Meeting Information Needs through Global Partnerships: A Roadmap to Becoming a Global Health Sciences Library     

Nandita S. Mani  Megan Fratta  Rebecca Carlson  Michelle Cawley 《图书馆管理杂志》2020,60(7):830-851

Abstract

Supporting global health priorities through the development of robust health science librarianship partnerships is of significant importance. Increased demand for synthesizing evidence-based information, collating quality resources, and increasing research productivity to improve human health requires integration of library and information science skills and expertise. The Health Sciences Library (HSL) at the University of North Carolina at Chapel Hill (UNC), exists to be an indispensable partner in health information and knowledge, teaching and learning, and research. As global efforts at UNC expanded, the HSL sought to ensure that our global engagement strategy and integration were aligned with campus priorities and partner needs. The HSL created a global research partnership plan: identify resources that improve efficiency, increase access to information, build in-country capacity and expertise—all while strengthening collaborations across multiple countries. Creating a meaningful and sustainable engagement strategy was central to envisioning our path forward and can be used as a framework for consideration by librarians in similar settings.  相似文献   

Editorial          下载免费PDF全文

Howard T. Everson 《Educational Measurement》2018,37(2):3-3

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Me too, #MeToo: countering cruelty with empathy     

Michelle Rodino-Colocino 《传播与批判/文化研究》2018,15(1):96-100

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What motivates enrolment in programming MOOCs?     

Piret Luik  Reelika Suviste  Marina Lepp  Tauno Palts  Eno Tõnisson  Merilin Säde  Kaspar Papli 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(1):153-165

Learners who enrol in massive open online courses (MOOCs) have different backgrounds and tend to have different motivations than learners in traditional courses. Based on value-expectancy theory, an instrument was developed to measure motivation for enrolling in a programming MOOC. A study with 1229 adult participants in Estonian-language programming course “About Programming” was conducted to validate the instrument. Results of confirmatory factor analysis validated the 7-factor scale named factors influencing enrolment in MOOC (FIEM). FIEM comprises three factors of expectancies, three factors of values and one factor of social influence. The highest and lowest rated motivational factors influencing enrolment in programming MOOC are discussed in the paper. Interest in and expectations for the course, personal suitability of distance learning and suitability for family and work are the highest-rated motivational factors for those who enrol in MOOC. Usefulness related to own children, social influence and usefulness to related to certification were the lowest rated. The results of this study can be useful for designers of programming MOOCs and the developed scale might be used in future studies.  相似文献   

Proclaiming Library Worth in a Program Prioritization Process at a Mid-Sized Public University     

Michelle J. Oh  Robin J. Harris  Lisa C. Wallis 《图书馆管理杂志》2020,60(3):250-262

Abstract

In an economic climate when colleges can no longer presume that legislators see institutions of higher learning as tacit public goods, institutions around the country are facing budget cuts. This article presents a case study of the experience of a mid-sized public state university and its Library in a budget crisis undergoing a university-wide program prioritization process. The authors review the process of writing three reports on the Library’s value, along with the approach to engaging staff in the process including a retreat. This article raises questions about what every library should consider assessing and provide tools for libraries navigating similar terrain.  相似文献   

A New Approach to Quality Assurance for Higher Education     

James D. T. Tannock 《Higher Education Quarterly》1992,46(1):108-123

This article describes the Engineering Professors' Conference (EPC) approach to quality assurance for Higher Education Institutions, which is currently the only formalized alternative to British Standard 5750 'Quality Systems'. The EPC approach is based on principles of quality assurance and Total Quality Management which have been developed in industry. These ideas are briefly outlined, and an opinion expressed on the interpretation and application of BSS7S0 for HE. The EPC model is explained, illustrated with example elements taken from the EPC Specification and Guidelines for Quality Assurance in Higher Education. A top-down approach to the development of an institutional quality system is described, based on a quality policy statement. Areas of activity which have an important impact on the quality of education are identified, emphasising the quality assurance requirements of academic departments. Supporting and administrative quality system requirements are also described, as these also play an important role in the quality of education. Formal quality procedures and documentation in key areas are proposed.  相似文献   

Mary Elizabeth (Betty) Feeney, 1918–2000     

T. Mark Hodges 《Journal of the Medical Library Association》2001,89(3):329

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Social support and recovery from sport injury: elite skiers share their experiences.     

T Bianco 《Research quarterly for exercise and sport》2001,72(4):376-388

Research suggests that social support can be an important coping resource for athletes recovering from sport injury. Few studies have investigated this claim, however. To address this gap in the literature, 10 elite downhill skiers who had recovered from serious sport injuries were interviewed about the sources of stress associated with injury and the role of social support in recovery from sport injury. This paper presents the social supportfindings that emergedfrom this research'. Content analyses of the social support data revealed that the skiers needed various types of emotional, informational, and tangible support from the occurrence of injury through the return to full activity. Members of the treatment team, the ski team, and the skiers' home support net works provided social support throughout these phases. In general, the skiers were satisfied with the support received, indicating that it reduced distress and kept them motivated throughout recovery. The findings from this research have implications for the design of sport injury interventions.  相似文献   

Effects of Manipulative Instruction on Solving Area and Perimeter Problems by Students with Learning Disabilities     

Mike Cass  Dennis Cates  Michelle Smith  Cynthia Jackson 《Learning disabilities research & practice》2003,18(2):112-120

Abstract. A multiple baseline design was employed to test the effect of manipulative instruction on the perimeter and area problem‐solving performance of middle and high school students who had been diagnosed with LD in the area of mathematics. Modeling, prompting/guided practice, and independent practice in conjunction with manipulative training were employed to teach both perimeter and area problem‐solving skills. Analysis of data revealed that the students rapidly acquired the problem‐solving‐skills, maintained these skills over a two‐month period, and transferred these skills to a paper and pencil problem‐solving format. This research extends previous findings by revealing that use of concrete manipulatives promotes the long‐term maintenance of skills.  相似文献   

Alternative technologies and social studies textbooks     

Stephen T. Kerr 《Publishing Research Quarterly》1992,8(4):33-43

In order to determine the potential of alternative technologies in social studies education, we must understand the goals of such education, the capabilities of the technologies, and teachers’ and students’ responses to new technologies. The author suggests that the new technologies can contribute to the goals of learning about the past, learning about democratic life and institutions, and making students knowledgeable as consumers and producers of information. One major obstacle is a lack of time and money for teachers to experiment with the technologies. Stephen T. Kerr is professor of education in the College of Education at the University of Washington. His research focuses on the application of new technologies in schools and other educational environments, and particularly on the ways in which technology affects the social structure (roles and expectations, instructional patterns, organization) of those institutions. He has done work on human-computer interaction, as well as on how new communication technologies have changed the educational system of the former USSR.  相似文献