Academic literature on the topic 'Whitaker College of Health Sciences, Technology, and Management'

A Review of: Reed, J. B., & Carroll, A. J. (2020). Roles for health sciences librarians at college and university libraries. Issues in Science and Technology Librarianship, (94). https://doi.org/10.29173/istl42 Abstract Objective – To examine job postings for academic health sciences libraries to determine if they reflect the changing research needs of institutions of higher education and to compare these postings to similar, existing positions. Design – Mixed methods data analysis of job advertisements collected through relevant job boards and mailing lists. The authors conducted qualitative content analysis using a modified grounded theory approach, completed two cycles of coding using NVivo 12, and calculated statistical significance using Fisher’s exact test. Setting – College and university library and Association of Academic Health Sciences Libraries job boards and mailing lists between September 1, 2018 and March 1, 2019. Subjects – 104 unique posted job descriptions. Methods – The authors conducted a thorough search of posted position descriptions (PPDs) for academic health sciences librarians across a number of job boards and mailing lists between September 1, 2018 and March 1, 2019. In addition to searching ALA JobLIST, MLA Find a Job, Association of College & Research Libraries Health Sciences Interest Group (ACRL HSIG), MEDLIB-L, and ACRL Science and Technology Section (STS), the authors also hand searched alumni and general library job electronic mailing lists using relevant keyword searching. Inclusion criteria for PPDs included research support and other research-related responsibilities for the health sciences. The authors excluded any PPDs describing administrative or non-professional positions. Following review, the IRB determined that the research design did not qualify as human subjects research. After data collection, the authors categorized the PPDs using the National Network of Libraries of Medicine (NNLM) geographic regions and by the type of institution—college and university libraries (C&UL) or Association of Academic Health Sciences Libraries (AAHSL). Using modified grounded theory, the authors identified emergent themes from the PPDs and applied descriptive coding. Then, the authors merged categories to create overall themes. Using NVivo 12 to facilitate the mixed methods content analysis, the authors ran text queries to identify major themes in the position roles and responsibilities, required and preferred education, and required and preferred qualifications sections. They also noted themes they expected to see that did not emerge in the PPDs, as well as emerging roles for health sciences libraries that are identified in the literature but did not appear as major themes in the included PPDs. Finally, the authors utilized Fisher’s exact test to calculate statistical significance. Main Results – In the quantitative analysis, the authors identified 60 AAHSL and 44 C&UL PPDs out of the 104 total job postings. Positions were available from all 8 NNLM Regions and across 32 states, though they were not all equally distributed. Most of the positions (64 of the 104) were located in the NNLM Middle Atlantic, Southeastern/Atlantic, and Greater Midwest regions. The Southeastern/Atlantic and Greater Midwest regions made up nearly half of the included PPDs. However, the New England region had the most postings per capita. In the qualitative analysis, an ALA-accredited MLIS or equivalent degree emerged as a near-universal requirement across all PPDs. The authors noted that the few PPDs that did not require this degree typically referenced it in the preferred education section or described a proxy to the MLIS. Furthermore, 57% of C&UL positions compared to 27% of AAHSL positions listed preferred education (p=0.0004) that was usually related to health and science disciplines that the position supported. There was significant overlap of required qualifications for AAHSL and C&UL postings. The authors also identified a list of hard and soft skills noted in the PPDs’ required qualifications sections, including experience with specific tools, expertise in library services, and interpersonal skills. However, reportedly emerging skills in data sciences, open science, grant experience, and research impact assessment were absent in many PPDs. The authors found statistically significant differences between two themes in the PPD roles and responsibilities including collection management (p=0.0004) and systematic reviews (p=0.03). Additionally, the authors found no statistically significant differences for required qualifications between AAHLS and C&UL PPDs. They did find statistically significant differences for two preferred qualifications including the Academic of Health Information Professionals (AHIP) credential (p=0.0042) and experience with systematic reviews (p=0.0009). The AHIP credential and experience with systematic reviews were absent in the C&UL PPDs and referenced rarely in AAHSL postings. Though diversity, equity, and inclusion (DEI) qualifications were frequently referenced in C&UL PPD requirements, the authors noted that research libraries have failed to make meaningful change in diverse candidate hiring and retention, but also pointed to the rapid adoption of DEI qualifications in PPDs within a short period of time. The authors highlighted that the roles and responsibilities reflected traditional librarian duties and referenced more emerging skills and research needs than any other section of the PPD. Assessment and systematic reviews appeared more often in the roles and responsibilities sections of AAHSL and C&UL PPDs in comparison to the combined required and preferred qualifications sections of all the PPDs. A more traditional responsibility, collection management, also appeared more frequently in the roles and responsibilities section of PPDs than in the experience section, suggesting that most hiring committees feel confident that librarians who fill positions will be successful in performing collection management tasks despite experience. The authors noted that collection management, one of the most common themes that emerged from the data analysis, appeared more frequently in C&UL PPDs and theorize that AAHLS may have dedicated collection management departments. Conclusions – While the research literature documents new roles and emerging skills for academic health sciences librarian positions, the authors noted that PPDs do not frequently reflect those emerging roles and skills, and maintain traditional health sciences librarian skillsets. The authors concluded that library administrators should design position descriptions that are user centred and match the changing research needs of the local community. PPDs should reflect changing priorities by including less weight towards the MLIS degree, shifting traditional skillsets from required experience sections to preferred experience sections, adapting the language of PPDs to be more inclusive and welcoming for a diverse pool of candidates, and adding an emphasis on DEI responsibilities. By creating position descriptions that are user focused, library administrators and hiring committees make meaningful investments for their communities and their strategic priorities.

