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Descriptors:
Evidence; Educational Policy; Models; Public Officials; Educational Research; Adoption (Ideas); Researchers; Information Dissemination; Foreign Countries; Public Policy; Communication (Thought Transfer)

Abstract:
The process of "knowledge adoption" is defined as the means through which policy-makers digest, accept then "take on board" research findings. It is argued in Brown, however, that current models designed to explain knowledge adoption activity fail to fully account for the complexities that affect its operation. Within this paper, existing frameworks are explored and critiqued, and an alternative approach is presented. It is argued that this alternative conceptualisation provides a more effective explanation of the knowledge adoption process and significantly improves on extant work in this area. (Contains 1 figure and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Educational Change; Expertise; Semi Structured Interviews; Family Programs; Organizational Culture; Cooperation; Interprofessional Relationship; Integrated Services; Organizational Theories; Information Dissemination; Nursery Schools; Child Care Centers; Communication (Thought Transfer); Knowledge Management

Abstract:
This study attempts to examine the relationship between professional culture and collaborative working in Children's Centres in a region of England. In Children's Centres, professionals from different professional backgrounds and different organisations are required to work together towards common goals as required by the Children Act 2004. Children's Centres serve to provide a place where children and families can access a number of services or be signposted to them. Anning (2001), Anning et al. (2006) suggested that some of the main difficulties appeared to be those of trying to combine the cultures of distinct services and professions into new ways of working and sharing professional knowledge. This research is considered with reference to professional journeys, professional identity and perceptions of knowledge. It builds upon the work of Robinson, Atkinson, and Dowling (2008) with reference to inter-professional processes and knowledge distribution, as well as previous work of ["name deleted to maintain the integrity of the review process"] in relation to common threads that draw professionals together. Socio-cultural theory, cultural identity theory, and organisational theory form the basis of the theoretical framework. The research considers how knowledge between different professionals is perceived and shared with reference to Bourdieu (1984), regarding the notion of "habitus" and Bhabha (1994) with reference to the creation of a new culture in terms of a "Third Space." It is based firmly within a qualitative paradigm and is phenomenological in nature. Twenty-five semi-structured interviews were undertaken in order to listen to the voices of different professionals from health, education and family support. Since 1997 and the election of New Labour in Britain, integrated working has been high on the political agenda. At the time of writing it is less certain as to the direction of the new coalition government elected in May 2010. "Integrated working" is considered to be the integration of all services who work with children by working towards common goals by sharing information and expertise. These services include health, education and social care, but may also include psychological services, the police and services provided by voluntary organisations. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Children; Information Dissemination; Conflict; Childrens Rights; Access to Education; Educational Quality; Civil Rights; Peace; War; Data Collection; Research Methodology; Educational Opportunities

Abstract:
Poor-quality, or completely absent, data deny millions of children the right to an education. This is often the case in conflict-ridden areas. The 2011 Education for All Global Monitoring Report (UNESCO 2011b) identified four failures that are holding back progress in education and damaging millions of children's lives: failures of protection, provision, reconstruction, and peace-building. Thus, the critical lack, and the varying quality, of data on education and on human rights violations against children during and after armed conflicts amount to what can be termed the fifth failure of the international community. This article examines how currently available data, and monitoring and evaluation systems, can be used and improved to better estimate the situation of children in conflict-affected countries, in particular with respect to education. In the light of international standards for data dissemination and data quality, it highlights the need for governments and the international community to expand our current capacity to provide general information on the impact that conflict has on education, children, parents, and schools, to ensure the right to education for millions of children living in conflict-affected countries. Such an effort would include specific steps to ensure higher data quality in terms of completeness and accuracy, timeliness, serviceability, and methodological soundness. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Smoking; Television; Advertising; Mass Media Effects; Mass Media Role; Telecommunications; Health Promotion; Prevention; Health Behavior; Public Health; Information Dissemination; Program Effectiveness; Program Evaluation; Correlation; Statistical Analysis

Abstract:
The aim of the study was to assess the relative effectiveness of cessation, secondhand smoke and other tobacco control television advertisements in promoting quitlines in nine states from 2002 through 2005. Quarterly, the number of individuals who used quitlines per 10 000 adult smokers in a media market are measured. Negative binomial regression analysis was used to link caller rates to market-level exposure to tobacco control television advertisements overall and by message theme. The relationship between caller rates and advertising exposure was positive and statistically significant (P less than 0.001). Advertisements that focus on promoting cessation (P less than 0.001), highlighting the dangers of secondhand smoke (P = 0.037), and all other tobacco countermarketing advertisements (P = 0.027) were significantly associated with quitline caller rates. For every 10% increase in exposure to cessation, secondhand smoke and other tobacco countermarketing advertisements, caller rates increased by 1.1, 0.2 and 0.4%, respectively. Caller rates significantly increased in quarters when cigarette excise tax increased (P less than 0.001) and when the percentage of the population covered by comprehensive smoke-free air laws increased (P = 0.022). Although advertisements promoting cessation are the most effective in driving quitline use, other topics, such as messages highlighting the dangers of secondhand smoke, also prompt their quitlines. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Notetaking; Reading Writing Relationship; Communication (Thought Transfer); Information Dissemination; Documentation; Technological Advancement; Information Technology; Electronic Publishing; Access to Information; Information Management; Educational History; Educational Psychology; Conferences (Gatherings)

