The personal librarian program: an evaluation of a Cushing/Whitney Medical Library outreach initiative

The Cushing/Whitney Medical Library (CWML) at the Yale School of Medicine has offered a "Personal Librarian" (PL) program to medical center students since 1996. This outreach program matches students to a professional librarian as they matriculate, a relationship that is maintained until the student graduates. PLs offer individualized assistance for almost anything-from interpreting library policies and procedures to helping locate materials to assisting with thesis research. The program requires nominal effort on the part of the librarians, making it possible to expand the program to include other student groups. A recent survey revealed that students are extremely satisfied with the program and would generally welcome more contact from their PL.     

Getting Ready to Learn—And Learning

Research Findings: The study examined children's recognition of emotion from faces and body poses, as well as gender differences in these recognition abilities. Preschool-aged children (N = 55) and their parents and teachers participated in the study. Preschool-aged children completed a web-based measure of emotion recognition skills that included 5 tasks (3 with faces and 2 with bodies). Parents and teachers reported on children's aggressive behaviors and social skills. Children's emotion accuracy on 2 of the 3 facial tasks and 1 of the body tasks was related to teacher reports of social skills. Some of these relations were moderated by child gender. In particular, the relationships between emotion recognition accuracy and reports of children's behavior were stronger for boys than girls. Practice or Policy: Identifying preschool-aged children's strengths and weaknesses in terms of the identification of emotion from faces and body poses may be helpful in guiding interventions with children who have problems with social and behavioral functioning that may be due in part to emotion knowledge deficits. Further developmental implications of these findings are discussed.     

Attitudes about Advising among Criminal Justice Graduates: Ties to Educational and Departmental Outcomes

Research indicates that effective advising has important ramifications for students’ coursework as well as future careers, yet, very few studies have assessed how college graduates define their advising experiences, and whether the experience of “bad advising” truly results in negative outcomes for students and departments. To fill this void, attention is given to the way that graduates from one department defined their advising experiences. Results show that ineffective advising influenced learning outcomes and perceptions of the department. Implications for improving advising practices are suggested.     

From mountaintop to corporate ladder – what new professionals really really want in a capstone experience!

Capstone subjects are increasingly used in Universities worldwide to complete the undergraduate program experience and to transition graduates into the workplace. As such, capstones fulfil a large role consolidating one experience and traversing the gap to another. Yet, little is known or understood about their design, their implementation or evaluation. In this study we investigate the final-year experience from the student's perspective. We surveyed graduates from five Business Schools in Australia to identify perceptions of their final-year experience. Findings indicate that the transition experience of the student to professional is unique. In their liminal or intermediate state between student and professional they recognise the value of process skills, in particular the development of generic business skills related to application and the importance of opportunities for experiencing the application of theory in practice. The findings add a new understanding to the current literature which has not previously acknowledged the insight of the transitioning professional.     

Teaching circles: a way forward for part-time teachers in higher education?

Part-time teachers represent a growing challenge to universities' quality assurance and developmental processes. This paper describes an attempt to meet this challenge through the adoption of 'teaching circles' (TCs) in four contrasting case-study schools. Analysis of outcomes enables identification of the variables affecting the apparent success of TCs as a strategy, some of which are associated with the particularities of context. Underlying these particularities, however, the general question of how participants come to feel 'ownership' of change initiatives emerges as a central issue. Three inter-related processes are shown to be involved: leadership, attribution of causation and social integration. The paper concludes that this analysis has implications beyond the TC project and provides both key practical pointers and, potentially, a useful analytical tool for researchers studying programmes of organizational change.     

Barriers to Interorganizational Information Sharing in e-Government: A Stakeholder Analysis

Government agencies often face trade-offs in developing initiatives that address a public good given competing concerns of various constituent groups. Efforts to construct data warehouses that enable data mining of citizens’ personal information obtained from other organizations (including sister agencies) create a complex challenge, since privacy concerns may vary across constituent groups whose priorities diverge from agencies’ e-government goals. In addition to privacy concerns, participating government agencies’ priorities related to the use of the information may also be in conflict. This article reports on a case study of the Integrated Non-Filer Compliance System used by the California Franchise Tax Board for which data are collected from federal, state, and municipal agencies and other organizations in a data mining application that aims to identify residents who under-report income or fail to file tax returns. This system pitted the public good (ensuring owed taxes are paid) against citizen concerns about privacy. Drawing on stakeholder theory, the authors propose a typology of four stakeholder groups (data controllers, data subjects, data providers, and secondary stakeholders) to address privacy concerns and argue that by ensuring procedural fairness for the data subjects, agencies can reduce some barriers that impede the successful adoption of e-government applications and policies. The article concludes that data controllers can reduce adoption and implementation barriers when e-government data mining applications rely on data shared across organizational boundaries: identify legitimate stakeholders and their concerns prior to implementation; enact procedures to ensure procedural fairness when data are captured, shared, and used; explain to each constituency how the data mining application helps to ensure distributive fairness; and continue to gauge stakeholders’ responses and ongoing concerns as long as the application is in use.     

The association between preschool children's social functioning and their emergent academic skills

This study examined the relationship between social functioning and emergent academic development in a sample of 467 preschool children (M = 55.9 months old, SD = 3.8). Teachers reported on children's aggression, attention problems, and prosocial skills. Preliteracy, language, and early mathematics skills were assessed with standardized tests. Better social functioning was associated with stronger academic development. Attention problems were related to poorer academic development controlling for aggression and social skills, pointing to the importance of attention in these relations. Children's social skills were related to academic development controlling for attention and aggression problems, consistent with models suggesting that children's social strengths and difficulties are independently related to their academic development. Support was not found for the hypothesis that these relationships would be stronger in boys than in girls. Some relationships were stronger in African American than Caucasian children. Children's self-reported feelings about school moderated several relationships, consistent with the idea that positive feelings about school may be a protective factor against co-occurring academic and social problems.     

THE INSTITUTES OF THE LATVIAN ACADEMY OF SCIENCES AND THE INSTITUTIONS OF HIGHER EDUCATION: PROBLEMS OF INTEGRATION

Since achieving independence in 1991, the Republic of Latvia has taken radical measures to reform its system of science on a western model. The funding system has been overhauled, the Academy of Sciences, that used to be a kind of Ministry of Science, has become an academy of the classical type, and the advanced degrees of scientists inherited from the USSR‐era have been nostrificated. The big problem has been that of enacting the decision made to integrate the former institutes that were subordinated to the Latvian Academy of Sciences into the university system. The process has been resisted by university teachers who do not want to do research and by institute scientists who do not want to teach students, particularly undergraduate students. The article describes several measures that have been taken to deal with this problem which still remains unresolved.     

Design of an Industrial Management course: Bringing together engineering and educational approaches

This paper describes the process of restructuring a degree course at the Technical University of Sofia in Bulgaria so as to meet the demands of the new market economy and the changing political and educational environment. Achievements included development of a new curriculum, modularization, introduction of a new teaching quality assurance system and accreditation by the Institution of Electrical Engineers. The process of change is shown to require great sensitivity to the context and deployment of influencing strategies and skills designed to establish and maintain good relationships with a fluctuating range of stakeholders. Furthermore, the paper shows that systems engineering provides a useful framework for engaging in curriculum change in dynamic environments. One gap appears to be the need to deal explicitly with underpinning educational values, although, that said, the paper gently questions whether the accepted educational approaches can be applied to other cultures and traditions.