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BACKGROUND: The informationist programme at the Library of the National Institutes of Health (NIH) in Bethesda, MD, USA has grown to 14 informationists working with 40 clinical and basic science research teams. PURPOSE: This case report, intended to contribute to the literature on informationist programmes, describes the NIH informationist programme, including implementation experiences, the informationists' training programme, their job responsibilities and programme outcomes. BRIEF DESCRIPTION: The NIH informationist programme was designed to enhance the library's service capacity. Over time, the steps for introducing the service to new groups were formalized to ensure support by leadership, the team being served and the library. Job responsibilities also evolved from traditional library roles to a wide range of knowledge management activities. The commitment by the informationist, the team and the library to continuous learning is critical to the programme's success. RESULTS / OUTCOMES: NIH scientists reported that informationists saved them time and contributed to teamwork with expert searching and point-of-need instruction. Process evaluation helped refine the programme. EVALUATION METHOD: High-level, preliminary outcomes were identified from a survey of scientists receiving informationist services, along with key informant interviews. Process evaluation examined service implementation, informationists' training and service components. Anecdotal evidence has also indicated a favourable response to the programme. 相似文献
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Child mental health is a growing concern for policymakers across the global north. Schools have become a key site for mental health interventions, with new programmes aimed at promoting ‘resilience’, through which children may maintain or regain mental health during adversity. As one of the first studies to explore the early impact of intensive mental health promotion in schools from children’s perspectives, we adopt a governmentality approach to consider the logic and techniques of such programmes with a specific focus on England. An innovative visual methodology was used to focus on student perspectives of mental health interventions in school. Young peoples’ photo representations of mental health were collected and used to stimulate focus group discussions with 65 students aged 12–14, across seven schools. ‘Resilience’ was seen to be the key organising concept for mental health interventions in schools. The concept was viewed as narrowly focused on attitude towards—and performance in—school work, with individuals being encouraged to ‘push on through’ difficulties to achieve success. Young people were critical of this approach, suggesting several alternatives. These included increased access to independent mental health professionals, safe spaces within schools and mental health education that addressed the social and affective dimensions of mental health difficulties. 相似文献
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Frank England是英国内地会(CIM)成员,他于上个世纪30年代初只身来到中国传讲圣经,先在安庆学习中文,然后在临海生活和工作了20年。其间,他周游浙江的城镇和乡村,用相机记录下了30年代浙江的风土人情。这里介绍的只是其中的一小部分,但也可以大致了解当时的民情民风。 相似文献
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Instruction is defined as a process for controlling student behavior so as to insure student learning, rather than as a process for merely presenting information to students to learn in whatever way they can. Learning, in turn, is defined in terms of behavioral associationism. Thus, the problem of specifying an instructional program so as to lead to effective control of student learning as directly as possible is largely a problem of adequately describing the behaviors required of the student at specified points in the instructional program. The main body of the paper is concerned with the general application of these basic definitions to the problems of: 1) Identifying what it is that is to be learned, 2) Sequencing the order in which instructional materials are to be presented, 3) Designing instructional situations for accomplishing the desired learning. Evaluation is defined as consisting of two major aspects: 1) Evaluation of the effectiveness of the instruction for inculcating students with the behaviors selected for them to learn, 2) Evaluation of the effectiveness of the behaviors selected for the student to learn for producing adequate job performance. 相似文献
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Ceri Morris 《Ethnography and Education》2017,12(1):1-16
Education involves the engagement of the full range of the senses in the accomplishment of tasks and the learning of knowledge and skills. However both in pedagogical practices and in the process of educational research, there has been a tendency to privilege the visual. To explore these issues, detailed sensory ethnographic fieldwork was conducted in further education colleges, investigating the experiences of visually impaired students who use their non-visual senses and embodied actions to achieve their learning. The study found that the full sensory schemas of the students were not always appreciated or accessed by tutors, resulting in lost learning opportunities. Whilst particularly relevant for visually impaired students, these findings have implications for pedagogy for all students. Further the study highlighted the significance of sensory ethnography as a tool to explore the processes of teaching and learning. 相似文献
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The Freedom of Information Act (FOIA) has facilitated the release of large amounts of government information that has been of great value to researchers, journalists, and other interested parties. The fraction of this information released in electronic format has been growing as has its volume. While offering great potential for research, large amounts of data disgorged from government information systems can pose challenges to human interpretation and knowledge extraction. Using the Office of the Secretary of Defense/Joint Staff Freedom of Information Act (FOIA) Logs for 2007–2009, this research identifies (1) a process for finding relationships between the FOIA requests through keywords extracted from Wikipedia and (2) a technique for visualizing these relationships in order to provide context and improve understanding when working with born-digital government data. 相似文献
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Abstract The aim of this study was to devise a valid performance analysis system for the assessment of the movement characteristics associated with competitive amateur boxing and assess its reliability using analysts of varying experience of the sport and performance analysis. Key performance indicators to characterise the demands of an amateur contest (offensive, defensive and feinting) were developed and notated using a computerised notational analysis system. Data were subjected to intra- and inter-observer reliability assessment using median sign tests and calculating the proportion of agreement within predetermined limits of error. For all performance indicators, intra-observer reliability revealed non-significant differences between observations (P > 0.05) and high agreement was established (80–100%) regardless of whether exact or the reference value of ±1 was applied. Inter-observer reliability was less impressive for both analysts (amateur boxer and experienced analyst), with the proportion of agreement ranging from 33–100%. Nonetheless, there was no systematic bias between observations for any indicator (P > 0.05), and the proportion of agreement within the reference range (±1) was 100%. A reliable performance analysis template has been developed for the assessment of amateur boxing performance and is available for use by researchers, coaches and athletes to classify and quantify the movement characteristics of amateur boxing. 相似文献
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Data from college admissions tests can provide a valuable measure of student achievement, but the non-representativeness of test-takers is an important concern. We examine selectivity bias in both state-level and school-level SAT and ACT averages. The degree of selectivity may differ importantly across and within schools, and across and within states. To identify within-state selectivity, we use a control function approach that conditions on scores from a representative test. Estimates indicate strong selectivity of test-takers in “ACT states,” where most college-bound students take the ACT, and much less selectivity in SAT states. To identify within- and between-school selectivity, we take advantage of a policy reform in Illinois that made taking the ACT a graduation requirement. Estimates based on this policy change indicate substantial positive selection into test participation both across and within schools. Despite this, school-level averages of observed scores are extremely highly correlated with average latent scores, as across-school variation in sample selectivity is small relative to the underlying signal. As a result, in most contexts the use of observed school mean test scores in place of latent means understates the degree of between-school variation in achievement but is otherwise unlikely to lead to misleading conclusions. 相似文献
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