Using Six Sigma and Lean in the Library     

Elizabeth Nelson 《College & Undergraduate Libraries》2015,22(3-4):312-324

Businesses have long relied on a variety of strategies to improve quality, efficiency, and service. Some ideas that have persisted over time are Six Sigma and Lean. While Six Sigma, originally intended for manufacturing, focuses on quality and Lean mainly addresses waste, many of the tools and principles involved can also apply to libraries. This article will review the literature on Lean and Six Sigma as they are used in business and then as they have been used in libraries. The resulting discussion will cover how the principles can be applied to better connect with stakeholders by mapping processes and discovering what is value added (VA) versus nonvalue added (NVA), anticipating failure modes using the failure mode and effects analysis (FMEA) framework, and implementing control plans to maintain quality processes and service.  相似文献   

Correction to: Mapping the field of research on African higher education: a review of 6483 publications from 1980 to 2019     

Zavale  Nelson Casimiro  Schneijderberg  Christian 《Higher Education》2022,83(1):235-240

Higher Education - A Correction to this paper has been published: https://doi.org/10.1007/s10734-021-00691-x  相似文献   

The affective-cognitive attitude dimension of teachers of educable mentally retarded minors     

L J Schmidt  C C Nelson 《Exceptional children》1969,35(9):695-701

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Editorial     

Nelson Aldrich 《The Urban Review》1967,2(3):29-29

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Acute ballistic muscle stretching inhibits maximal strength performance.   总被引：2，自引：0，他引：2  

A G Nelson  J Kokkonen 《Research quarterly for exercise and sport》2001,72(4):415-419

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Obituary; Keith Pavitt     

Richard R Nelson 《Research Policy》2003,32(5):iii

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Effect of foster care on young children's language learning     

Windsor J  Benigno JP  Wing CA  Carroll PJ  Koga SF  Nelson CA  Fox NA  Zeanah CH 《Child development》2011,82(4):1040-1046

This report examines 174 young children's language outcomes in the Bucharest Early Intervention Project, the first randomized trial of foster placement after institutional care. Age of foster placement was highly correlated with language outcomes. Placement by 15 months led to similar expressive and receptive language test scores as typical age peers at 30 and 42 months. Placement from 15 to 24 months also led to dramatic language improvement. In contrast, children placed after 24 months had the same severe language delays as children in institutional care. Language samples at 42 months confirmed that placement after 24 months led to lower expressive skill.  相似文献   

V. THE NEUROBIOLOGICAL TOLL OF EARLY HUMAN DEPRIVATION     

Charles A. Nelson III  Karen Bos  Megan R. Gunnar  Edmund J. S. Sonuga‐Barke 《Monographs of the Society for Research in Child Development》2011,76(4):127-146

Children raised in institutions frequently suffer from a variety of behavioral, emotional, and neuropsychological sequelae, including deficits in attention, executive functions, disorders of attachment, and in some cases a syndrome that mimics autism. The extent and severity of these disorders appear to be mediated, in part, by the age at which the child entered and, in some cases, left the institution. Here we review the neurobiological literature on early institutionalization that may account for the psychological and neurological sequelae discussed in other chapters in this volume.  相似文献   

Measuring the Diversity Inclusivity of College Courses     

Thomas F. Nelson Laird 《Research in higher education》2011,52(6):572-588

Most studies of curricular diversity have focused on the effects of participation in diversity courses on student outcomes. Though the results have been positive, these studies have used limited measures of curricular diversity and there is a great need for a complimentary body of research demonstrating what faculty and what types of courses are more likely to include diversity. This study relies on 12 diversity inclusivity items derived from a comprehensive model of how diversity is included into a course to investigate how much diversity is being included in collegiate courses and what predicts diversity inclusivity, as measured by two scales: diverse grounding and inclusive learning. The results, based on 7,101 responses from faculty participating in the 2007 Faculty Survey of Student Engagement, suggest that most faculty are including diversity in their courses in some way, but that women and faculty of color tend to include diversity to a greater extent than their colleagues. Also, courses taught in the soft fields are more likely to be inclusive of diversity.  相似文献   

Gender Gaps in Collegiate Teaching Style: Variations by Course Characteristics     

Thomas F. Nelson Laird  Amy K. Garver  Amanda Suniti Niskodé-Dossett 《Research in higher education》2011,52(3):261-277

Using data from over 9,000 faculty members that participated in the Faculty Survey of Student Engagement (FSSE), this study examined the moderating role a range of course characteristics played on the effects of gender on the percentage of class time spent on various activities, a measure of teaching style. Results revealed gender differences, but that the gaps between men and women in lecturing and active classroom practices varied by disciplinary area, course level, and the number of times a course had been taught by the same instructor. The results confirm that gender effects depend on context, which implies that efforts to improve teaching and learning must also adapt to the instructional context.  相似文献