Building bridges: towards integrated library and information services for mental health and social care     

Norma Blackburn 《Health information and libraries journal》2001,18(4):203-212

This research focuses on identifying the information needs of health professionals, social workers and staff from voluntary agencies, who work together in the provision of services for people with a mental illness. The aim is to provide a fully integrated library and information service for mental health and social care. A number of recent government reports have prompted this research. These have culminated in the publication of the National Service Framework for Mental Health. It was decided to conduct a qualitative study using 17 semi‐structured interviews with individuals and multi‐professional groups. A thematic analysis highlighted a number of key themes including: information need, information seeking behaviour and information flows. Results have indicated that because of the dispersed nature of mental health services, across primary and secondary care, and from statutory and non‐statutory organisations, information technology is viewed as the only realistic vehicle to provide the required information. As specialist mental health trusts are configured, covering wider geographical areas, this can only increase the reliance on information technology, for information access and information sharing.  相似文献   

Managing the interview : by Susan Carol Curzon. New York: Neal-Schuman, 1995. 143p. $39.95. ISBN 1-55570-160-4. LC 94-47336 (How-To-Do-It Manuals for Librarians, No. 47).     

Norma Corral  Reference Collection Coordinator 《The Journal of Academic Librarianship》1996,22(6):471

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Mathematical tasks designed to foster a reconceptualized view of early arithmetic     

Erna Yackel  Diana Underwood  Norma Elias 《Journal of Mathematics Teacher Education》2007,10(4-6):351-367

We discuss mathematical tasks used in a first mathematics content course for elementary teachers at our university to foster a deep conceptual understanding of early arithmetic, including basic concepts of number, number relationships and strategies, and coordinating units of different rank. Our approach is to immerse our students in a base 8 world for up to six weeks. A key aspect is that we develop base 8 vocabulary. We use base 8 analogs of instructional sequences developed in classroom teaching experiments in the elementary grades that have been proven successful to promote deep conceptual understandings of basic arithmetic and place-value numeration in young children. As a result, our students have unique opportunities to develop a reconceptualized view of early arithmetic and learn how it can be advanced.  相似文献   

Students' insights on the use of video lectures in online classes     

Norma I. Scagnoli  Jinhee Choo  Jing Tian 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(1):399-414

Video lectures (VL), considered an effective means for delivering course content and infusing teaching presence in the virtual environment, have become very popular in education. The purpose of this study was to investigate online student experiences with VL focusing on their opinion of usefulness of VL, their satisfaction with them and their perception of learning derived from them. Our findings show that students' satisfaction with VL has a strong relationship with positive overall learning experience and perception of impact of video on learning. Furthermore, VL can enhance a feeling of engagement with content because of learners' control of the media and instructors' presence. The findings also alert us on the importance of careful planning and balanced integration of VL with other course materials. This provides important information on the effectiveness of video-lectures in college teaching and learning and implications for practice in online course design.  相似文献   

Emotional and behavioural development in Glasgow primary schools     

Rachel Pritchett  Gail Nowek  Cróna Neill  Helen Minnis 《Educational Psychology in Practice》2014,30(3):307-320

Studies examining the well-being of British children find that about 5–10% are at risk of developing problems. This study aimed to examine the emotional and behavioural development of six to eight year olds in an area of socio-economic deprivation in Glasgow (Scotland) and compare this with UK norms. Furthermore, it aimed to look at overlap between the problems children had. It was a population-based survey involving parents and teachers of 1658 children. The study found that the overall emotional and behavioural development in this deprived population was surprisingly similar to UK norms. There was however a small group of children with overlapping problems. There is an emphasis within Glasgow on supporting young people's social, emotional and behavioural needs, particularly with regard to nurture and attachment. Implications of Glasgow initiatives are discussed, and their potential role in helping children from deprived backgrounds maintain levels of emotional and behavioural development in line with UK norms and, in particular, this group with overlapping problems is explored.  相似文献   

Inconsistencies in regulation: the continuing story of Early Childhood Services     

Norma Raynes  Diana Robbins 《International Journal of Early Years Education》1996,4(3):31-48

The inconsistencies of regulation and inspection in UK early childhood services are examined. The rationale and regulatory requirements for daycare put forward by the Department of Health are compared with those currently operating within the Department for Education and Employment for schools and nursery education. The policy frameworks within the two departments are based on different assumptions about practice and lead to major inconsistencies of delivery. A more coherent policy is needed to resolve these inconsistencies.  相似文献   

Semiotics and the “Connections” Standard: Significance of Semiotics for Teachers of Mathematics     

Norma Presmeg 《Educational Studies in Mathematics》2006,61(1-2):163-182

For more than 14 years, the National Council of Teachers of Mathematics (1989, 2000) has advocated that teachers of mathematics facilitate that students make connections of various kinds, in their learning of mathematics. Semiotic theories, including those of Peirce and those of Saussure and Lacan (each for different purposes), provide useful lenses for examining ways that teachers may facilitate the making of connections, for instance between home and school mathematics, or between mathematics and other school subjects, or between different branches of mathematics. This paper describes a nested chaining model that takes into account the need for interpretation and meaning making at each step in the sequences involved in connections. A nested model has the capacity to allow for webs of signification and meaning that take into account the complexity of the processes in ways that linear semiotic chains cannot. Examples are taken from research projects with graduate students, with pre-service teachers, and with practicing teachers.  相似文献   

The development and piloting of a training web site for health and safety enforcement officers     

Norma Ford  & Gai Murphy 《British journal of educational technology : journal of the Council for Educational Technology》2002,33(1):65-76

This paper evaluates the development and piloting of a training web site for Local Authority (LA) based health and safety enforcement officers and reviews the technique of knowledge elicitation as a means of informing training content. The research was part of a project funded by the Health and Safety Executive (HSE) to investigate the application of emerging technologies for enforcement officer training. A web site was developed to provide work-based training in the field of accident investigation, using a group knowledge elicitation technique. Evaluation of eight key aspects of the training was carried out to determine the acceptability and utility of the web site for health and safety inspector training. The majority of the respondents believed that the training was realistic and that the embedded discussion facility had the potential to improve consistency of enforcement. Whilst many of the participants reported that this exercise was their first exposure to the Internet and some experienced minor difficulties using the technology, most found training via the Internet easy to use, an enjoyable experience and one they would like to repeat.  相似文献   

Guest Editorial Semiotic Perspectives on Learning Mathematics and Communicating Mathematically     

Adalira SÁEnz–Ludlow  Norma Presmeg 《Educational Studies in Mathematics》2006,61(1-2):1-10

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Computerised Formal Assessment: A Pilot Study of Interactive Computer Examination of Undergraduates at the University of Luton     

Norma Pritchett  Stan Zakrzewski 《British journal of educational technology : journal of the Council for Educational Technology》1995,26(2):152-153

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