新年行动目标

制定一个完全属于自己的新年行动计划,能让你的工作更出色,生活更多彩.需要强调的是,行动计划开始之前,两个重要的因素需要考虑,新年行动目标一定是"可衡量的",并且"可以实现的"——Measureable and Realistic!新年行动计划越具体,就越容易获得成功,它会带给你更多的惊喜和收获.的确:A goal is justa dream witha plan of action! 那么就马上开始,创建你的新年行动计划.现为各位奉上7 rules for easily achieving your goals: 1 Rule 1.You need to plan ahead now and set realistic goals,including specific steps!未雨绸缪,在新年开始之时,为自己设定一个切合实际的而又详细的目标!     

8大秘籍防止边缘化

不言而喻,工作不仅仅是谋生,你需要重视自我能力不断提升,关注个人发展前途,审视内心的真实需求.对于一份工作,你不妨问自己:到底有多热爱现在这份工作?此外,什么原因会阻碍自己事业发展?是因为自身能力的不足,还是源于外在的一些原因……一旦你开始把注意力放在自身能力的提高和做好工作本身的时候,你会发现,成功离你越来越近.     

What do clinicians want from us? An evaluation of Brighton and Sussex University Hospitals NHS Trust clinical librarian service and its implications for developing futureworking patterns

Background: The Clinical Librarian (CL) Service at Brighton was established in 2003 with the aim of providing high‐quality evidence to designated teams and fostering an evidence‐based culture. Objective: To evaluate the CL service at Brighton and discuss the implication of the findings. Methods: A combination of internally collected data (n = 167), and an external evaluation of the service by questionnaires (n = 86) of users and non‐users and interviews (n = 9) of users. Results: Internal data suggest that the service is valued by its users and that patient care and continuing professional development are the most common uses for searches (confirmed by the external study); that searches generally result in some change in knowledge; and that this knowledge is disseminated. The external study found that visibility of the CL was crucial to the effectiveness of the role and that clinicians used the service mostly to get access to a wider range of resources and/or to save time. Users wanted the CL to include evaluative annotation with the results, and for the CL role to become more embedded in the team. Interview results expanded on the issues of integration of the CL and the need for annotation of results. Conclusions: To be most effective, CLs would be dedicated to one team, but financial constraints make this unlikely. Alternative working patterns are suggested as a possible compromise.     

What English Counts as Writing Assessment? An Australian Move to Mainstream Critical Literacy

This article focuses on the demands of assessment tasks to address the question: What is entailed in becoming recognised as an accomplished student‐writer? In taking up this focus, the writers use authentic samples to show how tasks for assessing writing can be read as instantiations of particular approaches to English education. They investigate how the tasks inevitably draw on cultural knowledges as a primary resource and raise the issue of what is involved when writing assessment moves away, as it is doing in some Australian schools, from concerns with personal voice and individual growth to a socially critical, discourse‐oriented approach.     

Teachers fostering the co-development of science literacy and language literacy with English language learners

Thirty-five elementary teachers participated in a yearlong professional development (PD) program that was designed to foster a culture of on-going teacher learning to promote the co-development of science and language literacy for English language learners (ELL). An explanatory design methodology was used to determine the degree to which science and language literacy co-developed. The research question guiding this study was: In what ways did the yearlong PD science program support teachers at 10 elementary schools to become more knowledgeable about fostering science literacy and its role in co-developing language literacy (e.g. reading, writing, listening, and speaking) for ELL? The measurable and significant gains on the quantitative mandated state science and reading tests and the analysis of qualitative teaching episodes led to the conclusion that demonstrated the synergy between science learning and language learning – as one increased, so did the other.