A Statewide Analysis of North Carolina Public Libraries and Their Response to the Opioid Epidemic     

Jordan Wrigley  Caitlin Kennedy  Mary Grace Flaherty  Madison Ponder  Meg Foster  Jesse Akman 《Public Library Quarterly》2020,39(5):421-433

ABSTRACT

This study sought to investigate the opioid epidemic impact on North Carolina public libraries. Libraries in half of all 100 counties were chosen through a random, geographically systematic process, and structured interviews were completed with library directors. Twenty directors were interviewed, representing 28 counties. All reported their communities were affected; nine reported direct impacts on library function. Fifteen directors felt libraries should be involved in response; some felt Narcan administration was beyond library purview. Two libraries reported having Narcan available; five reported providing staff training. Given librarians’ willingness to respond, it is time to provide necessary support for those efforts.  相似文献   

Differences Between Attached and Detached Cadaveric Prosections on Students' Identification Ability During Practical Examinations     

Spencer Mattingly  Elizabeth Hardesty  Kevin Chovanec  Marlon E. Cobos  Jacqueline Garcia  Meghan Grizzle  Amanda Huerta  Jesse Ohtake  Daniel Romero-Alvarez  Victor H. Gonzalez 《Anatomical sciences education》2021,14(6):808-815

Cadaveric prosections are effective learning tools in anatomy education. They range from a fully dissected, sometimes plastinated, complete cadaver (in situ prosections), to a single, carefully dissected structure detached from a cadaver (ex situ prosections). While most research has focused on the advantages and disadvantages of dissection versus prosection, limited information is available on the instructional efficacy of different prosection types. This contribution explored potential differences between in situ and ex situ prosections regarding the ability of undergraduate students to identify anatomical structures. To determine if students were able to recognize the same anatomical structure on both in situ and ex situ prosections, or on either one individually, six structures were tagged on both prosection types as part of three course summative examinations. The majority of students (61%–68%) fell into one of the two categories: those that recognized or failed to recognize the same structure on both in situ and ex situ prosections. The percentage of students who recognized a selected structure on only one type of prosection was small (1.6%–31.6%), but skewed in favor of ex situ prosections (P ≤ 0.01). These results suggest that overall students' identification ability was due to knowledge differences, not the spatial or contextual challenges posed by each type of prosection. They also suggest that the relative difficulty of either prosection type depends on the nature of the anatomical structure. Thus, one type of prosection might be more appropriate for teaching some structures, and therefore the use of both types is recommended.  相似文献   

Exploring weighted student formulas as a policy for improving equity for distributing resources to schools: A case study of two California school districts     

Jay G. Chambers  Jesse D. Levin  Larisa Shambaugh 《Economics of Education Review》2010

This paper presents a case study of two California school districts, San Francisco and Oakland, each of which have implemented their own versions of what is popularly known as a weighted student formula (WSF). One primary goal of the WSF policy is to increase the equity with which resources are distributed to schools. With respect to equity, the findings suggest that for particular schooling levels per-pupil spending became more responsive to student poverty and that the increase in responsiveness appears to have coincided with implementation of the WSF in the two districts. Moreover, each district relies on a different mechanism for driving resources to the schools: San Francisco relying to a greater degree on the unrestricted funds, while Oakland relies more heavily on restricted sources which, as directed by law, drive dollars to special need populations. Interestingly, neither district exhibited any significant change in the distribution of teacher experience after implementation of their SBF models; schools serving the highest proportion of students from low-income families continued to employ teachers with the least experience after implementation of the SBF models. While an additional goal of WSF was to drive more resources down to the school level to be spent, our analysis found little substantial change in the proportion of resources expended at the school versus the district level.  相似文献   

A systemic cause analysis model for human performance technicians     

Jesse Sostrin 《Performance Improvement》2011,50(8):17-23

This article presents a systemic, research‐based cause analysis model for use in the field of human performance technology (HPT(. The model organizes the most prominent barriers to workplace learning and performance into a conceptual framework that explains and illuminates the architecture of these barriers that exist within the fabric of everyday organizational life. The model has broad implications for HPT scholars and practitioners.  相似文献   

The impact of static output nonlinearities on the control strategies that humans use in command-following tasks     

Sajad Koushkbaghi  Jesse B. Hoagg  T. Michael Seigler 《Journal of The Franklin Institute》2021,358(6):2964-2986

The results of a human-in-the-loop experiment are used to investigate the control strategies that humans use to interact with nonlinear dynamic systems. Two groups of human subjects interact with a dynamic system and perform a command-following task. The first group interacts with a linear time-invariant (LTI) dynamic system. The second group interacts with a Wiener system, which consists of the same LTI dynamics cascaded with a static output nonlinearity. Both groups exhibit improved performance over the trials, but the average of the linear group’s performance is better on more than three-fourths of the trials. A new nonlinear subsystem identification algorithm is presented and used to identify the feedback and feedforward control strategies used by the subjects in both groups. The identification results for the linear group agree with prior studies suggesting that adaptive feedforward inversion is a primary control strategy used by humans for command-following tasks. The main results of this paper address an open question of whether a similar control strategy is used for nonlinear systems. The identification results for the nonlinear group suggest that those subjects also use adaptive feedforward inversion. However, the static output nonlinearity inhibits the human’s ability to approximate the inverse.  相似文献   

