Blurring Boundaries between Technical Communication and Engineering: Challenges of a Multidisciplinary, Client-Based Pedagogy     

Patricia Wojahn  Julie Dyke  Linda Ann Riley  Edward Hensel  Stuart C. Brown 《Technical Communication Quarterly》2001,10(2):129-148

Educational settings tend to provide highly specialized contexts for learning. In contrast, workplaces are increasingly multidisciplinary, presenting challenges often not considered in the technical communication curriculum. Our technical communication program is addressing this issue by building partnerships with programs in mechanical engineering and industrial engineering. In this article, we discuss a study of our initial semester matching technical communication students with teams of engineers in a capstone, client-based design course. We focus on challenges the students faced in the multidisciplinary, client-based experience. Based on our initial results, we suggest that academic and professional settings could do more to address the types of challenges identified. We call for a more inclusive pedagogy, one that expands the boundaries of technical communication and welcomes multidisciplinary experience in shared contexts.  相似文献   

Genital examinations for alleged sexual abuse of prepubertal girls: findings by pediatric emergency medicine physicians compared with child abuse trained physicians     

Makoroff KL  Brauley JL  Brandner AM  Myers PA  Shapiro RA 《Child abuse & neglect》2002,26(12):1235-1242

OBJECTIVE: This study compares abnormal genital examination findings made by pediatric emergency medicine (PEM) physicians to examinations by physicians with training in child sexual abuse in the evaluation of prepubertal girls for suspected sexual abuse. METHOD: A prospective study was performed following the genital examination by a PEM physician of prepubertal girls suspected of being sexually abused. A physician with training in child sexual abuse re-examined those girls whose examinations were interpreted as abnormal by the PEM physicians. The findings and interpretations of the PEM physician were then compared to those by the physicians with training in child abuse. RESULTS: Between October 1994 and October 1998, 46 patients diagnosed by PEM physicians with nonacute genital findings indicative of sexual abuse were re-examined by a physician with training in child abuse. The follow-up examinations were done 2 days-16 weeks (mean 2.1 weeks) after the emergency department visit. The physicians with training in child abuse concluded that only eight of these children (17%) showed clear evidence of abuse. Normal findings were noted in 32 children (70%), nonspecific changes were noted in 4 children (9%), and 2 children (4%) had findings that are more commonly seen in abused children than nonabused children but are not diagnostic for abuse (concerning for abuse). CONCLUSIONS: There was poor agreement between the pediatric emergency medicine physicians and the physicians with training in child sexual abuse. This study suggests that emergency medicine physicians should consider additional training in this area. In addition, all children with abnormal ED examinations should have follow-up examinations by a child abuse trained physician.  相似文献   

Recipes for fun     

Ann Cole  Carolyn Haas  Betty Weinberger 《Early Childhood Education Journal》1976,4(1):40-42

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Recipes for fun     

Ann Cole  Carolyn Haas  Elizabeth Heller  Betty Weinberger 《Early Childhood Education Journal》1973,1(1):38-41

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A cross-cultural investigation of the use of teaching styles     

Cothran DJ  Hodges Kulinna P  Banville D  Choi E  Amade-Escot C  MacPhail A  Macdonald D  Richard JF  Sarmento P  Kirk D 《Research quarterly for exercise and sport》2005,76(2):193-201

Teacher beliefs are a major influence on teacher actions. Because context influences beliefs, it was the purpose of this study to explore teachers' beliefs about Mosston's Spectrum of Teaching Styles from an international perspective. Over 1,400 teachers from 7 countries completed a survey related to their self-reported use of and beliefs about various teaching styles. Data suggested a shared core of reproduction teaching style use. The use of and beliefs about the production styles of teaching were more varied. Teachers' use of styles was significantly related to their beliefs about the styles.  相似文献   

Managing knowledge to support the patient journey in NHS Scotland: strategic vision and practical reality     

Wales A 《Health information and libraries journal》2005,22(2):83-95

BACKGROUND: The strategy for NHS Scotland Knowledge Services is set in the context of a global transition to a networked model of management within health services. OBJECTIVES: Development planning for NHS Scotland aims to establish strategic vision and operational delivery systems which meet the needs of this changing health environment. METHODS: Analysis of knowledge needs at strategic organizational level and through consultation with healthcare staff form the basis of a vision of seamless knowledge support throughout all stages of the patient journey, based on a hybrid model of complementary human- and technology-based knowledge networks. RESULTS: The central role of the NHS Scotland e-library as a system-wide technology infrastructure facilitating management of both explicit and tacit knowledge is described. The implementation pathway and approaches to evaluation are outlined, based on practical steps to translate the concept of knowledge networks into a working reality. CONCLUSIONS: The model emerging is that of a knowledge matrix, with the primary delivery system comprising inter-dependent human, organizational and technology-based networks focused on the overriding common purpose of improving patient care.  相似文献   

Technical Instructions for Authors     

Anna?SierpinskaEmail author  Marie?Sheldon 《Educational Studies in Mathematics》2005,58(1):137-143

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Faculty–library collaborations in digital history: A case study of the travel journal of Cornelius B. Gold     

Ann Marie Davis  Jessica McCullough  Ben Panciera  Rebecca Parmer 《College & Undergraduate Libraries》2017,24(2-4):482-500

ABSTRACT

In this article, the authors present a case study on a teaching and learning initiative in digital humanities at Connecticut College. The article outlines a project in which students in a midlevel history course collaborated with library staff and faculty to develop a digital exhibition on a nineteenth-century journal in the College's collection. The cooperative approach and institutional support that the team received provided an effective and flexible means for achieving common goals. As students applied emergent technologies to college collections, they were able to conduct meaningful research and bring archival resources to new audiences.  相似文献   

Sprouting STEMs: Recruiting future science librarians through an undergraduate science information internship     

Matthew Harrick  Lee Ann Fullington 《College & Undergraduate Libraries》2017,24(1):65-79

The challenge of recruiting science librarians is an ongoing issue, despite efforts to isolate, address, and remedy the deficiency. Most research has focused on investigating why current science librarians chose their careers and on ways library information science (LIS) programs can entice Master of Library and Information Science (MLIS) candidates into science librarianship. At Brooklyn College, librarians created a science information internship for undergraduate science majors. By exposing these students to librarianship as a potential career path, we hope to attract and groom future science librarians. This article discusses the development of the internship, the challenges and successes of the pilot, and the assessment of the pilot for improvements and expansion.  相似文献   

Is saying ‘sorry’ enough? examining the effects of apology typologies by organizations on consumer responses     

May O. Lwin  Jun-Qi Loh  Marilyn Hui-Ying Peh  Sarah Ann Rodriguez  Nur Hanisah Binte Zelani 《亚洲交流杂志》2017,27(1):49-64

Apology has been found to be the most effective strategy in times of crises. However, there is a dearth of research on the kinds of apology used and how primary stakeholders, in particular consumers, received them. This study aims to examine consumer responses to the types of apologies offered post crises against the levels of attribution of responsibility. We also assess the potential mediating role of ethical concerns by developing the Perception-Behavioral Model of Crisis Response. An experiment was conducted to ascertain consumers’ impression of the organization post-apology. The results showed that the attribution of crisis responsibility significantly influences complaining, withholding and negative word-of-mouth behaviors. However, a very high degree of apology issued by the organization does not necessarily translate to reduced negative responses from consumers in light of the large attribution of responsibility. Finally, the Perception-Behavioral Model of Crisis Response suggests that ethical concerns can mediate negative behavioral intentions from consumers.  相似文献