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In 2015, a librarian (Jessica Blackwell) and a course instructor (Trevor Holmes) collaborated to offer experiential opportunities in the archive itself for a large…
In 2015, a librarian (Jessica Blackwell) and a course instructor (Trevor Holmes) collaborated to offer experiential opportunities in the archive itself for a large introductory Women’s Studies class. Since then, students from six semesters of the course have worked with primary source materials from the library’s collections. This chapter is a description of practice rather than a formal study. The authors describe design elements from the course, public products of the assignment, and reflections based on observations over time, offering several ways for librarians with access to archival material to co-design assignments with instructors. In the assignment variations, students visit the archive to complete a short transcription or digitization task pre-selected to benefit both the learners’ research skills development and the wider research community. Final products go live online, benefiting the students and the global research community. Then, students link the experience to a course reading in a critically reflective paper. While initially the projects hold barriers for students, in formal and informal reflections they ultimately find it to be a rewarding learning experience. The authors contend that the assignment has significant elements of experiential learning and high-impact practices.
Felicitous writing is enormously important. However, the art of writing well is rarely addressed by marketing scholars. This paper seeks to argue that the marketing…
Felicitous writing is enormously important. However, the art of writing well is rarely addressed by marketing scholars. This paper seeks to argue that the marketing academy has much to learn from historiography, a sub‐discipline devoted to the explication of historical writing.
Although it is primarily predicated on published works, this paper is not a conventional literature review. It relies, rather, on the classic historical method of “compare and contrast”. It considers parallels between the paired disciplines yet notes where marketing and history diverge in relation to literary styles and scientific aspirations.
It is concluded that marketing writing could benefit from greater emphasis on “character” and “storytelling”. These might help humanise a mode of academic communication that is becoming increasingly abstruse and ever‐more unappealing to its readership.
If its argument is accepted by the academic community – and, more importantly, acted upon – this paper should transform the writing of marketing. Although the academic reward systems and power structures of marketing make revolutionary change unlikely, a “scholarly spring” is not inconceivable.
The paper's originality rests in the observation that originality is unnecessary. All of the literary‐cum‐stylistic issues raised in this paper have already been tackled by professional historians. Whether marketers are willing to learn from their historical brethren remains to be seen.
How will the aviation and aerospace industry make its new alliances a viable and practical proposition? Could BS EN ISO 9000 provide a much‐needed link between companies operating vastly different management systems?
We are living in an electronic age, where everything that we want to know or are curious about is increasingly facilitated by the internet and search engines. Now, much of…
We are living in an electronic age, where everything that we want to know or are curious about is increasingly facilitated by the internet and search engines. Now, much of the world’s knowledge is at our fingertips. Students have unlimited access to information in the form of e-books, journals and other open sources. The value of a physical repository of knowledge is diminishing and the printing of material is becoming less compelling. It has been noted that college students spend as much time on the internet as they do while studying (Jones, 2002). The most pertinent question is whether the library is still considered an important source of information to students? Can we imagine a university without a library with just computers and a server room? The information highway is posing new challenges that the librarians have to deal with (Dunn, 2002; Rockman & Smith, 2002). In the past, gatekeepers like the librarian decided what a student should read, depending on their level of study and their comprehension power. The picture has altered and now students decide what exactly they should read with the click of their computers. Leaders in higher education institutions are skeptical as to how much they should actually invest in buying books, how many shelves to create to stack them and whether the collection of books is going to be an indicator of the academic quality of that institution. This book talks about a vital subject as to how much and in what ways a library can engage a student to create information literacy. Various interventions have been discussed as case studies in colleges and universities from Canada to India. Student-centered workshops have been designed along with university partnerships with a writing center as well as the role of a library as a source of socio-economic transformation in Africa. The experiences shared by the authors in this book will be a valuable resource for librarians across the world as they increase their collaborative efforts to promote the value of information literacy for students.
