Jan Klimas, Kevin Lally, Lisa Murphy, Louise Crowley, Rolande Anderson, David Meagher, Geoff McCombe, Bobby P. Smyth, Gerard Bury and Walter Cullen
The purpose of this paper is to describe the development and process evaluation of an educational intervention, designed to help general practitioners (GPs) identify and manage…
Abstract
Purpose
The purpose of this paper is to describe the development and process evaluation of an educational intervention, designed to help general practitioners (GPs) identify and manage problem alcohol use among problem drug users.
Design/methodology/approach
The educational session was developed as part of a complex intervention which was informed by the Medical Research Council framework for complex interventions. A Cochrane review and a modified Delphi-facilitated consensus process formed the theoretical phase of the development. The modelling phase involved qualitative interviews with professionals and patients. The training's learning outcomes included alcohol screening and delivery of brief psychosocial interventions and this was facilitated by demonstration of clinical guidelines, presentation, video, group discussion and/or role play.
Findings
Participants (n=17) from three general practices and local medical school participated in four workshops. They perceived the training as most helpful in improving their ability to perform alcohol screening. Most useful components of the session were the presentation, handout and group discussion with participants appreciating the opportunity to share their ideas with peers.
Originality/value
Training primary healthcare professionals in alcohol screening and brief psychosocial interventions among problem drug users appears feasible. Along with the educational workshops, the implementation strategies should utilise multi-level interventions to support these activities among GPs.
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Maike Andresen, Vesa Suutari, Sara Louise Muhr, Cordula Barzantny and Michael Dickmann
Kenneth A. Root, Steven A. Root and Louise A. Sundin
In recent years the Minneapolis (Minnesota) Public Schools have displaced over 1,800 teachers and professional staff. While there is an extensive job loss literature, there is no…
Abstract
In recent years the Minneapolis (Minnesota) Public Schools have displaced over 1,800 teachers and professional staff. While there is an extensive job loss literature, there is no information available on the adjustments encountered by displaced teachers. Survey data were obtained from a random sample of teachers and licensed staff who were downsized from 2000–2001 through 2003–2004. The majority of downsized teachers reported difficulty in finding another teaching position, in large part because many of them were laid-off during the summer after other districts had completed their hiring. Continuing lay-offs have cut deeper into the seniority roster, exacerbating job insecurity tension for downsizing survivors.
E.E. Lawrence and Virginia Sharpe
The purpose of this paper is to determine how we ought to distinguish between reference and readers' advisory (RA) service, given the latter’s turn toward a whole collection…
Abstract
Purpose
The purpose of this paper is to determine how we ought to distinguish between reference and readers' advisory (RA) service, given the latter’s turn toward a whole collection approach. In other words, the paper answers this question: If both reference and RA librarians aim to meet patrons’ information needs and may theoretically do so using the same materials, then how are we to differentiate the two services conceptually?
Design/methodology/approach
In this conceptual paper, we posit that we can distinguish between RA and reference using Louise Rosenblatt’s theory of the aesthetic transaction. With this theory in hand, we can redefine the service distinction in terms of the stance – aesthetic or efferent – that the patron expects to take toward the material they seek.
Findings
On our account, the reader’s desired stance becomes a kind of hermeneutical lens through which a library worker may productively evaluate plausible pathways and materials. An aesthetic lens is characteristic of RA; it makes features of potential aesthetic transactions between a particular reader and a particular text (or genre or author’s oeuvre) salient.
Originality/value
The proposed account constitutes a novel application of Rosenblattian response theory, one that grounds and refines the going view that RA’s proper focus is on supporting a particular sort of experience rather than providing particular sorts of texts. This theoretical emendation also better aligns the service distinction with contemporary conceptualizations of RA as a “whole collection” service. Important practical and philosophical implications follow from the new account.
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Abstract
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Angela Oulton and Susan Jagger
The research on the positive effects of children’s learning in and with nature is persuasive yet a deeper examination of the contemporary and historical discourses suggests that…
Abstract
The research on the positive effects of children’s learning in and with nature is persuasive yet a deeper examination of the contemporary and historical discourses suggests that the school garden has been neither welcoming nor accessible to all children. Its detrimental effects on groups of children have been masked within the discourses of urban children’s health and wellbeing, environmental stewardship, and children’s connection with nature. The school garden has been used historically to enact adult agendas to contain and protect urban children from the social ills of modernity; civilise and assimilate marginalised, impoverished, and immigrant groups; and make future industrial and agricultural labourers who would in turn, entrench the white affluent society’s economic and social positions. In this sense, the school garden was used to reinforce patriarchal, colonial, white supremacist, and eugenic aspirations. We consider the school garden movement in North America through a discourse analysis of historical school garden texts to explore how childhoods were culturally constructed and how these discourses have influenced children both in the past and present.
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Shame is a common, yet seldom acknowledged emotion. Shame signals a threatened social bond in which the claim of as what one wants to be seen (i.e., the claim for a certain…
Abstract
Shame is a common, yet seldom acknowledged emotion. Shame signals a threatened social bond in which the claim of as what one wants to be seen (i.e., the claim for a certain relational identity and relative status positioning) is neglected by the other party. Using a case study approach, this chapter provides insights into how shame shapes the relationship and leadership structure in organizations. The case used is based on a documentary TV show; hence this chapter also provides insight in the use of visual/TV material to gain insight in relational leadership dynamics.
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Current issues of Publishers' Weekly are reporting serious shortages of paper, binders board, cloth, and other essential book manufacturing materials. Let us assure you these…
Abstract
Current issues of Publishers' Weekly are reporting serious shortages of paper, binders board, cloth, and other essential book manufacturing materials. Let us assure you these shortages are very real and quite severe.