Implementing impact evaluation in professional practice: A study of support needs within the museum, archive and library sector

This paper reports on research into the professional needs of those embarking on impact evaluation in the museum, archive and library sector. The research used a web portal providing impact evaluation research findings and examples of methods and toolkits as a means of facilitating response and discussion about practitioner attitude to, and resource needs for, impact evaluation in their own organisations. The various challenges associated with impact evaluation are briefly explored in relation to the conflicting interests of policy makers, managers and practitioners working in the frontline. Respondents’ reactions to issues associated with information accessibility are discussed and reflect the complexity of providing adequate support for a wide range of professionals with varying experience and potential or perceived needs. Although the study focused on one sector of practitioners, the findings are relevant to all professionals aiming to develop high quality information services and systems in relation to their end users.     

Investigating orthographic and semantic aspects of word learning in poor comprehenders

This study compared orthographic and semantic aspects of word learning in children who differed in reading comprehension skill. Poor comprehenders and controls matched for age (9–10 years), nonverbal ability and decoding skill were trained to pronounce 20 visually presented nonwords, 10 in a consistent way and 10 in an inconsistent way. They then had an opportunity to infer the meanings of the new words from story context. Orthographic learning was measured in three ways: the number of trials taken to learn to pronounce nonwords correctly, orthographic choice and spelling. Across all measures, consistent items were easier than inconsistent items and poor comprehenders did not differ from control children. Semantic learning was assessed on three occasions, using a nonword–picture matching task. While poor comprehenders showed equivalent semantic learning to controls immediately after exposure to nonword meaning, this knowledge was not well retained over time. Results are discussed in terms of the language and reading skills of poor comprehenders and in relation to current models of reading development.     

Interpersonal communication patterns among Swedish and Boston-area entrepreneurs

This paper investigates the uses of personal communication networks by entrepreneurs in Sweden and among “Route 128” companies around the Boston, Massachusetts area. Swedish entrepreneurs appear to use personal contacts as a source of relevant business information less than their American counterparts. Moreover, relatively more successful Swedish entrepreneurs are characterized by access to product development and other business information through experience in the industry, contacts with outside consultants, and extensive travel.     

Effect of Time on Perceived Gains from an Undergraduate Research Program

The current study examines the trajectories of student perceived gains as a result of time spent in an undergraduate research experience (URE). Data for the study come from a survey administered at three points over a 1-yr period: before participation in the program, at the end of a Summer segment of research, and at the end of the year. Repeated-measures analysis of variance was used to examine the effect of time on perceived gains in student research skills, research confidence, and understanding of research processes. The results suggest that the students experienced different gains/benefits at developmentally different stages of their UREs. Participants reported gains in fewer areas at the end of the Summer segment compared with the end of the yearlong experience, thus supporting the notion that longer UREs offer students more benefit.     

How Does Parental Reading Influence Children’s Reading? A Study of Cognitive Mediation

Cognitive processes underlying a behavioural outcome (like reading ability) and the impact of familial risk (e.g., for dyslexia) have been studied in isolation. We present a novel design, linking the two avenues. How do familial influences impact on children’s cognitive skills, which subsequently underlie reading development? Participants from the Familial Influences on Literacy Abilities (FIOLA) Project included 373 children and their parents. We considered three causal routes from parental reading and children’s putative cognitive endophenotypes to children’s reading. Path analyses showed that half of parental effects on children’s reading bypassed and half operated through children’s cognitive underpinnings. Spousal correlation was small but significant. Findings do not support a strong hypothesis of cognitive endophenotypes with full mediation. Furthermore, we discuss the use of parental skills as a proxy for offspring’s liability. Finally, familial reading difficulties are not fully accounted for by known cognitive skills, which has implications for dyslexia diagnosis.     

An Introduction to Proposed Human Sexuality Counseling Competencies

The presentation of human sexuality information within counselor education programs seems inconsistent, leaving counselors typically underprepared to handle the sexuality-related components of many clients’ distress. Addressing this gap, the present article, using guidance from the American Association of Sexuality Educators, Counselors, and Therapists (AASECT), proposes 10 human sexuality counseling competency domains to aid counselors in working more effectively and comprehensively with clients. These domains are: Ethical/Professional Behavior, History and Systems, Anatomy/Physiology, Sexual Identity, Sexual Development, Intimacy and Interpersonal Relationships, Pleasure and Sexual Lifestyles, Sexual Functioning, Health/Medical Factors, and Sexual Exploitation. Clinical implications are discussed and include improved case conceptualization and developing counselor competence. Opportunities for future research are presented as they relate to counselor education and training.