Exploring power in multicultural counselling encounters     

Marylou Ramsey 《International journal for the advancement of counseling》1996,19(3):277-291

Power is a central dynamic in multicultural encounters. Yet many people, especially counsellors, are reluctant to discuss their experiences with power and what it means to them. As a result, power remains an often unspoken, disturbing issue in multicultural counselling and counsellor education. This article addresses this silence by: a) clarifying the relationship between power and cultural racism; b) discussing what counsellors need to know about power; c) presenting an experiential powerlab that counsellor educators and trainers may use to explore various aspects of power; and d) suggesting a processing format, issues and supportive resources for debriefing this exercise.  相似文献   

It's not just what you know but who you know: Social capital theory and academic library outreach     

Elizabeth Ramsey 《College & Undergraduate Libraries》2016,23(3):328-334

The concept of social capital and its contribution to success and well-being in a variety of settings has potential for academic library outreach. Research has found that those with extensive and varied networks of social relationships can benefit in myriad ways, including academic and professional achievement. A connection has also been found between lower levels of social capital and negative effects on individuals as well as communities generally. Academic libraries are strategically positioned to enhance the social capital of their users, effecting positive differences in engagement, retention, and success after graduation.  相似文献   

Use of a Personal Cultural Perspective Profile (PCPP) in developing counsellor multicultural competence     

Marylou Ramsey 《International journal for the advancement of counseling》1994,17(4):283-290

This article explores the origin, design, applications and advantages of the Personal Cultural Perspective Profile (PCPP) in developing counsellor multicultural competence.  相似文献   

Score Gains, Attitudes, and Behavior Changes Due to Answer-Changing Instruction     

Catherine P. Prinsell  Philip H. Ramsey  Patricia P. Ramsey 《Journal of Educational Measurement》1994,31(4):327-337

Six undergraduate and three graduate classes were given multiple-choice tests with subsequent evaluation of answer changes. The 300 students were tested twice, once before and once after instruction on answer changing. After each test, students were asked to complete two forms. The forms evaluated attitude toward answer changing, reasons for changing, and confidence in final answers. Students showed a significant increase in favorability toward answer changing after instruction. No significant change was found in number of answers changed. Psychology students were found to change significantly more items than were business students. Mean gain score did not change significantly after instruction. It was concluded that although instruction does lead to a change in attitude in answer changing, the number of changes and overall gain due to answer changing do not change. It was also determined that students continue to make significant gains even when their confidence in the final answer is less than 50 on a 100-point scale.  相似文献   

Some empirical issues in research on academic departments: Homogeneity,aggregation, and level of analysis     

V. Jean Ramsey  L. Delf Dodge 《Research in higher education》1983,18(4):409-419

This study investigated the appropriateness of the academic departmental level of analysis. Homogeneity of faculty members' responses to measures of organizational structure, environmental uncertainty, and task routineness was examined to determine the legitimacy of aggregating those responses to create departmental level variables. Analysis of variance suggested that the structure and environmental uncertainty subscales were measuring departmental level phenomena, but that the task routineness scales were not. Results demonstrate the importance of empirically testing, rather than assuming, levels of analysis in studies of academic departments.  相似文献   

Using lay volunteers to represent children in child protection court proceedings     

D N Duquette  S H Ramsey 《Child abuse & neglect》1986,10(3):293-308

Despite a widespread conviction that children ought to be independently represented in child protection court proceedings in the United States, there is little consensus as to what the role of that independent child advocate ought to be or, indeed, who should fulfill that role. This study accomplished three purposes: articulated an aggressive, ambitious and continuous role for the child's representative which encompassed a broad range of the child's interests, both legal and nonlegal; provided training in this role to demonstration groups of attorneys, law students and lay volunteers; and compared the effectiveness of each of the three demonstration groups in representing children to one another and to a control group of attorneys who received no special training from the research team. The findings indicate that carefully selected and trained lay people representing children in child abuse and neglect legal proceedings under lawyer supervision performed similarly to trained lawyers and law students in the way they approached their duties and in case outcomes achieved and significantly different from attorneys who, consistent with the practice in nearly all the United States, received no special training in child advocacy.  相似文献   

Academic libraries as active contributors to student wellness     

Elizabeth Ramsey  Mary C. Aagard 《College & Undergraduate Libraries》2013,20(4):328-334

Abstract

Colleges and universities have come to realize that student wellness is a factor in student retention and success. While academic libraries have not generally been included in wellness initiatives they are strategically placed on college campuses to play an essential role. By parlaying their reputations as trusted information providers and community centers, academic libraries can partner with more traditional campus health providers to be active and effective participants in this essential form of outreach.  相似文献   

Portugal     

David C. Tyler  Joyce C. Melvin  Yang Xu  Marylou Epp  Anita M. Kreps 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(1-2):57-90

In the library literature, a great deal of interest in patron-driven collection development has recently been expressed, especially in those programs that link acquisitions with interlibrary loan. However, the implementation of such programs has been limited, at least in part because of concerns over the potential for wasteful spending. The authors will attempt to address this common concern by assessing whether monies spent via a patron-driven acquisitions program were more or less effective than monies spent via traditional modes of acquisition.  相似文献   

Reading audiences: a reflection on the politics of the production of racism     

E. Michele Ramsey  Paul Achter  Celeste Condit 《Critical Studies in Media Communication》2013,30(4):471-474

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Environmental Knowledge and Attitudes     

Charles E. Ramsey  Roy E. Rickson 《The Journal of environmental education》2013,44(1):10-18

Abstract

The purpose of this study was to assess perceived environmental education (EE) curriculum needs in the United States (K-16). The Environmental Education Curriculum Needs Assessment Questionnaire (EECNAQ) was developed, validated, and direct-mailed to 169 randomly selected professional environmental educators (58.6% return rate). The EECNAQ elicited perceptions about the desired status and the current state of EE curricula, the need for curriculum development, the anticipated use of curricula teachers, and the need for inservice teacher education. These five major questions were posed relative to fifteen goals which reflected the Tbilisi objectives and four levels of environmental literacy. The findings reveal a consensus among the professional participants that the EE goals are important ones, that they are not being met to a large extent in existing curricula, that extensive needs exist for both goal-oriented curricula and teacher education, and that the goaloriented curricula would be used by teachers.  相似文献