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Books on the topic 'Pareto Improvements'

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Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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1

Finkelstein, Amy. When can partial public insurance produce Pareto improvements? Cambridge, MA: National Bureau of Economic Research, 2002.

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2

Berenbeim, Ronald E. Corporate programs for early education improvement. New York, NY: The Conference Board, 1992.

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3

A, Edwards Patricia. Tapping the potential of parents: A strategic guide to boosting student achievement through family Involvement. New York: Scholastic, 2009.

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4

A, Edwards Patricia. Tapping the potential of parents: A strategic guide to boosting student achievement through family Involvement. New York: Scholastic, 2009.

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5

A, Edwards Patricia. Tapping the potential of parents: A strategic guide to boosting student achievement through family Involvement. New York: Scholastic, 2009.

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6

John, Bastiani, and Goode Jackie, eds. Listening to parents: An approach to the improvement of home/school relations. London: Croom Helm, 1988.

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7

Paisner, Daniel. Say What You Mean and Mean What You Say! New York: HarperCollins, 2008.

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8

Jakes, T. D. Promises From God for Parents. New York: Penguin Group USA, Inc., 2008.

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9

Mansell, Susan. How to give your child an excellent public school education. Secaucus, N.J: Carol Pub. Group, 1998.

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10

School choice and parental involvement: Hearing before the Subcommittee on Oversight and Investigations of the Committee on Education and the Workforce, House of Representatives, One Hundred Sixth Congress, second session, hearing held in Bloomington, Minnesota, June 6, 2000. Washington: U.S. G.P.O., 2000.

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11

Abramson, Alexis. The Caregiver's Survival Handbook. New York: Penguin Group USA, Inc., 2008.

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12

Involving hard-to-reach parents: Creating family/school partnerships. Lanham, Md: Rowman & Littlefield Education, 2011.

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13

Creating partnerships with parents: An educator's guide. Lancaster, Pa: Technomic Pub. Co., 1998.

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14

Creating partnerships with parents: An educator's guide. Lanham, Md: Scarecrow Press, 2000.

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15

Spring, Janis Abrahms. Life with Pop. New York: Penguin USA, Inc., 2009.

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16

Lawlis, Dr Frank. Mending the Broken Bond. New York: Penguin Group USA, Inc., 2008.

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17

Joseph, Freedman, Robertson Heather-jane, and Institute for Research on Public Policy., eds. Busting bureaucracy to reclaim our schools. Montreal, Quebec: Institute for Research on Public Policy, 1995.

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18

Taylor, Charlie. Divas & Dictators. London: Ebury Publishing, 2009.

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19

The 21st century parent: Multicultural parent engagement leadership strategies handbook. Charlotte, NC: Information Age Pub., 2012.

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20

Mansell, Susan. How to give your child an excellent public school education. Secaucus, N.J: Carol Pub. Group, 1998.

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21

Glasser, William. For Parents and Teenagers. New York: HarperCollins, 2008.

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22

I, Griffith Alison, and Allen-Haynes Leetta, eds. Families in schools: A chorus of voices in restructuring. Portsmouth, NH: Heinemann, 1997.

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23

Save our schools: 66 things you can do to improve your school without spending an extra penny : a guide for parents & everyone concerned about the education of our children. [San Francisco, Calif.]: HarperSanFrancisco, 1993.

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24

Dropout prevention fieldbook: Best practices from the field. Larchmont, NY: Eye on Education, 2012.

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25

Essential measures for student success: Implementing cooperation, collaboration, and coordination between schools and parents. Lanham: Rowman & Littlefield Education, 2012.

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26

Michael, Spring, ed. Life with pop: Lessons on caring for an aging parent. New York: Avery, 2009.

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27

Spring, Janis Abrahms. Life with pop: Lessons on caring for an aging parent. New York: Avery, 2010.

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28

Gill, Brian. State and local implementation of the No Child Left Behind Act.: Interim report : a report from the National Longitudinal Study of No Child Left Behind (NLS-NCLB) and the Study of State Implementation of Accountability and Teacher Quality Under No Child Left Behind (SSI-NCLB). Washington, D.C: U.S. Dept. of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service, 2008.

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29

Maugeri, Giuseppe, and Graziano Serragiotto. L’insegnamento della lingua italiana in Giappone Uno studio di caso sul Kansai. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-525-4.

