Portfolio Programs Research Articles

A modern roadmap for the use of simulation in regional anesthesiology training.

A variety of educational modalities are used to teach regional anesthesia. Simulation is an educational tool that facilitates hands-on learning in a well tolerated, reproducible environment, eliminating potential harm to patients during the process of learning. Available literature and expert consensus statements support customizing simulation programs according to the level of training and experience of the learners. Simulation is useful for learners of all levels of expertise, though the application and frequency of simulation must be adapted to meet the learners' objectives. This review presents recommendations for the use of simulation for residents, fellows, practicing anesthesiologists without formal training in regional anesthesia, and practicing anesthesiologists with regional anesthesia expertise. Passports and portfolio programs that include simulation can be used to verify training. Virtual applications of simulation are growing, expanding the scope of regional anesthesia simulation and increasing access to lower resource areas.

Second-Order Conic Programming Approach for Wasserstein Distributionally Robust Two-Stage Linear Programs

This article proposes a second-order conic programming (SOCP) approach to solve distributionally robust two-stage linear programs over 1-Wasserstein balls. We start from the case with distribution uncertainty only in the objective function and then explore the case with distribution uncertainty only in constraints. The former program is exactly reformulated as a tractable SOCP problem, whereas the latter one is proved to be generally NP-hard as it involves a norm maximization problem over a polyhedron. However, it reduces to an SOCP problem if the extreme points of the polyhedron are given as a prior. This motivates the design of a constraint generation algorithm with provable convergence to approximately solve the NP-hard problem. Moreover, the least favorable distribution achieving the worst case cost is given as an &#x201C;empirical&#x201D; distribution by simply perturbing each original sample for both cases. Finally, experiments illustrate the advantages of the proposed model in terms of the out-of-sample performance and computational complexity. <i>Note to Practitioners</i>&#x2014;The two-stage program with distribution uncertainty is an important decision problem in broad applications, e.g., two-stage schedule problems, facility location problems, and recourse allocation problems. To deal with the uncertainty, this work proposes a novel data-driven model over the 1-Wasserstein ball and develops an efficient second-order conic programming (SOCP)-based solution approach, where the sample data set can be easily exploited to reduce the distribution uncertainty. The good out-of-sample performance and computational complexity of the proposed model are validated by the experiments on the two-stage portfolio programs and material order programs.

Tıbbi Dokümantasyon ve Sekreterlik Öğrencileri ile Bir Portfolyo Çalışması

Background: The developments in the field of education in recent years have had a profound impact on medical education as well as other fields of education. The reflections on how the on the job, applied activities of medical education are to be assessed draws special attention. Nowadays, an alternative measurement and assessment method to assess the student is the portfolio programs. Aims: The aim of this study is to present students’ opinions on the use of portfolio, which is developed as an alternative assessment tool that enables the students of Medical Documentation and Secretariat Program in the Izmir University of Economics Vocational School of Health Services to make visible their on the job studies at the hospital within the scope of Training in Clinical Education course. Study Design: Research is conducted with the use of a case study method. Data is gathered through by portfolio and semi-structured interviews with the students conducted after the program. Content analysis method is used to analyse the qualitative data. Results: It is found that portfolio assessment method presents more detailed information to the student and the faculty, that it encourages the student to learn and take responsibility in learning and that it increases student-faculty interaction. Students state that portfolio program contributes to their learning, that they could think over what they have learned retrospectively and that they have improved their writing skills. Conclusion: As a result of this study, it is suggested that portfolio assessment method could be used as an alternative tool of assessment in the field of vocational school of health services’ students education.

Effective Implementation of ePortfolios: The Development of ePortfolios to Support Online Learning

This article discusses the ePortfolio system for grades 9–12 at the Virtual Learning Academy Charter School (VLACS). ePortfolio implementation at VLACS developed from an Advisory course curriculum that supports students' journey toward becoming college, career, and citizenship ready. We provide a unique perspective for implementation in that VLACS is completely online. Drawing from experiences in brick-and-mortar schools, online instruction, and research on digital portfolio programs, we utilize online portfolios to build a virtual community and engage students in their learning. The article summarizes key components to ePortfolio implementation and highlights how ePortfolios enable VLACS students to both reflect on their experience as learners and demonstrate academic and professional competencies.

Development of Hand Therapy as a specialty

Development of Hand Therapy as a specialty

Chart Your Own Course: Class Difference and the Construction of Personal Trajectories in Career Portfolio Programs

In this article, I examine two students’ experiences with their schools’ career portfolio programs. These initiatives call students to assemble papers, projects, and nonacademic items and to present them in ways that chart their personal trajectories into paid work. Shortly before graduation, students present their portfolios to exit interview panels and discuss how their portfolios reveal who they are, where they are going, and how they plan to get there. In this study, I investigate how two students of different class backgrounds engage in portfolio work. Through conducting discourse analyses of exit interviews, I examine how these students build particular kinds of trajectories into particular kinds of futures. I argue that students and their interviewers work together during their conversations to mobilize class models of personal development. In activating different theories for differently classed students, I contend, they place students on paths toward higher‐ or lower‐status futures.

