A new paradigm for teaching Histology laboratories in Canada's first distributed medical school

To address the critical problem of inadequate physician supply in rural British Columbia, The University of British Columbia (UBC) launched an innovative, expanded and distributed medical program in 2004–2005. Medical students engage in a common curriculum at three geographically distinct sites across B.C.: in Vancouver, Prince George and Victoria. The distribution of the core Histology course required a thorough revision of our instructional methodology. We here report our progress and address the question “How does one successfully distribute Histology teaching to remote sites while maintaining the highest of educational standards?” The experience at UBC points to three specific challenges in developing a distributed Histology curriculum: (i) ensuring equitable student access to high quality histological images, (ii) designing and implementing a reliable, state‐of‐the‐art technological infrastructure that allows for real‐time teaching and interactivity across geographically separate sites and (iii) ensuring continued student access to faculty content expertise. High quality images—available through any internet connection—are provided within a new virtual slide box library of 300 light microscopic and 190 electron microscopic images. Our technological needs are met through a robust and reliable videoconference system that allows for live, simultaneous communication of audio/visual materials across the three sites. This system also ensures student access to faculty content expertise during all didactic teaching sessions. Student examination results and surveys demonstrate that the distribution of our Histology curriculum has been successful. Anat Sci Ed 1:95–101, 2008. © 2008 American Association of Anatomists.     

学校有效领导力：一种分布式领导实践的视角

“分布式领导“这一术语产生于2泄纪90年代中后期,它突破了单向的、静态的、线性的领导观念,从多向的、动态的、流动的角度再造了学校领导.从分布式领导实践的视角考察学校有效领导力,可以理解为在领导中采用一种针对行为的方法,在结构、状态和设计方面,将校长、教师和他们的状态互动的个体领导行为进行集合,以促进组织目标的实现.     

Using Targeted Distributed Collections to Enhance Government Depository Collections at a Regional Level: The ASERL Collaborative Federal Depository Program

The Association of Southeastern Research Libraries is exploring options for collaborative services and collection analysis for federal government publications in order to improve public access to those collections. The Collaborative Federal Depository Program has developed “Centers of Excellence” (COE), representing multiple complete collections of publications for each federal agency. Working together to create a distributed print retention program, southeastern depository libraries agreed to collect, maintain, and provide access to publications for specific government agencies. The authors discuss the development of the COE model and the expected impact of a regionally based distributed print archive for government documents, and provide an implementation case study.     

基于串行总线分布式控制的新型教学电梯

新型教学电梯基于串行总线分布式控制设计,由上位机、运行控制、轿厢控制、内呼控制、外呼控制5种智能单元组成。采用主从式通信:上位机为主站,其余单元均为由独立单片机进行控制与通信的从站。以串行总线分布式控制取代传统的集中式控制,明显优化了系统性能,简化了布线,提高了可靠性。     

具分布时滞的C-G神经网络模型的伪概周期解

利用不动点定理和不等式分析技巧,讨论了一类分布时滞C-G神经网络,得到了其伪概周期解存在且唯一的一个新的充分条件,并给出一个实例来说明我们结果的正确性.     

基于ARCS的分布式虚拟教学中学习动机设计探究

随着高性能的信息处理和通信技术的发展,国家信息基础设施逐步完善,基于互联网的虚拟文化环境也不断发展,融入建构主义理论的分布式虚拟学习社区为人们提供了更好的情境化学习环境,而参与者在这种环境中获取和传送信息的兴趣和动机直接决定了学习者在分布式虚拟学习社区中的学习效果。因此,如何有效利用动机设计模型设计与激励学习动机就显得十分重要。本文在系统的ARCS动机设计模型基础上探讨了分布式虚拟学习社区中学习动机的设计过程,构建了分布式虚拟学习社区中ARCS的应用模型,提出了基于模型的动机激励和维持策略,以期为分布式虚拟学习社区中教与学的有效开展提供支持。     

布鲁纳的新自我观及其教育意义

受当时美国社会运动以及维果茨基和维特根斯坦后期思想的影响,曾主导第一次认知革命的布鲁纳,在20世纪70、80年代转向了被认为是第二次认知革命的文化心理学,不仅认可范式思维,更加强调文化、叙事与自我建构的相互关系,强调自我是分布的和文化的,并进而倡导和试验一种学习共同体的教育模式。     

An Experimental Study of Scheduling and Duration of “Tier 2” First-Grade Reading Intervention

Abstract

This study compared the effects on reading outcomes of delivering supplemental, small-group intervention to first-grade students at risk for reading difficulties randomly assigned to one of three different treatment schedules: extended (4 sessions per week, 16 weeks; n = 66), concentrated (4 sessions per week, 8 weeks; n = 64), or distributed (2 sessions per week, 16 weeks; n = 62) schedules. All at-risk readers, identified through screening followed by 8 weeks of oral reading fluency (ORF) progress monitoring, received the same Tier 2 reading intervention in groups of 2 to 4 beginning in January of Grade 1. Group means were higher in word reading and ORF at the final time point relative to pretest; however, the groups did not differ significantly on any reading outcome or on rates of adequate intervention response. Of potential covariates, site, age, free lunch status, program coverage rate, and tutor were significantly related to student outcomes; however, the addition of these variables in multivariate models did not substantially change results. Rates of adequate intervention response were lower than have been reported for some first-grade interventions of longer duration.     

Managing Interlibrary Loan Staff in Distributed Work Environments

Abstract

Virginia Commonwealth University has interlibrary loan staff members who work in a variety of locations. A review of library and business management literature and an informal survey of interlibrary loan managers was conducted to assess the extent and practices for managing interlibrary loan and document delivery staff members who work in separate locations. Data was collected to highlight common problems and challenges faced by managers who deal with this situation, and to consider the best practices used by the managers. The practices of interlibrary loan managers were very similar to those of managers found in management literature, indicating that library managers, particularly in interlibrary loan, can benefit from reading business management sources regularly.     

Memory-making: a review of the Community Heritage Grant Program 1994–2018

The Community Heritage Grant Program (CHG) run by the National Library of Australia is an institution in the Australian cultural heritage landscape, providing foundational support to many small organisations who work in community memory-making. In this paper, the author presents the findings of her research into who and what is being funded by the CHG Program, and what the program highlights about community memory-making needs. Drawing from 23 years of public data, this research raises questions about the CHG Program model and its validity and purpose in a changing social and technological environment. Ultimately, the lesson from this study is that more research is required to identify and better understand Australian perspectives of community archives and memory-making.