Search results1 – 10 of 262
The purpose of this paper is to examine the relative merits of thesis consultation with a librarian prior to graduate submission and to explore whether thesis consultation…
The purpose of this paper is to examine the relative merits of thesis consultation with a librarian prior to graduate submission and to explore whether thesis consultation has a significant impact on the quality of the theses submitted by postgraduate students.
This study uses a quantitative case study approach. The total number of thesis scrutiny reports written by librarians between 2009 and 2014 has been reviewed for errors found in theses. Errors have been classified as referencing errors and formatting errors. These have been compiled in a spreadsheet and analyzed using the SPSS statistical package.
This paper highlights that thesis consultation has had a positive impact on the quality of the theses students submitted for examination at the University of the West Indies, Mona Campus. Thesis consultation with a strong focus on referencing clearly assisted students learning and applying different citation styles. There was a decrease in the number of referencing errors over time. Not much difference was seen in terms of formatting errors. Further tests showed that there was a statistically significant positive relationship between thesis consultation and the number of referencing errors made by graduate students.
This study may have implications for the engagement of academic libraries with their graduate communities. With thesis consultation, a librarian may scrutinize the same thesis more than once. Although this may increase the workload of librarians, thesis consultation/scrutiny will have a positive impact on the quality of research produced by graduate students.
This study shows that students benefited from thesis consultation and there was a significant reduction in citation errors. In reviewing the literature, it has been noted that research done in the area of thesis consultation was very limited; hence, this study significantly contributes to the body of knowledge that presently exists.
The study explored the relationship between self and informant reports of emotional problems in a forensic intellectual disability sample. The Emotional Problems Scales…
The study explored the relationship between self and informant reports of emotional problems in a forensic intellectual disability sample. The Emotional Problems Scales (EPS) (Prout & Strohmer, 1991), which comprises a Self Report Inventory (EPS‐SRI) and an informant Behaviour Rating Scale (EPS‐BRS), was routinely administered to 30 individuals with intellectual disability in a secure forensic setting, as part of a standard clinical assessment procedure. It was hypothesised that there would be a moderate relationship between corresponding scores on the EPS‐SRI and EPS‐BRS. However, there were no significant relationships between corresponding scales of the EPS‐SRI and EPS‐BRS, apart from the EPS‐SRI and EPS‐BRS scales measuring anxiety (r = .376, p<.05). The results continued to be non‐significant, even when positive impression management was controlled for. The findings suggest little relationship between self and informant ratings in a forensic intellectual disability sample, and therefore support the need to gather information from multiple sources when assessing such individuals.
While an increasing number of adults with an intellectual disability are having children, research suggests that they face an increased risk of having their children…
While an increasing number of adults with an intellectual disability are having children, research suggests that they face an increased risk of having their children removed. The purpose of this paper is to explore child and family social workers’ experiences of working with parents with intellectual disability, in order to further our understanding of this issue.
Seven social workers were interviewed. Each had experience of working on safeguarding cases where a parent had a diagnosis of intellectual disability. Data were analyzed using Interpretive Phenomenological Analysis.
Five super-ordinate themes were identified. These were: “feeling torn,” “experiencing a power imbalance,” “hopelessness,” having “pride” in their work’ and experiencing “barriers.”
The results are discussed in the context of the increased risk that parents with an intellectual disability face of having their children removed. Several areas for future research are identified.
The study highlights several areas for development regarding services for parents with intellectual disability.
The study describes some of the difficulties experienced by social workers in this area of their work, from their own perspective. It also strengthens existing ideas about improving services for parents with intellectual disability.
This chapter provides the structure of an engaging intercultural, out of class, integrative curricular Somali Immersion Experience (SIE) offered to University of…
This chapter provides the structure of an engaging intercultural, out of class, integrative curricular Somali Immersion Experience (SIE) offered to University of Wisconsin-Eau Claire Education Studies majors and nonmajors who are not exposed to many different races, ethnicities, and people from different cultures because of the demographics of Eau Claire.
SIE participants complete 24 classroom hours and a weeklong immersion into the Somali Community of Minneapolis/St. Paul, Minnesota. Critical Race Theory provides the framework for the coursework. Quantitative data is collected via pre- and post-SIE online surveys and classroom assignments. Qualitative data is collected via summative papers and reflective sessions.
The results indicate that participants develop understanding and knowledge of Somali culture, religious practices, life styles and school lives, as well as their performance in teaching, reading, mathematics, and social studies to nonnative speakers of English. The participants’ preconceived notions about Somalians, Muslims, and Islam were based on what they saw portrayed in the media. After the SIE, participants expressed how much knowledge they gained about best practices in English as a Second Language instruction, communicating: “Somalians and Muslims are a peaceful people.” One participant exclaimed “I have learned more in a week than I have learned during my field teaching experience and more than I have learned by taking a semester long class.”
This chapter offers help to individuals and institutions wanting to improve students’ exposure to diversity through domestic immersions.
David Punter and Glennis Byron note how the Gothic novel has been divided into two categories: the ‘Male’ and ‘Female’ Gothic. Where the former emphasizes violence and…
David Punter and Glennis Byron note how the Gothic novel has been divided into two categories: the ‘Male’ and ‘Female’ Gothic. Where the former emphasizes violence and ghosts, the latter focuses on female representation and the disavowal of the supernatural. The Hollywood Gothic films of the 1940s can be said to translate this aspect of the Female Gothic onto the cinema screen: Rebecca (1940), Gaslight (1944) and Secret Beyond the Door (1947) all feature narratives stressing the haunting nature of domestic spaces but there are no actual ghosts present. Robert Zemeckis’s What Lies Beneath (2000) breaks this convention. The film clearly draws on the Female Gothic lineage, situating Claire as a Gothic heroine, and yet there is an important difference: the supernatural is now an integral – and acknowledged – part of the story. This chapter explores this twenty-first century change, arguing that whilst the inclusion of the supernatural can be said to break with previous definitions of the Female Gothic, What Lies Beneath’s depiction of a ghost actually re-imagines and re-emphasizes the concerns at the centre of this tradition: the dramatization of marital and domestic experiences; an interrogation of feminine perception; and the reality of male violence against women.
This chapter explores women leaders’ outward appearance in the male-dominated world of rail, through the lenses of postfeminism and neoliberalism. Drawing on 31 interviews…
This chapter explores women leaders’ outward appearance in the male-dominated world of rail, through the lenses of postfeminism and neoliberalism. Drawing on 31 interviews with women leaders in rail, it maps how a postfeminist logic is evident in women leaders’ narratives of aesthetic femininity. Aesthetic femininity refers to women leaders’ outward appearance which they describe as feminine. The research participants justify their feminine ‘work style’ through postfeminist themes of individual choice, natural sex differences, irony, personal initiative, skill and empowerment. The findings also show a patterning of justification around aesthetic femininity that fits a neoliberal self-governance as enterprise, self-flexibility and self-confidence. It is argued that whilst these iterations of aesthetic femininity are rooted in postfeminist and neoliberal contexts, they have consequences for sustaining gendered inequalities and traditional feminine norms in the highly masculinised culture of rail. Women’s narratives, whereby gender inequalities are acknowledged then subsumed into individualised agency through dress and appearance, do little to challenge the gendered culture in this sector.