Resource Handbook Research Articles

Resource Handbook for Academic Deans: The Essential Guide for College and University Leaders, Fourth Edition

Resource Handbook for Academic Deans: The Essential Guide for College and University Leaders, Fourth Edition

In Memoriam: Dr. James W. Scott

In Memoriam:Dr. James W. Scott Todd Welch, Digital Access Librarian James "Jim" W. Scott, (1925-2011) professor emeritus of geography at Western Washington University, died peacefully on July 20, 2011, in Bellingham, Washington. Born September 30, 1925, in Bootie, England, he received degrees in geography from Cambridge (St. Catherine's College) and Indiana University before obtaining an appointment as assistant professor at Western Washington State College in the fall of 1966. He completed his doctoral dissertation on The Metalliferous Mining and Smelting Industries of the British Isles, 1540-1640, but soon shifted his research interest from Tudor and Stuart Britain to focus on the pioneer settlement and economic development of the Pacific Northwest in the nineteenth and early twentieth centuries. His professional publications included the Social Science Resource Handbook (co-authored by Raymond G. McInnis), Historical Atlas of Washington (Larry Delorme, co-author), Whatcom County Maps, 1832-1937 and Early Industries of Bellingham Bay and Whatcom County with Daniel D. Turbeville; and Washington: A Centennial Atlas—Western's principal contribution to the state centennial and for which he was awarded the Governor's Writer's Award in 1991. In 1971, together with colleagues from the History Department, and with support from university administration, Dr. Scott founded the Center for Pacific Northwest Studies. He became its first director and remained as director until his retirement in 1993, collecting and preserving important archival collections documenting the history of the Northwest and publishing a series of occasional papers on a variety of historical, economic, political, and literacy topics of the region. Among his most notable contributions was his long-term membership (1977-1993) on the Washington State Historical Records Advisory Board. He also served on the Washington Task Force on Newspaper Preservation and the Washington Resource Planning Advisory Board. Professionally, Dr. Scott served as the editor of the Yearbook of the Association of Pacific Coast Geographers from 1980 to 1987, archivist for the association from 1981 to 1995, and as its president in 1992-93. He continued attending the APCG annual meeting long after his retirement from teaching [End Page 141] and was deeply gratified at receiving the association's Distinguished Service Award at the 1999 meeting in Reno. He was also founding member of both the Association of Washington Geographers and Northwest Archivists. In the final days of his life, Dr. Scott relayed to those closest to him that he felt his greatest achievement and source of deepest satisfaction was his commitment to the education and development of his students. His involvement and dedication to teaching took on many manifestations, including advising graduate student research, serving on thesis committees, directing numerous field camps and conference proceedings. The reward: a career encouraging and guiding the intellectual and personal development of his students. The bonds that he formed with his students at Western lasted long after students graduated and his retirement began. He was a scholar, teacher, mentor, and friend. An individual of his generosity and caliber is incredibly rare. He will be missed! [End Page 142] Todd Welch, Digital Access Librarian Northern Arizona University Copyright © 2012 Association of Pacific Coast Geographers

Social Entrepreneurship Education Resource Handbook

Social Entrepreneurship Education Resource Handbook The 2011 Social Entrepreneurship Education Resource Handbook is for colleges and universities engaged in teaching, research and applied learning in social entrepreneurship. Developed by Ashoka U and Debbi Brock, the fifth edition provides a comprehensive look at social entrepreneurship education and is an effective tool for advancing social entrepreneurship for your students, on your campus, and for the local community. Originally designed for faculty members interested in teaching social entrepreneurship, the Handbook was revised to include uses and applications for administrators eager to advance social entrepreneurship at their colleges and universities, students interested in launching their own social ventures and plugging into relevant resources, and practitioners of social entrepreneurship with an interest in higher education programs. This pdf contains the first 12 pages.The Handbook includes enhanced features to help navigate recent developments in the field including:* Comprehensive listings of global universities with Centers, Initiatives, Masters, Minors and Certificates in Social Entrepreneurship* Comprehensive listings of case-studies and academic/practitioner books used to teach Social Entrepreneurship in the classroom* Business plan competitions for student venture funding and funding for emerging social entrepreneurship practitioners* Listings of academic, practitioner, and student conferences related to Social Entrepreneurship* A global faculty directory of professors teaching and researching Social Entrepreneurship around the world.