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This research stems from the need of the Italian Cultural Institute to map the institutions involved in teaching Italian in the area considered and to analyse the quality of the teaching and learning process of the Italian language. The objectives are multiple and linked to the importance of finding the causes that slow the growth of the study of Italian in Japanese Kansai. Therefore, the first part of this action research will outline the cultural and linguistic education coordinates that characterize the Japanese context; in the second part, the research data will be interpreted in order to trace new methodological development trajectories to increase the quality of the Italian teaching process in Kansai.Part 1 This part focuses on the situation of foreign language teaching in Japan. It also describes the strategies to promote the teaching of the Italian language in Japan from 1980 to now. 1 Modern Language Policy in Japan Between Past and Present This first chapter describes linguistic policy for the promotion of foreign languages in Japan by the Ministry of Education (MEXT). 2 Japanese Educational System Focus of this chapter are the cultural, pedagogical and linguistic education characteristics of the context under investigation. 3 Teaching Italian Language in Japan The purpose of this chapter is to outline the general frame of the spreading of the Italian cultural model in a traditional Japanese context. Part 2In the second part the action research and the training project design are described. 4 The Action-Research Project This chapter describes the overall design of the research and the research questions that inspired an investigation in the context under study. The aim is to understand whether there is a link between the methodological choices of the teachers and the difficulties in learning Italian for Japanese students. Part 3 In this third part, the situation of teaching Italian in relation to different learning contexts in Japanese Kansai will be examined. 5 A Case Study at Italian Culture Institute in Osaka The goals of this chapter are to analyse the problems of teaching Italian at the IIC and suggest methodological improvement paths for teachers of Italian language at IIC. 6 A Case Study at Osaka University The data obtained by the informants will be used to analyse the situation of the teaching of Italian at Department of Italian language of this university and suggest curricular and methodological improvements to increase the quality of teaching and learning Italian. 7 A Case Study at Kyoto Sangyo University The chapter outlines the methodological and technical characteristics used to teach Italian at Kyoto Sangyo University and suggests strategies aimed at enhancing students’ language learning.
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30

Comprehensive School Reform Program: Hearing before the Subcommittee on Early Childhood, Youth, and Families of the Committee on Education and the Workforce, House of Representatives, One Hundred Fifth Congress, second session, hearing held in Washingtn, DC, June 23, 1998. Washington: U.S. G.P.O., 1999.

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31

Pareto Optimum Improvement in Government Contracting. Storming Media, 1999.

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32

Teaming for Quality Improvement: A process for Innovation and Consensus. New Jersey: Prentice Hall, 1990.

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33

Guffey, Patrick J., and Martin Culwick. Adverse Event Prevention and Management. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199366149.003.0009.

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Adverse events are an unfortunate reality of caring for patients in our current healthcare system. Preventing and mitigating these events are an important part of quality improvement. First, an understanding of what events occur and how often they are occurring is critical to planning improvements. Incident reporting systems are one way of gathering this information. Then, events should be categorized and analyzed for improvement. The failure mode and effects analysis (FMEA) and bow-tie diagram are two tools for this purpose. Once an event has occurred, consideration should be given to the caregivers as well as the patient when managing and resolving adverse events. Prevention requires strong analysis of events and recognition of both latent (system) and human causes. Interventions have different degrees of effectiveness, ranging from highly effective forcing functions, to marginally effective encouraging statements. There are four steps to event management: mitigation, immediate management, refractory management, and follow-up.
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34

Abhishek, Abhishek, and Michael Doherty. Placebo, nocebo, and contextual effects. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199668847.003.0027.

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Placebo effect is an example of ‘contextual’ effect and is the symptomatic improvement experienced by patients who have unknowingly received a placebo (inactive treatment) instead of an active drug. It occurs due to patient-specific factors such as expectation of improvement and is influenced by the context in which the treatment is delivered. Nocebo effect is the opposite of placebo effect and includes worsening of symptoms or incident adverse effects due to expectancy or negative contextual or practitioner influence. Placebo effect has been demonstrated in a range of musculoskeletal conditions, including osteoarthritis (OA), as well as other conditions such as Parkinson’s disease, irritable bowel syndrome, and asthma. In OA, the placebo effect is strongest for subjective outcomes like pain. In fact, the effect size (ES) of placebo analgesia in OA clinical trials (0.51) is clinically significant and higher than the ES (defined by the additional improvement above placebo) obtained from non-pharmacological (0.25) and pharmacological (0.39) treatments. A number of patient- and intervention-specific and contextual factors influence the magnitude of placebo-induced improvements. Placebo analgesia is real, not a ‘trick of the mind’, and results from central mechanisms that increase descending inhibition of pain. Contextual effects are an integral part of everyday clinical practice. While patient- and intervention-specific determinants cannot be changed easily, healthcare practitioners should optimize the physician-specific factors that enhance positive contextual response and minimize nocebo response. Such a strategy that will increase the overall improvement is particularly relevant for OA where there is no ‘cure’ and a predominance of negative beliefs.
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35

Giordano, Gerard. Parents and Textbooks: Answers That Reveal Essential Steps for Improvement. Rowman & Littlefield Publishers, Incorporated, 2019.

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36

Giordano, Gerard. Parents and Textbooks: Answers That Reveal Essential Steps for Improvement. Rowman & Littlefield Publishers, Incorporated, 2019.

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37

A, Allison Patricia, Leithwood Kenneth A, and Canadian Education Association, eds. Parents' participation in school improvement processes: Final report of the parent participation in school improvement planning project. Toronto: Canadian Education Association = Association canadienne d'éducation, 2004.

