Putting the “I” back in team     

Simone L. Yearwood 《Journal Of Access Services》2017,14(3):146-152

In the summer of 2013, staff in the Access Services unit of an academic library began a cross-training and collaboration project in an effort to provide continued library service to the campus community. The cross-training was established in an attempt to address a shortage of staff as a result of budget cuts. The cross-training resulted in the transitioning of the Access Services units and the creation of a collaborative team. The development of cross-training and its benefits are addressed in addition to lessons learned.  相似文献   

The crisis of consent: how stronger legal protection may lead to weaker consent in data protection     

Bart W. Schermer  Bart Custers  Simone van der Hof 《Ethics and Information Technology》2014,16(2):171-182

In this article we examine the effectiveness of consent in data protection legislation. We argue that the current legal framework for consent, which has its basis in the idea of autonomous authorisation, does not work in practice. In practice the legal requirements for consent lead to ‘consent desensitisation’, undermining privacy protection and trust in data processing. In particular we argue that stricter legal requirements for giving and obtaining consent (explicit consent) as proposed in the European Data protection regulation will further weaken the effectiveness of the consent mechanism. Building on Miller and Wertheimer’s ‘Fair Transaction’ model of consent we will examine alternatives to explicit consent.  相似文献   

Complements or substitutes? The role of universities and local context in supporting the creation of academic spin-offs     

Riccardo Fini  Rosa Grimaldi  Simone Santoni  Maurizio Sobrero 《Research Policy》2011,40(8):1113-1127

In this paper, we analyze the extent to which University-Level Support Mechanisms (ULSMs) and Local-Context Support Mechanisms (LCSMs) complement or substitute for each other in fostering the creation of academic spin-offs. Using a sample of 404 companies spun off from the 64 Italian Science, Technology, Engineering, and Mathematics universities (STEM universities) over the 2000–2007 period, we show that the ULSMs’ marginal effect on universities’ spin-off productivity may be positive or negative depending on the contribution offered by different LCSMs. Specifically, in any given region, ULSMs complement the legislative support offered to high-tech entrepreneurship whereas they have a substitution effect with regard to the amount of regional social capital, regional financial development, the presence of a regional business incubator, regional public R&D expenses as well as the level of innovative performance in the region. Results support the idea that regional settings’ idiosyncrasies should be considered for universities to develop effective spin-off support policies. This paper contributes to the debate on the evaluation of economic policies supporting entrepreneurship.  相似文献   

On Bullshit     

Simone Symonette  James A. Pershing 《Performance Improvement》2015,54(9):45-47

A number of leading academicians and practicing professionals in the fields of instructional and human performance technology (HPT) have observed over recent years a disturbing pattern of ideas and propositions being advocated by academics and practitioners alike that do not always ring true. At best some of these propositions are misleading, and at worst they are disingenuous. In some cases these propositions are deemed nonsense. In trying to understand this perpetuation of nonsense in instructional and performance technologies, we have found and use for reference a small book by Harry G. Frankfurt titled On Bullshit. This 2005 publication traces the meanings of BS and argues that it is a form of falsehood that is different than lying. Frankfurt disdains nonsense talk and relates it to the now popular concept of a bull session. We hope that you, like us, find Frankfurt's treatise on BS useful in understanding and differentiating between sense and nonsense in the fields of instructional and performance technologies. On Bullshit (2005; 67 pages; ISBN 10:0691122946; hardback $9.95) is published by Princeton University Press.  相似文献   

Process-oriented instruction: A discussion     

Simone Volet 《European Journal of Psychology of Education - EJPE》1995,10(4):449-459

Research on process-oriented instruction has been thriving in Europe for a number of years. This Special Issue provides the opportunity to bring together a number of research studies investigating the educational potential of this form of instruction in a wide range of domains of instruction (reading comprehension, physics, computer programming and psychology) and educational settings (secondary school and university). This final paper reflects on the common conceptual threads that link these diverse studies together¹. A number of conceptual, methodological and practical issues emerging out of the research are reviewed.  相似文献   

South-east Asian students at Australian universities: A reappraisal of their tutorial participation and approaches to study   总被引：5，自引：0，他引：5  

Peter D. Renshaw  Simone E. Volet 《The Australian Educational Researcher》1995,22(2):85-106

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I. Introduction     

Susan A. Gelman  Marianne G. Taylor  Simone P. Naguyen 《Monographs of the Society for Research in Child Development》2004,69(1):1-14

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How children and mothers express gender essentialism     

Susan A. Gelman  Marianne G. Taylor  Simone P. Naguyen 《Monographs of the Society for Research in Child Development》2004,69(1):33-63

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Career Counselling in the Emerging Post-Industrial Society     

Tractenberg  Leonel  Streumer  Jan  van Zolingen  Simone 《International Journal for Educational and Vocational Guidance》2002,2(2):85-99

International Journal for Educational and Vocational Guidance - What are the major changes that characterise the emerging post-industrial society? More specifically, what are the changes in the...  相似文献   

Competencies in Geriatric Nursing: Empirical Evidence from a Computer-Based Large-Scale Assessment Calibration Study     

Roman Kaspar  Ottmar Döring  Eveline Wittmann  Johannes Hartig  Ulrike Weyland  Annette Nauerth  Michaela Möllers  Simone Rechenbach  Julia Simon  Iberé Worofka 《Vocations and Learning》2016,9(2):185-206

Valid and reliable standardized assessment of nursing competencies is needed to monitor the quality of vocational education and training (VET) in nursing and evaluate learning outcomes for care work trainees with increasingly heterogeneous learning backgrounds. To date, however, the modeling of professional competencies has not yet evolved into procedures that would meet large-scale assessment (LSA) standards in VET. To empirically test a proposed structural model for client-directed nursing competence and to estimate psychometric properties of a newly developed video- and computer-based test (CBT) to inform subsequent LSA in nursing VET, 402 final-year nursing students from 24 German schools responded to a 77 item CBT. Multi-dimensional IRT modeling was employed to test the subdomain structure and estimate students’ competencies in geriatric nursing. The standardized CBT measures nursing students’ client-directed care competence with acceptable precision (WLE?=?0.76) and does so across the whole range of observed proficiency levels. Structural validity was supported by substantive contributions of test items from all proposed process-oriented subdomains, practice field scenarios, as well as items with and without reference to emotional demands. However, it was not possible to empirically separate the diagnostic, practical or communicative subdomains, probably reflecting parallel, recursive and hierarchical care processes in complex care situations. On average, students in our sample attained 45 % of the maximum test score so it is a demanding assessment of nursing competence. An extensively piloted, valid and reliable CBT is suggested to assess nursing students’ client-directed care competencies at the end of the third year of the VET program.  相似文献