Book reviews     

Allan Mazur  Charles R. Day  J. W. Grove 《Minerva》1995,33(3):291-302

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Forward view: advancing health library and knowledge services in England          下载免费PDF全文

Sue Lacey Bryant  Helen Bingham  Ruth Carlyle  Alison Day  Linda Ferguson  David Stewart 《Health information and libraries journal》2018,35(1):70-77

This article is the fourth in a series on New Directions. The National Health Service is under pressure, challenged to meet the needs of an ageing population, whilst striving to improve standards and ensure decision making is underpinned by evidence. Health Education England is steering a new course for NHS library and knowledge services in England to ensure access to knowledge and evidence for all decision makers. Knowledge for Healthcare calls for service transformation, role redesign, greater coordination and collaboration. To meet user expectations, health libraries must achieve sustainable, affordable access to digital content. Traditional tasks will progressively become mechanised. Alongside supporting learners, NHS librarians and knowledge specialists will take a greater role as knowledge brokers, delivering business critical services. They will support the NHS workforce to signpost patients and the public to high‐quality information. There is a need for greater efficiency and effectiveness through greater co‐operation and service mergers. Evaluation of service quality will focus more on outcomes, less on counting. These changes require an agile workforce, fit for the future. There is a bright future in which librarians’ expertise is used to mobilise evidence, manage and share knowledge, support patients, carers and families, optimise technology and social media and provide a keystone for improved patient care and safety.  相似文献   

The IR Has Two Faces: Positioning Institutional Repositories for Success     

John Novak  Annette Day 《New Review of Academic Librarianship》2018,24(2):157-174

This article describes the ongoing efforts at University of Nevada, Las Vegas (UNLV) Libraries to evolve the role of the institutional repository (IR) and to effectively position it within the context of the Libraries’ collections, research support, and scholarly communication services. A major component of this process is re-examining the fundamental aims of the IR and aligning it to the Libraries and the campus strategic goals. The authors situate UNLV Libraries’ experience within the context of the current literature to provide background and reasoning for our decision to pursue two, at times conflicting, aims for the IR: one for scholarly communication and another for research administration.  相似文献   

Integrity in Government through Records Management: Essays in Honour of Anne Thurston     

Josephine Marsh 《档案与原稿》2016,44(1):53-54

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Positioning Civic Engagement on the Higher Education Landscape: Insights from a civically engaged pedagogy     

Boland  Josephine Anne 《Tertiary Education and Management》2011,17(2):101-115

The significance of competing conceptions of civic engagement is increasingly apparent as efforts are made to respond to the measurement imperative that characterises contemporary higher education. The importance of devising appropriate means of recognising and incentivising civic engagement is asserted in this paper and the potential offered by emerging measurement and mapping methodologies is considered. The empirical basis for the argument derives from a multi-site case study of the process of embedding community-based learning within Irish higher education. Analysis of interview data from four cases, drawn from the university and extra-university sector, yielded, inter alia, a typology of orientations to civic engagement. Findings are discussed, including those relating to orientations, ambivalence, scepticism, and legitimisation strategies. The case is made that these themes and the factors which impact on sustainability are mirrored within the wider domain of civic engagement—hence the opportunity to learn from a civically engaged pedagogy.

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Language instruction for young children: What ten years of confusion has taught us     

David E. Day 《Interchange》1974,5(1):59-72

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Effects of national policies on teachers' sense of professionalism: findings from an empirical study in Portugal and in England   总被引：2，自引：0，他引：2  

Christopher Day  Isabel Viana 《欧洲师范教育杂志》2007,30(3):249-265

This paper reports on research aimed at investigating the ways in which teachers in Portugal and in England are experiencing recent changes in the policy environment which have affected their sense of professionalism and their professional identity. Data were collected through questionnaires and focus group interviews. Findings suggest the existence of some strengths in teachers' views on their professionalism, namely the importance of vocationalism, continuing learning and collaborative cultures, the relevance of project‐oriented work at school and an integrated perspective of the curriculum. However, a number of limitations also emerged, such as feelings of ambivalence and conflict, associated with increased bureaucracy, qualities of school leadership, cultures of loneliness and the lack of understanding and ownership of the process of change.

