Why are they not accessing it? User barriers to clinical information access     

Elizabeth Laera  Karen Gutzman  Angela Spencer  Charlotte Beyer  Saskia Bolore  John Gallagher  Sean Pidgeon  Ryan Rodriguez 《Journal of the Medical Library Association》2021,109(1):126

The Medical Library Association''s InSight Initiative provides an open and collaborative environment for library and industry partners to discuss vexing problems and find solutions to better serve their users. The initiative''s fifth summit, continuing work from the previous summit, focused on understanding how users discover and access information in the clinical environment. During the summit, participants were divided into working groups and encouraged to create a tangible product as a result of their discussions. At the end of the summit, participants established a framework for understanding users'' pain points, discussed possible solutions to those points, and received feedback on their work from an End User Advisory Board comprising physicians, clinical researchers, and clinical faculty in biomedicine. In addition to the pain point framework, participants are developing MLA InSight Initiative Learning content with modules to educate librarians and publishers about critical aspects of user behavior. The 2020 Insight Initiative Fall Forum will serve as a virtual home for constructive dialogue between health sciences librarians and publishers on improving discovery and access to information.  相似文献   

Genome-Wide Polygenic Scores Predict Reading Performance Throughout the School Years     

Saskia Selzam  Philip S. Dale  Richard K. Wagner  John C. DeFries  Martin Cederlöf  Paul F. O’Reilly 《Scientific Studies of Reading》2017,21(4):334-349

It is now possible to create individual-specific genetic scores, called genome-wide polygenic scores (GPS). We used a GPS for years of education (EduYears) to predict reading performance assessed at UK National Curriculum Key Stages 1 (age 7), 2 (age 12) and 3 (age 14) and on reading tests administered at ages 7 and 12 in a UK sample of 5,825 unrelated individuals. EduYears GPS accounts for up to 5% of the variance in reading performance at age 14. GPS predictions remained significant after accounting for general cognitive ability and family socioeconomic status. Reading performance of children in the lowest and highest 12.5% of the EduYears GPS distribution differed by a mean growth in reading ability of approximately two school years. It seems certain that polygenic scores will be used to predict strengths and weaknesses in education.  相似文献   

The function of individualized education programmes in special education: a discussion of premises∗     

Sip J. Pyl  Saskia De Graaf  Ingemar Emanuelsson 《欧洲特需教育杂志》2013,28(2):63-73

ABSTRACT

This paper focuses on the construction and implementation of written individual plans for teaching students in special education. Experiences from a number of countries are given, and from these experiences two premises for planning teaching are deduced: one regarding the link between diagnosis and instruction and one regarding teacher planning. The premises are discussed in some detail and consequences for individual planning in special education are formulated.

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Phonemic awareness in Dutch kindergartners: Effects of task, phoneme position, and phoneme class     

Saskia de GraaffFred Hasselman  Ludo VerhoevenAnna M.T. Bosman 《Learning and Instruction》2011,21(1):163-173

The aim of the present study was to provide more insight in the relative difficulty of four tasks testing phonemic awareness: (a) blending, (b) isolation, (c) segmentation, and (d) deletion. At the same time the roles of phoneme position and phoneme class were taken into account in a fully balanced way. To this purpose, 141 kindergartners were presented with four phonemic-manipulation tasks consisting of the same 32 CVC items. Children performed better on phoneme blending and phoneme isolation compared to phoneme segmentation and phoneme deletion. However, performance between and within phoneme tasks appeared also to be dependent on phoneme position. Phoneme class exerted effects within the initial and final position of the four different tasks. The effect of plosives and fricatives compared to that of nasals and liquids on performance was particularly striking. Our findings were explained in terms of sonority and degree of co-articulation in pre-vocalic and post-vocalic plosives.  相似文献   

How Heritable are Parental Sensitivity and Limit-Setting? A Longitudinal Child-Based Twin Study on Observed Parenting     

Saskia Euser  Jizzo R. Bosdriesz  Claudia I. Vrijhof  Bianca G. van den Bulk  Debby van Hees  Sanne M. de Vet  Marinus H. van IJzendoorn  Marian J. Bakermans-Kranenburg 《Child development》2020,91(6):2255-2269

We examined the relative contribution of genetic, shared environmental and non-shared environmental factors to the covariance between parental sensitivity and limit-setting observed twice in a longitudinal study using a child-based twin design. Parental sensitivity and parental limit-setting were observed in 236 parents with each of their same-sex toddler twin children (M_age = 3.8 years; 58% monozygotic). Bivariate behavioral genetic models indicated substantial effects of similar shared environmental factors on parental sensitivity and limit-setting and on the overlap within sensitivity and limit-setting across 1 year. Moderate child-driven genetic effects were found for parental limit-setting in year 1 and across 1 year. Genetic child factors contributing to explaining the variance in limit-setting over time were the same, whereas shared environmental factors showed some overlap.  相似文献   

