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21.
K M Smith 《Bulletin of the Medical Library Association》1969,57(4):362-367
The history of nursing education in America is briefly told, with the growth of education in institutions of higher learning emphasized. Two trends in nursing education are paralleled by similar developments in nursing literature. The growth of scholarship in nursing is also noted. It is pointed out that nursing is a discipline in its own right, and that training for leadership is required. Continuing education programs are mentioned, together with the increase in nursing literature. Integrated libraries for the health sciences are recommended. 相似文献
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Black-dyed artefacts are found in museums worldwide, many produced using an iron-tannate compound. Deterioration of iron-tannate dyed artefacts is an international preservation issue: in New Zealand the deterioration of paru (iron-tannate) dyed Māori textiles is widespread. This article reports experimental work testing the efficacy of sodium alginate, a consolidant developed for deteriorated paru-dyed muka (fibre from harakeke; Phormium tenax). The colour stability, strength retention, and acidity of paru-dyed muka consolidated with sodium alginate (0.25, 0.5, and 1% w/v in water) was tested pre- and post-artificial light ageing. This study found that sodium alginate had no negative effect on paru-dyed muka and in some cases provided benefit. Interestingly, the colour of paru-dyed muka is substantially more stable in UV-filtered light than previously recognised. Also microfading results were in agreement with visual assessments of colour change at 1 Mlux hour exposure, providing confidence in this relatively new technique to assess colour change. 相似文献
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Increased genetic testing in personalized medicine presents unique challenges for couples, including managing disease risk and potential discrimination as a couple. This study investigated couples’ conflicts and support gaps as they coped with perceived genetic discrimination. We also explored the degree to which communal coping was beneficial in reducing support gaps and ultimately stress. Dyadic analysis of married adults (N?=?266, 133 couples), in which one person had the genetic risk for serious illness, showed that perceived discrimination predicted more frequent conflicts about alpha-1 antitrypsin deficiency-related treatment, privacy boundaries, and finances, which, in turn, predicted wider gaps in emotion and esteem support, and greater stress for both spouses. Communal coping predicted lower support gaps for both partners and marginally lower stress. 相似文献
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ABSTRACTThis article explores the experiences of a group of established academic staff in New Zealand and the UK, as they undertake a doctorate in their home institutions. Our interest is in how individuals negotiate this dual status from a cultural-historical activity theory (CHAT) stance that explores how rules, tools, community and divisions of labour, and interacting activity systems, shape doctoral experiences. The focus in this article, having analysed their detailed narrative accounts, is on how academics experience three interdependent activity systems: those surrounding the thesis, the institutional context, and the home-life spheres. Issues related to time, workload and supervision issues, variability in collegial support and impact on personal priorities and time emerged. There is a range of particularities – from easy access to resources/supervisors to inflexible institutional regulations – applicable to this group of doctoral candidates. Negotiating life as an academic with concurrent doctoral candidature provides positive outcomes in terms of teaching, research confidence and general personal and professional development. However, a range of difficulties can also be encountered, particularly in relation to personal and professional relationships, and workload management. 相似文献
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A Campus-Wide Investigation of Clicker Implementation: The Status of Peer Discussion in STEM Classes
Justin D. Lewin Erin L. Vinson MacKenzie R. Stetzer Michelle K. Smith 《CBE life sciences education》2016,15(1)
At the University of Maine, middle and high school teachers observed more than 250 university science, technology, engineering, and mathematics classes and collected information on the nature of instruction, including how clickers were being used. Comparisons of classes taught with (n = 80) and without (n = 184) clickers show that, while instructional behaviors differ, the use of clickers alone does not significantly impact the time instructors spend lecturing. One possible explanation stems from the observation of three distinct modes of clicker use: peer discussion, in which students had the opportunity to talk with one another during clicker questions; individual thinking, in which no peer discussion was observed; and alternative collaboration, in which students had time for discussion, but it was not paired with clicker questions. Investigation of these modes revealed differences in the range of behaviors, the amount of time instructors lecture, and how challenging the clicker questions were to answer. Because instructors can vary their instructional style from one clicker question to the next, we also explored differences in how individual instructors incorporated peer discussion during clicker questions. These findings provide new insights into the range of clicker implementation at a campus-wide level and how such findings can be used to inform targeted professional development for faculty. 相似文献
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