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Davies B 《Health information and libraries journal》2002,19(1):21-32
ASVIN was a Research Support for Libraries Programme (RSLP) Funded Project, whose principal aim was to develop better co-operation between nine libraries in the veterinary and animal health field. The project examined a number of library-related areas, such as journal archiving, collection development policies, development of a common Z39.50 catalogue interface, grey literature, and printed and electronic journals. This paper examines the latter, whilst also providing a detailed analysis of printed journals held in partner libraries. Comparisons of the nine partner library collections are undertaken with a range of secondary sources, and an ASVIN core list of veterinary journals was developed. It looks at some of the issues relating to e-journals, expressing the benefits and concerns that many librarians are experiencing, such as licensing arrangements, archiving and general management issues. 相似文献
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The article traces the Welsh origins of “translanguaging” from the 1980s to the recent global use, analysing the development and extension of the term. It suggests that the growing popularity of the term relates to a change in the way bilingualism and multilingualism have ideologically developed not only among academics but also amid changing politics and public understandings about bilingualism. The original pedagogic advantages of a planned use of translanguaging in pedagogy and dual literacy are joined by an extended conceptualisation that perceives translanguaging as a spontaneous, everyday way of making meaning, shaping experiences, and communication by bilinguals. A new conceptualisation of translanguaging is in brain activity where learning is through 2 languages. A tripartite distinction is suggested between classroom translanguaging, universal translanguaging, and neurolinguistic translanguaging. The article concludes with a summary of recent research into translanguaging with suggestions for future research. 相似文献
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Ethics and Information Technology - We address the considerations of the European Commission Expert Group on the ethics of connected and automated vehicles regarding data provision in the event of... 相似文献
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C. Aaron Price Katherine Gean Claire G. Christensen Elham Beheshti Bryn Pernot Gloria Segovia Halcyon Person Steven Beasley Patricia Ward 《Journal of Science Education and Technology》2016,25(1):111-126
Casual games are everywhere. People play them throughout life to pass the time, to engage in social interactions, and to learn. However, their simplicity and use in distraction-heavy environments can attenuate their potential for learning. This experimental study explored the effects playing an online, casual game has on awareness of human biological systems. Two hundred and forty-two children were given pretests at a Museum and posttests at home after playing either a treatment or control game. Also, 41 children were interviewed to explore deeper meanings behind the test results. Results show modest improvement in scientific attitudes, ability to identify human biological systems and in the children’s ability to describe how those systems work together in real-world scenarios. Interviews reveal that children drew upon their prior school learning as they played the game. Also, on the surface they perceived the game as mainly entertainment but were easily able to discern learning outcomes when prompted. Implications for the design of casual games and how they can be used to enhance transfer of knowledge from the classroom to everyday life are discussed. 相似文献
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Jaime Schmidt Bryn Harris Maryellen Brunson McClain Kandice J. Benallie 《Psychology in the schools》2023,60(2):312-328
Little information regarding the psychometric properties of the most commonly used autism identification measures used in school settings with traditionally racially and ethnically minoritized (REM) groups is available. This analysis of autism identification measures is particularly important due to the demographic increase in the United States among most REM populations in recent decades. In addition, most REM groups are inequitably identified for autism and these measures may contribute to disproportionate identification based on problematic psychometric factors. This study systematically compiles the recommended psychometric properties pertaining to validity and reliability of the common autism identification measures among REM groups that are traditionally underrepresented (i.e., Black and Latinx populations) for autism identification. Conclusions suggest that several of the most common autism identification measures lack sufficient psychometric analyses to evaluate appropriate utilization with REM populations, specifically those who are Black and Latinx. The findings from this study may inform school psychologists' utilization and knowledge of limitations of these measures, as well as assisting with the determination of the appropriateness of these measures for use with REM populations. 相似文献
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Locating Economic Risks for Adolescent Mental and Behavioral Health: Poverty and Affluence in Families,Neighborhoods, and Schools 
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下载免费PDF全文 Rebekah Levine Coley Jacqueline Sims Eric Dearing Bryn Spielvogel 《Child development》2018,89(2):360-369
Research has identified risks of both poverty and affluence for adolescents. This study sought to clarify associations between income and youth mental and behavioral health by delineating economic risks derived from family, neighborhood, and school contexts within a nationally representative sample of high school students (N = 13,179, average age 16). Attending schools with more affluent schoolmates was associated with heightened likelihoods of intoxication, drug use, and property crime, but youth at poorer schools reported greater depressive and anxiety symptoms, engagement in violence, and for male adolescents, more frequent violence and intoxication. Neighborhood and family income were far less predictive. Results suggest that adolescent health risks derive from both ends of the economic spectrum, and may be largely driven by school contexts. 相似文献
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Following from Lewis, Jones, and Baker (this issue), this article analyses the relationship between the new concept of “translanguaging” particularly in the classroom context and more historic terms such as code-switching and translation, indicating differences in (socio)linguistic and ideological understandings as well as in classroom processes. The article considers the pedagogic nature of translanguaging in terms of language proficiency of children, developmental use in emergent bilinguals, variations in input and output, relationship to the subject/discipline curriculum, deepening learning through language development, cognitive development, and content understanding, and the role of children, including Deaf children, and in the use of translanguaging in educational activity. The conceptualisation of translanguaging is also shown to be ideological. 相似文献
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This study used linked foster care and birth records to provide a longitudinal, population-level examination of the incidence of first and repeat births among girls who were in foster care at age 17. Girls in a foster care placement in California at the age of 17 between 2003 and 2007 were identified from statewide child protection records. These records were probabilistically matched to vital birth records spanning the period from 2001 to 2010. Linked data were used to estimate the cumulative percentage of girls who had given birth before age 20. Birth rates and unadjusted risk ratios were generated to characterize foster care experiences correlated with heightened teen birth rates. Between 2003 and 2007 in California, there were 20,222 girls in foster care at age 17. Overall, 11.4% had a first birth before age 18. The cumulative percentage who gave birth before age 20 was 28.1%. Among girls who had a first birth before age 18, 41.2% had a repeat teen birth. Significant variations by race/ethnicity and placement-related characteristics emerged. Expanded data and rigorous research are needed to evaluate prevention efforts and ensure parenting teens are provided with the needed services and supports. 相似文献
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While the number and relative proportion of English language learners (ELL) in public school systems is rapidly increasing, ELL students are often overlooked for gifted programs, and for this reason are grossly underrepresented in gifted and talented education programs. Identification practices that were implemented decades ago did not take into account the linguistic and cultural diversity of students that are present in schools today. This theoretical article examines current gifted identification practices related to ELL students in public schools nationwide. The authors identify necessary components to this process that are often overlooked for ELL populations. Recommendations for best practice and future research are provided. 相似文献