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121.
Terry Henner Column Editor 《Medical reference services quarterly》2013,32(2):187-192
ABSTRACTIn spring 2015, a 45-question survey was e-mailed to 585 medical students at the University at Buffalo (UB) in order to gauge their use of library spaces, resources, equipment, and services at UB’s Health Sciences Library and plan for a library space located within a new medical school building. Students’ self-reported use of the library during the academic year is presented along with the features they would like to see in their ideal library space. The responses generated in the survey are a barometer of current use and will be used in the planning process. 相似文献
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Samantha Thompson Column Editor 《The Reference Librarian》2013,54(2):219-223
The reference collection holds an important place within the library. The proper maintenance of this collection through weeding is a critical yet often overlooked aspect of collection management. This article offers a case study describing a reference collection weeding project, including the development of a reference collection policy, a review of standing orders, the goals and outcomes of the review, and a discussion of the benefits of the project. 相似文献
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The Daisy Model is a conceptualisation of the way in which a core group of experienced and novice action researchers may work on a range of related mini-projects that contribute to organisational improvement. This model enables the spread of action research from one or two enthusiasts to others in an organisation. It allows for changes in individual commitment and organisational context as the research progresses. Development of this model has occurred since 1995, during several projects related to educational practice in New Zealand polytechnics. In 1997 the model was applied to the collaborative improvement of policies and procedures for recognition of prior learning at two polytechnics. This article describes the model and its application and examines the roles of the facilitator(s) and the types of activities that occur within the central core group and petal mini-project groups of the Daisy 相似文献
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Kathleen Lynch Maureen Lyons Sara Cantillon 《International Studies in Sociology of Education》2013,23(1-2):1-19
An indifference to the affective domain and an allegiance to the education of the rational autonomous subject and public citizen are at the heart of formal education. The impact of Cartesian rationalism is intensifying with the glorification of performativity measured by league tables and rankings. The citizen carer and the care recipient citizen are only recognised in the educational arena when professionals are being trained to manage those in need of care. Education for informal care labour, solidarity work and love labour is generally not part of the formal educational trajectory. Because the scholarly understanding of work has been equated with economic self preservation and self‐actualisation through interaction with nature, education is seen as preparation for this type of work. Education is indifferent to other‐centred work arising from our interdependencies and dependencies as affective, relational beings. In particular it has ignored the centrality of nurturing for the preservation and self‐actualisation of the human species. In this article the authors argue that sociologists need to engage with the extensive feminist scholarship on care if they are to challenge the deeply care‐less view of the citizen that is implicitly accepted in new and older forms of liberal thinking. The rational economic actor model of the citizen is contrasted with the care‐full view of the citizen and the implications of both for education are explored. 相似文献
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Karni Kissil Maureen Davey Adam Davey 《International journal for the advancement of counseling》2013,35(3):216-233
Immigration and acculturation can have profound effects on counselors’ sense of self and interactions with others. Yet the influence of being an immigrant on a therapist’s use of self during actual clinical encounters has received very little empirical attention, even though the number of foreign-born counselors is steadily increasing in the U.S. In order to fill this gap we conducted a web-based survey study to examine the associations between acculturation, language proficiency, and clinician’s self-efficacy in a sample of 258 foreign-born counselors and providers currently practicing in the U.S. Results suggest that perceived prejudice and not the level of acculturation is significantly associated with levels of clinical self-efficacy, suggesting that the attitudes and behaviors of the host community play a much bigger role in the acculturation of immigrant therapists than previously assumed. 相似文献
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Maureen Tam 《International Journal of Lifelong Education》2013,32(6):811-820
In the wake of the world’s fast-growing ageing populations and the increasing recognition of the benefits of later life learning towards successful ageing, opportunities for elders and senior persons to engage in learning have proliferated, resulting in an array of programmes and activities being planned and organized by governments, universities, schools, non-government organizations and even hospices in many parts of the world, particularly in developed regions and economies where the opportunities and challenges brought forth by an ageing populace are more pronounced. Amidst the rising importance of elder learning and the increasing provision of learning opportunities for older adults, attention is drawn to the differences in the teaching and learning of this particular group of learners, who are experiencing significant social and psychological transitions in addition to personal changes in senior adulthood. Yet, does the mere fact that they are different from other learners, such as children and younger adults, merit a distinctive theory of teaching and learning for this unique group of older learners? The aim of this paper is to present arguments for and against such a proposition on the grounds of pedagogical principles, needs and motivations as well as difficulties and barriers, pertinent to the learning and teaching of older learners as they advance into a later stage of the lifecycle. Also, suggestions are offered regarding the approach, methods and strategies to be used for the facilitation of learning and the planning and organization of learning opportunities, be they formal, non-formal, or informal, which are appropriate for older learners. 相似文献
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