Caring for a person with a substance use disorder (SUD) and/or mental health disorder (MHD) represents a significant burden for family members. The features of…
Caring for a person with a substance use disorder (SUD) and/or mental health disorder (MHD) represents a significant burden for family members. The features of “carers/family members” experiences reflect trauma signatures. Consequently, working through this trauma for carers corresponds with psychological recovery, empowerment processes and intrapersonal/interpersonal needs. The purpose of this paper is to outline a framework called the “personal and relational empowerment (PRE)” framework which enables family support practitioners to help family members to be able to take control of their own lives, develop meaningful relationships and live purposeful and fulfilling lives, regardless of whether the person with the SUD and/or MHD is in recovery or not.
This paper critically reviews existing frameworks for carer recovery, through a systematic literature search, and proposes a “PRE” alternative to redress the shortfalls in these existing frameworks.
The PRE framework takes a multi-level needs-based approach to understand carer recovery. This framework links the concepts – psychological recovery, empowerment processes and intrapersonal/interpersonal needs.
The PRE framework recognises the importance of recovery support practitioners being able to balance the immediate carer crisis intervention needs responses with personal growth and well-being supporting interventions.
The PRE framework of family recovery attempts to answer the need to broaden the focus on the family journey to better reflect the principles and practices of contemporary SUD and/or MHD recovery-based support.
At the Royal Society of Health annual conference, no less a person than the editor of the B.M.A.'s “Family Doctor” publications, speaking of the failure of the anti‐smoking campaign, said we “had to accept that health education did not work”; viewing the difficulties in food hygiene, there are many enthusiasts in public health who must be thinking the same thing. Dr Trevor Weston said people read and believed what the health educationists propounded, but this did not make them change their behaviour. In the early days of its conception, too much was undoubtedly expected from health education. It was one of those plans and schemes, part of the bright, new world which emerged in the heady period which followed the carnage of the Great War; perhaps one form of expressing relief that at long last it was all over. It was a time for rebuilding—housing, nutritional and living standards; as the politicians of the day were saying, you cannot build democracy—hadn't the world just been made “safe for democracy?”—on an empty belly and life in a hovel. People knew little or nothing about health or how to safeguard it; health education seemed right and proper at this time. There were few such conceptions in France which had suffered appalling losses; the poilu who had survived wanted only to return to his fields and womenfolk, satisfied that Marianne would take revenge and exact massive retribution from the Boche!
This paper sets out to analyse and interpret factors which bear upon building components and to explore underlying relationships among the number of building components…
This paper sets out to analyse and interpret factors which bear upon building components and to explore underlying relationships among the number of building components forming a construction entity. The research hypothesis was set as follows: building surveyors do not agree in assessing the strength of each of design, construction, age, changing standards and vandalism as a causative factor for defects on building components. Previous studies have established the factors pertaining to defects in the building structure. What is in dispute is the extent to which these factors are important in causing defects. The objective of the study presented in this paper is therefore to assess the impact of each of five key factors ‐ design, construction, standards, vandalism and age ‐ on 28 selected building components with the aid of questionnaire information provided by 45 local authority building surveyors involved in the day‐to‐day diagnosis of defects in public housing stock. In so doing, the tangible influence of the factors in terms of how they affect defect causation in building components for the sample is established.
The purpose of this paper is to discuss the impact the University of North Carolina at Greensboro’s (UNCG) Library and Information Studies Academic and Cultural Enrichment…
The purpose of this paper is to discuss the impact the University of North Carolina at Greensboro’s (UNCG) Library and Information Studies Academic and Cultural Enrichment (ACE) Scholars Program has had on promoting diversity and adding value to the library and information studies profession.
This paper is presented as a case study in which three iterations of the ACE Scholars Program are discussed, including program design and suggested impact the program has had on educating and engaging diverse individuals for careers in the library and information studies professions.
Nearly 50 ACE Scholars program participants, representing ethnically, racially and socioeconomically diverse backgrounds, have graduated from UNCG with their Master of Library and Information Studies degrees since 2011. In the five years since the first ACE cohort graduated, Scholar alums continue to impact the Library and Information Studies (LIS) profession through their professional roles as well as through their community engagement, professional association memberships and leadership roles, professional presentations and numerous publications.
This paper presents a model that has helped to promote diversity in the LIS field in way that can be adapted by other graduate programs that are preparing individuals for successful and engaged careers as library and information studies professionals.