Gender and Management in HEIs: Changing organisational and management structures     

Özkanlı  Özlem  de Lourdes Machado  Maria  White  Kate  O’Connor  Pat  Riordan  Sarah  Neale  Jenny 《Tertiary Education and Management》2009,15(3):241-257

This paper reports on the second phase of a multi-country study examining cross cultural perspectives of gender and management in Higher Education Institutions (HEIs). It examines the broader labour market context and legislative frameworks for higher education in each country and then analyses the literature on women in university management. The paper presents the findings of research with male and female senior managers about their perceptions of women as HEI managers within changing organisational and management structures. It concludes that although HEI’s are now largely aware of barriers to women getting into and on in senior management, they have not addressed the organisational structures and cultures that perpetuate this inequity.

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The information-seeking behavior of clinical staff in a large health care organization   总被引：1，自引：0，他引：1       下载免费PDF全文

Philip N. Hider  Gemma Griffin  Marg Walker    Edward Coughlan 《Medical Library and Historical Journal》2009,97(1):47-50

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Should ‘ought’ be taught?     

Pat Mahony   《Teaching and Teacher Education》2009,25(7):983-989

The argument in this paper is that teachers and other education professionals could benefit from the opportunity to develop ethical understanding, in addition to other aspects of professional knowledge. Having first discussed the nature of ethics, the first main section of the paper establishes the case in favour of including ethical education in the initial or ongoing professional learning of teachers. The case focuses particularly on showing the negative effects of the fashionable claim that ‘values are relative or subjective’ which I argue is a key source of confusion for teachers. In the final part of the paper I discuss some of the kinds of consideration about values and ethics that teachers might find useful.  相似文献   

Writing and Reading Subjects: Fixing and Unfixing Identity through Close Literary Practices     

Claire Robson  Dennis Sumara  Rebecca Luce‐Kapler  Bridget Coll  Pat Hogan  Greta Hurst 《Changing English: An International Journal of English Teaching》2010,17(4):385-398

For a number of years, Rebecca Luce‐Kapler and Dennis Sumara have been investigating the ways in which literary practices of close reading can help change how we think and how we remember. They have also considered how such practices might help make us more critical of normative representations of remembered experience. More recently, they have been joined by Claire Robson, who works with and investigates memoir writing. In 2009, Robson and Sumara were joined by their six older lesbian research participants at a conference held at the University of British Columbia entitled ‘Queerly Canadian: Changing Narratives’. The six women performed extracts from memoirs they had written as part of the research data and joined the researchers in offering theories and insights about the writing processes in which the group had engaged. That presentation and this paper represent the evolution of a two‐year collaboration between these researchers and the six women, who are listed as co‐authors on both the presentation and this paper.  相似文献   

Impact and educational outcomes of a small group self‐directed teaching strategy in a clinical neuroscience curriculum          下载免费PDF全文

Thomas I. Nathaniel  Jordan C. Gainey  Jessica A. Williams  Bianca L. Stewart  Michael C. Hood  Leanne E. Brechtel  Rakiya V. Faulkner  Jasmine S. Pendergrass  Leigh‐Ann Black  Scott K. Griffin  Christopher E. Troup  Jayne S. Reuben  Asa C. Black Jr. 《Anatomical sciences education》2018,11(5):478-487

The complexity of the material being taught in clinical neuroscience within the medical school curriculum requires creative pedagogies to teach medical students effectively. Many clinical teaching strategies have been developed and are well described to address these challenges. However, only a few have been evaluated to determine their impact on the performance of students studying clinical neuroscience. Interactive, 2‐hour, self‐directed small‐group interactive clinical case‐based learning sessions were conducted weekly for 4 weeks to integrate concepts learned in the corresponding didactic lectures. Students in the small groups analyzed cases of patients suffering from neurological disease that were based on eight learning objectives that allowed them to evaluate neuroanatomical data and clinical findings before presenting their case analysis to the larger group. Students’ performances on the formative quizzes and summative tests were compared to those of first‐year medical students in the previous year for whom the self‐directed, small‐group interactive clinical sessions were not available. There was a significant improvement in the summative performance of first‐year medical students with self‐directed clinical case learning in the second year (Y2) of teaching clinical neuroscience (P < 0.05) when compared with first‐year students in the first year (Y1) for whom the self‐directed learning approach was not available. Student performance in the formative assessments between Y1 and Y2 was not significantly different (P = 0.803). A target of ≥70% student scoring above 80% in the final summative examination was met. The current study revealed evidence for the impact and educational outcomes of a self‐directed, clinical teaching strategy in a clinical neuroscience curriculum for first‐year medical students. Anat Sci Educ 11: 478–487. © 2017 American Association of Anatomists.  相似文献   

Observer Perceptions of Movement Confidence     

Jack F. Keogh  Norma Sue Griffin  Robin Spector 《Research quarterly for exercise and sport》2013,84(4):465-473

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Influence of vitamin D mushroom powder supplementation on exercise-induced muscle damage in vitamin D insufficient high school athletes     

R. Andrew Shanely  David C. Nieman  Amy M. Knab  Nicholas D. Gillitt  Mary Pat Meaney  Fuxia Jin 《Journal of sports sciences》2013,31(7):670-679

Abstract

Incidence of vitamin D deficiency is increasing worldwide. The purpose of this study was to determine if supplementation with vitamin D₂ from Portobello mushroom powder would enhance skeletal muscle function and attenuate exercise-induced muscle damage in low vitamin D status high school athletes. Participants were randomised to Portobello mushroom powder (600 IU/d vitamin D₂) or placebo for 6 weeks. Participants then completed a 1.5-h exercise session designed to induce skeletal muscle damage. Blood samples and measures of skeletal muscle function were taken pre-supplementation, post-supplementation/pre-exercise and post-exercise. Six weeks supplementation with vitamin D₂ increased serum 25(OH)D₂ by 9.9-fold and decreased serum 25(OH)D₃ by 28%. Changes in skeletal muscle function and circulating markers of skeletal muscle damage did not differ between groups. In conclusion, 600 IU/d vitamin D₂ increased 25(OH)D₂ with a concomitant decrease in 25(OD)D₃, with no effect on muscular function or exercise-induced muscle damage in high school athletes.  相似文献   

Effects of ICT group work on interactions and social acceptance of a primary pupil with Asperger's Syndrome     

Lynda Lewis  John Trushell  Pat Woods 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(5):739-755

The aim of this study was to ascertain whether collaborative group work on a computer, facilitated by an adult, could provide a means for a primary schoolboy with Asperger's Syndrome (AS)—moderately‐highly affected in all areas of the “triad of impairments”—to develop appropriate task‐related interactions with his peers. Data were gathered before, during, and after group work sessions. A combination of interviews and questionnaires established background data and concerns of parent and teachers. Sociometric testing of classmates was used to determine social acceptance and friendship grouping among the child's immediate peer group. During the adult‐facilitated ICT sessions an interaction process schedule (IPS) was used to record interactions of the three children involved. The results indicate moderate improvements in the child's ability to interact with his peers, both in social and task‐related contexts, as well as a raised social profile among his classmates in general. Although this was a discrete setting, the findings are encouraging and this strategy may be replicated in schools to support mainstream inclusion for children with AS.  相似文献   

Designing an effective stress-management training program     

Griffin DR  Everly G  Fuhrmann C 《Training (New York, N.Y.)》1982,19(9):20-2, 28-30, 34

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Multigrade schooling in ‘remote’ areas of Vietnam   总被引：1，自引：0，他引：1  

Sheila Aikman  Pat Pridmore 《International Journal of Educational Development》2001,21(6)

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