The Medical Information Working Party: annual report 1991     

Maureen Forrest 《Health information and libraries journal》1992,9(1):30-31

  相似文献   

Children with special needs: reading therapy study day. LAMHWLG: reading therapy sub-group, 29 January 1992, Mitchell Library,Glasgow.     

Margaret E. S. Forrest 《Health information and libraries journal》1992,9(1):29-30

  相似文献   

Teachability: creating accessible learning and teaching in information skills     

Forrest ME  Simpson AE 《Health information and libraries journal》2007,24(1):69-71

  相似文献   

Truths about non-existent things     

Peter Forrest 《Metascience》2012,21(2):305-307

  相似文献   

Costing the library services. Cairns Library: a casestudy     

Maureen Forrest  Anne-Marie Cawasjee 《Health information and libraries journal》1997,14(4):219-232

In the presentclimate libraries have to adopt a business approach to funding submissions; detailed managementinformation must be produced in support of expenditure and to ensure that the services are cost-effective. In addition to the grant from its parent body (the Faculty of Clinical Medicine,University of Oxford), the Cairns Library obtains funding from five other bodies, includingNational Health Service Hospital Trusts. The Cairns Library has introdu ies anduser education. The costs for each package have been apportioned to the funding bodies on thebasis of the number of registered users from each body.  相似文献   

III Neurological and medical factors discriminating between normal children and those with learning disability     

Thomas Forrest 《Annals of dyslexia》1968,18(1):48-55

  相似文献   

Adapting an Interprofessional Training Model for Social Work Field Placements: An Answer for Better Mental Health Care Outreach for Older Adults in Primary Care     

Avani Shah  Tracy Wharton  Forrest Scogin 《Journal of Teaching in Social Work》2017,37(5):438-453

Professional shortages of geriatrically trained social workers pose a barrier to mental health care for older adults. Integrating graduate social work interns into primary care settings may increase the availability of trained social workers. However, few studies provide guidance on how to develop an interprofessional healthcare placement focused on the needs of older adults. This article discusses a model training program created by a psychology department (with input from social work faculty) that can be adapted by schools of social work. Client outcomes (n = 47) indicate significant improvement when using this model.  相似文献   

The problem of now: Bernard Stiegler and the student as consumer     

Kristy Forrest 《Educational Philosophy and Theory》2020,52(4):337-347

Abstract

The student as consumer has emerged as a common motif and point of contestation in educational philosophy over the past two decades, as part of the critique of the neoliberal educational reform agenda that followed Lyotard’s (1984 Lyotard, F. (1984). The postmodern condition: A report on knowledge. Manchester: MUP.[Crossref] , [Google Scholar]) mapping of the postmodern condition. In addition, the consumer-orientated student has assumed a problematic presence in secondary-school classrooms and higher education institutions, a fact that has led to the general lament for the dehumanisation of education under a market logic. Expanding upon these narratives of ‘loss’, Bernard Stiegler’s account of the student as consumer builds upon the Lyotardian view to reveal the neurological, generational and psychical implications of what he terms the ‘battle for intelligence’, which is a result of the proletarianisation of knowledge via the imposition of marketing technologies on the psyche of the youth. This leads not only to a consumer mind-set co-opting education, but a process of ‘short-circuiting’ disrupting the educative process itself. This article will consider Stiegler’s apocalyptic vision of youth malaise in comparison to the previous notion of students as consumers in the classical and Marxist narratives he revises. It will then outline the new challenges this poses to contemporary educators, as well as the possibility of translating his utopian call to action to pedagogical practice, both of which constitute the 'problem of now'.  相似文献   

Improving Writing of College-Bound Students with Rubrics: An English Department's Collaborative Journey through Teacher Leadership     

Scott N. Forrest  Kerry D. Moquett 《Clearing house (Menasha, Wis.)》2016,89(6):179-184

A high school English department collaboratively addressed the issue of college-readiness in writing while utilizing a focused four-phase leadership model to guide their efforts. Although this discussion highlights the strategic use of writing rubrics, it is the intention to share the benefits of using the four phases of collaborative teacher leadership model with a clear path that strategically uncovers instructional problems, identifies solutions, and analyzes data within a sustainable process. This discussion illustrates how the leadership model guided the department in identifying core causes of students' struggles with academic writing and solutions of strategically using writing rubrics to guide students to higher levels of mastery.  相似文献   

Delivery Method: Does it Matter? A Study of the North Carolina Developmental Mathematics Redesign     

Tammy J. Bishop  Nara Martirosyan  D. Patrick Saxon  Forrest Lane 《Community College Journal of Research & Practice》2018,42(10):712-723

In 2009, the North Carolina Community College System (NCCCS) began the process of redesigning developmental mathematics (DMA) courses. The first classes were offered in 2012 with final state implementation in fall 2013. The purpose of this study was to examine the subsequent gateway course success rates achieved by former DMA students in relation to the delivery method (i.e., teacher-centered, student-centered, and computer-centered) used in the redesigned North Carolina DMA courses. Students included in this study took a gateway math course and a developmental math course during the same or previous academic year. Students who participated in student-centered and computer-centered instruction in their DMA course had a statistically significant pass rate in subsequent gateway courses compared with students receiving teacher-centered instruction. Along with the findings, this paper discusses considerations for redesign, including the choice of delivery methods and instructional techniques, and recommendations for further research.  相似文献