4. Leadership in postgraduate medicine: Results from the first annual chief resident leadership workshop

In the spring of 2006, chief and senior residents were surveyed to determine how they prepared for their senior administrative/leadership role, what topics should be included in a leadership workshop and how this workshop should be delivered. Overall, 32.3% had no prior contact with the previous chief resident. Among those prepared, 46% consulted previous chiefs/seniors and/or program directors. Eighty-five percent agreed that a leadership workshop would be beneficial for future chiefs. 
 Using the results from this environmental scan, a planning committee was formed to design the First Annual Chief Resident Leadership Workshop, held in August 2006, to identify and develop leadership skills while providing them with the resources to ease their transition into this senior administrative role. Seven sessions were offered: Your Role as Chief Resident, Mentorship, overview of the residents’ work/education contract, Personality Inventory (i.e. Myers-Briggs), Anti-Racism and Harassment, Resident Wellness and Public Speaking. A keynote address on leadership in academic medicine was given by a well-known Canadian clinician leader. To reinforce the experience, a resource binder and handbook was distributed to all participants. 
 Quality and content of each session was evaluated using on a 5-point Likert scale. Mean scores were calculated. Mentorship scored the highest in terms of quality (4.46) and content (4.47), followed by Leadership in Academic Medicine (4.43 and 4.62, respectively). Over 90 % agreed that a leadership program is necessary. Parallel to our earlier findings, many chief residents use multiple sources to prepare for their role, primarily the pairing of contact with the previous chief resident and the Program Director. The results indicate that a formal, centralized leadership workshop/seminar is valued and should highlight the necessary skills set and provide key resources.
 Susman J, Gilbert C. Family practice residency directors’ perceptions of the position of chief resident. Academic Medicine 1992; 67(3):212-213.
 Awad JJ, Levenson SM, Osman CH, James S. The impact of a novel resident leadership training curriculum. The American Journal of Surgery 2004; 188:481-484. 
 Kasuya RT, Nip IL. A retreat on leadership skills for residents. Academic Medicine 2001; 76(5):554.

Resource Handbook On Transport Risk Assessment

The US Department of Energy's (DOE's) National Transportation Program established the DOE Transportation Risk Assessment Working Group (TRAWG) to develop the Resource Handbook on DOE Transportation Risk Assessment, published in July 2002. The working group is comprised of technical experts representing DOE national laboratories, the DOE Naval Reactors Program, and DOE contactors. The motivation behind preparing this handbook was to document and disseminate lessons learned and information accumulated from more than 20 years of experience by DOE and its contactors in preparing transport risk assessments that address the shipment of virtually all types of radioactive materials and wastes. The handbook is intended to serve as a primary source of information on conducting transport risk assessments for shipments of radioactive materials or wastes under both normal and accident conditions. The paper provides an overview of the information contained in the handbook. It should be recognised that development of radioactive materials transport risk assessment is an ongoing process, and that the analysis methods are regularly improved. The Resource Handbook on DOE Transportation Risk Assessment appears on the Web at www.ntp.doe.gov/transrisk_handbook.pdf.

The Environmental resource handbook: associations, research centers, environmental health ... Web sites

The Environmental resource handbook: associations, research centers, environmental health ... Web sites

Teaching Clinical Genetics to Pediatric Residents in an Outpatient Setting: A Proposed Model

