What is wrong with the modern research university?     

Ronald H. Stein 《Higher Education》1991,21(2):263-266

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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   

Progress and the values it secretes     

Hugh Lacey 《Metascience》2011,20(3):529-531

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U Crazy     

Harry Stein 《Academic Questions》2011,24(4):489-493

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Critical Religious Education,Multiculturalism and the Pursuit of Truth by Andrew Wright     

Stein M. Wivestad 《Journal of Philosophy of Education》2011,45(1):157-161

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A bit of guidance on doing global science     

Lacey  Hugh 《Metascience》2017,26(1):171-172

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Gamifying your Teaching: Guidelines for Integrating Gameful Learning in the Classroom     

Stein Brunvand  David Hill 《College Teaching》2019,67(1):58-69

Gamified teaching is a pedagogical strategy that utilizes principles of gaming in the structure of assignments and grading. When students are allowed to engage in gameful educational experiences, they are given the freedom to choose their own pathway through assignments in order to better customize their learning. This article presents a rationale for gamified teaching and outlines the various elements of this instructional approach. In addition, guidance is provided on how to convert a traditional course to a gamified class.  相似文献   

Bilateral practice improves dominant leg performance in long jump     

Anne Focke  Sina Spancken  Christian Stockinger  Benjamin Thürer  Thorsten Stein 《European Journal of Sport Science》2016,16(7):787-793

Benefits of bilateral practice both for the non-dominant and for the dominant body side have been shown in several studies. Thereby, most of the studies included movement tasks of the upper extremity or investigated sports games in which the ability of acting bilaterally is an essential basis for success and, thus, a bilateral practice is reasonable anyway. Individual unilaterally performed sports including movement tasks of the lower extremity are rarely investigated. Therefore, the aim of our study was to test if contralateral transfer due to bilateral practice can be found in an unilaterally performed sport including the lower extremity. We trained and tested 61 adolescent athletes in long jump to compare the jumping performance of the dominant leg after a 12-week practice period between two groups: a bilateral practice group that practiced specific long jump exercises with both the dominant and non-dominant leg and an unilateral practice group that practiced specific long jump exercises only with the dominant leg. Results showed a superior effect of bilateral practice compared to unilateral practice regarding the jumping performance of the dominant leg. The performance increase at post-test and retention-test for the dominant limb was significantly higher for the bilateral practice group (pre-to-post: 5.2%, pre-to-retention: 7.4%) compared to the unilateral practice group (pre-to-post: 3.4%, pre-to-retention: 4.5%). Thus, bilateral practice should be established in the early practice programmes of track and field athletes to improve the performance of the dominant take-off leg.  相似文献   

The Use of Reflective Journals to Stimulate Critical Thinking in the Academic Internship     

Michael L. Arter  Lacey N. Wallace  Thomas L. Shaffer 《Journal of Criminal Justice Education》2016,27(1):140-156

Reflective journals have been widely accepted throughout various educational disciplines for many years as a means of enhancing experiential learning practices. Reflective journals allow for students to gain a better understanding of a given experience and explore the levels of critical thinking as they work through the understanding and learning processes. Critical thinking involves the logical progression from mere knowledge and understanding to the highest levels of synthesis and evaluation. The immediate study presents findings of the analyses of a series of sequential reflective journals presented over the course of a semester-long internship experience. Findings indicate that reflective journals are shown to facilitate progression through the levels of critical thinking as identified in Bloom’s taxonomy and promote a higher level of understanding and application of theoretical concepts to practical experiential learning.  相似文献   

“Miami BICE”: A milestone of success for the collaborative goals of the career education movement     

Judith Stein 《Journal of Career Development》1987,13(3):71-77

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