Building Cataloging Capacity for Libraries in South Sudan: A North–South–South Collaboration     

Eliz Nassali State  Anne Bjørkum Åsmul 《Cataloging & classification quarterly》2013,51(1-3):194-201

In the developing world, a common trend is to have north–south collaborations constituting most of the continuous professional development (CPD) activities for librarians. The emerging drift highlighted in this article is a north–south–south initiative aimed at rebuilding the University of Juba Library through capacity-building of the library staff. This article will illuminate the process of equipping library staff with cataloging skills in the absence of previous library training. This endeavor is a result of the collaborative efforts of Makerere University Library (MakLib) in Uganda and the University of Bergen Library (UoBL) in Norway under the Juba Library Automation Project (JULAP). JULAP's main objective is to rebuild the University of Juba Library with the components of library automation and training of library staff. This article will concentrate on the practical training of the library staff in cataloging and the hands-on training on the Koha integrated library system to lay the groundwork for computerized library services for the University of Juba. This article will also highlight the challenges and lessons learned so far while articulating strategies for the future.  相似文献   

Abduction,deduction and induction: can these concepts be used for an understanding of methodological processes in interpretative case studies?     

Håvard Åsvoll 《International journal of qualitative studies in education》2013,26(3):289-307

Within the area of interpretative case studies, there appears to be a vast amount of literature about theoretical interpretations as the main analytical strategy. In light of this theoretically based strategy in case studies, this article presents an extended perspective based on Charles Sanders Peirce’s concepts of abduction, deduction and induction. I intend to show some of the integral relationships between these concepts which can be relevant for interpretative case studies exemplified by classroom research. The connections between these concepts and interpretative field research result in two interpretative strategies, illuminated by syllogisms, and named abduction–deduction–induction (A–D–I) and deduction–induction–abduction (D–I–A). These strategies will be discussed.  相似文献   

Self‐esteem in Children with and without Motor Co‐ordination Problems     

Monica H. Sträng  Lisbeth Åberg‐Bengtsson 《Scandinavian Journal of Educational Research》2013,57(4):313-333

This article presents results from a study of 36 pupils (8–10 years of age) in face‐to‐face conversations with their teachers about water as an environmental phenomenon based on a photograph of a rainforest. The teachers’ rather vague goal was to have the pupils talk about the water cycle. The sessions were audio‐recorded and analyzed with respect to: (1) scaffolding strategies used by the teachers, (2) possible implications of these strategies on the pupils’ sense‐making, and (3) what accounts of the water cycle as a school‐science learning‐content were made. Three different patterns of scaffolding strategies were found. Some pupils did not even come close to talking about the water cycle, whereas others arrived at a rather fragmented picture.  相似文献   

Web网络技术在神经病症状学医学教学中的模式及应用探讨     

周解全  陈丽  谢保忠  柯家海  程湛 《中国教育技术装备》2009,(24)

校园网的发展空间巨大,对于科学、合理、充分地利用教育资源有着重大的意义.性能优越的Web技术创建的网络教学平台、资源建设平台、网络资源管理平台,为医学网络教育开拓了新领域.对基于Web技术的神经病症状学医学教学的应用模式和它的主要应用技术进行分析,按照这个思路希望对架构医学网络教学整合神经病症状学医学资源具有一定的参考意义.  相似文献   

Navigating between an emic and an etic approach in ethnographic research. Crucial aspects and strategies when communicating critical results to participants     

Åsa Bergman  Monica Lindgren 《Ethnography and Education》2018,13(4):477-489

There is a fundamental tension in ethnographic research between trying to understand participants from within their own perspective and viewing them with greater distance. With this in mind, the aim of this article is to describe how a reflexive communication model was developed during the study of El Sistema Gothenburg, and to discuss aspects and strategies that are crucial when navigating between an emic and an etic approach. It is argued that by reflexive communication, researchers can make their results useful for participants and that reflecting upon the relationship is even more important when communicating critique. With the help of this model, communication of critical results was facilitated by the establishment of an integrative approach that combined the insiders’ and outsiders’ perspectives and was based on the formation of a strong relationship between the researchers and the participants, as well as by the participants’ own cultivation of theoretical understanding.  相似文献   

