to dietary diversity, food quantity, and hygiene and food handling. The most commonly cited reason for trying a new practice was its benefits to the child’s health and growth. Financial constraints and limited food availability were common barriers. Nearly all caregivers said they were willing to continue the practices and recommend them to others.Conclusions:These practices show potential for addressing the double burden as part of a broader intervention. Still, further research is needed to determine whether caregivers can maintain the behaviours and their direct impact on both under- and overweight.

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Hodges, Jaret, Juliana Tay, Yukiko Maeda, and Marcia Gentry. "A Meta-Analysis of Gifted and Talented Identification Practices." Gifted Child Quarterly 62, no. 2 (January 17, 2018): 147–74. http://dx.doi.org/10.1177/0016986217752107.

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Researchers consider the underrepresentation of Black, Hispanic, and Native American students is largely due to the use of traditional methods of identification (i.e., IQ and standardized achievement tests). To address this concern, researchers created novel nontraditional identification methods (e.g., nonverbal tests, student portfolios, affective checklists). This meta-analysis of 54 studies, consisting of 85 effect sizes representing 191,287,563 students, provides evidence that nontraditional identification methods, while able to narrow the proportional identification gap between underrepresented (Black, Hispanic, and Native American) and represented (Asian and White American) populations, are still unable to address the issue of education inequity. An overall risk ratio of 0.34 was calculated for nontraditional methods of identification in comparison with a 0.27 risk ratio for traditional methods. While the nontraditional methods help identify more underrepresented students as gifted, the results of this meta-analysis show that better identification methods are needed to address inequities in identification.

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Piper, Rebekah E., Laurie A. Sharp, and Roberta D. Raymond. "Diversity in Literacy Education: How Are Literacy Teacher Educators Preparing Teacher Candidates?" Georgia Journal of Literacy 42, no. 1 (June 21, 2019): 6–17. http://dx.doi.org/10.56887/galiteracy.9.

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K-12 classrooms are becoming increasingly more diverse. In order to address the literacy learning needs among all students more effectively, literacy teachers must be sufficiently prepared to address diversity in literacy education. This study explored current preparation practices among literacy teacher educators in one state located in the Southern United States and used sociocultural theories as a lens to better understand reported practice. Qualitative data were collected from 57 responses provided to an open-ended question included on an electronically disseminated survey. Data were analyzed with coding and constant comparison techniques, which resulted in three major themes: coursework, authentic contexts, and resource materials. Findings emphasized a strong need for literacy teacher educators to examine and evaluate their current preparation practices and identify ways to strengthen them to address multicultural education, critical pedagogy, and critical literacy more explicitly. Limitations for this study were addressed, along with recommendations for future studies.

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Méndez, J. M. "Literacy Practices of Children and Their Mothers in a Specific Social and Cultural Context: Generating New Social Practices." Cultural-Historical Psychology 14, no. 1 (2018): 59–64. http://dx.doi.org/10.17759/chp.2018140107.

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This qualitative research is focused on understanding the literacy practices of children and their mothers in a social and cultural context of the state of San Luis Potosí, central Mexico. I will address the results of field work analysis based on the historical cultural approach. I will show how a mother’s participation in literacy practices with a group of elementary school first graders detonated their process of empowerment and generated new social practices that arose from the actors in the educational community, through symmetrical relationships between children, mothers and teachers. The main results addressed are the acceptance of a mother’s participation in literacy practices in her context; intercultural relations identified in social practices through orality, reading, and writing, with reflection on the social and cultural context of their reality and with the performance of a play; and finally, the generation of new social practices in the classroom and in the context.

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Svennevik, Elisabeth M. C. "Providers and Practices: How Suppliers Shape Car-Sharing Practices." Sustainability 13, no. 4 (February 6, 2021): 1764. http://dx.doi.org/10.3390/su13041764.

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Social practice theories can be useful for studying changes in mobility systems as regards automobility practices. However, many studies address the demand side and the user practices of consumers, without examining the supplier side. This Norwegian study focuses on the role of providers in car-sharing practices, using data from household interviews with car-sharing users, stakeholder workshops, and interviews with providers of car-sharing services. How are car-sharing providers shaping car-sharing practices, and with what implications? How do business models and platform technologies affect car-sharing practices? The results show how new car-sharing service companies, in addition to established firms such as car dealers and car rental companies, affect car-sharing practices by offering several alternatives for accessing cars. The implications of this are discussed, noting how car-sharing practices are shaped by car-sharing providers in the recursive relationship between practice-as-entity and practice-as-performance. The conclusions offer a critical view of how the providers contribute to various kinds of car-sharing understandings, as well as the implications for policy and practitioners.

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Gable, Robert A., Jo M. Hendrickson, Stephen W. Tonelson, and Richard Van Acker. "Changing Disciplinary and Instructional Practices in the Middle School to Address IDEA." Clearing House: A Journal of Educational Strategies, Issues and Ideas 73, no. 4 (March 2000): 205–8. http://dx.doi.org/10.1080/00098650009600951.

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Taylor, Steve L., Susan L. Hefle, Kevin Farnum, Steven W. Rizk, Jupiter Yeung, Michael E. Barnett, Francis Busta, et al. "Analysis and Evaluation of Food Manufacturing Practices Used to Address Allergen Concerns." Comprehensive Reviews in Food Science and Food Safety 5, no. 4 (September 2006): 138–57. http://dx.doi.org/10.1111/j.1541-4337.2006.00012.x.

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Davis, Marcia, Liza Herzog, and Nettie Legters. "Organizing Schools to Address Early Warning Indicators (EWIs): Common Practices and Challenges." Journal of Education for Students Placed at Risk (JESPAR) 18, no. 1 (January 2013): 84–100. http://dx.doi.org/10.1080/10824669.2013.745210.

