Patient and Public Information delivery through NHS library and knowledge services: how Knowledge for Healthcare changed the landscape          下载免费PDF全文

Holly Case  Natasha Howard  Maria J. Grant 《Health information and libraries journal》2017,34(3):183-186

Health care library and knowledge services (LKS) are now expected to contribute to the provision of Patient and Public Information (PPI). The challenges of an ageing population, prevalence of long‐term conditions and the encouragement of patients to self manage give added impetus. The Knowledge for Health care PPI Task and Finish Groups developed strategic partnerships with national organizations and produced a suite of resources to support LKS staff. Outputs include guidance, workshop materials, an Ideas Bank and Guide to NHS Choices. The work of the PPI Task and Finish groups will continue to support staff as they develop activities and evidence its impact.  相似文献   

Race And Ethnicity: Powerful Cultural Forecasters Of Science Learning And Performance     

Mary M. Atwater  Jennifer Lance  UrLeaka Woodard  Natasha Hillsman Johnson 《理论付诸实践》2013,52(1):6-13

This article addresses the impact of race and ethnicity on students' science learning in US schools. Specifically, it discusses (a) the constructs of race, ethnicity, and culture, and the racial and ethnic student composition in US public schools; (b) effective classroom practices for curriculum, instruction, and assessment related to race and ethnicity; and (c) future policy and practice regarding race and ethnicity in science education. We discuss the science learning and teaching of African American, Latino, and Asian American students. Even though Asian American students are viewed as the model minority, some struggle with science learning, because their languages and cultures are seen as hurdles. As there is little defendable science education research related to Native Americans at the precollege level, we remain silent in this area.  相似文献   

Attachment insecurity mediates the relationship between childhood trauma and eating disorder psychopathology in a clinical sample: A structural equation model     

Giorgio A. Tasca  Kerri Ritchie  Fotini Zachariades  Genevieve Proulx  Anne Trinneer  Louise Balfour  Natasha Demidenko  Genevieve Hayden  Alison Wong  Hany Bissada 《Child abuse & neglect》2013

Objectives

Childhood maltreatment occurs often among those with an eating disorder and is considered a nonspecific risk factor. However, the mechanisms by which childhood maltreatment may lead to an eating disorder are not well understood. The current study tests a model in which attachment insecurity is hypothesized to mediate the relationship between childhood maltreatment and eating disorder psychopathology.

Method

Treatment seeking adults with eating disorders (N = 308) completed questionnaires about childhood maltreatment, eating disorder psychopathology, and adult attachment.

Results

Structural equation models indicated that childhood trauma had a direct effect on eating disorder symptoms. Also, attachment anxiety and avoidance each equally mediated the childhood maltreatment to eating disorder psychopathology relationship.

Conclusions

Attachment insecurity, characterized by affect dysregulation and interpersonal sensitivities may help to explain why eating disorder symptoms may be one consequence of childhood maltreatment in a clinical sample. Clinicians treating primarily those with trauma might assess for disordered eating as a potential manifestation of the sequelae of trauma and attachment insecurity.  相似文献   

To write what cannot be written: female circumcision in African and Middle Eastern literature     

Natasha Maria Gordon 《Changing English: An International Journal of English Teaching》2004,11(1):73-87

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Issues of Methods and Theory in the Study of Mathematics Teachers’ Professed and Attributed Beliefs     

Natasha?M.?SpeerEmail author 《Educational Studies in Mathematics》2005,58(3):361-391

In research on teachers’ beliefs, a distinction is often made between what teachers state (“professed beliefs”) and what is reflected in teachers’ practices (“attributed beliefs”). Researchers claim to have found both consistencies and inconsistencies between professed and attributed beliefs. In this paper, methods and research designs typically used in studies of teachers’ beliefs are examined. It is asserted that, in some cases, the perceived discrepancy between professed and attributed beliefs may actually be an artifact of the methods used to collect and analyze relevant data and the particular conceptualizations of beliefs implicit in the research designs. In particular, the apparent dichotomy can be the result of a lack of shared understanding between teachers and researchers of the meaning of terms used to describe beliefs and practices. In addition, it is asserted that it is inappropriate to classify any belief as entirely professed since researchers make various attributions to teachers through choices about data collection, theory, analysis of data, and presentation of findings. Moreover, the emphasis on classifying beliefs in this manner may be inhibiting researchers from developing a more comprehensive understanding of teachers’ beliefs. Traditional and alternative methods are described, a data example is provided to illustrate the claims, and implications for future research are discussed.  相似文献   

