Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This paper focuses on one of the factors that appears to be important in several conceptualizations of how to approach the digital divide; the differential possession of so-called digital skills. Since a lot of digital skill related interpretations are given to an extended range of terms only few frameworks are available that mostly lack operational definitions. To encourage more research to focus on in-depth skill measurements, we propose operational definitions for operational, formal, information and strategic skills. We use this framework to measure the Internet skills of the Dutch population at large, by giving 109 subjects nine assignments to be accomplished on the Internet. Subjects were recruited following a two step approach; randomly select a sample from the book/list of fixed telephony subscribers, followed by drawing a selective quota sample for the strata of sex, age and educational level. The results indicate that on average 80.1% of the operational skill Internet tasks, 71.5% of formal Internet skills tasks, 62% of the information Internet skills tasks and 22% of strategic Internet skills tasks assigned have been successfully completed. Performances are significantly different for people with high, medium and low level of education attained and for people with different age, but not for people with different sex, not for weekly time spent on the Internet, and on most occasions not even for years of Internet experience. Seniors above 55 perform worst in all skills. Young people between 18 and 30 are superior in operational and formal skills but not in information and strategic skills.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: In soft skill discrimination, African-Americans are believed to be less
skilled in interacting with customers than whites. If employers are engaging
in soft skill discrimination against African-Americans, then, it would then
follow that African-Americans should be less likely to be promoted into jobs
with higher soft skill requirements. Using the National Longitudinal Survey of
Youth 1979-2000, I investigate these claims using a measure of soft skills
derived from the Dictionary of Occupational Titles. Blacks are less likely to gain
access to occupations involving higher amounts of soft skills, net of
controls. While work experience increases white men’s access to occupations
with greater soft skill requirements, this is not true for black men and
women. Analyses by educational attainment shows that this pattern holds only
for high school dropouts and high school graduates.

Supporting Publications:
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Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Just plain data analysis (JPDA) is the most common form of quantitative analysis in the discipline of political science. It involves technical, analytic and even artistic skills and knowledge that are not presented (or not well presented) in most introductory quantitative or qualititative research methods courses or textbooks. Nevertheless these are skills that our students can apply in much their other political science coursework and in their future careers. Moreover, political science research would have much to gain were its practitioners to develop some of these skills. This paper describes the plain data analysis competencies that ought to be included in a political science research methods curriculum, why it is important that they be taught, and some of the resources available for instructors.

Publication Type: Abstract
Abstract: Background: To develop and implement courses for Advanced Practice Experience (APE) rotations in inpatient and ambulatory care during the third (P3) professional year for the demonstration of basic pharmaceutical care skills prior to the start of the full-time P4 APE program. Specifically, the student will be able to: (1) describe the basic role of a pharmacist and other health care professionals in the patient care setting; (2) utilize a patient database; (3) provide responses to requests for drug information; (4) conduct medication histories; (5) conduct physical assessment; (6) for selected disease states; identify and develop goals for medical and drug related problems, recommend/justify drug treatment, and monitor/evaluate drug therapy; (7) effectively communicate with patients, pharmacists, and healthcare professionals; (8) present a patient to the preceptor; (9) write a SOAP note; and (10) prioritize practice problems/develop problem solving skills. Methods: Each student completes one rotation (in either the inpatient or ambulatory setting) during the P3 year. Rotations are five weeks long and meet Monday, Wednesday, and Friday from 8:00 a.m. until 12:00 p.m. The Director of APE and the Practice Faculty collaborated for the development of a student assessment form, a rotation checklist, and grading tools for a medication history, patient counseling session, SOAP note, and a patient monitoring form. Students evaluate the preceptor and practice site at the end of the rotation. Implications: P3 APE rotations teach students basic clinical skills useful in most clinical settings. This increases student confidence and maximizes learning early in the P4 APE program.

Publication Type: Abstract
Abstract: Patient Care Experiences I – VI are a series of required courses in the P1 through P3 year that were originally designed for the purposes of offering introductory pharmacy practice experiences and opportunities for practicing pharmacy care skills. The series of courses was developed using the satisfactory/unsatisfactory (S/U) grading system and offered several oral examinations or presentations as the means of summative assessment. During the five years that this series of courses has been offered, the content has changed to include regulatory accountability, current topical lectures, case study and journal article discussions, service-learning activities, writing assignments, on-line calculations quizzes, and quizzes on most commonly used drugs, non-prescription products and dietary supplements. The purpose of these added assessments is to reinforce concepts taught in the disease state modules and the foundational courses of the P1 year (biostatistics, patient counseling, areas of pharmacy practice, quality-of-life measures, and pharmacoeconomics). Based on course evaluations, student-focus group input, faculty input, and the evolution of the course content, the course series will change in name to The Practice of Pharmacy I – VI and convert to a traditional grading format (A – F) for the academic year 2006 – 2007. A description of the evolution of the course content, course assessment data, and the rationale for the change in the title of the series of courses and grading system will be presented.