Purpose Information literacy skills (ILSs) and information-seeking behavior (ISB) is a widespread topic that needs modern technologies to improve the technical skills of the students. The purpose of this study is to assess the usage of library resources for medical college students. To explore and understand the student’s level of satisfaction, learning and seeking behavior by efficient information retrieval systems. Design/methodology/approach The study is based on a quantitative research method and data was collected from the undergraduate students of medical colleges Islamabad Pakistan. The data were analyzed by Statistical Package for Social Science (SPSS) version 25 using Pearson correlation statistical test to identify the level of proficiency of correlation of variables and testing of the proposed hypothesis. Findings The finding of the study shows that the medical students can enhance their IT skills to seek the information in this technology era. The medical institutional administration can develop the education development policy, traditional health education policy, funds allocating policy, health information literacy and collaborate with library staff for enhancing the services and to meet the information need of medical students. Practical implications The conclusion of this study is very helpful to reduce the barriers between the students and the library staff. The findings of the study are also beneficial for the administration to improve and develop the strategies for enhancing the ILSs of medical students to achieve medical educational information in the age of technology. Therefore, all significant structures want to improve and to develop the environment of information seeking by medical students to achieve medical educational information. Social implications Medical college library administrative management must be design useful a durable policy to come up with the technology development for digital literacy. The study reduces the barriers between the students and the library staff. Originality/value The study is based on quantitative research method to find out ISB of medical students.

