The librarian as a member of the education department team: using web 2.0 technologies to improve access to education materials and information     

Egan L 《Medical reference services quarterly》2012,31(3):330-335

The part-time solo librarian at St. James Healthcare in Butte, Montana, serves physicians, staff, patients, and other health care professionals in the area. The library is part of the Education Department within the hospital's organizational structure. Recent developments have expanded the requirements of the Education Department, creating new challenges. The librarian is a member of the team developing solutions to the many ways that continuing education needs have to be met for the staff and physicians. A free website that houses education information and material is one of the projects that has been created and is maintained by the librarian.  相似文献   

Formal group communication with older adults: A research imperative     

Laurel C. Klinger‐Vartabedian 《Journal of Applied Communication Research》2013,41(1-2):67-76

Given the need for services, various types of group work will continue to prosper as a setting in which older adults can enrich their lives. Simply having membership in a group and engaging in interaction with others improves self‐concept and increases socialization outside the group.

Research in this area includes few contributions from the field of communication. Consequently, this paper suggests the importance of assessing and applying communication constructs to current research on detection and prevention of social isolation through formal group interaction.  相似文献   

Exploring student ideas about biological variation     

Ashley R. Alred  Jennifer H. Doherty  Laurel M. Hartley  Cornelia B. Harris  Jenny M. Dauer 《International Journal of Science Education》2013,35(12):1682-1700

ABSTRACT

An understanding of biological variation is important for understanding ecological interactions, ecosystem function, and species’ response to environmental change. Biological variation is essential to species survival because natural selection acts upon the phenotypic variation within a population: the more varied the population’s genetic resources, the more likely that the population will persist into the future. We explored how students think about biological variation by evaluating written assessments and interviews of grades 6–16 students about starting a captive breeding programme for species conservation. We created a qualitative framework that describes levels of proficiency in student ideas about biological variation. Lower level responses reason about attributes related to an individual’s reproduction and survival rather than population-level variability. Student responses at a middle level of sophistication point to the importance of variation but do not link it mechanistically to species survival and resilience. We also describe alternative conceptions related to biological variation and natural selection which exist at all grade levels. Educators can use these findings to inform curriculum and instruction in terms of addressing important concept areas (e.g. variation at the population scale) and some common alternative conceptions that may impact an accurate understanding of natural selection and evolution.  相似文献   

Getting personal: Writing-stories     

Laurel Richardson 《International journal of qualitative studies in education》2013,26(1):33-38

The author participated in the Border Studies Program in the fall of 2000, and during that time she conducted a field study at the Center for Environmental Resource Management in El Paso, Texas. Most of her time was devoted to a project that built composting toilets in two communities on the periferia of Ciudad Juárez. The author's work on this environmental project provided her a lens into social interpretations of the two sides of the Mexico-U.S. border. This ethnography looks at language dichotomies - the social construction of difference - in order to analyze how stereotypes functioned in the maintenance of structural inequalities.  相似文献   

Proof image     

Ivy Kidron  Tommy Dreyfus 《Educational Studies in Mathematics》2014,87(3):297-321

The emergence of a proof image is often an important stage in a learner’s construction of a proof. In this paper, we introduce, characterize, and exemplify the notion of proof image. We also investigate how proof images emerge. Our approach starts from the learner’s efforts to construct a justification without (or before) attempting any formal argument, and it focuses on the process by which a complete but not necessarily communicable image of that justification becomes available to the learner and provides explanation with certainty. We consider the interplay between the learner’s intuitive and logical thinking and, using the theoretical framework of Abstraction in Context, we trace the construction of knowledge that results from and enables progress of this interplay. The existence and identification of proof images and the nature of the processes by which they emerge constitute the theoretical contribution of this paper. Its practical value lies in the empirical analyses of these processes and in the potential to apply them to the design of tasks that support students in constructing their own proofs images and proofs. We believe that such processes are likely to considerably enrich students’ mathematical experience.  相似文献   

OPACs,Users, and Readers’ Advisory: Exploring the Implications of User-Generated Content for Readers’ Advisory in Canadian Public Libraries     