The ambulatory care setting is one in which the pediatrician as a primary care provider excels in knowledge, skills, and effectiveness. He/she is particularly skilled in allaying the fears and concerns of parents as well as guiding them through complex care problems. Physician skills are heavily dependent on having a sufficient knowledge base in the various disciplines. In this new dawn of genetic medicine, our current methods of developing the resident's diagnostic and clinical management skills in genetics are not clearly defined. The fact that the half-life of the knowledge-base in applied clinical genetics is much shorter than in other fields provides an even greater challenge to the development of these teaching strategies. At this time, we have found very few programs with a well-developed model for teaching rudimentary diagnostic and management skills in clinical genetics for the pediatric resident-in-training. In any institution, the methods used to teach clinical genetic skills in a pediatric outpatient clinic must recognize the other teaching and service needs that are equally important to the program. We describe a protocol that is designed to develop the pediatric resident's skills and knowledge-base in clinical genetics while rotating through our outpatient clinics. There are two pathways whereby our residents develop their outpatient skills. In the morning clinics, three residents rotating in the Ambulatory Department are assigned to see faculty patients under their supervision, while in the afternoons, all the residents are assigned to their own patients in Continuity Care Clinic. The residents rotating on Ambulatory Care Service each month are assigned a specific case or topic in clinical genetics for which they will be responsible to develop the content of information sessions to the remainder of the resident staff at the beginning of their Continuity Care Clinic. Our intention is to develop a 36 month cycle of monthly topics with several of them repeated each year for the orientation of incoming house staff. An outpatient resource handbook in clinical genetics that the residents can refer to periodically will be developed from the monthly presentations and discussions and regularly updated. A testing instrument will be developed to allow residents to periodically check their knowledge base against faculty's expectations. Further, a survey questionnaire will be developed and administered to the resident staff anonymously on a yearly basis to judge the effectiveness of the teaching program.

Development of a Medical Nutrition Therapy Resource Handbook in Training Medical Students

Nutrition plays a central role in disease prevention and health promotion and provides for cost effective medical intervention. However, research indicates a lack of nutrition being taught to medical students. In this project, a curriculum audit was completed to assess hours of nutrition content offered in a medical school curriculum in a large, public institution. This information was presented to first and second year students as an outline which also contained activities and references to enhance the students’ appreciation of nutrition. In order to increase awareness of the vital role of nutrition in the outcome of patient care, and to increase referrals to clinical dietitians, a handbook was developed for third year students to use during their clinical rotations. This handbook contains information on diet ordering, tube feeding and TPN complications, and lists of names and numbers of available RDs. The handbook was distributed to third year students, course directors and the Clinical Biannium Committee (years 3 and 4). Questionnaires were distributed to assess the use of handbooks by students. Handbook usage was poor due to lack of educational inservices. An inservice education program was developed and presented by an RD to students in medicine and surgery rotations. The handbook received positive feedback. Referrals to clinical dietitians in the inpatient setting are increasing as a result of the handbook and subsequent inservice programs on the Handbook of Medical Nutrition Therapy.

Early childhood curriculum resource handbook: a practical guide for teaching early childhood (pre-K-3)

Early childhood curriculum resource handbook: a practical guide for teaching early childhood (pre-K-3)

English as a Second Language: Curriculum Resource Handbook

English as a Second Language: Curriculum Resource Handbook

Book Reviews

Book reviewed in this article: Sensory Handicaps in Children Roy A. Fitt, Heather Mason Parents, Schools and Communities: Working Together in Health Education Gill Coombes, Ann Craft Transition from School to Work P. Wehman, M.S. Moon, J.M. Everson, W. Wood, J.M. Barcus A Basic Attainments Programme for Young Mentally Handicapped Children Bill Gillham Croom Helm Early Education: the School Years: a Sourcebook for Teachers Alan and Louis Cohen A Critical Examination of Different Approaches to Communication in the Education of Deaf Children W. Lynas, A. Huntington, I. Tucker Microelectronics and Pupils with Special Educational Needs John Garrett, Bob Dyke Down Syndrome. A Resource Handbook Carol Tingey (ed.)

Review of . . . The Diagnosis is Cancer . . . : A Psychological and Legal Resource Handbook for Cancer Patients, Their Families and Helping Professionals.

Review of . . . The Diagnosis is Cancer . . . : A Psychological and Legal Resource Handbook for Cancer Patients, Their Families and Helping Professionals.

