Book Reviews     

Peter Richardson  Anthony Watkinson  Louise Watts  Christine Reid  Chris Shelley  Nigel Lees  Andrea Powell  Martin Richardson  Anthony Watkinson  Anthony Watkinson  Sophie Leighton  Andrea Powell 《Learned Publishing》2003,16(3):226-238

Serial Publications: Guidelines for Good Practice in Publishing Printed and Electronic Journals, 2nd edition, by Diane Brown, Elaine Stott and Anthony Watkinson Association of Learned and Professional Society Publishers 2003, £27 (members), £30 (non‐members), 108 pp., paperback. ISBN 0‐907341‐22‐5. Available from http://www.alpsp.org/pub3.htm The Case for Institutional Repositories: A SPARC Position Paper prepared by Raym Crow, SPARC Senior Consultant Scholarly Publishing and Academic Resources Coalition, Washington DC. Release 1.0, 2002. Available at: www.arl.org/sparc The Case for Institutional Repositories: A SPARC Position Paper prepared by Raym Crow, SPARC Senior Consultant Scholarly Publishing and Academic Resources Coalition, Washington, DC. Release 1.0, 2002. Available at: www.arl.org/sparc Internet Law: Text and Materials by Chris Reed Butterworths Tolley, 2000, £24.95, paperback. ISBN 0406981418 Intellectual Property Law by Lionel Bently and Brad Sherman Oxford University Press, Oxford, 2001, £32.99 (paperback), 1136 pp. ISBN 0‐19‐876343‐3 Clearing the Way: Copyright Clearance in UK Libraries by Elizabeth Gadd LISU Occasional Paper no. 31, Library & Information Statistics Unit (LISU), Department of Information Science, Loughborough University. ISBN 1 901786 51 X Electronic Journals and User Behaviour: Learning for the Future from the SuperJournal Project by David Pullinger and Christine Baldwin Deedot Press, 2002, £14.95. ISBN 0‐954‐2924‐0‐5 Electronic Ecology: A Case Study of Electronic Journals in Context by Karla L. Hahn Association of Research Libraries, 79 pp., 2001, $45. ISBN 0‐918006‐46‐1 The Transition from Paper: Where Are We Going and How Will We Get There edited by R. Stephen Berry and Anne Simon Moffat American Academy of Arts and Sciences, published online (2001): www.amacad.org/publications/trans.htm The Transition from Paper: Where Are We Going and How Will We Get There edited by R. Stephen Berry and Anne Simon Moffat American Academy of Arts and Sciences, published online (2001): www.amacad.org/publications/trans.htm E‐Serials, Publishers, Libraries, Users and Standards, 2nd edn, edited by Wayne Jones The Haworth Press Inc., 2003, 294 pp. paperback ISBN 0789012294  相似文献   

A school’s journey in creating a relational environment which supports attachment and emotional security     

Louise Webber 《Emotional and Behavioural Difficulties》2017,22(4):317-331

This article focuses on teachers’ experiences of supporting looked after and adopted children in one case study primary school in England. Children who are looked after and adopted may have a disrupted attachment with their primary carer which has resulted in an insecure attachment. Children with insecure attachments can feel anxious, uncertain and have low self-worth which can result in a struggle to adapt to school as they are unable to articulate their feelings. This article draws on qualitative research using semi-structured interviews with teaching staff in order to illuminate strategies, subsidised through Pupil Premium Plus funding, to support such children. A key outcome was the creation of a school-based model consisting of six main components that can be developed to support children with insecure attachments.  相似文献   

Application of Sigma Metrics for the Assessment of Quality Assurance in Clinical Biochemistry Laboratory in India: A Pilot Study     

Singh B  Goswami B  Gupta VK  Chawla R  Mallika V 《Indian journal of clinical biochemistry : IJCB》2011,26(2):131-135

Ensuring quality of laboratory services is the need of the hour in the field of health care. Keeping in mind the revolution ushered by six sigma concept in corporate world, health care sector may reap the benefits of the same. Six sigma provides a general methodology to describe performance on sigma scale. We aimed to gauge our laboratory performance by sigma metrics. Internal quality control (QC) data was analyzed retrospectively over a period of 6 months from July 2009 to December 2009. Laboratory mean, standard deviation and coefficient of variation were calculated for all the parameters. Sigma was calculated for both the levels of internal QC. Satisfactory sigma values (>6) were elicited for creatinine, triglycerides, SGOT, CPK-Total and Amylase. Blood urea performed poorly on the sigma scale with sigma <3. The findings of our exercise emphasize the need for detailed evaluation and adoption of ameliorative measures in order to effectuate six sigma standards for all the analytical processes.  相似文献   

On the need to repoliticise environmental and sustainability education: rethinking the postpolitical consensus     

Louise Sund  Johan Öhman 《Environmental Education Research》2014,20(5):639-659

This article draws attention to the possibilities of the ongoing philosophical discussion about cosmopolitan universal values in relation to the normative challenges in environmental and sustainability education (ESE). The purpose of this paper is to clarify the philosophical problems of addressing universally sustainable responsibilities and values in ESE. Our arguments draw inspiration from the work of three poststructuralist scholars: we explore how Butler develops her claim that universal assertion requires a cultural translation, how Mouffe exposes the political in universal claim and how Todd argues that education needs to introduce students to a political language that enables them to critically reflect on their own and other groups’ values and actions. In the concluding part, we suggest the following guidelines for rethinking ESE: unmasking the political dimension, re-politicising education, seeing beyond the relativist and objectivist divide and using passion as a moving force.  相似文献   

