Search results

The purpose of this paper is to demonstrate that both the processes and outcomes of advocacy can be evaluated in ways that can help with learning and accountability. The paper reviews the literature on evaluating advocacy, with a particular focus on development work, and describes an example of the systematic evaluation of the Business Environment Strengthening in Tanzania-Advocacy Component business advocacy programme in Tanzania.

The evaluation uses a Scientific Realist methodology to give a disaggregated, contextual analysis of advocacy, asking the typically Scientific Realist question: “What works for whom in what circumstances?” Complementary methods are being applied longitudinally over a five-year period and include stakeholder interviews, business surveys, diagnostic tools and learning seminars.

The paper argues that advocacy evaluation is no more complex or difficult than other aspects of development. Rigorous, cost-effective methods can be developed, so long as clear conceptualisation is carried out as an initial step. Systematic analysis of influencing tactics and capacity building demonstrates the relative skill of the advocacy organisations and allows the funder to see intermediate indicators of progress which are otherwise invisible.

Consistent conceptualisation and measurement allow comparison over time, and between different types of projects and organisations. Integrating methods with the operation of campaigns or programmes allows the evaluator to give feedback in real time and minimise the burden on evaluands.

The paper is based on original research/evaluation. The field is heavily concentrated on social change. The paper makes a contribution by providing an example of advocacy evaluation in the field of business advocacy and economic development. In addition, the example extends the field of advocacy evaluation by considering the systematic evaluation of a whole programme of individual advocacy projects.

The librarian and researcher have to be able to uncover specific articles in their areas of interest. This Bibliography is designed to help. Volume IV, like Volume III, contains features to help the reader to retrieve relevant literature from MCB University Press' considerable output. Each entry within has been indexed according to author(s) and the Fifth Edition of the SCIMP/SCAMP Thesaurus. The latter thus provides a full subject index to facilitate rapid retrieval. Each article or book is assigned its own unique number and this is used in both the subject and author index. This Volume indexes 29 journals indicating the depth, coverage and expansion of MCB's portfolio.

MID‐OCTOBER sees all library activities in process. The autumn and winter prospects are interesting and, in some senses, may be exciting. The autumn conferences have been held, except that of the London and Home Counties Branch, which is at Southend for the week‐end October 17th to 20th, and is the third sectional conference to be held this month in addition to seven other meetings. These gatherings, at Torquay, Greenwich, Felixstowe, London (three), Tunbridge Wells and Leicester, show a fairly wide coverage of the lower part of Great Britain. The northerners had their go, so to speak, last month, in Durham and elsewhere, as we have previously recorded. The Programme of Meetings, 1952–53, arranged by organisations in the London and Home Counties Branch area, is a most convenient leaflet listing 33 meetings in the area. Every interest seems to be served, with two exceptions, and every L. A. member of whatever section may attend any or all of the meetings. The exceptions are the meetings of ASLIB and the Bibliographical Society. Any list of meetings for librarians would be improved if it noted all that interest them and these would be a useful, not extravagant, addition. London Library Intelligence, the editorship of which has been handed over by Mr. F. J. Hoy, who did it extremely well, to Mr. R. W. Rouse, Borough Librarian, Finsbury, E.C.1, does provide the required information we understand. It is perhaps too much to expect a list of all gatherings throughout these islands; or is it? There are 12,000 of us and, if only 50 attended a meeting once a year—a satisfactory number for discussion— there would be room for 240 meetings.

We are growing accustomed to shock tactics of the US Administration in dealing with toxic residues in food or additives which are a hazard to man, as well as the daily press infusing sensation, even melodrama, into them, but the recent action of the FDA in calling in from the food market several million cans of tuna and other deep sea fish because of the presence of mercury has had the worthwhile effect of drawing world attention to the growing menace of environmental pollution. The level of mercury in the fish is immaterial; it should never have been there at all, but it stresses the importance of the food chain in the danger to man and animal life generally, including fish beneath the sea. Without underestimating risks of pollution in the atmosphere from nuclear fission products, from particulate matter carried in the air by inhalation or even skin absorption, food and drink, which includes aqua naturale would seem to be the greatest danger to life. What these recent events illustrate in a dramatic manner, however, is the extent of pollution.

The purpose of this paper is to evaluate the use, attitudes and perceptions of both teachers and students towards social media platforms (Facebook and Twitter) in healthcare higher education practice.

Systematic literature review. A search of published and unpublished databases was conducted from January 2000 to January 2013. Data were synthesised through a narrative approach. All included studies were critically appraised using Critical Appraisal Skills Programme appraisal tools.

From a total of 876 papers, 16 publications met the eligibility criteria. The review papers were largely of moderate methodological quality. The results indicated that Facebook and Twitter are perceived as potentially useful adjuncts in healthcare higher education practice. Their use as part of a “blended” approach to classroom teaching has been employed to enhance communication and increase accessibility of students to real-world practices and expertise. Whilst students perceive this to be of value, some have reservations regarding the possibility of faculty members spying or infringing on their “virtual” social community. Faculty members expressed some reservations regarding the perceived boundary between student-staff relationships.

This is the first paper to systematically review the literature on the use of social media networking sites in health education. This identified both the potential strengths and weaknesses of using this new technology, and highlights areas to expand knowledge with further research and practice.