The Nursing and Allied Health Resources Section (NAHRS) of the Medical Library Association created the 2012 NAHRS Selected List of Nursing Journals to assist librarians with collection development and to provide nurses and librarians with data on nursing and interdisciplinary journals to assist their decisions about where to submit articles for publication. This list is a continuation and expansion of a list initially known as the Key Nursing Journals list. It compares database coverage and full-text options for each title and includes an analysis of the number of evidence-based, research, and continuing education articles. 相似文献
Dean Jamison, et al. The Effectiveness of Alternative Instructional Media: A Survey (March 1973, 72 pp.) Dean Jamison with Steven Klecs, The Cost of Instructional Radio and Television for Developing Countries (March 1973, 57 pp.) Emile G. McAnany, Radio's Role in Development: Five Strategies of Use (September 1973 with a 1976 afterword, Info. Bulletin No. 4, 29 pp.) Henry T. Ingle, Communication Media and Technology: A Look at Their Role in Non-Formal Education Programs (August 1974, Info. Bulletin No. 5, 62 pp.) Lois Joy Lester, A Directory of Sources of Assistance on Educational Technology for Development (November 1975, Info. Bulletin No. 6, 90 pp.) A Sourcebook on Radio's Role in Development: (October 1976, Info. Bulletin No. 7, 85 pp.) Therese Silverman, Tele-Niger: Adapting an Electronic Medium to a Rural African Context (undated, but late 1976, Info. Bulletin No. 8, 45 pp.) Development Communication Report (an apparently irregular newsletter) Keith W. Mielke and James W. Swinehart's Evaluation of the Feeling Good Television Series (Children's Television Workshop, One Lincoln Plaza, New York, N.Y. 10023—$10.00, paper) 相似文献
Within a context of global reform agendas that promote economic ideologies in education the discourses surrounding ‘school failure’ have shifted from ‘individual risk’ to ‘a nation at‐risk’. Enhancing the quality of schooling through improving educational outcomes and standards for all, and thereby reducing ‘school failure,’ is simultaneously constructed as enhancing both social justice and a nation’s economic advantage in the global marketplace. Within this broader context, this research explores the complexity of issues related to policy for students at educational risk through an analysis of the Education Department of Western Australia’s ‘Making the Difference: Students at Educational Risk Policy.’ This research adopted a theoretical framework of a ‘policy cycle’ (that allowed for an exploration of power relations within the policy process. Primarily, consideration is given to the competing social and economic discourses found within the policy text and subsequent tensions reflected and retracted throughout the policy process from macro (system), to meso (district) and finally to micro levels within the schools and classrooms. 相似文献
This article explores the practice of local mainstream inclusion for deaf children and the issues this raises for pupils and teachers. Problems with both academic and social inclusion, due to difficulties with communication, are identified. It is suggested that sometimes deaf children may be excluded from educational and social opportunities by being included in local provision. Resourced provision may offer greater opportunities for inclusion. If schools are including deaf children on an individual basis then this has implications for resources, training, professional liaison, the monitoring of progress and a change in attitude towards deafness and deaf people. 相似文献
Commencing with a historical account of how special needs education has informed the inclusivity debate, the authors consider the knotty problem of what is meant by inclusivity. An examination of the characteristics of inclusivity is then undertaken, and a functional school‐based inclusivity framework – a three‐faceted model – is proposed. The model commences with a philosophical underpinning designed to generate a number of emphases to be determined by the school. Once agreed upon, these are then operationalised for classroom practices. It is contended that the model is a defensible way of facilitating the development of an inclusivity ethos within the school milieu. Finally, impediments hampering the implementation are identified and discussed. 相似文献
In this essay, we outline the defining characteristics of the rhetoric of atonement and argue that it as an identifiable sub‐genre of apologia. In building this argument, we examine the purposive and situational constraints that lead to atonement and argue that atonement rhetoric can be defined based on five characteristics. We use an analysis of several instances in which President Clinton relied upon atonement to illustrate the power and function of the sub‐genre. 相似文献
The complexity of learning has plagued the educational establishment for decades. Recently, ideas of complexity theory and complex adaptive systems have made headway in how we think of institutions of learning. This study developed and tested an instrument for the modeling of underlying social structures, as an element of complexity, within the physical education learning environment. Currently, there are no instruments capable of producing valid and reliable models of underlying student social networks in physical education classes. This study sought to develop and test one of the first instruments for the explicit purpose of this modeling. The Network Examination for Student Socialization was developed as a product of this effort. Testing demonstrated the Network Examination for Student Socialization is both a reliable and valid instrument for modeling underlying student social structures within physical education classes. It is hoped that in years to come, the Network Examination for Student Socialization can play a key role in the study of complexity within physical education. 相似文献
Home-based therapy has become an ongoing trend within the mental health field. This transcendental phenomenologically designed study explored the lived experiences of clinical mental health counseling internship students (N=8) who provided home-based therapy as their primary method of gaining required clinical experience for the completion of their master’s degree. The overall personal and professional development of the students providing therapy in this setting was explored. Insights of the internship students regarding their experiences and challenges in providing home-based therapy were revealed. Recommendations based on the experiences of the students providing home-based therapy were offered. Implications to students, counselor educators, and supervisors have also been provided.