Interactive radiological anatomy eLearning solution for first year medical students: Development,integration, and impact on learning          下载免费PDF全文

Alexandra Louise Webb  Sunhea Choi 《Anatomical sciences education》2014,7(5):350-360

A technology enhanced learning and teaching (TELT) solution, radiological anatomy (RA) eLearning, composed of a range of identification‐based and guided learning activities related to normal and pathological X‐ray images, was devised for the Year 1 nervous and locomotor course at the Faculty of Medicine, University of Southampton. Its effectiveness was evaluated using a questionnaire, pre‐ and post‐tests, focus groups, summative assessment, and tracking data. Since introduced in 2009, a total of 781 students have used RA eLearning, and among them 167 Year 1 students in 2011, of whom 116 participated in the evaluation study. Students enjoyed learning (77%) with RA eLearning, found it was easy to use (81%) and actively engaged them in their learning (75%), all of which were associated to the usability, learning design of the TELT solution and its integration in the curriculum; 80% of students reported RA eLearning helped their revision of anatomy and 69% stated that it facilitated their application of anatomy in a clinical context, both of which were associated with the benefits offered by the learning and activities design. At the end of course summative assessment, student knowledge of RA eLearning relevant topics (mean 80%; SD ±16) was significantly better as compared to topics not relevant to RA eLearning (mean 63%; SD ±15) (mean difference 18%; 95% CI 15% to 20%; P < 0.001). A well designed and integrated TELT solution can be an efficient method for facilitating the application, integration, and contextualization of anatomy and radiology to create a blended learning environment. Anat Sci Educ 7: 350–360. © 2013 American Association of Anatomists.  相似文献   

The transfer of social exclusion and inclusion functions through derived stimulus relations     

Anita Munnelly  Georgina Martin  Charlotte Dack  Ann Zedginidze  Louise McHugh 《Learning & behavior》2014,42(3):270-280

Previous studies have found that social exclusion can cause distress to those excluded. One method used to study social exclusion is through a virtual ball-toss game known as Cyberball. In this game, participants may be excluded from or included in the ball-toss game and typically report lower feelings of self-esteem, control, belonging, and meaningful existence following exclusion. Experiments 1 and 2 sought to explore the transfer of feelings of exclusion and inclusion through stimulus equivalence classes. In both experiments, participants were trained to form two three-member equivalence classes (e.g., A1–B1, B1–C1; A2–B2, B2–C2) and were tested with novel stimulus combinations (A1–C1, C1–A1, A2–C2, C2–A2). Thereafter, participants were exposed to the Cyberball exclusion and inclusion games. In these games, one stimulus (C1) from one equivalence class was assigned as the Cyberball inclusion game name, whereas one stimulus (C2) from the other equivalence class was assigned as the Cyberball exclusion game name. In Experiment 2, participants were only exposed to the Cyberball exclusion game. During a subsequent transfer test, participants were asked to rate how included in or excluded from they thought they would be in other online games, corresponding to members of both equivalence classes. Participant reported that they felt they would be excluded from online games if the games were members of the same equivalence class as C2. In contrast, participants reported that they felt they would be included in online games if the games were members of the same equivalence class as C1. Results indicated the transfer of feelings of inclusion (Experiment 1) and feelings of exclusion (Experiments 1 and 2) through equivalence classes.  相似文献   

Predictors of developmentally appropriate classroom practices in kindergarten through third grade   总被引：2，自引：0，他引：2  

Kelly L. Maxwell  R. A. McWilliam  Mary Louise Hemmeter  Melinda Jones Ault  John W. Schuster 《Early childhood research quarterly》2001,16(4)

This study was designed to (a) test the psychometric properties of a new observation measure of developmentally appropriate classroom practices in kindergarten through third-grade classrooms, and (b) determine how well classroom and teacher characteristics predict developmentally appropriate classroom practices. Teacher-reported and observational data from 69 classrooms provided support for construct validity, internal consistency, and interrater agreement of the Assessment of Practices in Early Elementary Classrooms (APEEC) measure. Hierarchical multiple regression analyses indicated that classroom characteristics (grade, class size, number of children with disabilities), teacher characteristics (education level, years of experience) and teacher beliefs (developmentally appropriate beliefs and developmentally inappropriate beliefs) accounted for 42% of the variance in observed classroom practices. With all variables in the model, teacher education, grade, and beliefs in developmentally appropriate and inappropriate practice accounted for most of the variance in observed classroom practices.  相似文献   

Le management de l'archive     

Carol Couture  Louise Gagnon-Arguin 《Archival Science》2001,1(1):101-105

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Literacy and Teacher-Assessment at Key Stage 2     

Louise Poulson 《Literacy》1992,26(3):6-12

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Dyslexia in Europe—II     

Mary Louise Trusdell 《Annals of dyslexia》1974,24(1):181-191

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