The predictive relations between non‐alphanumeric rapid naming and growth in regular and irregular word decoding in at‐risk readers     

Richard S. Kruk  Jesse Mayer  Leah Funk 《Journal of Research in Reading》2014,37(1):17-35

We investigated influences of non‐alphanumeric rapid naming on decoding skill growth for regularly and irregularly spelled English words. In a longitudinal study, 52 at‐risk and 69 not‐at‐risk readers were tracked from Grade 1 to Grade 3. Non‐alphanumeric rapid naming ability measured in Grade 1 accounted for unique variance in irregular word decoding in early Grade 2 – strong rapid naming was associated with strong irregular word decoding. An interaction between reading risk status and Grade 1 rapid naming indicated that the influence of Grade 1 rapid naming ability on growth in irregular word decoding was different for at‐risk than not‐at‐risk readers. Non‐alphanumeric rapid naming can have predictive validity as a marker for identifying specific difficulties in learning to read irregular words in at‐risk readers. Results indicate that rapid naming plays a general role in irregular word reading and a specific role in at‐risk readers' growth in irregular word decoding.  相似文献   

远亲不如近邻     

Jesse Hunter  WJ 《英语辅导》2014,(1):1

关于邻居的概念,于我而言,更多的是有关童年和少年时的回忆。或许很多人有着与我相似的人生轨迹:童年和少年时期享受着亲密、欢乐的邻里生活;求学时期的后半段离开故土,"邻居"的身份是与"室友"合二为一的;工作后,作为一个"异乡人","邻居"两个字显得最为淡薄,它代表着不同居所里一扇扇紧锁的门,没有感情色彩,拒人于千里。如今,在这个城市安了家,左邻右里,一边是新搬来的租户,一边是一户偶尔住上两三天的人家,还有一户因为刚刚换了"学位房"而搬走了,当然,楼道里更多的是几年来连头也没点过的陌生人。很多时候,走出电梯,看到那一扇比一扇扎实的大铁门,我心中总会泛起一种焦虑,仿佛自己依然是这个城市里多余的"入侵者"。人们总说,儿时的记忆是最深刻的,感受亦然。或许终有一天,我们还能找回一个地方,大家都敞开着大门,等待邻居们一一探索……  相似文献   

爱上地下铁     

Jesse Hunter  Weiji 《英语辅导》2013,(7):1

城里的孩子都熟悉这段经历:初次踏上地铁站台有多惊险,多刺激。我记得那时妈妈紧紧地握住我的手,要知道,那画满涂鸦的银色巨龙可是以玩命般的速度呼啸疾驰而至的。岂止厉害呀!我大部分的童年时光都花在了103街的地铁站台上,等待1号车的到来。但我与地铁相关的那些最美好的回忆要数我第一次听到身后的车门关闭时发出的"呯嘭呯嘭"声——因为我发现自  相似文献   

Assessment of CAL materials     

Moya McCloskey  Steve Blythe  Chris Robertson 《Teaching Statistics》1996,17(Z1):8-12

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A MORE PRACTICAL PEDAGOGICAL IDEAL: SEARCHING FOR A CRITERION OF DEWEYAN GROWTH     

Shane Jesse Ralston 《Educational theory》2011,61(3):351-364

When Dewey scholars and educational theorists appeal to the value of educative growth, what exactly do they mean? Is an individual's growth contingent on receiving a formal education? Is growth too abstract a goal for educators to pursue? Richard Rorty contended that the request for a “criterion of growth” is a mistake made by John Dewey's “conservative critics,” for it unnecessarily restricts the future “down to the size of the present.” Nonetheless, educational practitioners inspired by Dewey's educational writings may ask Dewey scholars and educational theorists, “How do I facilitate growth in my classroom?” Here Shane Ralston asserts, in spite of Rorty's argument, that searching for a more concrete standard of Deweyan growth is perfectly legitimate. In this essay, Ralston reviews four recent books on Dewey's educational philosophy—Naoko Saito's The Gleam of Light: Moral Perfectionism and Education in Dewey and Emerson, Stephen Fishman and Lucille McCarthy's John Dewey and the Philosophy and Practice of Hope, and James Scott Johnston's Inquiry and Education: John Dewey and the Quest for Democracy and Deweyan Inquiry: From Educational Theory to Practice—and through his analysis identifies some possible ways for Dewey‐inspired educators to make growth a more practical pedagogical ideal.  相似文献