A logbook, or patient-dossier, was developed, to improve continuity of information in the treatment and care of head-and-neck cancer patients. It contained information modules on different aspects of care, as well as forms to facilitate communication both between patient and care-professional and between the various care-professionals. The logbook's effectiveness was evaluated in two hospitals in Rotterdam, by comparing outcomes for trial and comparison groups of, respectively, 71 and 54 patients and 59 and 35 care-professionals. Trial patients proved to be better informed, to receive more support and to experience fewer psychosocial problems. Professionals who used the logbook were better informed about their patients, and about the care-activities of fellow-professionals than those who did not. They recognised an improvement in their contact with colleagues and in the harmonisation of their respective care-activities. 0 1997 Elsevier Science Ireland Ltd.
Schools in Abu Dhabi are going through transformation and reform. The New School Model (2010) introduced changes to the curriculum and teaching and learning methodologies. In line with these changes, recently introduced 'Principal Professional Standards' and 'Performance Evaluation' documents have conceptualized new roles and responsibilities allocated to principals. To enhance the capacity of principals to lead and implement change, the Abu Dhabi Education Council (ADEC) has provided professional development. Within the context of professional development received and in lieu of school changes and reform, this paper focuses on roles and responsibilities of principals and challenges faced as far as implementing them. Semi-structured interviews with 16 principals formed the main source of data collection and analysis. The findings presented examine anticipated roles and responsibilities and challenges faced implementing them as contextualized within the framework of the professional standards and performance evaluation documents.
The first years of teaching are well known as being the most challenging of new graduates' careers, corresponding to the highest attrition rates. Numbers of novice teachers leaving the profession during the first three years are universally high. The challenges faced by novice teachers vary from struggling with classroom management issues to coping with lesson planning, to name just two. In Abu Dhabi, the capital city of the United Arab Emirates, novice Emirati teachers face additional dimensions to these challenges, in that they are joining public schools which are undergoing substantial educational reform. They are also in the minority as Emirati English medium teachers, working among mainly Western teaching staff. We interviewed a group of Emirati primary school teachers during their first year of teaching. It was found that they had faced multiple challenges, some of which are universal among novice teachers, such as managing student behavior and learning to cope with their new workload. However, they also faced additional unique challenges, such as navigating inter-cultural relationships with colleagues, and balancing their new working lives with their demanding home lives.
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