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41.
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The aims of the EVINCE research projectincluded examination of the impact of information on the clinical knowledge and practice ofnurses, midwives and health visitors. EVINCE (Establishing the Value of Information to NursingContinuing Education) was funded by the British Library R&D Department for 1 year, from 1November 1995 to 31 October 1996. The methods employed (based on those used in the Valueproject) included a critical incident type study to establish patterns of information need and useamong a random sample of nursing professionals. The nature of the impact of informationobtained on present and future competencies was assessed from a survey of the searches andrequests presented to library and information services. Nurses, midwives and health visitors didvalue the information (96% of respondents agreed that there was, or would be an effect onfuture practice through enhanced competence in one or more areas). The impact findings can beused to guide a more precise assessment of information needs. 相似文献
43.
This study compares the instrumentation and analysis techniques used when determining the power expended pedalling a rope-braked
ergometer manufactured by Monark (Sweden) during a low intensity test. Power values were generated by eight subjects. The
instrumentation consisted of load cells to measure the rope brake forces, a tachometer to measure the flywheel velocity and
instrumented pedal cranks manufactured by Schoberer Rad Messtechnik (SRM). The subjects pedalled a rope-braked ergometer at
60 rev min-1, against a resistance of 3 kg, for 5 minutes. Three different measurements of the mean power were recorded and these were
compared with the value given by Monark. The SRM cranks provided two sets of results using different software packages supplied
with the cranks. SRM standard software is used for taking measurements during training and cycle races over long time periods.
An additional piece of software is provided by SRM called Ptnew, which gives readings of torque and pedal cadence over periods
up to 30 seconds. Using the values supplied by Monark each subject generated 180 W of power. The mean power for the eight
subjects, measured using the SRM cranks, was 170.36 W (SD 4.11) using the alternative SRM software (Ptnew) over a 30 second
period and 173.68 W (SD 2.21) using the standard SRM software. From the direct measurement of the brake forces and flywheel
velocity the mean power across the eight subjects was 148.90 W (SD 5.89). The SRM cranks measure the input power, whereas
the direct measurement system measures the power output excluding mechanical losses. These values give a figure for the mechanical
efficiency for the roped-braked ergometer of 88%. It was found that Monark overestimates the power generated by the subjects
when compared with both the SRM systems and the direct measurement instrumentation. 相似文献
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OBJECTIVES: To establish reliable estimates of the proportion of books available in formats accessible to visually impaired people; to recommend a practical method of updating the estimates. METHODS: The project had two stages. Stage one estimated the overall availability of all categories of books. The British National Bibliography (BNB) for 1999-2003 was chosen as the sampling frame. A sample of 2069 titles over the 5 years was selected using a systematic sample design. These titles were then checked for availability against the catalogues of four major producer/suppliers of materials in accessible formats. The second stage involved checking the availability of books in six genres; about 400 titles for each genre were examined. RESULTS: Of the titles selected for the overall estimate, 92 (4.4%) were found to be available in one or more accessible formats. Availability of titles in accessible formats varied greatly between categories. Adult fiction had the highest number of available publications (26.3%), least represented were cookery (1.9%) and gardening (1.8%). CONCLUSIONS: This study provided baseline figures and a methodology for the Right to Read Alliance to monitor their progress in campaigning for more books to be accessible to visually impaired people. 相似文献
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Larissa McLean Davies Brenton Doecke Philip Mead 《Changing English: An International Journal of English Teaching》2013,20(3):224-240
Recently Australia has witnessed a revival of concern about the place of Australian literature within the school curriculum. This has occurred within a policy environment where there is increasing emphasis on Australia’s place in a world economy, and on the need to encourage young people to think of themselves in a global context. These dimensions are reflected in the recently published Australian Curriculum: English, which requires students to read texts of ‘enduring artistic and cultural value’ that are drawn from ‘world and Australian literature’. No indication, however, is given as to how the reading and literary interpretation that students do might meaningfully be framed by such categories. This essay asks: what saliences do the categories of the ‘local’, the ‘national’ and the ‘global’ have when young people engage with literary texts? How does this impact on teachers’ and students’ interpretative approaches to literature? What place does a ‘literary’ education, whether conceived in ‘local’, ‘national’ or ‘global’ terms, have in the twenty-first century? 相似文献
48.
Peter Davies Gwen Coates Linda Hammersley-Fletcher Jean Mangan 《School Leadership & Management》2013,33(5):493-511
Using the perspective of principal–agent theory, we suggest that the target setting process imposed by the government has shifted teachers’ focus away from their personal educational priorities. Our evidence suggests that schools with a higher proportion of students with high academic achievement differ in their practice of target setting from schools with a below average proportion of students achieving high examination grades. We examine possible explanations for variations in teachers’ practice and suggest some implications for policy and school leadership and management. 相似文献
49.
K. B. Davies Senior Lecturer 《School Leadership & Management》2013,33(2):143-148
While educational leadership and management has experienced impressive development over the last three decades the fact that a robust comparative branch of the field has failed to emerge is equally conspicuous. This article builds a case for comparative and international educational leadership and management, arguing that the development of conceptual frameworks and instrumentation are imperative if the field is to keep abreast of globalisation of policy and practice. Accordingly, a conceptual framework is described and justified based on a cultural and cross-cultural approach focusing on the school level as the baseline unit for analysis. Specifically, the proposed framework is architectured around the interrelationship between two levels of culture, societal and organisational, and four elements comprising schooling and school-based management, namely, organisational structures, leadership and management processes, curriculum, and teaching and learning. Finally, limitations and implications of the model are discussed, including the need for the framework to be operationalised by developing appropriate research instruments. 相似文献
50.
Trevor Davies 《Journal of Educational Change》2013,14(1):51-71
The study explores what happens to teachers practice and professional identity when they adopt a collaborative action research approach to teaching and involve external creative partners and a university mentor. The teachers aim to nurture and develop the creative potential of their learners through empowering them to make decisions for themselves about their own progress and learning directions. The teachers worked creatively and collaboratively designing creative teaching and learning methods in support of pupils with language and communication difficulties. The respondents are from an English special school, primary school and girls secondary school. A mixed methods methodology is adopted. Gains in teacher confidence and capability were identified in addition to shifts in values that impacted directly on their self-concept of what it is to be an effective teacher promoting effective learning. The development of their professional identities within a team ethos included them being able to make decisions about learning that are based on the educational potential of learners that they proved resulted in elevated standards achieved by this group of learners. They were able to justify their actions on established educational principles. Tensions however were revealed between what they perceived as their normal required professionalism imposed by external agencies and the enhanced professionalism experienced working through the project where they were able to integrate theory and practice. 相似文献