Current access to health information in Zambia: a survey of selected health institutions     

Hoppenbrouwer J  Kanyengo CW 《Health information and libraries journal》2007,24(4):246-256

OBJECTIVE: To assess the current situation of access to information by health staff at selected central, provincial, district hospitals and health centres in Zambia. METHODS: Government and non-governmental institutions were visited in the Lusaka Urban District and nine rural districts in the North-Western, Western and Central Provinces of Zambia in 2001. Thirty interviews were held with provincial and district health directors, medical doctors, nurses and clinical officers in district hospitals and rural and urban health centres. In 2006, a follow-up visit was undertaken to the health centres in the Lusaka Urban District in Lusaka Province and the Sesheke District in the Western Province. RESULTS: There is limited access to health information for health workers in Zambia. In hospitals and health centres, where there is access, it is usually provided in an ad hoc manner without a central policy from the government. In all the places visited, there was also an overwhelming expressed need for different types of information relating to the professional or personal needs of health care workers. CONCLUSIONS: The study found that access to information was very poor. There were some excellent examples of local initiatives showing that, even under difficult financial and infrastructural circumstances, it was feasible to improve health workers' access to information by using low technology, information access initiatives. These existing local initiatives deserve to be scaled up, while new initiatives should be adopted to improve access to information in a much more structured way. Of paramount importance is the formulation and implementation of an information policy that will guarantee the provision of health information to Zambian health workers.  相似文献   

Fostering meaning-oriented learning and deliberate practice in teacher education     

Larike H. Bronkhorst  Paulien C. Meijer Bob Koster  Jan D. Vermunt 《Teaching and Teacher Education》2011,27(7):1120-1130

Meaning-oriented learning and deliberate practice may be expected to promote student teachers’ continuous professional development. We interviewed twelve expert teacher educators to explore their understanding of these concepts, as well as pedagogies to stimulate them in teacher education. The experts understood deliberate practice in two ways: an enactment conceptualization focusing on pupil learning, and a regulation conceptualization focusing on teacher learning. Pedagogies were operationalized in twelve design principles, which integrated ideas previously scattered in the literature, and added to it with respect to anticipatory reflection, diverse ways of “modeling”, and student teacher agency in creating a powerful learning environment.  相似文献   

Electronic Records Management and Public Accountability: Beyond an Instrumental Approach     

Albert Meijer 《The Information Society》2001,17(4):259-270

In evaluating government actions, accountability fora depend on public records. Information and communication technologies (ICTs) can—depending on how they are used—positively or negatively affect the availability of records for accountability. Dominant trends in the effect of ICTs on records management are (1) the mixing of "on the record" and "off the record" communication, (2) the shift of control over information to the individual, (3) the focus on present rather than on historic information, (4) the interlinking of information managed by several organizations, and (5) the integration of procedures into computer systems. These trends indicate that the introduction of ICTs challenges the existing balance between organizational values (e.g., formality and informality, central control and individual autonomy). Electronic records management is therefore about finding an organizational design that balances values to fit the organization's accountability situation.  相似文献   

The new role of rechargeable batteries     

Joost Manassen 《Endeavour》1992,16(4)

With the era of high energy fossil fuels coming to an end and the increasing importance of electrical energy, a better way of storage has to be found. The old classical batteries do not meet the demands of the society to come and enormous research and development efforts are being invested to find new ways of chemical storage of electrical energy.  相似文献   

Freerider behaviour and the public finance of R&D activities in enterprises: the case of the Spanish low interest credits for R&D     

Joost Heijs 《Research Policy》2003,32(3):445-461

This paper analyses the freeriding behaviour in the case of public finance for R&D activities in enterprises. It will start with a brief discussion about the concept of freeriding and its importance to justify public support measures and offers a review of the methods, indicators and results reflected in the evaluation studies.In the second part of the paper, the impact of the Spanish low interest credits for R&D projects for individual firms will be analysed. A profile of the “freerider firms” will be offered, defined as those supported firms whose innovative efforts do not depend on public aid and probably would or could have carried out the same level of innovative activities without public support. Moreover, the paper presents some evidence that firms with a freerider behaviour show a lower level of goal achievement related to their technical and commercial objectives and consider the learning effects as less important than the other firms. This could suggest, indirectly, that freeriders generate fewer externalities available for the production system as a whole—than the non-freerider firms.  相似文献   

School-linked and school-based health services: A renewed call for collaboration between school psychologists and medical professionals     

Steven R. Shaw  Desmond P. Kelly  Jane C. Joost  Stacy J. Parker-Fisher 《Psychology in the schools》1995,32(3):190-201

Health care and education reform provide opportunities to build systems that promote rather than retard collaboration between school psychologists and medical professionals. School-linked and school-based health services (SLSBHS) are a family of approaches that provide medical, social, and mental health services to students through school settings. These services have potential to provide more than acute care or first-aid services. SLSBHS provide medical care to uninsured children, students with chronic medical needs, at-risk children, and the overall school population. However, there are usually not enough funds to hire new staff members in most school districts. Expanding the roles of current school staff, promoting interdisciplinary collaboration, and implementing creative fiscal strategies are necessary to develop SLSBHS. Interdisciplinary collaboration may be the largest hurdle to developing SLSBHS. As such, school psychologists and medical professionals may need to rethink their professional roles and develop new techniques of interdisciplinary consultation to fulfill the potential of SLSBHS.  相似文献   