Purpose Vocational courses in England support the progression to higher education (HE) of large numbers of young people from disadvantaged backgrounds, yet there is little research exploring the college experiences of these young people prior to entering university. The purpose of this paper is to consider the experiences of young people on Level 3 Business and Technology Education Council (BTEC) vocational courses in their progression to HE from differently positioned post-16 colleges in England. Design/methodology/approach A qualitative study was undertaken into the experiences of students on BTEC courses in four subject clusters (science, technology, engineering and maths, arts and humanities, social sciences and health) at both a Further Education College and a Sixth Form College in an area of multiple deprivation and low HE participation. Young people’s experiences of BTEC courses and the support and guidance they receive are explored through the conceptual lens of “possible selves” and using Bourdieu’s ideas of capital, habitus and field. Findings Pedagogies and practices on BTEC courses are found to support the development of relevant social and cultural capital and help young people formulate well-articulated “possible selves” as university students, even amongst students who previously had not considered university as an option. The findings illustrate how differently positioned colleges support students’ progression and identify challenges presented by an increasingly stratified and marketised system. Originality/value The study highlights the transformative potential of BTEC courses and their role in supporting progression to HE amongst young people from economically disadvantaged backgrounds. The current emphasis on standardisation and rigour as mechanisms to better equip students for HE neglects the unique contribution BTEC pedagogies and practices make to encouraging HE participation. A Bourdieusian and “possible selves” theoretical framework has provided new insights into these valuable learning processes.

Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org.Reviewers for Volume 8, Number 3Ana-Cornelia Badea, Technical University of Civil Engineering Bucharest, RomaniaAntonina Lukenchuk, National Louis University, USAArbabisarjou Azizollah, Zahedan University of Medical Sciences, IranAusra Kazlauskiene, Siauliai University, LithuaniaÇelebi Uluyol, Gazi University, Turkey, TurkeyDonna Harp Ziegenfuss, The University of Utah, USADonna.Smith, The Open University, UKFirouzeh Sepehrian Azar, Orumieh University, IranGerard Hoyne, School of Health Sciences, University of Notre Dame Australia, AustraliaGregory S. Ching, Fu Jen Catholic University, TaiwanHermes Loschi, University of Campinas, Braziljames badger, University of North Georgia, USAJisun Jung, University of Hong Kong, Hong KongJohn Cowan, Edinburgh Napier University, United KingdomJohn Lenon Ednave Agatep, AMA Computer College, PhilippinesLaid Fekih, University of Tlemcen Algeria, AlgeriaMichael John Maxel Okoche, Uganda Management Institute, UgandaNajia Sabir, Indiana University Bloomington, USANicos Souleles, Cyprus University of Technology, CyprusQing Xie, Jiangnan University, ChinaRanjit Kaur Gurdial Singh, The Kilmore International School, AustraliaSakiru Abiodun, Adeniran Ogunsanya College of Education, NigeriaSandhya Rao Mehta, Sultan Qaboos University, IndiaSavitri Bevinakoppa, Melbourne Institute of Technology, AustraliaTeguh Budiharso, Center of Language and Culture Studies, IndonesiaVasiliki Brinia, Athens University of Economic and Business, GreeceYi Luo, University of Illinois at Urbana- Champaign, USA

Background The cost of university presents various challenges with regards to students’ daily learning activities. This is particularly evident in developing countries, where higher education students face acute financial problems that greatly affect their daily educational activities. In Ethiopia, public university students do benefit from governmental cost-sharing programs. Moreover, health sciences students have additional costs during their clinical placements that are above the common expenses for university students. Objectives Authors aim to explore the challenges that undergraduate health sciences students in their clinical year face with limited pocket money, as well as how students perceive these limited funds affecting their learning activities and their ability to meet challenges. Methods This descriptive qualitative study was conducted at the Department of Medical Radiologic Technology, College of Health Sciences, at Addis Ababa University in Ethiopia. Interviews were conducted between January 28, 2019 and February 1, 2019 with twelve students; and only ten participants were included in the study. The semi-structured questions explored participants’ experiences and perceptions regarding the challenges of a lack of pocket money and its impacts on their learning activities. Their reaction to financial challenges was assessed. Results Four themes that are related to the impact of a lack of money on learning activities emerged from our interviews. First, students believed that their difficulty in obtaining pocket money from family or other funding sources contributed to their financial stress, which negatively impacted their learning. Moreover, their difficulty in affording the basic needs for a student greatly affected their learning abilities in the classroom as well as in their clinical placements. The ability to self-manage was also a significant concern for students, with the pressure to use self-control and proper money management adding to their financial stress. Lastly, students observed that the lack of pocket money affected their ability to make social connections at university, which they saw as negatively impacting their learning abilities. Conclusion Ethiopian undergraduate health sciences students faced many challenges due to the lack of pocket money and these challenges affected student learning both directly or indirectly. Based on our data, we believe that the underlying causes of student financial hardship can be addressed by increasing public awareness of university expenses, clarifying the cost-sharing system to the public, redesigning the cost-sharing policy, and improving university services. Additionally, teaching students self-management skills is also another area that could increase student success.

Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org.Reviewers for Volume 8, Number 2Abdelaziz Mohammed, Albaha University, Saudi ArabiaAlina Mag, University Lucian Blaga of Sibiu, RomaniaAnna Liduma, Riga Teacher Training and Educational Management Academy, LatviaAntonina Lukenchuk, National Louis University, USAArbabisarjou Azizollah, Zahedan University of Medical Sciences, IranAynur Yürekli, İzmir University of Economics, TurkeyCarmen P. Mombourquette, University of Lethbridge, CanadaDibakar Sarangi, Directorate of Teacher Education and State Council for Educational research and Training, IndiaGerard Hoyne, School of Health Sciences, University of Notre Dame Australia, AustraliaGregory S. Ching, Fu Jen Catholic University, TaiwanHermes Loschi, University of Campinas, BrazilHuda Fadhil Halawachy, University of Mosul, IraqHüseyin Serçe, Selçuk University, TurkeyJayanti Dutta, Panjab University, IndiaJohn Cowan, Edinburgh Napier University, United KingdomKholood Moustafa Alakawi, Al-Imam Muhammad Ibn Saud Islamic University, Saudi ArabiaLung-Tan Lu, Fo Guang University, Taiwan, TaiwanMehmet Ersoy, Lecturer-Department of Computer Education and Instructional Technologies, TurkeyMei Jiun Wu, Faculty of Education, University of Macau, ChinaMeric Ozgeldi, Mersin University, TurkeyMichael John Maxel Okoche, Uganda Management Institute, UgandaNancy Maynes, Nipissing University, Schulich School of Education, Canada, CanadaNicos Souleles, Cyprus University of Technology, CyprusQing Xie, Jiangnan University, ChinaRanjit Kaur Gurdial Singh, The Kilmore International School, AustraliaSahar Ahadi, Islamic Azad University of Mashhad, IranSakiru Abiodun, Adeniran Ogunsanya College of Education, NigeriaSandhya Rao Mehta, Sultan Qaboos University, IndiaTeguh Budiharso, Center of Language and Culture Studies, IndonesiaVasiliki Brinia, Athens University of Economic and Business, GreeceWaldiney Mello, Universidade do Estado do Rio de Janeiro, Brazil

