Integrating diversity,equity, and inclusion principles into instruction: Case studies from the University of Florida's Health Science Center Libraries     

Jane Morgan-Daniel MLIS  AHIP  Hannah F. Norton MS  AHIP  Mary Edwards MLIS  EdD  Lauren Adkins MLIS  AHIP 《Health information and libraries journal》2023,40(3):332-338

Librarians at the University of Florida Health Science Center Libraries have begun to intentionally incorporate diversity, equity, and inclusion (DEI) principles into teaching during design, implementation, and evaluation. This article uses four case studies to provide an overview of the librarians' approaches to inclusive teaching (1) an annual workshop for Physical Therapy students on the intersection between DEI, health literacy, and patient education; (2) a librarian-taught one-credit course for public health students, which was revised to create a more inviting syllabus and integrate elements of universal design; (3) an annual project for first year medical students highlighting health disparities and community resources; and (4) piloting the application of critical librarianship principles in library standalone sessions on database searching and reference management. Suggestions are provided for other librarians who are interested in developing a culture of inclusive teaching in their own libraries.  相似文献   

Certain effects on vocal pitch of frequency modulated instantaneous auditory feedback     

Norton B. Young 《Communication Studies》2013,64(3):19-25

The dynamic relationships between manipulations of auditory feedback and the vocal responses of the individual have been of both theoretical and practical interest. The present study sought to investigate one of the auditory feedback variables, namely, vocal pitch, which had heretofore received little attention. An attempt was made to assess the effects of an experimental pitch‐shift of auditory feedback on the speaker's own vocal pitch, while maintaining normal relationships of the other feedback variables. Vocal pitch changes were seen to accompany the pitch‐shifts of auditory feedback. However, these differences were not statistically significant and did not prove predictable from the amount and direction of change in the auditory feedback.  相似文献   

Held together by faith: A home visit in the mountains     

Christina Norton 《Early Childhood Education Journal》1977,4(4):20-22

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Coping with separation anxiety     

Betty Lou Land  Terry Norton 《Early Childhood Education Journal》1985,12(4):18-19

Whether beginning nursery school, kindergarten, or first grade, many children commonly experience fear at being separated from their parents and at being in a new place for the first time for an extended period. For example, Albert lived across the street from the school where he was to attend first grade. Taken by his brothers and sisters to the school on the first day, Albert was left in a room with a teacher and forty-five other children.Betty Lou Land is an Associate Professor of Reading at Winthrop College and Terry Norton is an Instructor of Reading.  相似文献   

Oversocialization in the young culturally deprived child     

F J Norton 《Exceptional children》1969,36(3):149-155

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Partnering to promote service continuity in the event of an emergency: a successful collaboration between two interlibrary loan departments          下载免费PDF全文

Melanie J. Norton  Daniel T. Wilson    Susan S. Yowell 《Medical Library and Historical Journal》2009,97(2):131-134

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The Drinkwater-Ross anthropometric fractionation of body mass: comparison with measured body mass and densitometrically estimated fat and fat-free masses     

R T Withers  N P Craig  C T Ball  K I Norton  N O Whittingham 《Journal of sports sciences》1991,9(3):299-311

The Drinkwater-Ross anthropometric fractionation of body mass (mass = sigma skeletal, residual, fat and muscle masses), lean body mass (LBM = sigma skeletal, residual and muscle masses) and fat mass (FM) were compared with the measured body mass, together with the densitometrically estimated fat-free mass (FFM) and fat mass (FM), of 205 male (mean +/- S.D.: 74.66 +/- 10.55 kg; 10.1 +/- 3.7% BF by densitometry) and 177 female (mean +/- S.D.: 59.14 +/- 8.85 kg; 18.5 +/- 5.1% BF by densitometry) South Australian State representatives in a variety of sports. Most absolute differences (d) between the measured body masses and those resultant from the sum of the four fractionated masses (male: d = 2.15 kg or 2.9%; female: d = 1.27 kg or 2.2%) were within what one would expect from random day-to-day variation. However, this was not so for the comparisons between the fractionated LBM (male: d = 2.54 kg or 3.8%; female: d = 2.45 kg or 5.2%) and FM scores (male: d = 1.67 kg or 30.0%; female: d = 2.40 kg or 20.0%) and their densitometric counterparts. These differences are probably related to a combination of the densitometric and fractionation assumptions.  相似文献   

An Occupation in Harmony: The Roles of Markets and Government in Career Information and Guidance     

W. Norton Grubb 《International Journal for Educational and Vocational Guidance》2004,4(2-3):123-139

Interest in career information and guidance (CIG) has grown as part of many countries efforts to strengthen education to improve their workforce. While CIG may facilitate markets in education and training, the provision of CIG itself is subject to market failures. This paper examines the demand for CIG, the structure of supply, and the nature of markets. Based on the OECD Career Guidance Policy Review, it then examines ways that countries have tried to correct such market failures in CIG – clarifying the responsibilities of governments to create the foundations necessary for markets.  相似文献   

Rethinking school funding, resources, incentives, and outcomes     

W. Norton Grubb  Rebecca Allen 《Journal of Educational Change》2011,12(1):121-130

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Exploring barriers and solutions to academic writing: Perspectives from students,higher education and further education tutors     

Imose Itua  Margaret Coffey  David Merryweather  Lin Norton  Angela Foxcroft 《Journal of Further & Higher Education》2014,38(3):305-326

Staff and student perceptions of what constitutes good academic writing in both further and higher education often differ. This is reflected in written assignments which frequently fall below the expected standard. In seeking to develop the writing skills of students and propose potential solutions to writing difficulties, a study was conducted in a university and a nearby further education college in the north west of England to explore barriers and solutions to AW difficulties. This paper reports the findings generated using unmoderated focus groups with second-year university health studies students (n=70) and moderated focus groups with further education college teachers (n=3) and health studies lecturers in a university (n=6).

Findings indicated that staff and students’ perceptions of what constitutes AW differed. The barriers to academic writing that were identified included lack of time and confidence; lack of extended writing at FE level; lack of reading and understanding of academic texts or journals; referencing; and academic jargon.  相似文献