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Hamilton, Julie, and Kelly J. Sauders. "How Systematic Compliance Practices Can Address Regulatory and Risk Issues in Healthcare." Frontiers of Health Services Management 34, no. 4 (2018): 26–31. http://dx.doi.org/10.1097/hap.0000000000000034.

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Scales, Kezia, Sheryl Zimmerman, and Stephanie J. Miller. "Evidence-Based Nonpharmacological Practices to Address Behavioral and Psychological Symptoms of Dementia." Gerontologist 58, suppl_1 (January 18, 2018): S88—S102. http://dx.doi.org/10.1093/geront/gnx167.

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Cunningham, Eleese. "Where Can I Find Resources to Address Healthful Weight Practices for Wrestlers?" Journal of the American Dietetic Association 106, no. 5 (May 2006): 761. http://dx.doi.org/10.1016/j.jada.2006.03.030.

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Malinowski, Radek, Geoffrey B. Groom, Goswin Heckrath, and Wolfgang Schwanghart. "Do Remote Sensing Mapping Practices Adequately Address Localized Flooding? A Critical Overview." Springer Science Reviews 5, no. 1-2 (May 3, 2017): 1–17. http://dx.doi.org/10.1007/s40362-017-0043-8.

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Kwong, Manlik, Denise Hartnett Daudelin, Harry P. Selker, and Joni R. Beshansky. "Extending the electrocardiogram's role to address patient safety and quality improvement practices." Journal of Electrocardiology 38, no. 4 (October 2005): 36. http://dx.doi.org/10.1016/j.jelectrocard.2005.06.046.

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Charmatz, Marc. "Implement best practices to avoid, address problems with auxiliary aids, services, modifications." Campus Legal Advisor 19, no. 9 (April 15, 2019): 6. http://dx.doi.org/10.1002/cala.40013.

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Newsome, Sandy, John Chambers Christopher, Penny Dahlen, and Suzanne Christopher. "Teaching Counselors Self-Care through Mindfulness Practices." Teachers College Record: The Voice of Scholarship in Education 108, no. 9 (September 2006): 1881–900. http://dx.doi.org/10.1177/016146810610800912.

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Few counseling programs directly address the importance of self-care in reducing stress and burnout in their curricula. A course entitled Mind/Body Medicine and the Art of Self-Care was created to address personal and professional growth opportunities through self-care and mindfulness practices (meditation, yoga, qigong, and conscious relaxation exercises). Three methods of evaluating this 15-week 3-credit mindfulness-based stress reduction (MBSR) course for counseling students indicated positive changes for students in learning how to manage stress and improve counseling practice. Students reported positive physical, emotional, mental, spiritual, and interpersonal changes and substantial effects on their counseling skills and therapeutic relationships. Information from a focus group, qualitative reports, and quantitative course evaluations were triangulated; all data signified positive student responses to the course, method of teaching, and course instructor. Most students reported intentions of integrating mindfulness practices into their future profession.

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Algan, Yann, Pierre Cahuc, and Andrei Shleifer. "Teaching Practices and Social Capital." American Economic Journal: Applied Economics 5, no. 3 (July 1, 2013): 189–210. http://dx.doi.org/10.1257/app.5.3.189.

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In cross-country data, teaching practices (such as copying from the board versus working on projects together) are related to various dimensions of social capital. In micro-data from three datasets, teaching practices are also strongly correlated with student beliefs about cooperation across schools within countries. To address omitted variable and reverse causality concerns, we show that, within schools, teaching practices also have an independent and sizeable effect on student beliefs. The evidence supports the idea that progressive education promotes the formation of social capital. (JEL D83, I21, Z13)

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Giangreco, Michael F. "Teacher Assistant Supports in Inclusive Schools: Research, Practices and Alternatives." Australasian Journal of Special Education 37, no. 2 (March 4, 2013): 93–106. http://dx.doi.org/10.1017/jse.2013.1.

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In this article, I summarise the primary content included in a keynote address I delivered via videoconferencing in July 2012 at the national conference of the Australian Association of Special Education, held jointly with the annual conference of the Tasmanian Principals Association in Hobart, Tasmania. The address focused on three major topics pertaining to the utilisation of teacher assistants in inclusive schools: (a) persistent and emerging research trends, (b) contemporary conceptual and data-based concerns, and (c) ideas about what schools can do to provide improved educational opportunities and supports for students with special educational needs in inclusive classrooms. The article concludes that the potential overuse or misuse of teacher assistants is a symptom, not cause. Building integrated models of general and special service delivery in schools can address the challenges associated with questionable teacher assistant utilisation.

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Halpin-Healy, Carolyn, and James Noble. "Best Practices in Museum Programming for People With Dementia and Their Care Partners." Innovation in Aging 4, Supplement_1 (December 1, 2020): 836. http://dx.doi.org/10.1093/geroni/igaa057.3061.

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Abstract As more people are living longer with dementia, museums can play an important public health role to support individuals, families, and communities. Arts & Minds programs for people with dementia and their care partners are designed according to principles of person-centered care and adult learning theory. The approach builds on research and evaluation to provide contact with art, which has been shown to reduce apathy and soothe agitation in persons with dementia and also to reduce caregiver stress. According to our observation- and feedback-based assessments of more than 500 program participants over the past 10 years, the processes of collective looking and art making specifically address symptoms of dementia and support human dignity. This presentation addresses the growing research base on the benefits of museum programming, and the ways in which research and evaluation support best practices in museum education to address the challenge of living well with dementia.

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Journal articles on the topic 'Address practices'

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