Cet article rend compte des données sur une étude réalisée au Portugal et en Angleterre sur la manière dont les enseignants des deux pays vivent les plus récents changements dans leur travail en résultat des politiques nationales. Plus concrètement, l'étude a analysé la manière dont les enseignants des deux pays caractérisent leur professionnalisme et leur identité professionnelle. Les données ont été recueillies à travers des questionnaires et des entretiens en groupe. Les résultats suggèrent quelques points forts, notamment l'importance du sentiment de vocation, de l'apprentissage continu, des cultures de collaboration et du travail de projet ainsi qu'une perspective intégrée du curriculum. Par contre, les points plus faibles ont été les sentiments d'ambivalence et de conflit, ainsi que la bureaucratie, la culture de solitude et l'absence de compréhension du processus de changement.

El artículo se basa en un estudio realizado por las Universidades del Minho (Portugal) y Nottingham (Inglaterra) sobre la forma como los profesores de los dos países han reaccionado a los recientes cambios en la política curricular, bien como sobre sus implicaciones en su profesionalismo y su identidad. Los datos fueron recogidos a través de cuestionario y entrevista de grupo. La lectura que surge de los datos indica un conjunto de puntos fuertes en la definición del profesionalismo de los profesores, especialmente la importancia atribuida al aprendizaje continuo y a las culturas de colaboración, así como la importancia del trabajo de proyecto y un entendimiento más amplio de los papeles de la escuela y de los profesores. Sin embargo, también surgieron algunas limitaciones, sobretodo en lo que respecta a sentimientos de alguna manera ambivalentes y conflictivos, determinados por el aumento de la burocracia, de la cultura individualista y la falta de comprensión y asimilación de los procesos de cambio.

Dieser Artikel berichtet über eine Studie, welche untersucht hat, inwiefern Lehrer aus Portugal und England die jüngsten Veränderungen im politischen Umfeld erleben, und inwiefern sich diese Veränderungen auf die berufliche Einstellung und Identität der Lehrer auswirken. Die Daten wurden durch Fragebögen und Fokusgruppeninterviews erhoben. Die Untersuchungsergebnisse zeigen, dass die Lehrer ihre Weiterbildung und Mitarbeitskultur, projektorientierte Schularbeit, eine integrierte Perspektive des Curriculums und ein breites Verständnis für die Schule und für die Lehrerarbeit als wichtig erachten. Es wurden jedoch auch einige Schwachpunkte identifiziert, wie beispielsweise mit erhöhtem Bürokratismus verbundene Ambivalenz‐ und Konfliktgefühle, Einsamkeitskultur, sowie Verständnislosigkeit gegenüber dem Veränderungsvorgang.  相似文献   

Policy,teacher education and the quality of teachers and teaching     

Christopher Day 《Teachers and Teaching》2019,25(5):501-506

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“None of the Kings on Earth is Their Equal in ʿaṣabiyya”: The Mongols in Ibn Khaldūn's Works     

Josephine van den Bent 《Al-Masaq: Islam & the Medieval Mediterranean》2016,28(2):171-186

The rise of the Mongol empire was a shock to the Arab world and led many Arab authors to describe these conquerors in decidedly negative terms. The great historian Ibn Khaldūn also discusses the Mongols' rise and their conquests. As a nomadic people they challenged and defeated sedentary populations and founded their own dynasties. Consequently, the Mongol conquests perfectly fit Ibn Khaldūn's theories on ?a?abiyya – which is superior in nomadic groups – and the rise and fall of dynasties. For the Maghrebi historian, the rise of the Mongols was a natural step in the course of history. This consequently colours his view of the Mongols and affects the way he portrays them, especially regarding the themes of violence and religion – recurring themes in many contemporary works dealing with the Mongols – and in his depiction of the Turco-Mongolian conqueror Timur, who is presented in a more favourable light by Ibn Khaldūn than he is in many contemporary works.  相似文献   

A Review of: “The Digital Sublime: Myth,Power, and Cyberspace’     

Ronald E. Day 《The Information Society》2013,29(3):223-224

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