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Developing multi-disciplinary library and information services is high on the agenda for many NHS trusts and this brings with it a climate of change for both those who manage and work in services today. The development of such new services needs to be carefully managed and developed, and this presents a challenge for librarians and service managers. In the UK during 1999 and 2000, Aintree Hospital Trust, in conjunction with Edge Hill College of Higher Education, established a truly multi-disciplinary service based at its hospital site and managed by Edge Hill. This paper outlines the key stages in the development of the Library and Information Service with the focus on the management of change, collaboration and the development of a unique partnership between Higher Education and an NHS trust. The case study example will provide an outline of strategic and project planning, with insights into staff management and development, delivering user expectations and developing stakeholder relationships in the health library setting. 相似文献
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In spite of advances in course design software and experience with online offerings, the question of how web-based education affects teaching and learning remains largely unanswered, and the terrain of online learning remains largely unmapped. In this paper, through the stories of 10 faculties of education and one computer science instructor in Ontario, we map out a small piece of the frontier of web-based course delivery and plot a course for future exploration. We argue that most existing offerings take the form of a Lone Ranger or Greenhorn approach but that there is a need to move toward a strategic institutional Wagon Train approach that consolidates and integrates support for online teaching and learning. We argue, as well, that failures in online instruction cannot simply be attributed to improper instruction or inappropriate course design. Rather, at least part of the problem locates in the ways in which conversation is structured in the online environment. 相似文献
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The research reported in this paper used a modified Delphi procedure in an attempt to establish a consensus on tasks proposed to assess components of number sense identified as essential for early mathematics success by a broad range of academics with expertise in the area of early mathematics. Tasks included as measures of these components were based on assessment tasks developed by early mathematics researchers. Eighteen questionnaires were returned by academics from Australia, the UK, New Zealand, The Netherlands and the USA, all with published work in the areas of early mathematics and/or number sense. Both the proposed components and tasks in the questionnaires were limited to the number domain. The study revealed considerable agreement with a number of the proposed tasks and thus provided a way forward for the development of an early number sense assessment to be trialled with young children prior to their first year of formal schooling. 相似文献
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Coral Falco Javier Molina-García Octavio Álvarez Isaac Estevan 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(4):381-382
The aim of this study was to investigate the effects of target distance on temporal and impact force parameters that are important performance factors in taekwondo kicks. Forty-nine taekwondo athletes (age = 24.5 ± 5.9 years; mass = 79.9 ± 10.8 kg) were recruited: 13 male experts, 21 male novices, 8 female experts, and 6 female novices. Impact force, reaction time, and execution time were computed. Three-way repeated measure ANOVAs revealed significant ‘distance’ effect on impact force, reaction time, and execution time (p = 0.001). Comparisons between distance conditions revealed that taekwondo athletes kicked with higher impact force from short distance (17.6 ± 7.5 N/kg) than from long distance (13.1 ± 5.7 N/kg) (p < 0.001), had lower reaction time from short distance (498 ± 90 ms) and normal distance (521 ± 111 ms) than from long distance (602 ± 121 ms) (p < 0.001), and had lower execution time from short distance (261 ± 69 ms/m) than from normal distance (306 ± 105 ms/m) or from long distance (350 ± 106 ms/m) (p = 0.003 and p < 0.001, respectively). In conclusion, target distance affected the kick performance; as distance increases, impact force decreased and reaction time increased. Therefore, when reaction to a simple visual stimulus is needed, kicking from a long distance is not recommended, as longer time is required to respond. 相似文献
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School connectedness and classroom environment have both been strongly linked to depressive symptoms, but their interrelation is unclear. We tested whether school connectedness mediated the link between classroom environment and depressive symptoms. A sample of 504 Australian seventh‐ and eighth‐grade students completed the Classroom Environment Scale, Psychological Sense of School Membership scale, and Children's Depression Inventory, at three time points. Together, the classroom environment and school connectedness accounted for 41% to 45% of variance in concurrent depressive symptoms, and 14% of subsequent depressive symptoms with prior symptoms accounted for. Only a partial mediation was found, with both classroom environment and school connectedness continuing to contribute uniquely to the prediction of concurrent and subsequent depressive symptoms. These findings provide additional support for the idea that school‐based pathways to depressive symptoms are a complex interplay between environment and individual difference variables, necessitating individual and environmental school‐based interventions. 相似文献
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A crucial role of the educator, we contend, is to motivate students to want to feel the pain that all cognitive growth requires. This challenge, we will suggest, makes a certain form of conflict essential to the pedagogical relationship, a conflict which requires copresence in shared physical space. If we are correct, then on-line contexts are not conducive to education. Virtual environments permit the exchange of useful (and useless) information, but the absence of genuine, felt human contact limits their educational value, even when they provide highly mediated social interactions. 相似文献
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Thirty-three children with a range of intellectual disabilities who participated in a transition program embedded within a model inclusive preschool program were enrolled in mainstream kindergarten classes from 1995 to 1999. In the second of four kindergarten terms the classroom survival skills, on-task behaviour across a range of activities and following teacher directions, were measured by observing the children with intellectual disabilities and a typical peer, nominated by each classroom teacher. While the teacher-nominated peers outperformed the students with intellectual disabilities in total time-on-task, the level achieved by the children with intellectual disabilities was still at the lower end of what is regarded as average. There was no statistical difference between the two groups in on-task behaviour during independent activities but the difference between the groups during whole class instruction was highly significant. This may have implications for the selection of strategies for preparing children for transition and the adaptation of teaching practices. On-task behaviour did not vary a great deal across level of intellectual disability but gender may have been a contributing factor. There appeared to be a greater difference between students with and without disabilities in responding to teacher directions. The results of the present study suggest that successful demonstration of these critical skills requires more appropriate teacher preparation and intervention at the kindergarten level. 相似文献
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Isaac Estevan Julia Freedman Silvernail Daniel Jandacka Coral Falco 《Journal of sports sciences》2016,34(18):1766-1773
The initial stance position (ISP) has been observed as a factor affecting the execution technique during taekwondo kicks. In the present study, authors aimed to analyse a roundhouse kick to the chest by measuring movement coordination and the variability of coordination and comparing this across the different ISP (0°, 45° and 90°). Eight experienced taekwondo athletes performed consecutive kicking trials in random order from every of the three relative positions. The execution was divided into three phases (stance, first swing and second swing phase). A motion capture system was used to measure athletes’ angular displacement of pelvis and thigh. A modified vector coding technique was used to quantify the coordination of the segments which contributed to the overall movement. The variability of this coordination (CV) for each ISP was also calculated. Comparative analysis showed that during the stance phase in the transverse plane, athletes coordinated movement of the trunk and thigh with a higher frequency of in-phase and lower frequency of exclusive thigh rotation in the 0° stance than the 90° stance position (P < 0.05). CV was also influenced by the different ISP. During the first swing and the majority of the second swing phase, predominant in-phase coordination of the pelvis and thigh was observed. Including exercises that require in-phase movement could not only help athletes to acquire coordination stability but also efficiency. The existence of a constraint such as ISP implies an increase of the variability when the athletes have to kick from ISP they are not used to adopt (i.e., 0° and 90° ISP) as an evidence of adaptability in the athletes’ execution technique. 相似文献