Establishing a New Clinical Informationist Role in an Academic Health Sciences Center     

Alison M. Aldrich  Stephanie J. Schulte 《Medical reference services quarterly》2013,32(2):136-146

The concept of clinical informationists is not new, but has recently been gaining more widespread acceptance across the United States. This article describes the lessons and challenges learned from starting a new clinical informationist service targeted to internal medicine residents in a large academic medical center. Lessons included the need for becoming immersed in evidence-based practice fundamentals; becoming comfortable with the pace, realities, and topics encountered during clinical rounds; and needing organizational commitment to both the evidence-based practice paradigm and clinical informationist role. Challenges included adapting to organizational culture, resident burnout, and perceptions of information overload.  相似文献   

E-Government: initiatives, developments, and issues   总被引：1，自引：0，他引：1  

Duncan Aldrich  John Carlo Bertot  Charles R. McClure 《Government Information Quarterly》2002,19(4):81

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Studying Social Development and Learning Disabilities is Not for the Faint‐Hearted: Comments on the Risk/Resilience Framework     

Mavis L. Donahue  Ruth Pearl 《Learning disabilities research & practice》2003,18(2):90-93

Studying social dimensions of learning disabilities is not for the faint‐hearted, in light of the multiple and interactive characteristics of these students and their social/cultural environments. Given the allure of the risk/resilience lens to make sense of these complexities, it would be easy to embrace these concepts too hastily. Four questions seem particularly important: What do we mean by risk and resilience factors? How do we characterize learning disabilities as risk factors?“At risk” for what? How should this framework guide intervention efforts? Rigorous thinking about these issues may enhance the promise of risk/resilience models for future research on social development.  相似文献   

Book Reviews     

Jane McDermid  Helen Gunter  Tanya Fitzgerald  Richard Aldrich 《Journal of educational administration and history》2007,39(2):209-213

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From Board of Education to Department for Education and Employment     

Richard Aldrich 《Journal of educational administration and history》2000,32(1):8-22

’The rise of a central authority for English education had been a slow, tortuous, makeshift, muddled, unplanned, disjointed and ignoble process.‘ ¹ 1. A.S. Bishop, The Rise of a Central Authority for English Education (Cambridge, Cambridge University Press, 1971), 276. View all notes

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'My attitude,my responsibility‘ Investigating the attitudes and intentions of pre-service teachers toward inclusive education between teacher preparation cohorts in Melbourne and Pretoria     

Pearl Subban  Dikeledi Mahlo 《International Journal of Inclusive Education》2017,21(4):441-461

This study explored the attitudes and intentions of pre-service teachers towards inclusive education, across two teacher preparation institutions in Australia and South Africa. There were multiple aims to the study: among these was a need to explore the impact of contextual factors on pre-service teacher attitudes towards inclusive education, and to investigate factors that may impact on their intention to include students with additional learning needs into regular classrooms. The study utilised a published survey as a measuring instrument. One-way analyses of variance were used to establish whether statistically significant relationships existed between specific demographic variables and respondent attitudes towards inclusive education. This paper presents the findings of this investigation.  相似文献   

Retilting the Playing Field: Emerging Assumptions About How to Engage Jewish Teens Today     

Alex Pomson  Frayda Gonshor Cohen  Pearl Mattenson  Zohar Rotem 《Journal of Jewish Education》2020,86(2):130-146

ABSTRACT

This paper is a first effort to systematically document programmatic interventions in five of the ten communities participating in The Jewish Teen Education & Engagement Funder Collaborative, a joint philanthropic effort launched in 2013. The paper identifies patterns and trends reflected in the programmatic choices made by each community. It then makes explicit five assumptions that underpin these choices and reflects on what they imply for further teen education and engagement efforts. These assumptions, as elaborated in the paper, are identified as: (1) “every body counts;” (2) “breaking down the silos;” (3) “integrating curation and innovation;” (4) “tapping Israel;” and (5) “searching for blue ocean.”  相似文献   

CHILDREN'S FEARS ABOUT PERSONAL AGING     

Kristine K. McGuinn  Pearl M. Mosher-Ashley 《Educational gerontology》2013,39(7):561-575

The present study was designed to investigate the effect age has on children's attitudes toward personalaging and if anxiety over aging was a contributing factor in the development of these attitudes. A total of 206 students (108 males and 98 females), ranging in age from 9-17 participated in this study.The participants were drawn from a religious education program for public school students and a parochial elementary school in a central Massachusetts town. The participants showed little real concern over the prospect of aging. Some differences were seen on the four subsets of the scale used. The participant's age was the most salient predictor in the assessment of attitudes toward personal aging. A close relationship with a grandparent contributed to positive attitudes and lessened fear of older adults.  相似文献   

Special Educational Needs: The Key Concepts – By Philip Garner     

Pearl Barnes 《Support for Learning》2011,26(1):44-44

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COLLEGE STUDENTS' ATTITUDES TOWARD RESIDENTIAL CARE FACILITIES     

Erin M. Frenchs  Pearl M. Mosher-Ashley 《Educational gerontology》2013,39(6):583-603

This study was designed to explore college students attitudes toward residential care settings for older adults. Subjects were 109 female students aged 18 to 71 years (M = 24.8, SD = 9.49) and 22 male students aged 19 to 43 years (M = 23.3, SD = 5.24) enrolled in a Psychology of Aging course at a local state college. Students interviewed older residents of 96 different long-term care facilities and completed a questionnaire that assessed their impressions of the facility and its residents. Students openness to living in long-term care settings and positive and negative statements about the facility visited were the main measures of student attitudes toward such settings. Nursing homes were perceived more negatively than any other type of long-term care setting. Students who had been affected by meeting the needs of an elderly relative were more open to living in residential care settings, as were students who interviewed residents who were satisfied with their lives. Nursing homes elicited the least openness to living in residential care facilities, whereas assisted care and continuing care facilities elicited the most openness. Students who perceived residents as mentally alert made fewer negative statements about the facilities visited.  相似文献