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38

Educational Resources Information Center (U.S.), ed. Organizing communities for educational improvement: The Brownsville site interim report. Charleston, W.V: Community Liaison to Urban Education Program, Appalachia Educational Laboratory, 1993.

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39

Ronen, Boaz, Joseph S. Pliskin, Shimeon Pass, and Donald M. Berwick. The Hospital and Clinic Improvement Handbook. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190843458.001.0001.

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The Hospital and Clinic Improvement Handbook is about doing more using existing resources. For example, achieving more throughput in the operating rooms, reducing waiting times at the emergency department, and improving clinical quality. This is done using the well-established Lean techniques together with the breakthrough philosophies and techniques of the theory of constraints (TOC). These methods and their underlying tools are put together with techniques and methodologies implemented by the authors in dozens of healthcare organizations. The tools include the complete kit concept, the Pareto methodology, the focusing table, and the focusing matrix. The book introduces simple tools that can be implemented quite easily in any hospital or clinic. It also focuses on the implementation process using tools like the 3–1–1 model that directs managers where to focus their limited time resources to best improve the performance of their organizations. Finally, the book introduces effective yet simple performance measures and prescribes the process of ongoing improvement.
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40

Buchanan, Allen. A Typology of Moral Progress. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190868413.003.0002.

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This chapter identifies a number of developments that are candidates for moral progress: abolition of the Atlantic chattel slavery, improvements in civil rights for minorities, equal rights for women, better treatment of (some) non-human animals, and abolition of the cruellest punishments in most parts of the world. This bottom-up approach is then used to construct a typology of moral progress, including improvements in moral reasoning, recognition of the moral standing or equal basic moral status of beings formerly thought to lack them, improvements in understandings of the domain of justice, the recognition that some behaviors formerly thought to be morally impermissible (such as premarital sex, masturbation, lending money at interest, and refusal to die “for king and country”) can be morally permissible, and improvements in understandings of morality itself. Finally, a distinction is made between improvements from a moral point of view and moral progress in the fullest sense.
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41

Challagolla, Deepti. Systems-Based Practice Issues. Edited by Rajiv Radhakrishnan and Lily Arora. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190265557.003.0032.

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42

Ronen, Boaz, Joseph S. Pliskin, and Shimeon Pass. Quality Management and Process Control (DRAFT). Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190843458.003.0017.

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In healthcare systems, more than in any other system, there is an urgent need for quality management and process control. Quality improvement and process control are a means that every healthcare organization must employ to achieve quality healthcare for the patients. It is also a necessary condition to survive in the competitive healthcare environment. The chapter shows that quality improvement and process control are a must for any healthcare organization. The chapter classifies the three stages of quality management and shows how tools such as constraint management, Lean/just in time, the complete kit concept, and the Pareto methodology can all enhance organizational value without substantial (if at all) financial investments. In the chapter, we break some quality improvement myths concerning quality management in healthcare organizations.
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43

Giordano, Gerard. Common Sense Questions about School Administration: The Answers Can Provide Essential Steps to Improvement. Rowman & Littlefield Publishers, Incorporated, 2015.

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44

Giordano, Gerard. Common Sense Questions about School Administration: The Answers Can Provide Essential Steps to Improvement. Rowman & Littlefield Publishers, Incorporated, 2015.

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45

Painter, Lisa M., Cheryl Janov, and Richard L. Simmons. Patient Safety and Quality Improvement (DRAFT). Edited by Raghavan Murugan and Joseph M. Darby. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190612474.003.0034.

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Patients expect safe accountable care from their healthcare providers. Quality is doing the right thing, in the right way, at the right time, for the right reason, and to the right person. A number of governmental and non-governmental organizations have emerged to set standards for quality and safety. Rapid response systems (RRSs) are an important part of safety structure and this chapter aims to provide a basic understanding of the patient safety and quality movement, medical error and adverse events, and the role of the rapid response team (RRT) in identifying and reporting threats to patient safety. It offers a brief introduction of just culture, disclosure, and second victim.
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46

1960-, Chapman Stephen, and Educational Resources Information Center (U.S.), eds. SERVE Regional Forum on School Improvement: Proceedings : October 6-9, 1996, Tampa, Florida. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1996.

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47

Hatchett, Glenda, and Daniel Paisner. Say What You Mean and Mean What You Say!: Saving Your Child from a Troubled World. Harper Paperbacks, 2004.

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48

Educational Resources Information Center (U.S.), ed. Family involvement & beyond: School-based child and family support programs. [Portland, OR]: Northwest Regional Educational Laboratory, 1999.

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49

United States. Dept. of Education, ed. The Goals 2000 Act: Supporting community efforts to improve schools. Washington, DC: U.S. Dept. of Education, 1994.

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50

How to Survive Your Teenager. New York: Hundreds of Heads Books, 2009.

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