The analysis and treatment of child abuse by behavioural psychotherapy     

William Reavley  Marie Therese Gilbert 《Child abuse & neglect》1979,3(2):509-514

The results from use of behaviour therapy with child abuse cases is very encouraging. Data has been presented to show the approach both economical and rewarding. Our experience suggests that selected social workers may be able to learn to use the approach with a relatively short period of training.  相似文献   

The coming information age: An overview of technology,economics, and politics: Wilson P. Dizard,Jr. New York: Longman, 1982, 312 pp., $24.95     

Sharon M. Murphy 《Int J Intercult Relat》1983,7(3):325-327

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Approaches to and instruments of public relations: Higher education in the Czech Republic     

Petr Pirozˇek  Marie Heskova´ 《Higher Education in Europe》2003,28(4):487-494

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Closing the Circle: Travelling with 'The Railway Man'     

Kevin Murphy 《English in Education》2003,37(2):16-18

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Educational inequality in Africa: An analysis     

Marie Eliou 《Prospects》1976,6(4):558-570

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Exploring the benefits of user education: a review of three case studies   总被引：1，自引：0，他引：1  

Murphy J  Adams A 《Health information and libraries journal》2005,22(Z1):45-58

This paper builds on Leslie Morton's vision of enabling users through education and training. It describes three different approaches to mediated training for medical students and clinicians provided by peers, juniors (i.e. medical students) and information specialists (i.e. clinical librarians) and considers the benefits to the participants. The training was provided either on a one-to-one basis or within teams in their work environments (e.g. offices, wards, team meetings). The first two projects (peer tutoring and reverse mentoring) suggest that contextualized training, using intermediaries, provides the direct benefit of cost-effective IT skill development and the indirect benefits deriving from the interactions between the trainers and the target groups. The third project, the outreach librarian study, provides evidence of both direct benefits (i.e. time saved, quality of service, skills acquired, financial savings and improved evidence-based medicine implementation) and indirect, long-term benefits relating to more social issues (e.g. perceptions of the library, clinical teams, job satisfaction and patient interactions). The general conclusion to emerge from this review of case studies is that the concept of educational benefits is very broad and that empirical studies need to look at both obvious and less obvious benefits.  相似文献   

Extending the reference desk experience: Information Resources for the Nursing Care Plan     

Saimbert MK 《Medical reference services quarterly》2005,24(2):41-58

Both nursing and library science literature discuss the information needs and information-seeking behavior of nurses. Some research has focused on information needs of nursing students, but little research is available regarding information-seeking behavior of nursing students, specifically baccalaureate nursing students. Only a few key references were identified addressing nursing students' information seeking with regard to nurse care planning. At the University of Medicine and Dentistry of New Jersey, George F. Smith Library, a wide range of nursing students from those in traditional BSN programs, to students in accelerated BSN programs, to masters' nursing students of all types visit the reference desk asking direct and indirect questions involving the nursing care plan. This article highlights repeated categories of information sought by nursing students at the University of Medicine and Dentistry of New Jersey, George F. Smith Library via both formal and informal reference interviews. Information sought most frequently was categorized and formed the basis for a new library workshop entitled "Information Resources for the Nursing Care Plan."  相似文献   

Education and Equality: the professional ideology of the educational pathologist     

James Murphy 《Educational studies》1978,4(1):53-65

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From 'Special Needs' to 'Quality Education for All': a participatory,problem-centred approach to policy development in South Africa     

Nithi Muthukrishna  Marie Schoeman 《International Journal of Inclusive Education》2013,17(4):315-335

This paper provides insight into the unique process of education policy development in South Africa, in particular the work of the National Commission on Special Needs in Education (NCSNET) and the National Committee on Education Support Services (NCESS). The process has been characterized by a fully democratic, participatory approach ensuring maximum involvement of all stakeholders at all levels of society. In addition, the process has been problem-centred—focusing on meeting the complex challenges within a developing context. The most significant aspect of the Report of the NCSNET and NCESS is that it provides conceptualizations that reflect a break away from traditional models of special needs education. The shift in thinking from ‘special needs education’ to ‘barriers to learning and development’ has broadened the concern from a small group of learners who are vulnerable to exclusion from education to all learners who are subject to exclusionary pressures within school and community. Finally, the delays in finalizing the policy process since the release of the Report of the NCSNET and NCESS are analysed and interpreted in the light of complexities in the transformation process in South Africa.  相似文献   

Discipline‐based academic development through a tripartite partnership     

Kate Morss  Marie E Donaghy 《International Journal for Academic Development》2013,18(2):136-145

Abstract

This paper describes a discipline‐based academic development project based upon a tripartite relationship between departmental staff, work‐based practitioners and the central academic development unit which took place over one academic year within the Department of Physiotherapy, Queen Margaret College, Edinburgh. The purpose of the project was to discuss and debate the concept of the ‘reflective practitioner’, to develop strategies for enabling undergraduate students to be reflective, and to devise a framework for assessment of reflective practice in clinical work‐based learning. The outcomes of the project, most important of which was a change in the learning experience for students, demonstrate that academic development can be valuable and productive when undertaken as a partnership and placed in a disciplinary context. The authors identify key elements important to the success of the academic development process which should be applicable in similar situations and which could serve as guidelines for the planning and delivery of staff development through similar kinds of partnerships.  相似文献