When antecedents diverge: Exploring novelty and value as dimensions of creativity     

Melissa L. Gruys  Natasha V. Munshi  Todd C. Dewett 《Thinking Skills and Creativity》2011,6(2):132-137

Though an ongoing debate exists concerning how creativity should be defined and measured, it is generally agreed upon that creativity is the generation of ideas that are novel and of value ( [Amabile, 1996] and [Hennessey and Amabile, 2010] ). Yet most studies treat creativity as a black box in regards to the nature of the relationships between some commonly known antecedents of creativity and its two prime components, namely novelty and value. This is the issue we address in this exploratory paper as we look at antecedents that are similarly related and differentially related to novelty and value. We propose that such relationships could have an impact on creative outcomes in organizations. We also discuss potential implications for broader application to practitioners interested in learning how to boost their employee creativity and organizational innovativeness.  相似文献   

Bringing Equity into the Heart of Assessment          下载免费PDF全文

Erick Montenegro  Natasha A. Jankowski 《Assessment Update》2017,29(6):10-11

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Discourses of Exclusion: Immigrant-Origin Youth Responses to Immigration Debates in an Election Year     

Dafney Blanca Dabach  Aliza Fones  Natasha Hakimali Merchant  Mee Joo Kim 《Journal of Language, Identity & Education》2017,16(1):1-16

Political discourse on immigration policy often provides a window into a society’s boundaries of inclusion and exclusion. Here, we seek to understand how those in liminal positions respond to political debates that raise issues of boundary maintenance. Drawing from Bakhtinian concepts of authoritative and internally persuasive discourses as well as Gramsci’s concept of common sense, we analyzed how a superdiverse sample of 26 immigrant-origin adolescents (from Asia, Latin America, Africa, and Europe) responded to video segments of presidential debates from the 2012 U.S. election. Youth’s responses to presidential video clips about undocumented immigration policies fell along a spectrum from inclusionary to exclusionary, with many voicing mixed responses to immigration policies. Half of the youth referenced their own family’s migration experience when discussing immigration policy, most frequently in empathetic ways; however, this did not preclude them from aligning with discourses of exclusion. The theme of fairness was prevalent in their responses, yet it emerged in distinct ways. This work highlights the need to interrogate common-sense discourses of exclusion.  相似文献   

Assessment in a Learning Systems Paradigm          下载免费PDF全文

David W. Marshall  Natasha A. Jankowski 《Assessment Update》2017,29(5):8-9

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Predictors for grade 6 reading in children at familial risk of dyslexia     

Ellie R. H. van Setten  Britt E. Hakvoort  Aryan van der Leij  Natasha M. Maurits  Ben A. M. Maassen 《Annals of dyslexia》2018,68(3):181-202

The present study investigates whether grade 6 reading outcomes, reading fluency, and reading comprehension can be predicted by grade 3 reading fluency, familial risk of dyslexia (FR), and grade 3 reading related skills: rapid automatized naming (RAN), phonological awareness (PA), and vocabulary. In a sample of 150 children, of whom 83 had a parent with dyslexia, correlation and regression analyses were performed. FR, measured on a continuous scale, was by itself related to all outcomes. However, FR did not explain any variance on top of grade 3 reading fluency. Grade 3 reading fluency strongly predicted grade 6 reading fluency and was also related to reading comprehension. RAN improved the prediction of grade 6 reading fluency, though the additional explained variance was small. Vocabulary and PA fully explained the variance that grade 3 reading fluency explained in grade 6 reading comprehension. Vocabulary explained a substantial amount of variance in grade 6 reading comprehension making it an interesting clinical target. As we used continuous measures of reading fluency and FR, our findings are not biased by distinct diagnostic criteria.  相似文献