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Few works serve as solid a framework for the field of health sciences librarianship or provide as many insights and detailed knowledge as Introduction to Reference Sources in the Health Sciences. Now in its fourth edition, the book's editors and contributors represent an impressive range of experience, expertise, and subject knowledge appreciated by practicing librarians in a variety of settings and by students of health sciences librarianship. Jo Anne Boorkman, Jeffrey T. Huber, and Fred W. Roper answered a series of questions about the latest edition of this seminal work, and offered opinions about reference works, services, and librarians. 相似文献
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Adena B. Meyers Renée M. Tobin Brenda J. Huber Dawn E. Conway Kristal H. Shelvin 《Journal of educational and psychological consultation》2015,25(2-3):109-128
In this article we illustrate the roles of school psychologists, administrators, social workers, teachers, and parents in school reform by describing the adoption, initial implementation, and formative evaluation of an evidence-based social and emotional learning (SEL) program within several rural Midwestern school districts in a geographically large county. As part of a countywide initiative aimed at improving children's mental health services, an interdisciplinary team collaborated to select and implement a universal school-based curriculum addressing SEL objectives. Professionals in the county's special education cooperative lead the reform effort, general education teachers deliver the curriculum, and school psychologists and school social workers have served as trainers and consultants to educators and building administrators. An ecological model of organizational consultation informs these efforts. We illustrate this model by describing its application to the collaborative school-based initiative addressing SEL objectives. We also discuss implications for future consultation research, training, and practice. 相似文献
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Ludwig Huber 《Zeitschrift für Erziehungswissenschaft》2001,4(3):307-331
Ohne Zusammenfassung 相似文献
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Jeffrey T Huber Teresa J Walsh Beatriz Varman 《Journal of the Medical Library Association》2005,93(3):348-352
PURPOSE: The purpose of the Camp For All Connection project is to facilitate access to electronic health information resources at the Camp For All facility. SETTING/PARTICIPANTS/RESOURCES: Camp For All is a barrier-free camp working in partnership with organizations to enrich the lives of children and adults with chronic illnesses and disabilities and their families by providing camping and retreat experiences. The camp facility is located on 206 acres in Burton, Texas. The project partners are Texas Woman's University, Houston Academy of Medicine-Texas Medical Center Library, and Camp For All. BRIEF DESCRIPTION: The Camp For All Connection project placed Internet-connected workstations at the camp's health center in the main lodge and provided training in the use of electronic health information resources. A train-the-trainer approach was used to provide training to Camp For All staff. RESULTS/OUTCOME: Project workstations are being used by health care providers and camp staff for communication purposes and to make better informed health care decisions for Camp For All campers. EVALUATION METHOD: A post-training evaluation was administered at the end of the train-the-trainer session. In addition, a series of site visits and interviews was conducted with camp staff members involved in the project. The site visits and interviews allowed for ongoing dialog between project staff and project participants. 相似文献
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Huber, Taborsky, and Rechberger (2001) reported an experiment in which the efficiency with which captive keas opened a complex
food container was increased by observation of a skilled conspecific. However, only testing social learning in free-ranging
animals can demonstrate social learning in natural conditions. For that purpose, a tube-lifting paradigm was developed and
tested on keas both in captivity and in Mount Cook National Park, New Zealand. The task was to remove a tube from an upright
pole in order to gain access to a reward inside the tube. The top of the pole was higher than a standing kea, so that, to
remove the tube, an individual had to simultaneously climb onto the pole and manipulate the tube up the pole with its bill.
Because only 1 naive bird managed to remove a tube twice in 25 halfhour sessions and disappeared after success, another bird
was trained to solve the task and to provide demonstrations for others. Even under such conditions, only 2 of at least 15
birds learned to remove the tube in 28 sessions. There was no indication that observer birds’ use of bill and feet when exploring
the tube changed as the number of observations of tube removal increased in a way that would, in principle, increase the likelihood
of tube removal. The results suggest a dissociation of social learning potential as assessed in laboratory animals, and social
transmission of foraging techniques in natural populations. 相似文献
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Dennis J. Simon Tracy K. Cruise Brenda J. Huber Mark E. Swerdlik Daniel S. Newman 《Psychology in the schools》2014,51(6):636-646
Effective supervision models guide the supervisory relationship and supervisory tasks leading to reflective and purposeful practice. The Developmental/Ecological/Problem‐Solving (DEP) Model provides a contemporary framework for supervision specific to school psychology. Designed for the school psychology internship, the DEP Model is also applicable to all pre‐service and advanced field‐based training, as well as career‐long continuing professional development. The Developmental domain initiates training at the functioning skill level of the supervisee and progresses toward independent competency. The Ecological domain addresses the multiple systemic contexts that influence school psychology practice and prepares the intern to intervene within both individual and systemic contexts. The Problem‐Solving domain focuses on the application of data‐based decision making and evidence‐based interventions to the full range of school psychology activities. It provides a systematic schema to address student, family, and school needs. 相似文献
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Skedsmo Guri Huber Stephan Gerhard 《Educational Assessment, Evaluation and Accountability》2020,32(1):1-4
Educational Assessment, Evaluation and Accountability - 相似文献
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Stefan Huber 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2007,6(4):110-119
Der VfGH hat eine Bestimmung des HSG über die Wahlgemeinschaft für die Hochschülerinnen- und Hochschülerschaftswahlen als
zu unbestimmt aufgehoben. Weitere angefochtene Bestimmungen hat er in Fortführung seiner bisherigen Rspr zu Wahlen zu Organen
von Selbstverwaltungsk?rperschaften best?tigt. Insbesondere betont er, dass ein direktes Wahlrecht nicht geboten ist. Auch
der unterschiedliche Erfolgswert einzelner Stimmen für die Zusammensetzung der Bundesvertretung ist nicht unsachlich. Das
Erk des VfGH ist konsequent im Lichte seiner früheren Jud. Die verfassungsrechtlichen Grenzen für die Einrichtung von Selbstverwaltungsk?rperschaften
bleiben auch nach diesem Urteil unscharf, wobei mit dem VfGH unterstrichen werden kann, dass der Spielraum des Gesetzgebers
sehr weit ist. 相似文献
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