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Hafner AW 《Special libraries》1990,81(4):305-308
As a gatekeeper to medical literature and a critical link in the delivery of information to physicians, the librarian's role raises the issue of the librarian's professional liability. The paper suggests several ways in which liability may attach to the librarian or the librarian's employers. Although the librarian's personal risk is negligible, the physician's exposure due to ineffective library work is substantial since the courts have held that a physician must keep abreast of progress in his field. Librarians can also become associated with professional liability actions as part of a case against a physician or hospital through the legal doctrine of vicarious liability. The paper concludes by suggesting several proactive steps for health sciences librarians to pursue to insulate themselves from professional liability and to insulate physicians and institutions from vicarious liability. 相似文献
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Teachers can conduct action research by taking what they are doing in their classrooms and leveraging it to help drive the performance of the school community. The authors present the action research process, mirrored with an in-depth example, and the opportunities to become teacher leaders. Sample action research questions are provided to help teachers generate their own ideas. Also, guiding questions at each stage of the action research process support teachers and help refine their thinking. 相似文献
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Everett M. Hafner 《The Journal of environmental education》2013,44(2):26-28
Abstract Citizen involvement in public decision-making processes affecting the environment requires an informed and motivated citizenry. This paper examines the long-term effects of an environmental education program specifically designed to involve citizens in environmental affairs concerning water quality in Lake Michigan. Feedback from the participants indicates a wide range of attitudinal and behavioral change as a result of program participation. The most common changes were: greater awareness of the problem and more confidence in discussing environmental issues in public forums. 相似文献
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Timothy J. Ellis William Hafner 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(5):639-650
Colleges and universities are increasingly migrating towards utilising the World Wide Web to convey at least part of, and in many cases, their entire curricular offering. Despite this trend there is little support for the professors responsible for translating courses refined over a career in the classroom for delivery via the Web. Teachers who are experts in their subject area and masters of their craft when in a classroom find themselves in the uncomfortable position of having to relearn how to teach in a new environment with little or no support. Development of an online course is, in many significant aspects, analogous to developing a computer product. The procedures and tools utilised in the software engineering field to manage computer software development, therefore, offer promise for developing online courses. This paper explores the potential of one process developed for the software engineering field—the System Development Lifecycle (SDL)—as a tool to effectively design and develop online college courses. 相似文献
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Although the rubric has emerged as one of the most popular assessment tools in progressive educational programs, there is an unfortunate dearth of information in the literature quantifying the actual effectiveness of the rubric as an assessment tool in the hands of the students. This study focuses on the validity and reliability of the rubric as an assessment tool for student peer‐group evaluation in an effort to further explore the use and effectiveness of the rubric. A total of 1577 peer‐group ratings using a rubric for an oral presentation was used in this 3‐year study involving 107 college biology students. A quantitative analysis of the rubric used in this study shows that it is used consistently by both students and the instructor across the study years. Moreover, the rubric appears to be ‘gender neutral’ and the students' academic strength has no significant bearing on the way that they employ the rubric. A significant, one‐to‐one relationship (slope = 1.0) between the instructor's assessment and the students' rating is seen across all years using the rubric. A generalizability study yields estimates of inter‐rater reliability of moderate values across all years and allows for the estimation of variance components. Taken together, these data indicate that the general form and evaluative criteria of the rubric are clear and that the rubric is a useful assessment tool for peer‐group (and self‐) assessment by students. To our knowledge, these data provide the first statistical documentation of the validity and reliability of the rubric for student peer‐group assessment. 相似文献