Cross‐Validated Prediction of Academic Performance of First‐Year University Students: Identifying Risk Factors in a Nonselective Environment     

Eline Meijer  Marc P. H. D. Cleiren  Elise Dusseldorp  Vincent J. C. Buurman  Roel M. Hogervorst  Willem J. Heiser 《Educational Measurement》2019,38(1):36-47

Early prediction of academic performance is important for student support. The authors explored, in a multivariate approach, whether pre‐entry data (e.g., high school study results, preparative activities, expectations, capabilities, motivation, and attitude) could predict university students’ first‐year academic performance. Preregistered applicants for a bachelor's program filled out an intake questionnaire before study entry. Outcome data (first‐year grade point average, course credits, and attrition) were obtained 1 year later. Prediction accuracy was assessed by cross‐validation. Students who performed better in preparatory education, followed a conventional educational path before entering, and expected to spend more time on a program‐related organization performed better during their first year at university. Concrete preuniversity behaviors were more predictive than psychological attributions such as self‐efficacy. Students with a “love of learning” performed better than leisure‐oriented students. The intake questionnaire may be used for identifying up front who may need additional support, but is not suitable for student selection.  相似文献   

Alignment 2.0: Strategic use of new internet technologies in government     

Albert Meijer  Marcel Thaens 《Government Information Quarterly》2010

This paper challenges the view that strategies for using Web 2.0 should primarily be based upon technological characteristics. The value of the organizational strategic alignment approach for developing specific operational Web 2.0 strategies for government organizations is explored both theoretically and empirically. On the basis of a review of the literature we conclude that there are no a priori reasons why the idea of a fit between IT strategy and business strategic orientation cannot be applied to the development of operational Web 2.0 strategies for government organizations. The empirical exploration based on intervention research at the Dutch Department of Education results in the identification of five configurations: organizational transparency, organizational interactions, policy sector transparency, policy sector interactions and process and policy innovation. These configurations are logically consistent with the strategic orientations of the three directorates of the Department of Education. This overview does not pretend to be exhaustive but validates the idea that an alignment approach leads to differences in operational strategies. The configuration approach provides organizations with useful a starting point for developing their Web 2.0 strategies.  相似文献   

Sloth, Silence, and Concentration: The Reader Between Letter and Spirit     

Wilna A. J. Meijer 《Interchange》2009,40(3):251-268

In current-day criticisms of consumer culture as well as of the performativity culture of the work place, the originally religious concept of the vice of acedia or sloth is reinterpreted as a virtue. Art, especially poetry, is put to the fore in that connection. The image of the reader is addressed when the question of the relationship between poetics and religion is under discussion. The observation of the decline of reading has often been part of forms of cultural criticism and pessimism. Empirical research from the Netherlands over a few decades as to the free time spent in reading as compared to other leisure activities, is reviewed. The pattern emerges that not reading as such, but reading books is losing ground. The “Cultural Citizen” of present, as characterized by the Dutch Culture Council in 2007, is involved in so many diverging leisure activities, that the time and quiet needed for the time-honoured pastime of reading is lacking. The article then discusses the question whether there is a relationship between poetics and religion as to their imminent concentration and contemplation. An intrinsic relation between poetry and reading on the one hand and religion and transcendence on the other, is advocated by the famous British literary theorist George Steiner and by the Dutch essayist Jan Oegema. Steiner distinguishes five categories of solitude in his Grammars of Creation (2001). These categories are explored in order to test the validity of the idea that the seeking of solitude and concentration necessary for reading, eventually leads to spiritual and religious experience. This idea is rejected. In conclusion, reading is, after the fashion of the novelist Milan Kundera, tied to the experience, not of a transcendent unity, but rather of a polyphony of human voices.  相似文献   

How do teachers learn in the workplace? An examination of teacher learning activities   总被引：1，自引：1，他引：0  

Jacobiene A. Meirink  Paulien C. Meijer  Nico Verloop  Theo C.M. Bergen 《欧洲师范教育杂志》2009,32(3):209-224

In this study, two data collection instruments were used to examine how Dutch secondary school teachers learn in the workplace. Firstly, they completed a questionnaire on their preferences for learning activities on two occasions. Secondly, during the intermediate period, they reported learning experiences in digital logs. Results of both instruments indicate that teachers often learn by critical individual reflection and by involving colleagues in particular challenging or problematic situations. An additional finding concerns the reporting of sequences of learning activities in the digital logs which is clearly different from the focus on single learning activities as found in most literature and as used in the questionnaire. Furthermore, the digital logs provided a fine‐tuning of the concepts of ‘involvement of colleagues’ and ‘experimentation’ in relation to teacher learning. The study concludes with a critical reflection on both data collection instruments. Finally, implications for future research on how teachers learn are discussed.  相似文献