A glossary of medical library jargon.

Based on submissions from forty-seven geographically representative medical school libraries, the authors have compiled a glossary of jargon used in medical school libraries in the United States. This glossary will serve as a unique reference tool of particular use to the novice medical librarian.     

The Kinematics and Kinetics of the Running Pattern of Two-, Four-, and Six-Year-Old Children

Abstract

Selected kinematic and kinetic variables in the running pattern of 2-, 4-, and 6-year-old children were investigated. Cinematographic records and force-plate tracings were used to study the running patterns of the 28 Caucasian subjects, 15 male and 13 female. A 2 × 3 (sex × age) factorial analysis of variance was used to determine whether effects of variation between and within age and sex factors for each of the dependent variables of selected kinematic (displacement and velocity) and kinetic (ground reaction force) variables were significant. The running speeds improved with age. Although height and weight gains influenced the improvement shown in performance, certain biomechanical variables also contributed to the development of the running pattern. In the majority of the selected kinematic and kinetic variables there were significant differences between the 2-year-old group and the other two groups. Where there were significant differences in the variables, the differences tended to be in displacement, velocity, and magnitude of force measures, rather than in time of occurrence measures. Significant differences between male and female subjects appeared in five kinematic variables related to the swing leg.     

The use of jargon in medical school libraries

The public services divisions of forty-seven medical school libraries participated in a survey to document jargon used by library staff and users in referring to information sources in the health sciences. The survey yielded 624 unique instances of jargon, 54% of which were acronyms of initialisms. Examples of problems created by the use of jargon are given and the importance of the librarian as a facilitator of communication, even in the presence of automated information systems, is discussed. Implications of the study for novice librarians are suggested. The body of jargon appears to serve as an effective cross-professions communications device.     

Thinking identity differently: dynamics of identity in self and institutional boundary

In research oriented universities, research and teaching are often viewed as separate. Aydeniz and Hodge present one professor’s struggles to synthesize an identity from three different spaces, each with competing values and core beliefs. As Mr. G’s story unfolds, and he reflects upon his negotiation between teaching and research responsibilities, we seek to expand the discussion by presenting a caution to identity researchers. The caution pertains to construction of understanding on how identities are created, and the role that individual stories take in how identities are created and enacted. In this forum contribution, we present several questions in the hopes of furthering the discussion on identity research, and our understanding of the conceptualization of institutional boundaries and objectivity, as well as questions on participant involvement in the process of research.     

Examining variation among compulsive communicators in classroom settings

The present study investigates variance among compulsive communicators on the traits of communication apprehension, verbal aggressiveness and argumentativeness and the relationship between these three communication traits and self‐perceived competence. Results confirmed a positive relationship between self‐perceived communication competence (SPCC) and argumentativeness and a negative relationship between SPCC and communication apprehension. The hypothesized relationship between SPCC and verbal aggressiveness was not confirmed within the sample studied. These results suggest that compulsive communicators are not a monolithic group but possess a range of competence.     

An observer measure of compulsive communication

This research reports a study designed to assess the reliability and validity of an instrument measuring observers' reports of compulsive communication. The development of an observer report of compulsive communication is important for three reasons: to assess possible differences between self‐perceived and observer reports of the construct, to gain insight into the positive and negative reactions of others to talkaholics and to provide a method for giving feedback to talkaholics regarding their communication behavior. The observer measure, the TS — Observer Report, was found to be a reliable instrument. Correlations between the TS ‐ Observer Report and Talkaholic Scale (TS) and communication apprehension scores were significant; however, the correlation between the TS‐ Observer Report and Willingness to Communicate (WTC) was not significant.     

Equity in science teacher education: toward an expanded definition

Cultural Studies of Science Education -     

How Instructional Designers Solve Workplace Problems

This naturalistic inquiry investigated how instructional designers engage in complex and ambiguous problem solving across organizational boundaries in two corporations. Participants represented a range of instructional design experience, from novices to experts. Research methods included a participant background survey, observations of problem‐solving activities, in‐depth interviews, and analysis and evaluation of project documents and other tools. The findings revealed differences between experts and novices with regards to tolerance of ambiguity, expectations about their own roles in finding solutions for their clients, adaptability, attention to appropriate details, and management of workplace stress. The contrast between instructional design processes taught in universities and actual workplace practice was noted by both expert and novice participants. Experienced participants demonstrated adaptability in processes and communications to efficiently arrive at viable solutions for their clients. Expectation setting and relationship building emerged as techniques for creating environments supportive of instructional designers' problem‐solving activities.