Erikson,Ego identity and the dyslexic school child     

Jane Williams Wise 《Annals of dyslexia》1966,16(1):74-78

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From published paper to MR review: How does it happen?     

Jane E. Kister 《Publishing Research Quarterly》1995,11(2):14-19

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Reference and collection development on the internet: A how-to-do-it manual for librarians: by Elizabeth Thomsen. New York: Neal-Schuman, 1996. 177p. $45.00. ISBN 1-55570-243-0. LC 96-14737 (How-To-Do-It Manuals for Librarians, No. 66).     

B.Jane Scales  Electronic Resources Librarian 《The Journal of Academic Librarianship》1996,22(6):472

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Bishop Memorial Lecture 1992. ‘The Incomparable Mac: Back to the Future.’ Given by Shane Godbolt,NW Thames Regional Librarian, 9th November 1992 at the British Medical Association     

Jane Rowlands 《Health information and libraries journal》1993,10(3):127-128

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Enlightenment and measurement - a way to improve health among high school students     

J Greve  LB Andersen 《Journal of sports sciences》2012,30(12):1199-1205

Abstract This paper examines the effect of participating in a web-based health programme that promotes personal tracking of high school students' own measurements of a number of health-related parameters. Danish cross-sectional survey data were used to examine the effects of the health programme on various health measures. Both quantile regression models and standard ordinary least squares (OLS) models were used to explore the correlations between the students' participation in the health programme and their body mass index (BMI), body fat percentage, aerobic fitness, and well-being. Participation in the health programme increased BMI and aerobic fitness among students with a BMI or an aerobic fitness value ranging from the 25th percentile to the 75th percentile and reduced body fat percentage among students with the highest percentages of body fat. In addition, the health programme led to an increased feeling of wellbeing among students, especially those with high BMI levels and poor aerobic fitness. As the schools participated in the health programme on voluntary basis and at a financial cost to themselves, the positive effects of participation found can only be stated to be valid among students from committed schools.  相似文献   

The lived experience of knowing in childbirth     

Savage JS 《The Journal of perinatal education》2006,15(3):10-24

Research on knowing in childbirth has largely been a quantitative process. The purpose of this study was to understand the ways first-time mothers learn about birth. A phenomenological approach, using a feminist view, was used to analyze two in-depth interviews and journals to understand nine first-time expectant mothers' experiences of knowing in childbirth. The findings demonstrated a range of knowledge that contributed to issues of control and conflict. The participants also described an increased dependency on their mothers and a lack of their own intuition contiguous to the birth process. These findings contribute understanding to how expectant mothers know birth, suggesting that their knowing does not diminish conflict surrounding the event and may even exacerbate it when not combined with learning skills to manage conflict. Childbirth educators may want to include instruction on negotiating power differential in relationships encountered during childbirth in order to strengthen a first-time mother's ability to receive the care she wants. Educators may also want to assess the expectant mother's view of birth and her expectations for birth. Schools of nursing should consider the inclusion of women-centered care curricula at both the undergraduate and graduate levels. The mothers' responses in this study clearly reveal that the politics surrounding birthing remain in place and must be removed in order to provide a supportive environment for normal birth.  相似文献   

Middle‐class struggle? Identity‐work and leisure among sixth formers in the United Kingdom     

Mary Jane Kehily  Rob Pattman 《British Journal of Sociology of Education》2006,27(1):37-52

This paper explores the ways in which sixth‐form students in Milton Keynes negotiate their identities and the symbolic significance they attach to leisure activities in the process of doing this. The paper draws upon qualitative, young‐person‐centred interviews with sixth formers in state and private schools. We address the investments of sixth formers in constructing themselves as autonomous individuals and argue that they do so from a position of middle‐class subjects‐in‐the‐making. Through an inversion of Willis’ (1977 Willis, P. 1977. Learning to labour, Aldershot: Gower.  [Google Scholar]) (focus, our concern is to make explicit the implicitly middle‐class identities sixth formers were forging. We argue that the identity‐work of sixth formers plays a part in the reproduction of school‐based class inequalities by pathologising working‐class students while constructing themselves as bourgeois liberal individuals.  相似文献   

Planning changes to health library services on the basis of impact assessment     

Urquhart C  Thomas R  Ovens J  Lucking W  Villa J 《Health information and libraries journal》2010,27(4):277-285

Background: Various methods of impact assessment for health library services exist, including a toolkit developed for the UK. The Knowledge, Resource and Information service (KRIS) for health promotion, health service commissioning and public health (Bristol area, UK) commissioned an independent team at Aberystwyth University to provide an impact assessment and evaluation of their services and to provide evidence for future planning. Objective: The review aimed to provide an action plan for KRIS through assessing the impact of the current service, extent of satisfaction with existing services and views on desirable improvements. Methods: Existing impact toolkit guidance was used, with an adapted impact questionnaire, which was distributed by the KRIS staff to 244 users (response rate 62.3%) in early 2009. The independent team analysed the questionnaire data and presented the findings. Results: Users valued the service (93% considered that relevant information was obtained). The most frequent impacts on work were advice to patients, clients or carers, and advice to colleagues. Literature searching and current awareness services saved staff time. Many users were seeking health promotion materials. Conclusion: The adapted questionnaire worked well in demonstrating the service impacts achieved by KRIS, as well as indicating desirable improvements in service delivery.  相似文献   

Insights into inclusive education through a small Finnish case study of an inclusive school context     

Jane Mary Tarr  Diana Tsokova  Ulla-Maija Takkunen 《International Journal of Inclusive Education》2013,17(7):691-704

This study seeks to present data and discussion arising from a case study of a school in Finland renowned for its practice in the inclusion of learners with additional support requirements due to cognitive and physical disabilities. It aims to establish how the school staff understand their practice with inclusion through day-to-day professional experiences. The process of reflexive dialogue has enabled authors to reconceptualise our understanding of inclusive education through gaining deep contextual insight. The case study emerges as an inspiring effort to reduce exclusion and isolation through skilful manipulation of physical, institutional and communicative contexts, from which we may draw valuable lessons. The case study demonstrated high levels of personal motivation in teachers and assistants, used as a force for participation in inclusive education – bottom-up, via dialogue, consultation, voluntary involvement and transformation by exposure. This democratic approach was evident in and supported through leadership and management, teaching and learning, and the involvement of the wider community.  相似文献   

Students with autism in regular classes: a long-term follow-up study of a satellite class transition model     

Elaine Keane  Fiona Jane Aldridge  Trevor Clark 《International Journal of Inclusive Education》2013,17(10):1001-1017

Students with autism spectrum disorders (ASDs) are increasingly being educated within mainstream schools. While there is often an assumption that students with ASD who are academically capable will succeed in an inclusive educational placement, previous research has indicated that this is not always the case. Indeed, it seems that students with ASDs are often not equipped to cope with the social and communication demands of a mainstream classroom. Autism Spectrum Australia's (Aspect) satellite class programme aims to address this gap by blending specialised intervention with strategies to prepare students and receiving schools for transition to more inclusive educational placements. A long-term follow-up study comprising a parent survey of satellite class graduates and four detailed case studies was undertaken to determine whether these classes led to successful placement of students with ASD in more inclusive educational settings. Results indicated that a majority of graduates remained placed in more inclusive educational settings. Overall, parents were satisfied with the programme. Attendance at a satellite class was just one of a number of factors associated with positive outcomes in late adolescence. These findings are discussed in terms of their implications for teachers and school staff planning for and supporting students with ASDs in their transition to inclusive educational settings.  相似文献