Jen Pecoskie  Laurel Tarulli 《Cataloging & classification quarterly》2014,52(4):431-453

This article examines the contribution of social discovery platforms and user-generated content (UGC) on readers’ advisory (RA) services in Canadian public libraries. Grounded Theory was used to conduct a content analysis of library-assigned subject headings and UGC of 22 adult fiction titles in 43 Canadian public libraries that use BiblioCommons, SirsiDynix, and Encore social discovery platforms. Findings indicate that UGC complements the MARC bibliographic record as it provides insight into the subject of a work, its protagonists, and the effect the book has on readers. User-generated reviews provide a rich data set that clearly connects to known RA access points.  相似文献   

Chinese investigative journalists’ dreams: autonomy,agency, and voice     

Shixin Ivy Zhang 《亚洲交流杂志》2015,25(3):348-350

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Chinese-style pragmatic objectivity in war reporting     

Shixin Ivy Zhang 《亚洲交流杂志》2015,25(2):178-196

China plays an increasing role in the wars and conflicts around the world with its expanding political and economic interests overseas and its diplomatic role in international affairs. More and more Chinese journalists go to the frontlines overseas to cover distant conflicts for domestic audiences. Based on semi-structured in-depth interviews with 16 Chinese correspondents who have covered conflicts outside China, this study examines Chinese journalists' perceptions and reflections on objectivity in the war zones. The author adopts a term of Chinese-style pragmatic objectivity to mean that objectivity is a convenient approach for Chinese journalists to do war journalism in the field. At the level of objectivity-as-a-value, objectivity is defined as a pragmatic value and a practical ritual for Chinese journalists to do news within the scope they can reach, to protect themselves from criticisms, and to justify their version of the truth. It promotes allegiance and patriotism. At the level of objectivity-as-a-practice, objectivity in war coverage is compromised by China's foreign policies, military constraints, the press's political orientations and editorial polices, and journalists' personal experiences and values. Chinese journalists use Chinese-style objectivity to negotiate their roles in the power struggle with the state, foreign militaries, the newsroom, and journalists.  相似文献   

Morning and afternoon nursery sessions: can they be equally effective in giving children a positive start to school?     

Julie Davies  Ivy Brember 《International Journal of Early Years Education》1994,2(2):43-53

This paper analyses the effects of gender, attendance period and age on children's adjustment to nursery classes as measured by the teachers using the Child at School Schedule. The sample consisted of 820 children in sixteen nursery classes attached to primary schools in one Local Education Authority. Within the sample three age groups were distinguished: Oldest (4:3 — 4: 8 years); Middles (3:9 — 4:2: years); Youngest (3:1 — 3:8 years). The results of a three‐way analysis of variance showed that boys and afternoon attenders were perceived to be less well‐adjusted to school than girls and morning attenders (at 1% level). In addition, the oldest children were perceived as better adjusted than younger ones: with the exception of three items the youngest were perceived as the least well adjusted. Strategies to help boys and afternoon attenders to experience as positive a start to nursery education as girls and morning attenders are discussed. The key role of the adults in helping children to develop personal and social skills is highlighted as is the need for home/school partnership. The implications of gender for play and classroom organisation are also considered.  相似文献   

Comics or Stories? Differences in the Reading Attitudes and Habits of Girls and Boys in years 2, 4 and 6     

Julie Davies  Ivy Brember 《Gender and education》1993,5(3):305-320

A random sample of six schools within the primary schools of one local education authority (LEA) was chosen comprising 216 Year 2 children (109 boys, 107 girls), 189 Year 4 children (99 boys, 90 girls) and 206 Year 6 children (104 boys, 102 girls). A self‐report questionnaire was administered to explore each cohort's attitudes to reading, the source and type of their reading materials and the places at home where they read. Results indicated that while there were several significant differences between the boys and girls in the younger age range, these became progressively fewer as the age group increased. The only item which showed a significant sex difference across all three year groups was the content of favourite reading material. The implications of these findings for reading policy and practice in the primary school are discussed.  相似文献