Digital democracy: Citizens'' guide for government policy in the information age: St. Paul, MN: Minnesota Government Information Access Council, 1997 〈http://www.state.mn. us/ebranch/admin/ipo/giac/report〉     

Maggie Farrell 《Government Information Quarterly》1997,14(4):410-411

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Difficult Conversations     

Maggie Farrell 《图书馆管理杂志》2015,55(4):302-311

Organizations by their very nature will incur conflict and individuals will need to negotiate differences, behaviors, and performance. Effective leaders understand that difficult conversations are necessary in managing an organization or unit. No one wants to initiate a difficult conversation or to address performance issues but it is essential that leaders face the need to have hard conversations and in so doing, the organization will benefit from an ongoing dialogue. This column will discuss the need for difficult conversations and some tips for facilitating a dialogue. Interested authors are invited to submit articles for this column to the editor at farrell@uwyo.edu.  相似文献   

General education and assessment: Powerful connections     

Pat Hutchings 《Assessment Update》1992,4(4):5-8

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Leadership Mistakes     

Maggie Farrell 《图书馆管理杂志》2013,53(7-8):439-450

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Lifecycle of Library Leadership     

Maggie Farrell 《图书馆管理杂志》2013,53(4):255-264

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你准备好当一名旅游记者了吗？     

张可欣 《海外英语》2010,(8):9-10

我是一位有抱负的旅游记者,同时也是一名大一新生。我已经决定将旅游新闻报道当做我的职业。我虽年仅19岁,却有过大量异国旅游经历。我发现旅游和记录这些旅行经历属于我生活中的最爱。我生活中最令人兴奋的事情,其一便是与拥有不同文化背景的人交流、倾听他们的故事,体验他们的生活方式。  相似文献   

First- and second-generation design and engineering students: experience,attainment and factors influencing them to attend university     

Clive Hunt  Bethan Collins  Alex Wardrop  Maggie Hutchings  Vanessa Heaslip  Colin Pritchard 《高等教育研究与发展》2018,37(1):30-43

Challenges for students who are ‘first-in-family’ to attend university have been discussed within widening participation discourse. However, in the UK, ‘first-in-family’ or first-generation students have frequently been conflated with those experiencing poverty or from lower socio-economic groups. This research integrated survey data with assessment data from final-year design and engineering students in a UK university to examine students’ attainment, the influences on why students decide to attend university and students’ experiences during their degree programmes. Analysis of the data showed variations in the reasons for first- and second-generation students wanting to go to university, particularly a significant difference in the influence of parents. First-generation students described significantly less parental influence on the decision to attend university than second- or subsequent-generation students. Smaller differences in students’ experiences and attainment in university were also noted. Whilst first-generation students reported differences in study habits, their attainment was, on average, marginally higher than that of their peers. Building on others’ theoretical work, which suggests the importance of social capital within higher education (HE), this research highlights the difference in social influences on both university application and expectations of university for those with and without a family history of tertiary education. Further research is needed to explore, in larger samples, whether the social influences on individuals’ perception of HE are in turn shaped by whether or not their parents attended university, and further, what impact this may have, not only on degree outcomes but also on the broader benefits typically associated with graduate experience.  相似文献   

Leadership Reflections: Leadership Paradoxes     

Maggie Farrell 《图书馆管理杂志》2018,58(2):166-173

Leadership faces a number of paradoxes that can be challenging and confusing, particularly as individuals take on new leadership roles. Employees want leaders to be decisive but participatory in decision making, focused on big pictures but contribute to detailed discussions, and engage but not micromanage. It is confusing as mixed messages are given to leaders and the opinions of employees vary, creating a situation in which it is difficult for leaders to fully understand employee expectations. Leaders not only need to understand these paradoxes but develop methods to balance employee expectations and communication strategies that help employees appreciate the balancing act that each leader must develop.  相似文献   

From Local to Global: A Comparison of Hong Kong Library Association Mentoring Programme and International Librarians Network     

Leo F. H. Ma  Maggie Mei Ki Wong 《International Information and Library Review》2018,50(2):170-179

In today's world, sharing and connecting get easier every day with the rapid development of and ubiquitous access to the World Wide Web. It enables one to acquire information about their profession and connect with people anytime, anywhere. While celebrating this wide availability of information and connectivity, one-to-one personal sharing is not to be dismissed. Instead, we should make the best use of it in developing our profession. Both the Hong Kong Library Association Mentoring Programme and the International Librarians Network are newly launched mentoring programmes addressing the increasing demand for connecting and networking LIS professionals both locally and globally. This paper aims to compare these two mentoring programmes in terms of the successful factors of and learning support given to the Hong Kong LIS community, as well as the effectiveness of these personal sharing platforms. Their strengths, similarities, and impact to the LIS community will be discussed.  相似文献   

External and internal sources of variation in the creation of false reports in children     

Maggie Bruck  Stephen J. Ceci  Laura Melnyk 《Learning and individual differences》1997,9(4):289-316

In this article, we describe several “families” of variables that may account for reliable variation in children's suggestibility. Specifically, we begin by discussing factors that are external to the organism (e.g., various forms of biased interviewing such as visualization inductions, accusatory tone, repeated yes/no questioning) that could explain why at any age studied, large suggestibility effects are produced in some situations but not in others. Following this, we discuss research on factors that are internal to the organism that may be at the source of individual differences in suggestibility-proneness (e.g., IQ, memory strength, relevant content knowledge). We conclude by postulating a framework in which multiple and complex interactions among cognitive, social, personality, and biological factors converge to make some children and some situations more or less suggestible than others.  相似文献