‘Trained nurses: no money,no entry?’ Libraries for Nursing Study Day: Library Association, 5 December, 1994     

Maggie Ashcroft 《Health information and libraries journal》1995,12(2):132-133

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The case for acquisitions standards in the integrated library system     

Katharine Treptow Farrell  Marc Truitt   《Library Collections, Acquisitions, and Technical Services》2004,27(4):42-492

Acquisitions metadata within current library integrated systems is not based on any standard; rather, systems vendors generally define structure and content according to proprietary approaches. The authors argue that this cripples library acquisitions practitioners and managers in numerous ways. It renders routine tasks more difficult, jeopardizes the integrity of data during system migration, forces adoption of costly external tracking solutions, and hinders efforts to manage collections and budgets. The authors define acquisitions standards and relate them to existing bibliographic and e-commerce protocols. They discuss reasons for the lack of acquisitions standards and outline first steps in a project to develop them. This paper is based on a presentation given at the Acquisitions Institute at Timberline Lodge, Fourth Annual Conference, held 17-20 May 2003.  相似文献   

Collecting women’s archives at the ANU Archives     

Maggie Shapley 《档案与原稿》2018,46(1):78-82

The Australian National University Archives holds both the archives of the University and a large collection of business and labour archives in the Noel Butlin Archives Centre. Both are governed by collecting policies, and neither of these policies mention gender. The relative absence of women’s voices in both collections raises the question about whether archival policies should seek to redress past silences.  相似文献   

Exposing athletes to playing form activity: outcomes of a randomised control trial among community netball teams using a game-centred approach     

Andrew Miller  Stephen Harvey  David Morley  Roland Nemes  Maggie Janes  Narelle Eather 《Journal of sports sciences》2017,35(18):1846-1857

This study evaluated whether exposing junior netball players to greater amounts of competition relevant activity (playing form activity) had an effect on game play outcomes and session involvement. A group-randomised controlled trial in one junior netball club in the Hunter Region, NSW, Australia. Ninety female athletes (mean age = 9.04 years, SD 1.53) were randomised by team (n = 11) into the intervention (n = 41) or 9-week wait-list control (n = 49) condition. The Professional Learning for Understanding Games Education into Sport (PLUNGE into Sport) programme was undertaken in the first half of nine training sessions (9 × 30 min). The intervention exposed athletes to playing form activity through a coach development programme within training sessions. Athletes’ decision-making, support and skill outcomes during a small-sided invasion game, and session involvement (pedometer step/min), were measured at baseline and 9-week follow-up. Linear mixed models revealed significant group-by-time intervention effects (P < 0.05) for decision-making (d = 0.4) and support (d = 0.5) during game play, and in-session activity (d = 1.2). An intervention exposing athletes to greater levels of playing form activity, delivered via a coach education programme, was efficacious in improving athlete decision-making and support skills in game play and increasing athlete involvement during sessions.  相似文献   

A U.S.-Chinese Comparison of Affectionate Communication in Parent-Child Relationships     

Qin Zhang  Maggie Wills 《Communication Research Reports》2016,33(4):317-323

Affectionate communication is central to the maintenance of relational closeness, but it is also subject to relational, contextual, and cultural factors. This study was designed to examine the cultural effects on affectionate communication in parent-child relationships in the United States and China. Results indicated that Chinese fathers and mothers expressed less verbal, nonverbal, and supportive affection to their children than American parents. Both Chinese and American parents expressed affection to their children more through supportive behaviors than through verbal and nonverbal behaviors. In both cultures, mothers engaged in more verbal, nonverbal, and supportive affection with their children than fathers.  相似文献   

Environmental print and word reading     

Virginia Cronin  Denise Farrell  Mary Delaney 《Journal of Research in Reading》1999,22(3):271-282

The nature of the earliest stage of reading was examined by comparing two views about the importance of environmental print in children’s learning experiences. One theory holds that environmental print leads to the acquisition of reading through developing rudimentary representations of specific words and logos, while the second theory concerns assembled phonology and asserts that reading begins with knowing letters and their sounds. Supporters of this theory hold that knowledge of environmental print and logos is reading the environment and may not directly facilitate the acquisition of word reading. Two studies were conducted with non-reading preschool children in which environmental print knowledge was assessed and related to word recognition training. In the first session of each study children were presented with accurate representations of environmental print and logos such as ‘McDonalds’ and ‘Stop’ to find the ones they were able to identify and the ones they failed to identify. In the second session learning trials were conducted with those words from the logos that the children identified and also those that they failed to identify and with matching control words. Both studies found that the words from the known logos were more readily learned than the matching control words, but only in Study 1 were the known logo words learned more readily than the ones the children did not know. The results were discussed in terms of Gibson’s (1969) theory of perceptual learning, and supported the view that environment print and logo knowledge facilitated word reading.  相似文献   

Jack in two boxes: A postmodern perspective on the transformation of persons into portraits   总被引：1，自引：0，他引：1  

Maggie MacLure  Ian Stronach 《Interchange》1993,24(4):353-380

The paper explores issues surrounding portrayal in educational research and interrogates the notion of a life as a textual product, via an analysis of two short biographical narratives which happen to portray the same person — a British primary school head teacher nearing the end of his career. The discrepancies between these two texts point to the problematic nature of the relationship between person and portrait, and make visible some of the textual devices that writers/researchers use in order to achieve coherence and authenticity in biographical narratives.  相似文献   

Making sense of the development of inclusive practices     

Mel Ainscow  Andy Howes  Peter Farrell  Jo Frankham 《欧洲特需教育杂志》2013,28(2):227-242

Schools in England are currently being asked to pay greater attention to the issue of educational inclusion. This paper reports some of the findings of a collaborative action research Network that was set up to address the implications of this trend. The Network involves teams of university researchers in working with practitioners in order to encourage the development of inclusive practices. As a result of this work, it is argued that the development of such practices is not about adopting ‘recipes’ of the sort described in much of the existing literature. Rather, it involves social learning processes that occur within a given workplace. The paper attempts to provide deeper understandings of what these processes involve. To assist in this analysis use is made of the idea of ‘communities of practice’, as developed by Etienne Wenger, focusing specifically on the way he sees learning as a characteristic of practice. It is argued that the development of inclusive practices involves collaborative working arrangements; that they can be encouraged by engagement with various forms of evidence that interrupt ways of thinking; and that the space that is created through such interruptions can enable those involved to recognize overlooked or, indeed, new possibilities for moving practice forward.  相似文献   

Educational Inclusion and Raising Standards     

Michael Farrell 《British Journal of Special Education》2000,27(1):35-38

Michael Farrell, Education Inspector with the London Borough of Hillingdon Education Services, suggests that the term 'mainstream inclusion' should be replaced by 'educational inclusion' in order to avoid the implication that venues other than mainstream schools are inferior. He argues that the placement of pupils with SEN in mainstream schools should be informed by a consideration of the effectiveness of the venue in raising academic and personal and social standards.  相似文献   

Starting New     

Maggie Farrell 《图书馆管理杂志》2015,55(6):473-482

New leaders have unique challenges in orienting themselves to a new position and likely a new department or organization. There are some actions an individual can undertake that will ease the transition and build relationships, create an understanding of the new organization, and build confidence of the employees in the leader. There are issues to be aware of as a new leader adjusts to a new position and awareness will facilitate the transition in working within a new department or organization.  相似文献