The digital force in forced migration: Imagined affordances and gendered practices     

Saskia Witteborn 《Popular Communication》2018,16(1):21-31

ABSTRACT

This article illustrates through two case studies how gendered practices structure imagined affordances of technologies. Using the example of two women seeking asylum in Germany, the article shows how the women engaged with the affordances of visibility and sociality and how institutionalized living associated with the asylum bureaucracy and gendered logics reinforced by that system shaped the women’s engagement. The women used creative tactics to engage with technology, skillfully navigating and appropriating the terrain of situated gendered discourses. The article reiterates the importance of understanding how gendered practices and norms intersect with forced movement but also argues for exploring more how technology structures gendered imaginations, discourses, and practices in relation to migration. In addition, the article calls for examining imagined technological affordances within their historical, political, and institutionalized settings in order to avoid a technocentric perspective.  相似文献   

Communication between Children with Deafness,Blindness and Deafblindness and their Social Partners: An Intersubjective Developmental Perspective     

Saskia Damen  Marleen J. Janssen  Wied A. J. J. M. Ruijssenaars  Carlo Schuengel 《International Journal of Disability, Development & Education》2015,62(2):215-243

Trevarthen’s theory of innate intersubjectivity is relevant to understanding communication problems in children with sensory disabilities. Trevarthen and Aitken used the term “intersubjectivity” to describe “the ability of humans to detect and change each other’s minds and behavior”. When children lack auditory and/or visual means of interaction, they may not be able to fully develop intersubjectivity, which impedes the development of more complex interpersonal communication. This article presents a review of 31 studies about intersubjectivity in children with sensory disabilities. The results indicate that the intersubjective development of children with sensory disabilities is often delayed. The studies also describe similar strategies for mediating intersubjectivity in children with sensory disabilities and in typical children, but say that specific adaptations may be needed. From an intersubjectivity perspective, symbolic communication delays in children with sensory disabilities may be improved through specific, purposeful forms of social interaction.  相似文献   

The effects of a genetic information leaflet on public attitudes towards genetic testing     

Sanderson SC  Wardle J  Michie S 《Public understanding of science (Bristol, England)》2005,14(2):213-224

Genetics opinion surveys often include information to ensure that respondents have sufficient understanding to give informed responses. The information is assumed to be neutral but may skew responses. We assessed the impact of a seemingly "neutral" information leaflet on attitudes towards genetic testing among 1,024 survey respondents, half of whom received the leaflet. The leaflet group reported higher levels of subjective understanding of genetic testing (68 percent vs. 53 percent), were mre interested in genetic testing (81 percent vs. 77 percent), and held more positive attitudes towards genetics than people who did not receive the leaflet. Information leaflets may have the intended effect of increasing understanding, but may also unintentionally influence reported views of genetics. In the light of the weight given to public consultation in today's governance and regulation of human genetics, increased awareness of how even seemingly neutral information can influence public attitudes is recommended.  相似文献   

Patterns of generalisation after treating sub‐lexical spelling deficits in a child with mixed dysgraphia     

Saskia Kohnen  Lyndsey Nickels  Ruth Brunsdon  Max Coltheart 《Journal of Research in Reading》2008,31(1):157-177

This paper presents a treatment study with a developmental dysgraphic girl, KM, and addresses the mechanisms by which orthographic learning of spelling rules might occur. Before treatment, KM's spelling of words and nonwords was impaired. Analyses of spelling errors indicated poor knowledge of sound‐to‐letter correspondences. Treatment focused on two spelling rules and was successful: spelling improved for both regular words and nonwords. Untrained words that included the training rules also improved, but later than nonwords and trained words. This delayed generalisation was explained through feedback mechanisms between orthographic lexicon and graphemic buffer.  相似文献   

Functioning and participation problems of students with ADHD in higher education: which reasonable accommodations are effective?     

Dorien Jansen  Katja Petry  Eva Ceulemans  Saskia van der Oord  Ilse Noens  Dieter Baeyens 《欧洲特需教育杂志》2017,32(1):35-53

Abstract

Students with ADHD struggle in higher education as a result of various functioning and participation problems. However, there are remaining gaps in the literature. First, it remains unclear how often and during which teaching and evaluation methods problems arise. Second, we do not yet know which reasonable accommodations are most effective to deal with the functioning. And third, we do not know which accommodations are most effective to address participation problems of students with ADHD in higher education. This study addresses these three gaps in literature. In total, 86 students with ADHD, 42 student counsellors and 86 students without a disability participated in a survey-based study. The results show that students with ADHD most frequently experience problems with sustaining and focusing attention and it is demonstrated that most problems arise during classical teaching or evaluation methods. Finally, the perception of the effectiveness of reasonable accommodations is strongly dependent on which problems students experience in higher education. These findings suggest that it is important to consider both personal and environmental characteristics when selecting and implementing reasonable accommodations.  相似文献