Nursing Reference Center: A Point-of-Care Resource     

Emily Vardell  Gediminas Paulaitis 《Medical reference services quarterly》2013,32(2):202-211

Nursing Reference Center is a point-of-care resource designed for the practicing nurse, as well as nursing administrators, nursing faculty, and librarians. Users can search across multiple resources, including topical Quick Lessons, evidence-based care sheets, patient education materials, practice guidelines, and more. Additional features include continuing education modules, e-books, and a new iPhone application. A sample search and comparison with similar databases were conducted.  相似文献   

Functions of aggressive behavior and future functional impairment     

Emily J. Hart  Jamie M. Ostrov 《Early childhood research quarterly》2013

The present study investigated relations between proactive and reactive functions of physical and relational aggression and functional impairment across early childhood. It was hypothesized that reactive functions of aggression would be associated with functional impairment. Hypotheses with regard to proactive functions of aggression were exploratory. Participants were 36 children (22 girls) from a longitudinal study. At Time 1 (M = 50.31 months old, SD = 10.97), observations of aggressive behavior were collected during preschool free-play. At Time 2 (M = 73.33 months old, SD = 10.88), parent-report of functional impairment was collected. Reactive physical aggression was a significant and unique predictor of future impairment when controlling for gender and all other types of aggression. Implications of these findings are discussed from a developmental perspective.  相似文献   

Engaging Science Policy: From the Side of the Messy     

Emily Dawson 《International Journal of Science Education》2013,35(12):1741-1743

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From Trope to Pathos in Health Scholarship: Sharing Disgust in the Kermit Gosnell Case     

Emily Winderman  Celeste M. Condit 《Communication quarterly》2013,61(5):516-521

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“People Killing People on the News”: Young Children's Descriptions of Frightening Television News Content     

Karyn Riddle  Joanne Cantor  Sahara Byrne  Emily Moyer-Gusé 《Communication quarterly》2013,61(2):278-294

This article investigated children's fear responses to everyday exposure to the news in the absence of a recent crisis or major event. From March to May 2006, a survey was conducted of 218 kindergarten through 6th-grade children regarding their fright reactions to the news. Results showed that 35.3% of children reported being frightened by the news. Reporting on what frightened them in their own words, children most frequently mentioned natural disasters (24.7% of children frightened), followed by kidnappings (10.4% of children frightened), the Iraq War (7.8%), and burglaries (7.8%). A qualitative analysis suggests that some children have vivid memories of disturbing news content. The accessibility of television in children's households was not related to news exposure or fear. Implications for parental guidance and research methods are discussed.  相似文献   

Product or process?     

Emily Baker 《Peabody Journal of Education》2013,88(4):164-170

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Response to Intervention: Providing Reading Intervention to Low Income and Minority Students     

Emily Graves  Tess McConnell 《The Educational forum》2013,77(2):88-97

With a renewed focus on early intervention, teachers must address the difficulties students are having as early as possible to promote their progress. Culturally and linguistically diverse students may not respond to universal interventions that have shown efficiency for mainstream populations. In order for Response to Intervention to be effective, we need to include diverse populations when researching all tiers of instruction.  相似文献   

Publications in Four Gifted Education Journals From 2001 to 2006: An Analysis of Article Types and Authorship Characteristics     

Megan R. Parker  Kelli R. Jordan  Emily R. Kirk  Kathleen B. Aspiranti  Sherry K. Bain 《Roeper Review》2013,35(3):207-216

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Increasing student engagement using an Amazing Race–style competition     

Emily F. Gorman 《Journal of the Medical Library Association》2021,109(3):478

Background:Game-based learning is a successful strategy for teaching various concepts to students, from general orientations to more in-depth material. Pharmacy students in a first-year lab course were introduced to library and drug information resources through a lecture-style class in their first week of school, which was ineffective in terms of engagement. To combat this issue, the pharmacy liaison librarian advocated for moving this class session later in the semester and proposed a game-based activity to replace the lecture.Case Presentation:“The Amazing Race: Drug Information Edition” was inspired by a well-known TV competition that involves completing several stages (called “legs”) of challenges to finish the race. The librarian developed questions designed to make students use various parts of the library website as well as two drug information databases. Students competed in teams, and the first three teams to complete the race were awarded small prizes. The race was first implemented in 2018, and modifications were made to the 2019 iteration based on student feedback.Conclusions:Despite several challenges, the race was well received by both the students and the course instructors and increased engagement with introductory library and drug information material. The activity has enhanced the librarian''s relationship and collaboration with the course faculty and made a positive impression on the students.  相似文献   

Homeschooling: The History and Philosophy of a Controversial Practice     

Emily G. Wenneborg 《Educational theory》2019,69(6):752-758

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