Evaluation of distance learning delivery of health information management and health informatics programmes: a UK perspective

The aim of the article is to review evaluations of distance learning programmes in health information management, in order to identify the critical success factors for such programmes and discuss future directions. The emphasis is on the UK experience, based partly on reflections on the experience of one programme at University of Wales Aberystwyth (now over 10 years old), and partly on a policy review conducted for the NHS Information Authority and the NHS Information Policy Unit. The methods are, as far as possible, those of a systematic review of existing research, with, additionally, an overview of relevant policy developments for lifelong learning. The topics covered include the aims, objectives and educational philosophies of the programmes. The evidence, combined with the UWA experience, indicates the importance of face-to-face interaction, to complement distance or virtual learning. A student-centred approach to curriculum design and delivery is essential.     

期刊影响因子的历史和意义

1955年,我第一次在<科学>杂志上提出了影响因子的概念,接着在美国国家健康研究所的支持下,尝试性地出版了遗传学引文索引,继而于1961年出版了科学引文索引(SCI).H.Irving和我创立期刊影响因子来帮助选择增加源期刊.我们认识到那些为数不少且被大量引用的期刊应该收录到科学引文索引中.如果仅依靠期刊的发文量来选择期刊,一些发文量小的期刊将不可能被收录;所以,我们创立了期刊影响因子(JIF).     

Borderline science: expert testimony and the Red River boundary dispute

The 1918 discovery of oil in the bed of the Red River, which forms the border between Texas and Oklahoma, led to a U.S. Supreme Court case that involved the extensive use of expert witnesses in fields such as geology, geography, and ecology. What began as a dispute between the two states soon became a multisided controversy involving those states, the federal government, Native Americans, and individual placer-mining claimants. After the federal attorneys introduced scientific experts into the dispute, including the plant ecologist Henry Chandler Cowles and the geographer Isaiah Bowman, fresh from negotiations at the Paris Peace Conference, Texas attorneys fielded their own team of opposing experts. Charged with the task of determining the location of the border, defined as the south bank of the river at the time of the 1819 treaty with Spain, the scientific experts presented the court with volumes of evidence and elaborate arguments, much of it contradictory and involving creative interpretations of existing theories. The case exhibited all the now-familiar features of a trial using expert witnesses, for which it represents an early, overlooked, and particularly complex example.     

Patterns of compensation of public and private school teachers

General impressions suggest that public school teachers are paid higher salaries than private school teachers. Indeed, the evidence is consistent with this general impression. But why the difference? Do public school teachers have better qualifications? Are private schools better places in which to work, and are they able to pay lower wages for comparable teachers? Do public and private schools even operate in the same market for teaching personnel? Are those individuals who seek employment in the private school sector from the same population as those seeking public school employment? What part does the ownership structure of the school play in the determination of teacher compensation? It is the purpose of this paper to provide some insights into these and related questions about the patterns of variation in compensation of public and private school teachers. Our findings reveal that public school teachers earn more than teachers in non-public schools. Teachers in parochial schools are the lowest paid, while teachers in non-sectarian private schools are the highest paid among non-public school teachers. There appear to be structural differences in the patterns of wage variation between the different sectors. Public school teachers possess greater quantities of those characteristics that are valued in the market than non-public school teachers. Non-public school teachers sacrifice between 10 and 40% of the public school teacher salary to work in the non-public sector (depending on the type of school within the non-public sector) and they are aware of their sacrifice. Organizational and ownership structure of the school also appears to make a difference in salaries, with profit-making schools being among the lowest paying, second only to parochial schools.     

Information Handling Skills, Cognition and New Technologies

Few would dispute the efficacy of multimedia technology and the world wide web in promoting declarative knowledge or the acquisition of facts. It is the argument of this paper however that, apart from assisting a learner in "knowing that", these technologies are underestimated in their capacity to facilitate intellectual skills—procedural knowledge or "knowing how". Via examples from children employing information handling skills with a CD-ROM, this paper attempts to illustrate the ways in which new technologies support and enhance a range of skills associated with deep level processing and meaningful learning such as metacognition, problem solving and critical thinking.