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63 results

Page 1 of 4

Children's Social and Emotional Wellbeing in Schools

  • Diversity and the Post-Colonial Law Library

  • Margaret Watson
  • Journal:
    Legal Information Management / Volume 19 / Issue 3 / September 2019
    Published online by Cambridge University Press:
    06 November 2019, pp. 126-130
    Print publication:
    September 2019

  • Current debates about decolonisation and diversification raise practical issues for librarians. The Bodleian Law Library is engaging with these challenges, in co-operation with the Oxford Law Faculty, the wider Bodleian Library and the collegiate university. This article by Margaret Watson describes how the Library is taking a fresh look at its collections and their organisation, with a view to acquiring, revealing and collocating material that might otherwise by overlooked.

Building Your Portfolio
  • Kath Owen, Margaret Watson
  • Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 May 2015
  • Thoroughly updated to reflect the new requirements of CILIP's revamped suite of Professional Registration qualifications, this is the essential how to guide to producing a successful portfolio. Reflecting on achievements and presenting evidence of enhanced knowledge and skills underpin many professional and educational qualifications. Building a portfolio is key to recording and demonstrating this professional development, and gaining official recognition in the form of Professional Registration qualifications.

  • A mixed-methods evaluation of a community pharmacy signposting service to a commercial weight-loss provider

  • Jackie Inch, Alison Avenell, Lorna Aucott, Margaret C Watson
  • Journal:
    Public Health Nutrition / Volume 21 / Issue 12 / August 2018
    Published online by Cambridge University Press:
    23 April 2018, pp. 2311-2319
    • Article
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  • Objective

    Community pharmacies could provide access for clients to commercial weight management organizations. We evaluated recruitment, referral and outcomes of adults provided with free vouchers by community pharmacies to attend Scottish Slimmers classes.

    Design

    Prospective cohort design with qualitative interviews with clients and pharmacy personnel. Scottish Slimmers collected weight and attendance data.

    Setting

    Pharmacies in Aberdeen City, Scotland.

    Subjects

    Clients aged ≥18 years with BMI≥30 kg/m2.

    Results

    Ten of twenty-three pharmacies were recruited; eight successfully recruited clients. Of 129 clients recruited, ninety-seven (75 %) attended at least one class and fifty-one (40 %) attended all twelve classes. At baseline, clients’ mean weight was 99·4 (sd 17·5) kg, mean BMI was 37·8 (sd 6·0) kg/m2. After 12 weeks, mean weight change was −3·7 % (last observation carried forward) or −2·8 % (baseline observation carried forward) for all ninety-seven clients. Client interviews indicated that many individuals would have not addressed their weight problems if this referral service had not been available. They had positive attitudes towards the pharmacy signposting service, attributed to the use of consultation rooms for privacy, receiving professional service from personnel and ongoing support and encouragement. The free provision of 12-week access facilitated participation. Service providers had positive attitudes and indicated their willingness to provide this service in future.

    Conclusions

    Community pharmacies could be used to increase access to weight management services, with pharmacy personnel providing additional support to clients. Future provision of pharmacy referral schemes should be evaluated on a larger scale with an economic evaluation.

  • The Changing Role of European Documentation Centres and How ‘Brexit’ Might Affect the Network

  • Margaret Watson
  • Journal:
    Legal Information Management / Volume 17 / Issue 3 / September 2017
    Published online by Cambridge University Press:
    05 October 2017, pp. 146-150
    Print publication:
    September 2017

  • European Documentation Centres (EDCs) are neutral collections of official publications of the European Union, open to the public and normally housed in academic institutions throughout the European Union (EU). EDC status entitles the host organisation to receive one copy of the most significant publications and documents of the EU. The EDC network goes back to 1963, and its primary purpose has always been the support of academic research into European integration. The decision to trigger Article 50 of the Treaty on European Union clearly raises questions about role of the EDCs in the United Kingdom after ‘Brexit’. This article is written by Margaret Watson.