Abstract:
Considering how much attention people lavish on the technologies of writing--scroll, codex, print, screen--it's striking how little they pay to the technologies for digesting and regurgitating it. One way or another, there's no sector of the modern world that is not saturated with note-taking--the bureaucracy, the liberal professions, the sciences, the modern firm, and especially the academy, whose residents, transient and permanent, have more right than anyone else to claim that taking notes is what they do. Taken, made, jotted, foot, or head: Notes are necessary interventions between the things people read and the things they write. (Contains 6 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Higher Education; Graduation Rate; Educational Indicators; Methods; Data Collection; Information Dissemination

Abstract:
By examining the different methods and processes by which national data gathering agencies compile and submit their findings to the Organization for Economic Cooperation and Development (OECD), the authors (1) assess the methodological challenges of accurately reporting tertiary completion and graduation rates cross-nationally; (2) to examine the incongruence of existing internationally comparative data on tertiary completion, particularly within the OECD; and (3) to offer policy recommendations for increasing the congruence and comparability of U.S. higher education data with that of other OECD countries (and the rest of the world). (Contains 5 tables, 3 figures, and 4 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Food Standards; Safety; Microbiology; Secondary Education; Consumer Science; Foods Instruction; Video Technology; Instructional Materials; Epidemiology; Critical Thinking; Thinking Skills; Information Dissemination; Scientific Methodology; Familiarity; Inservice Teacher Education; Teacher Workshops

Abstract:
With the persistence of microbiological foodborne illness and anticipated future shortage of scientists with agricultural and food science expertise in the United States, it is imperative to educate youth on microbiological food safety and enhance their awareness of opportunities to become engaged in finding solutions to food safety challenges. To help integrate food science education across the high school curriculum, new educational materials on microbiological food safety were developed and then disseminated to and evaluated by educators of secondary basic and applied sciences. The materials present food safety concepts in the context of foodborne illness outbreaks to introduce basic concepts of food microbiology, epidemiology, and food safety strategies as well as their broad impact on economics, communication, and regulations. The ready-to-implement educational materials support educational content standards and various learning styles and encourage critical thinking skills. The materials include a presentation on food microbiology and foodborne illness surveillance, case studies on foodborne illness outbreaks, a video on the laboratory investigation of foodborne illness, interactive web-based activities, and supporting materials for teachers and classroom display. Exposure to the materials in a 1-d workshop positively impacted educator familiarity with general microbiology, food safety strategies, regulatory requirements, and associated terminology as measured by a test administered prior to and after use of the materials. Teachers of biology, chemistry, family and consumer sciences, and related sciences rated the materials favorably on applicability, anticipated ease of implementation, and anticipated reception by students. (Contains 4 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Research; Employment Opportunities; Occupational Mobility; Labor Turnover; Career Development; Geographic Location; Persistence; Personality Traits; Information Dissemination; Productivity

Abstract:
This paper analyzes the impact of academic inbreeding in relation to academic research, and proposes a new conceptual framework for its analysis. We find that mobility (or lack of) at the early research career stage is decisive in influencing academic behaviors and scientific productivity. Less mobile academics have more inward oriented information exchange dynamics and lower scientific productivity. The analysis also indicates that the information exchange and scientific productivity of academics that changed institutions only once do not differ substantially from that of "mobile inbred academics". This emphasizes the need for mobility throughout scientific and academic careers and calls for policies to curtail academic inbreeding. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Preschool Children; Puppetry; Disclosure; Information Dissemination; Executive Function; Social Environment; Interpersonal Relationship; Classification; Confidentiality; Verbal Communication; Cues

Abstract:
The authors examined the influence of content and verbal cues on young children's understanding of secret information and of its disclosure. Participants were 209 5- and 6-year-old children in an experiment where a puppet, named Zinc, was the protagonist. Children were asked to whom Zinc would disclose a list of pieces of information, some of which are considered secrets. Children could choose between Zinc's friend, a nonfriend, both friend and nonfriend, or nobody. Participants were divided in 2 experiment groups: In the first group a prior verbal cue was given to the participants that some information might be secret, whereas in the second group no prior cue was presented. Results showed that young children, similar to older individuals, differentiated between secrets and nonsecrets partly on the basis of content, and chose to withhold secrets more than nonsecrets or to share secrets more with friends than with nonfriends, following the restrictive self-disclosure pattern. In contrast, young children did not withhold nonsecret information, but they shared it with friends and nonfriends. However, when given verbal cues regarding potential secrecy of the information, young children chose more restrictive disclosure patterns for all types of content. (Contains 4 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Case Studies; Web Sites; Electronic Publishing; Student Participation; Communication (Thought Transfer); Information Dissemination; Discourse Communities

Abstract:
The interaction between participation and the emergence of common knowledge is the subject matter of this paper. A case study of a single class provides the focal point of analysis. During the semester the students participated in a blogging activity. As a result of their participation, the students create and distribute knowledge. The online efforts of the students can be described as participation in both a discourse and knowledge community. At one level, blogging is an activity composed of writing, reading, and commenting, and at a second level, the students share their thoughts in their own voices. At a third level, over the course of the semester, the student posts and commentary form a commons of information that can be mined later in the semester for other kinds of learning activities. Knowledge creation, distribution, and accumulation are analyzed in terms of student participation at both the level of individual events and from the perspective of an ongoing community. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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