Reviews

Abstract Pull-Pull-Kick-Kick: Swimming Lesson Plan for Water Babies and Toddlers. Carol Andrews. 8472 Swan Loop, Shreveport, LA 71108. 1982. 38 pp. Reviewed by Paula Welesko Developmental/Adapted Physical Education: Making Ability Count. Leonard H. Kalakian and Carl B. Eichstaedt. Burgess Publishing Company, 7108 Ohms Lane, Minneapolis, MN 55435. 1982. 465 pp. Reviewed by Sharon Schmidt Ballet Life Behind the Scenes. Wendy Neale. Crown Publishers, Inc., New York, 1982. 192 pp. $15.95. Reviewed by Lana Kay Rosenberg Athletic Injuries to the Head, Neck, and Face. Joseph S. Torg, Editor. Philadelphia, Lea and Febiger, 1982. 300 pp. $32.50. Reviewed by Joseph J. Godek Teaching Handicapped Students Physical Education: A Resource Handbook for K-12 Teachers. G. Robert Roice (Ed.). Washington, DC: National Education Association. 47 pp. $7.50. Reviewed by Julian Stein The Severely Motorically Impaired Student: A Handbook for the Classroom Teacher. Harriet Healy and Susan Bray Stainback. Charles C Thomas, Springfield, IL 1980. 82 pp. cloth $11.75, paper $7.50. Reviewed by Susan J. Grosse Motor Learning: From Theory to Practice. Loretta M. Stallings. C. V. Mosby Co., St. Louis. MO 63141. 1982. 259 pp. Reviewed by Muriel R. Sloan Athletic Injuries to the Head, Neck, and Face. Joseph S. Torg, Editor. Philadelphia, Lea and Febiger, 1982. 300 pp. $32.50. Reviewed by Joseph J. Godek Teaching Handicapped Students Physical Education: A Resource Handbook for K-12 Teachers. G. Robert Roice (Ed.). Washington, DC: National Education Association. 47 pp. $7.50. Reviewed by Julian Stein The Severely Motorically Impaired Student: A Handbook for the Classroom Teacher. Harriet Healy and Susan Bray Stainback. Charles C Thomas, Springfield, IL 1980. 82 pp. cloth $11.75, paper $7.50. eviewed by Susan J. Grosse Motor Leaming: From Theory to Practice. Loretta M. Stallings. C. V. Mosby Co., St. Louis. MO 63141. 1982. 259 pp. Reviewed by Muriel R. Sloan

Review of Evaluation Resource Handbook; Gathering, Analyzing, Reporting Data.

Review of Evaluation Resource Handbook; Gathering, Analyzing, Reporting Data.

The Use of a Business Game for Teaching Farm Business Analysis to High School and Adult Students

AbstractIn a controlled teaching experiment that involved 25 high school and 8 adult farmer classes, two ways of using a business game for teaching farm business analysis were compared with more traditional instructional methods. A small Pennsylvania dairy farm was simulated. Each of the classes using simulation made five yearly management decisions at weekly intervals. The criterion measures were a subject‐matter and a decision‐ability test. Test results immediately after the course revealed no significant differences among the methods of instruction with high school classes. The adult students who used the simulation in conjunction with a related student resource handbook scored significantly higher on the decision‐ability test. The experiment demontrated that business games can be used to teach farm business analysis at the high school and adult farmer levels.

Total Rehabilitation of Epileptics—Gateway to Employment.

This book is based upon proceedings of an institute sponsored by the Office of Vocational Rehabilitation, U.S. Department of Health, Education, and Welfare, and National Epilepsy Leagure, and the University of Illinois School of Medicine. This was the first national institute on the total rehabilitation of epileptics and was conducted May 25 through May 27, 1960, in Chicago. The institute was for the specific purpose of developing informational materials for this publication. Every participant was selected by the planning committee as an authority in some phase of epilepsy, rehabilitation, or employment. Their papers are presented in the contents and are followed, in most instances, by discussions which drew upon a wide range of professional experience and allowed for expression of divergent thought as well as formulation of opinion and statements of agreement. This compendium of information is intended as a resource handbook for individuals, agencies, and organizations concerned with the