Dress rehearsal: a Bourdieusian analysis of body work in career portfolio programs

This article examines how career portfolio programs at two secondary schools establish corporeal regimes. Both programs require students to compose portfolios that plot their trajectories through school and into paid work. Prior to graduation, students defend their portfolios before panels of educators and businesspeople. Employing the Bourdieusian concepts of capital and habitus, this article investigates how these programs set up systems that value certain kinds of bodies. Further, it examines how students negotiate these systems and display different kinds of bodies in different kinds of ways. Ultimately, it is argued these disparate bodily performances are read by authorities as indicators of the types of paths students are travelling or should travel into the future.

Better Dynamic Hedging

Many investors have been disappointed with the practical results of portfolio insurance programs, which attempt to achieve option‐like results through dynamic hedging. This article takes the simplest form of dynamic hedging, constant proportion portfolio insurance (CPPI), as a model for developing a more optimal approach. The author uses Monte Carlo simulation to model the multi‐period median growth in discretionary wealth. In addition, he constructs leverage policies that mitigate the practical drawbacks to dynamic hedging. The article also shows that self‐imposed ex ante borrowing constraints (not the ex post constraint imposed by a margin call) can, under certain conditions, improve the performance of dynamic hedging with respect to median terminal wealth.

Environmental insurance for lenders: What is it, and can it substitute for due diligence?

This article will address two aspects of the new environmental insurance policies for lenders (usually referred to as secured creditor, or SC, policies): that of the sometimes significant differences among the policies now on the market, and the controversial due diligence issue—whether the policies can be a substitute for environmental due diligence or a Phase I. The four major environmental carriers offer five off‐the‐shelf forms to protect the lender from environmental liability. Each form has a coverage part or insuring agreement applicable to the lender's primary concern, liability arising out of the borrower's inability to repay a loan due to a pollution condition; this is generally called the collateral loss value coverage part. The other coverage parts or insuring agreements of the policies address the lender's direct liability for cleanup costs, bodily injury, or property damage, which is of lesser concern to the lender, particularly before foreclosure. The collateral loss value coverage parts of the five policies differ significantly from each other in their treatment of ‘trigger of coverage and method of payment. The direct liability coverage parts differ somewhat less from each other. The four carriers have very different approaches to what they will do when there is a desire for combined coverage, that is, coverage for the borrower as well as the bank. The premiums for such combined coverage and for separate SC policies can vary widely, although SC policy premiums, in general, are often significantly lower than pollution liability policy premiums for the owner or borrower with respect to the same property. Lenders can purchase two types of portfolio programs‐a blanket policy applicable to a portfolio of loans, and portfolio insurance that can be used for securitization purposes. It is these portfolio programs that have been marketed as a substitute for due diligence. Environmental insurance can never be a true substitute for due diligence. The two provide an entirely different form of protection and are natural complements of, not substitutes for, one another. However, it may be possible for banks to use SC portfolio coverage as an alternative to the banks’ due diligence programs with regard to the bank's liability for collateral loss value. The rating agencies have recently concluded that this can be done for conduitor small loans if certain of their concerns are addressed: continued reliance on due diligence in certain contexts; the company's Best's rating; its claims‐paying record; and, most crucially, the policy form. While all of the policies contain provisions that the rating agencies criticize, the carriers are generally flexible about tailoring policy language to the requirements of a particular deal, provided someone competent represents the lender in negotiating those changes.

Control the Purpose, Not the Contents: Coaching the Creation of Teaching Portfolios

Abstract Portfolio systems are proliferating to evaluate preservice teachers, but they increasingly include lengthy lists of required elements, forms of reflection, and methods of display. Meanwhile, portfolio systems for university faculty allow considerable freedom of expression. Portfolio programs not only can, but must, allow students both freedom and responsibility in portfolio construction if portfolios are to become valid and reliable alternatives to exit exams. In this article, I demonstrate how to guide responsible construction of individually surprising student teacher portfolios. The article includes examples of portfolios created by graduate and undergraduate teaching students.

Linking Large-Scale Testing and Classroom Portfolio Assessments of Student Writing

In this article, I explore how portfolio assessment in the area of writing can provide new links between large-scale testing and classroom assessment. After analyzing varied types of large-scale testing in writing-including multiple-choice tests and tests that include writing samples produced in testing settings - I describe several portfolio programs at work: one in the Pittsburgh school district, Arts PROPEL; a large-scale, classroom-centered portfolio effort for elementary students in England, The Primary Language Record (1988); a state-level portfolio assessment from Vermont for Grades 4 and 11; and a large-scale national examination for completion of secondary school in Great Britain, the General Certificate of Secondary Education. These examples show how portfolio assessment could link large-scale testing and instructional assessment. However, the examples also show that classroom-based portfolios were more likely to be successful and lasting than portfolios used for large-scale testing. I argue that if testing and assessment in writing are to be linked, portfolios will need to gain a stronger foothold in large-scale testing, something that will happen only when testers, teachers, and policymakers begin to work together reciprocally.