WelServe: The DBMS for Capturing and Tracking Welch Medical Library's Embedded Informationist Service Delivery at Johns Hopkins Medical Institutions

ABSTRACT

WelServe is the database management system Welch Medical Library developed for quantitative assessment of services. The informationist team uses WelServe to capture data about direct service contacts with members of the research, clinical, and academic units at the Johns Hopkins Medical Institutions. WelServe data is used for library management and for reporting productivity data to higher units, including the Welch Advisory Committees, composed of deans and managers from the hospital and the schools of nursing, public health, and medicine. WelServe also supports reporting for the American Association of Health Sciences Libraries and the Association for Research Libraries.     

El aprendizaje del ritmo musical

¿En qué actividades y soportes instrumentales se debe apoyar la educación del ritmo musical en cada edad? ¿Qué errores son «buenos» y cuáles son «malos» en la organización rítmica del niño? ¿Hasta qué punto se separa la educación rítmica de una evolución espontánea? En este trabajo se verifican las respuestas a éstas y otras preguntas, lo que permite ir algo más lejos de la pedagogía del ritmo de los llamados «métodos activos»     

Looking back: reasoning and metacognition with narrative texts

This study explored the abilities of 5th, 8th, and 10th graders, and College students to reason logically about what they read. Both students’ metacognitive behavior (looking back at previously read text) and their performance on logical deduction questions were recorded and analyzed in a reading task. Conditional logic premises and deductive questions were embedded in three narratives containing premise information that was factual (True Story), contrary to fact (False Story), or unverifiable via common world knowledge (Neutral Story). The texts and questions were presented one sentence at a time on a computer screen; participants controlled the presentation of sentences. For answering the questions, three response tasks were devised. One task (labeled Generate) required readers to generate their own logical conclusions in response to deduction questions. Two tasks (labeled Valid and Invalid) required readers to evaluate logically valid or logically invalid conclusions drawn by story characters in the texts. Students in early and late adolescence looked back more when asked to evaluate logical conclusions than when asked to generate conclusions on their own; College students’ lookback frequencies were not significantly affected by response task, but were greater overall than those of younger students. With conditional forms requiring an uncertainty response (Affirmed Consequent and Denied Antecedent), readers looked back more when evaluating logically invalid conclusions than when evaluating logically valid ones. Readers of all ages were more likely to agree with story characters’ (valid) uncertain conclusions with the AC and DA forms than they were to disagree with story characters’ (invalid) certain conclusions to these forms. Both lookback frequency and performance on logic questions were lowest when readers were required to reason from contrary to fact premises.     

Rats exhibit asymmetrical retention functions for hedonic and nonhedonic samples in many-to-one symbolic delayed matching to sample

Rats were initially trained in a symbolic delayed matching-to-sample task either to discriminate hedonic samples that consisted of food or no food or to discriminate tone samples that differed in frequency and location. The retention functions for both the hedonic and tone samples were asymmetric, with forgetting of the food sample or the high-frequency tone occurring more rapidly than forgetting of the no-food sample or the low-frequency tone. Next, many-to-one (MTO) training was given in which tone samples were added for the rats initially trained with hedonic samples, and hedonic samples were added for the rats initially trained with tone samples. For both groups, a food sample and a tone sample (tone-F) were associated with responding to one lever (e.g., stationary), and a no-food sample and a different tone sample (tone-NF) were associated with responding to the alternative lever (e.g., moving). During retention testing, we found equivalent forgetting for the food and no-food samples, but forgetting of the tone-F sample occurred more rapidly than forgetting of the tone-NF sample. This is the first MTO study to suggest that rats, like pigeons, may use hedonic samples as the basis for the common coding of nonhedonic samples in MTO delayed matching.     

Swimming: The ‘Ideal’ Sport for Nineteenth-century British Women

The nineteenth-century history of swimming has predominantly been portrayed as a history of male participation, with claims that women were marginalized from the sport and never able to be involved at the same level as men. However, this article will highlight that far from marginalizing women the unique qualities of swimming enabled it to develop into the ‘ideal’ and arguably first modern, urban sport for British women. The article will draw upon two nineteenth-century ideologies which surrounded the female body and health; firstly, the ideology of female bodily incapacity and secondly, the socially constructed ideology of correct feminine behaviour. These ideologies directly influenced perceptions about the female body and health and also curtailed the development of sport for women. Nevertheless, by analysing evidence gathered from nineteenth-century texts, newspapers and women's magazines this article will suggest that swimming was an exception. Three specific qualities enabled the promotion and tolerance of female swimming to continue virtually unchallenged. These qualities were health, safety and the aquatic environment.     

Endurance training adherence in elite junior netball athletes: A test of the theory of planned behaviour and a revised theory of planned behaviour

This study examined the utility of Ajzen's () theory of planned behaviour and Maddux's () revised theory of planned behaviour to predict endurance training intentions and adherence of elite junior netball athletes. One hundred and fifteen athletes from the England Netball World Class Start Programme were assessed on constructs central to the predictions of the two theories. Adherence to a recommended endurance training programme was recorded in self-report diaries across a 9-week period. Validity for the diaries was supported by significant correlations (P <?0.001) with recalls across 7 days and 9 weeks. Adherence was moderate and variable between athletes (mean = 66.05, s = 25.75%). Two separate path analyses were conducted to examine the predictions of the theories. Goodness-of-fit indices suggested acceptable fit of the data to the models. Analyses showed that attitude towards the new behaviour, subjective norms and perceived behavioural control predicted training intentions. The relationship between intention and adherence was weak. The present results suggest that the constructs of the theory of planned behaviour offer some insight into the explanation of intentions to follow an endurance training programme. Constructs unique to the revised theory of planned behaviour did not significantly predict training intentions or behaviour. Implications for practitioners working with team sport performers are provided.     

Fine motor skills and executive function both contribute to kindergarten achievement

This study examined the contribution of executive function (EF) and multiple aspects of fine motor skills to achievement on 6 standardized assessments in a sample of middle-socioeconomic status kindergarteners. Three- and 4-year-olds' (n=213) fine and gross motor skills were assessed in a home visit before kindergarten, EF was measured at fall of kindergarten, and Woodcock-Johnson III Tests of Academic Achievement were administered at fall and spring. Correlations indicated that EF and fine motor skills appeared distinct. Further, controlling for background variables, higher levels of both EF and fine motor skills, specifically design copy, predicted higher achievement on multiple subtests at kindergarten entry, as well as improvement from fall to spring. Implications for research on school readiness are discussed.     

Working on What Works: enhancing relationships in the classroom and improving teacher confidence

Working on What Works (WOWW) is a solution-oriented classroom management intervention. Following an outline of Berg and Shilts’ WOWW programme in the United States, this paper reviews and evaluates WOWW, which has been implemented as a classroom intervention strategy in a Scottish local authority since 2007. Qualitative analysis of the comments of children and teachers from 12 classes suggests that WOWW may be an effective classroom management intervention that helps teachers to feel more confident and also produces tangible improvements in the way children work and behave. Children also report positive differences in how they perceive their class and teacher.