  • Sound change in Māori and the influence of New Zealand English

  • Catherine I. Watson, Margaret A. Maclagan, Jeanette King, Ray Harlow, Peter J. Keegan
  • Journal:
    Journal of the International Phonetic Association / Volume 46 / Issue 2 / August 2016
    Published online by Cambridge University Press:
    28 March 2016, pp. 185-218
    Print publication:
    August 2016

  • This article investigates sound change in the vowels of Māori, the indigenous language of New Zealand. It examines the relationship between sound changes in Māori and in New Zealand English, the more dominant language, with which Māori has been in close contact for nearly 200 years. We report on the analysis of three adult speaker groups whose birth dates span 100 years. All speakers were bilingual in Māori and New Zealand English. In total the speech of 31 men and 31 women was investigated. Analysis was done on the first and second formant values, extracted from the vowel targets. There has been considerable movement in the Māori vowel space. We find that the sound change in the Māori monophthongs can be directly attributed to the impact of New Zealand English, however the situation for the diphthongs is not so clear cut. There is some evidence that both New Zealand English monophthongs and diphthongs are impacting on the Māori diphthongs, but so too are the Māori monophthongs. We conclude that although New Zealand English has had a strong influence on Māori, there is very strong evidence that new generations of speakers of Māori are acquiring a phonemic system with its own internal parameters and consistencies.

  • 4 - Reflective writing

  • Kath Owen, Margaret Watson
  • Book:
    Building Your Portfolio
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 May 2015, pp 31-40

  • Summary

    What is reflective writing?

    Reflective writing is the formal or informal recording of your thoughts. Reflective practice requires that you learn from your practical professional experience (Booth and Brice, 2004). So first we have to learn to reflect on our learning and professional practice, and then we have to become accustomed to recording that reflection in writing. By recording the reflection we formalize the process and have a record of our development.

    If you Google ‘reflective writing’ you will find many useful and interesting ideas to help you get started. Remember that your thoughts and therefore the recording of those thoughts are personal to you and different from the more academic writing that you may be more used to.

    Many of us find it difficult to write reflectively; like most skills, though, the more practice you have, the easier it becomes.

    Reflective practice

    Those of you who are fans of Harry Potter will remember a wonderful magical object that Albus Dumbledore owned called the pensieve. Professor Dumbledore could place memories into this stone basin and then relive them, taking Harry with him so he could learn from those memories. This is a good example of reflection and underscores the importance of learning from experience. It is not sufficient to just have an experience; reflect on that experience and evaluate it, and then apply that knowledge to another experience or activity. Deep and sustained learning – becoming able to do something you could not do before – only comes through experience, but experience on its own is not enough. Experience needs to be reflected on and made sense of to create knowledge, and this knowledge deepened when it is applied in fresh situations (Thomson, 2006).

    So before reflective writing comes reflection. As part of your CPD you should try to get into the habit of being reflective – thinking about the task you have just performed, the course you have been on, the discussion you have just had at work, the article you have just read, and so on. Any activity that is part of your working life should be reflected on, and lessons learned. Keith Trickey reveals later in this chapter that reflection can also become a part of your personal development as well as your professional development.

  • 5 - The curriculum vitae

  • Kath Owen, Margaret Watson
  • Book:
    Building Your Portfolio
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 May 2015, pp 41-54

  • Summary

    What is a CV?

    A curriculum vitae (CV) may be defined as the story of your life but it is also an important statement about how you view yourself and a place for the projection of that view to others. Most of us need to compile a CV at some stage in our career, usually to apply for a new job or for a promotion. There are many books and websites giving advice on the preparation of a CV for these purposes. Much of this advice is useful if you are compiling a CV for the first time. The general rule is that you need to compile a CV as soon as you leave education. You can store copies of your CV electronically. Regularly review your CV to ensure that it is up to date and be prepared to re-present it to match the particular purposes and audiences that arise. Keeping your CV up to date is especially important as it is much easier to record important events or changes in your career as they happen than try to recall them from memory months or years later! Even if you are asked to complete an application form and not send a CV, your CV, if up to date, should provide most of the information you need for filling out the form.

