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81.
Clare Thornley Stuart Ferguson John Weckert Forbes GibbAuthor vitae 《International Journal of Information Management》2011,31(6):546-555
This paper provides an analysis of the current and potential ethical implications of RFID technology for the library and information professions. These issues are analysed as a series of ethical dilemmas, or hard-to-resolve competing ethical obligations, which the librarian has in relationship to information objects, library users and the wider social and political environment or state. A process model of the library is used as a framework for the discussion to illustrate the relationship between the different participants in the library system and it is argued that ethical analysis should involve the identification of future developments as well as current issues. The analysis shows that RFIDs do currently pose some dilemmas for librarians in terms of the conflicts between efficient service, privacy of users and an obligation to protect the safety of society as a whole, and that these are likely to become more problematic as the technology develops. This paper is part 2 of a series of papers on RFIDs and the library and information professions. 相似文献
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Tsveti Markova Lisa Dillon Pierre Morris Khalid Zakaria Giancarlo Zuliani 《Performance Improvement》2014,53(10):13-21
Although there are challenges in delivering a quality improvement initiative at academic medical centers, the potential benefits to resident physicians‐in‐training, hospitals, and patients are significant. This article describes the effects of an institution‐wide effort. Resident physicians‐in‐training from four medical specialty programs partnered with hospital staff while working on team quality‐improvement projects. We tracked clinical outcomes and used validated assessments. The results showed improvements in learning and organizational culture. 相似文献
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Clare Burstall 《Educational Measurement》1986,5(1):17-22
Educators around the world are discovering that we have much to learn from each other's educational practices. Focusing on innovative forms of assessment in the United Kingdom, the article describes assessment strategies in mathematics, oracy, science, and foreign languages. These strategies include not only problems in which students select a correct answer, but also practical problems in which students supply answers to open-ended tasks. 相似文献
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Ronald W. Morris 《Sex education》2013,13(4):405-422
Defining ‘success’ in sexuality education solely in terms of quantitative outcome measures is woefully inadequate. All too often, such measures presuppose and perpetuate a narrow and overly instrumental view of sexuality and education. Research and evaluation favouring quantitative measures of effectiveness tend to amplify short‐term results and mediocre ends at the expense of more substantive insight into the complexities and nuances of human action and good practice. The paper begins with a true story involving a teenager and high‐risk behaviours. This story serves as a basis for an allegorical exploration of programme development, goals and vision. The allegory offers a context for thinking about the importance of research and evaluation methods that focus on expressive action, agency and symbolic metaphorical thinking as opposed to measurable behaviours and linear logical thinking. 相似文献
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Stephen C. Bronack Clare R. Kilbane Joanne M. Herbert Robert F. Mcnergney 《Technology, Pedagogy and Education》2013,22(3):305-320
Abstract Understanding teachers' perceptions of a web-based, case-based learning environment provides insight into the effective development and deployment of such conditions for preparing educators. CaseNET–a web-based, case-method teaching environment for professional educators–serves as both a source of information as well as a space for inservice and preservice teachers to interact with one another and to contemplate current educational issues as they relate to real-world teaching. A qualitative analysis of over 400 participants was conducted and results provided. Participants perceived CaseNETas an opportunity to engage in professional development via exploration, reflection, collaboration, and hands-on interactions with authentic teaching tasks. Results suggest that the combination of cases and technology provides a valued opportunity to engage developing teachers in professional behaviors. 相似文献