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NHS knowledge and library staff are a highly specialist workforce delivering an economic benefit of £77 million per annum to the health service in England. To achieve their full potential and meet the changing needs of the NHS, it is vital that the workforce remains up to date through the continuing development of their skills, knowledge, and behaviours. This article outlines the work of Health Education England to gain Chartered Institute of Library and Information Professionals (CILIP—The Library and Information Association) quality accreditation for the short course offers delivered through the NHS Knowledge for Healthcare Learning Academy. It summarises the benefits of this accreditation for Health Education England, for employers, and for knowledge and library staff participating in the short courses. Learning points from the experience of the accreditation process are described and shared. 相似文献
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Dominic Wyse 《Educational studies》2000,26(3):355-364
One of the most contested areas in relation to literacy has been the teaching of reading. The British National Literacy Strategy (NLS) was intended to foreclose the reading debate by taking a clear position on the teaching of reading and prescribing this for all schools. National policy makers have claimed that the NLS is underpinned by research evidence. The central question that informs this paper is: has the research evidence on the teaching of reading demonstrated that the greater emphasis on phonics evident in the NLS Framework for Teaching is justified? Empirical evidence in a number of key areas is reviewed: seminal work; teaching method evaluations; longitudinal evidence and the DfEE review of research and related evidence. It is concluded that there is a weak link between research and the prescribed phonics teaching in the Framework, and that changes should be made to reflect more accurately the research evidence. 相似文献
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Introducing students to the application of statistics and investigative methods in political science
This exercise introduces students to the application of statistics and its investigative methods in political science. It helps students gain a better understanding and a greater appreciation of statistics through a real world application. 相似文献
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Despite evidence that young children are sensitive to differences in angle measure, older students frequently struggle to grasp this important mathematical concept. When making judgments about the size of angles, children often rely on erroneous dimensions such as the length of the angles' sides. The present study tested the possibility that this misconception stems from the whole‐object word‐learning bias by providing a subset of children with a separate label to refer to the whole angle figure. Thirty preschoolers (M = 4.86 years, SD = .53) were tested with a pretest–training–posttest design. At pretest, children showed evidence of the whole‐object misconception. After training, children who were given a novel‐word label for the whole object improved significantly more than those trained on the meaning of “angle” alone. 相似文献