Introduction: Rural populations have many barriers to quality health care including lack of access to primary care and specialty care and a greater likelihood to be underinsured or uninsured. They are also less likely to use preventive screening, or to participate in self-care and engage in their health when compared to urban residents. The purpose of this paper was to describe patients’ healthcare experiences in a rural western state focusing on their healthcare expectations and engagement. Methods: This qualitative study was conducted using a focus group protocol to elicit rural patients’ healthcare experiences. A purposeful sample of English speaking adult residents from a single county who were willing to discuss their healthcare experiences was included. Patients and community members (21 years and older) were recruited through a local hospital as well as via flyers posted throughout the community. Each audio-recorded group took about two hours. A total of 15 focus groups were conducted to obtain sufficient text for theoretical saturation and thematic analysis. Each group had a range of 3-8 participants. A $25 visa gift card and lunch were provided for each participant as an incentive. Results: ‘Encounters with Healthcare Professionals’ and ‘Engagement in Health’ were the two dominant dimensions with two themes each. Themes centered around what characterized the best or worst encounters. Trust and Communication - both were based on time spent with the provider and establishment of rapport with the providers. The best encounters were those with health care providers or pharmacists who had sufficient time, adequately explained a diagnosis and new medications did not dismiss patient concerns, and treated individuals with respect. Typical responses describing the worst encounters included examples of misdiagnosis, dismissing patient’s symptoms, healthcare professionals whose attention was not focused on the patient, pushing too many medications, rushed encounters, and providers with poor bedside manner. ‘Engagement in Health’ dimension included the theme of Self-management Process such as taking things one day at a time, taking medication daily, and good stress management. The second theme was Barriers to Engagement and included issues regarding inclement weather, lack of sidewalks, stress, lack of time and the financial constraints for eating healthy, going to a gym, and/or problems with payer source. Participants also described a number of technological tools they utilized to engage with their healthcare including appointment reminders, health-based websites, symptom trackers, online portal systems for health care records, and online bill pay. Many used apps on smart phones to track calories and exercise as well as online community groups to encourage fitness. Conclusions: The results from this study highlighted some of the gaps in healthcare for rural areas. A large number of participants indicated a lack of trust of their providers and only a few had any communicative interaction with their pharmacist. Future studies could evaluate training designed to teach healthcare providers and pharmacists how to engage patients in their own care. Use of technology by healthcare providers might be another way to improve healthcare engagement. Conflict of Interest "We declare no conflicts of interest or financial interests that the authors or members of their immediate families have in any product or service discussed in the manuscript, including grants (pending or received), employment, gifts, stock holdings or options, honoraria, consultancies, expert testimony, patents and royalties". Acknowledgements: This study was funded by the University of Wyoming College of Health Sciences (UW CHS) Faculty Seed Grant awarded to first author Dr. Singh in April 2015. Interim results of this study have been presented at the Health Literacy Research Conference (HARC) in November 2015. Treatment of Human Subjects: IRB review/approval required and obtained Type: Original Research

The knowledge of the science of human body parts for early childhood is very important so that children have the ability to recognize and support the cleanliness and health of members of the body, as well as so that they recognize their identity. In addition, introducing environmentally friendly material for early childhood teachers to enrich learning media. This study aims to improve student learning outcomes in science using environmentally friendly media. The topic raised in this search was about recognizing body parts and their benefits and treatments. This type of research is action research. Respondents involved 19 early childhood students. The results showed that there was an increase in subjects' understanding of swallowing extremities and treatment 60% in the pre-cycle phase, 80% in the first cycle and 93% in the second cycle. The findings show that the use of happy body media has a positive effect on limb recognition. Further research is recommended on environmentally friendly media and ways of introducing limbs to early childhood through media or strategies suitable for the millennial era. Keywords: Media (Happy Body), Early Childhood Science, Human Body Parts References: Anagnou, E., & Fragoulis, I. (2014). The contribution of mentoring and action research to teachers’ professional development in the context of informal learning. Review of European Studies, 6(1), 133–142. Belsky, J., Steinberg, L., & Draper, P. (1991). Childhood experience, interpersonal development, and reproductive strategy: An evolutionary theory of socialization. Child Development, 62(4), 647. Black, M. M., & Hurley, K. M. (2016). Early child development programmes: further evidence for action. The Lancet Global Health, 4(8), e505–e506. Blok, H., Fukkink, R., Gebhardt, E., & Leseman, P. (2005). The relevance of delivery mode and other programme characteristics for the effectiveness of early childhood intervention. 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This study aimed to explore the perceived barriers to physical activity among college students Study Design: Qualitative research design Eight focus group discussions on 67 college students aged 18-24 years (48 females, 19 males) was conducted on College premises. Data were analysed using inductive approach. Participants identified a number of obstacles to physical activity. Perceived barriers emerged from the analysis of the data addressed the different dimensions of the socio-ecological framework. The result indicated that the young adults perceived substantial amount of personal, social and environmental factors as barriers such as time constraint, tiredness, stress, family control, safety issues and much more. Understanding the barriers and overcoming the barriers at this stage will be valuable. Health professionals and researchers can use this information to design and implement interventions, strategies and policies to promote the participation in physical activity. This further can help the students to deal with those barriers and can help to instil the habit of regular physical activity in the later adult years.

Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Brain and Cognitive Sciences, 1989.
Title as it appeared in M.I.T. Graduate List, February, 1989:The conceptual representation of short-term recall.
Includes bibliographical references (leaf 38).
by Susan Carol Johnson.
M.S.

This thesis addresses the problem of categorizing natural objects. To provide a criteria for categorization we propose that the purpose of a categorization is to support the inference of unobserved properties of objects from the observed properties. Because no such set of categories can be constructed in an arbitrary world, we present the Principle of Natural Modes as a claim about the structure of the world. We first define an evaluation function that measures how well a set of categories supports the inference goals of the observer. Entropy measures for property uncertainty and category uncertainty are combined through a free parameter that reflects the goals of the observer. Natural categorizations are shown to be those that are stable with respect to this free parameter. The evaluation function is tested in the domain of leaves and is found to be sensitive to the structure of the natural categories corresponding to the different species. We next develop a categorization paradigm that utilizes the categorization evaluation function in recovering natural categories. A statistical hypothesis generation algorithm is presented that is shown to be an effective categorization procedure. Examples drawn from several natural domains are presented, including data known to be a difficult test case for numerical categorization techniques. We next extend the categorization paradigm such that multiple levels of natural categories are recovered; by means of recursively invoking the categorization procedure both the genera and species are recovered in a population of anaerobic bacteria. Finally, a method is presented for evaluating the utility of features in recovering natural categories. This method also provides a mechanism for determining which features are constrained by the different processes present in a multiple modal world.

Thesis (Ph. D.)--Massachusetts Institute of Technology, Whitaker College of Health Sciences, Technology, and Management, Dept. of Brain and Cognitive Sciences, 1987.
MICROFICHE COPY AVAILABLE IN ARCHIVE AND SCIENCE.
Vita.
Bibliography: leaves 295-325.
by John D. E. Gabrieli.
Ph.D.

Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Brain and Cognitive Sciences, 1987.
Title as it appeared in M.I.T. Graduate List, September 1987: Ontological constraints on two-year-olds' induction of word meanings.
Bibliography: leaves 142-146.
by Nancy N. Soja.
Ph.D.

Thesis (Ph. D.)--Massachusetts Institute of Technology, Whitaker College of Health Sciences, Technology, and Management, Dept. of Brain and Cognitive Sciences, 1986.
MICROFICHE COPY AVAILABLE IN ARCHIVES AND SCIENCE
Bibliography: leaves 143-154.
by Christopher Granger Atkeson.
Ph.D.

The present research work describes the use of the electronic resources by the teaching community at Mekelle University, Ethiopia. The survey was conducted by using questionnaires to collect the data. The questionnaires were administrated to total 1516 on duty teaching faculties of seven colleges. Including the College of Natural and Computational Sciences, the College of Veterinary Medicine, the College of Health Science, the College of Law and Governance, the College of Business and Economics, the College of Language and Social Sciences, College Dry Land Agriculture and Natural Resources as well as nine regular institutes including; the Ethiopian Institute of Technology, the Mekelle Institute of Technology, the Institute of Paleo Environment and Heritage Conservation, the Institute of Pedagogical Sciences, the Institute of Geo-Information and Earth Observation Sciences, the Institute of Environment and Gender Development Studies, the Institute of Population Studies, the Institute for Climate and Society, and the Institute for Water and Environment at Mekelle University. The survey also examines the purpose of use, frequency, difficulties, and availability of electronic information resources subscribed by the Mekelle University Digital Library. Finally, the data was interpreted, concluded, and suggestions have been given for improvement of electronic information resources at library web portal.