Governmental policies and organisational change in higher education   总被引：2，自引：1，他引：1  

Åse Gornitzka 《Higher Education》1999,38(1):5-31

In this article a theoretical framework designed for a comparative research project on organisational change in higher education is presented. In the project the main focus is on how organisational change in universities and colleges is affected by governmental policies and programmes. The framework is based upon two major theoretical perspectives, resource dependency and neo-institutionalism. It is argued that for examining changes in universities and colleges both the relationship between these organisations and the government, as well as their internal dynamics are of importance. In addition to integrating the two main theoretical perspectives in the project also attempts to do justice to the complexities of the concept of (governmental) steering by attempting to incorporate general models on the role of the state. The article suggests that these models offer a meaningful insight into how and why governmental steering approaches have been changed over time.  相似文献   

Challenges for adult skill formation in the globalising learning economy – a European perspective     

Bengt-Åke Lundvall 《International Journal of Lifelong Education》2016,35(4):448-464

The globalising learning economy driven by more intense competition and the wide use of information and communication technologies is characterised by rapid change in technologies and markets. At the level of labour markets and within enterprises, this is reflected in continuous change in skill requirements for employees. This is true for all parts of the world economy. In this paper, the focus is on Europe and developments in the first decade of the new millennium. The major challenge for Europe is to counter the inherent trend, reinforced by the crisis, towards unequal access to learning both in work and in education. Without a new new deal that gives privileged access to vocational education and training for those with little education, the economic performance of Europe will be undermined. Such a new new deal must be a fundamental element in the effort to lift Europe out of its current crisis.  相似文献   

我校大学生田径运动损伤的成因及预防   总被引：3，自引：0，他引：3  

张永科 《湖北体育科技》2002,21(2):181-182

通过对西安外国语学院1038名学生中的109名田径运动损伤的寻访、调研、分析，发现造成损伤的原因是思想麻痹大意；缺少准备活动或准备活动不科学：环境条件不良等。其预防措施是消除麻痹思想；注意循序渐进和区别对待；重视做好准备活动等。  相似文献   

Approaches to Learning,Cognitive Style,and Motives as Predictors of Academic Achievement   总被引：1，自引：2，他引：1  

ÅGE DISETH  ØYVIND MARTINSEN 《教育心理学》2003,23(2):195-207

The purpose of the present study was to analyse the relationship between approaches to learning (deep, strategic, and surface), cognitive style, motives, and academic achievement. A sample of 192 undergraduate psychology students with a mean age of 21.7 years participated. Motives and styles were related to the three approaches to learning in theoretically meaningful ways. Moreover, approaches to learning were found to predict academic achievement, while styles and motives only had indirect effects on achievement. Among the approaches to learning, the deep approach unexpectedly did not predict achievement, while the surface and strategic approaches as expected significantly predicted achievement.  相似文献   

Contract arrangements in the Nordic countries—solving the efficiency/effectiveness dilemma?     

Åse Gornitzka  Bjørn Stensaker  Jens‐Christian Smeby  Harry De Boer 《Higher Education in Europe》2004,29(1):87-101

Steering higher education through the establishment of a “contract” between the state and the individual higher education institution is becoming an increasingly popular way of regulating the relationship between the two actors in the Nordic countries. This article addresses some theoretical foundations for this approach derived from principal/agent theory and analyzes the strengths and weaknesses of established contract arrangements in Finland, Sweden, and Denmark. The article discusses the potential of using such arrangements in relation to the efficiency/effectiveness dilemma. It is emphasized that trust is vital in solving this dilemma and that the balance between the need for public accountability, the efficient regulation of higher education, and institutional change must be given high priority in refining existing contractual arrangements.  相似文献