    The CV in your Portfolio

    Compiling your full CV is probably the best place to start when you are preparing your Portfolio. It gives you an opportunity to record and review your knowledge and skills and to identify the key learning moments in your career to date. The CV in your Portfolio is slightly different from one you would normally use for a job or promotion. You are not restricted in length and you can annotate the entries. However, a word of caution: assessors will not be happy with extra long CVs; generally it is a good rule for them to be of two to four A4 pages, the final length dependent on the range of your experience.

    Compiling your CV

    General

    Determining the style, layout and order of your CV is a personal choice but there are certain guidelines it is sensible to follow.

  • 7 - Evaluative statements

  • Kath Owen, Margaret Watson
  • Book:
    Building Your Portfolio
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 May 2015, pp 65-78

  • Summary

    What is an evaluative statement?

    In many ways the evaluative statement is the most important element in your Portfolio. Think of it as being rather like an executive summary in a report. If the report is long you should be able to get a very good idea of its contents from the summary. The executive summary almost stands as a document by itself. People should be able to read your evaluative statement and understand immediately what you are presenting about yourself and your development.

    It may help you to think of the evaluative statement as a summary of the submission as a whole. If the evidence is a map of your development and achievements, then the evaluative statement is the key to understanding it.

    The evaluative statement needs to show how you have met each of the assessment criteria and should link to the evidence that you have selected to demonstrate this. It is therefore helpful to have selected your supporting evidence first so that you can write an informative and reflective statement. It can be helpful to use the assessment criteria as headings in your statement (they are not included in the word count). This ensures that you cover all the assessment criteria and makes it easier to avoid becoming descriptive.

    The evaluative statement is the one piece of reflective writing that must be in your Portfolio, although there should be other examples in the supporting evidence too. Your evaluative statement should show evidence of analysis, evaluation and review of your knowledge and experience.

    Making a start

    You will probably need at least two or three drafts before you are satisfied with your evaluative statement. The first draft I prepared for my Fellowship application was no good at all; it was really just a narrative version of my CV. However, writing it like that got it out of my system and helped me to concentrate on what I really wanted to say. Ultimately, I found it very useful to build my statement around the assessment criteria.

    You will find it useful to discuss the early drafts of your evaluative statement with your mentor or a colleague, as they may have a more objective view.

  • 8 - Supporting evidence

  • Kath Owen, Margaret Watson
  • Book:
    Building Your Portfolio
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 May 2015, pp 79-92

  • Summary

    What is supporting evidence?

    The supporting evidence is probably the largest part of your Portfolio. You will have collected a great deal of evidence of your professional developmental activities over the last year or two. The most important things to remember are that each piece of evidence should demonstrate that you meet the criteria for the relevant level, each document should support the points made in your evaluative statement, and you can evidence a variety of developmental activities over a period of time.

    Selecting your evidence

    You will probably not need to include all the evidence you have collected; choose your evidence well. If you have used a matrix to record your developmental activities against the assessment criteria, as suggested earlier, you should find the whole process of choosing and sorting your evidence easier. Later in this chapter Ruth Wilkinson gives an example of how the matrix can be used in Chartership. The matrix should also help you to identify any gaps in your evidence. The aim is to choose items for your Portfolio which are core to your application. There may be some of your documents which repeat the same point as others and can thus be omitted; for example, you don't need to include copies of all your PowerPoint presentations or all the information leaflets you have created. A sample of presentations, talks or flyers is sufficient. As Isabel Hood (2006) says, ‘Portfolios become slimmer with experience in constructing them and length of professional practice.’

    One of the most frequently asked questions at CILIP professional registration events is how much supporting material should be included? The answer, predictably, is ‘As much as is necessary to show how you meet the assessment criteria’! For Certification you do not really need more than ten pieces of evidence. So be selective. There may be more supporting evidence for Chartership and Fellowship candidates but, again, quality is more important than quantity. My strong advice here is to seek individual guidance from your mentor or the candidate support officers in your area.

  • 9 - The final steps

  • Kath Owen, Margaret Watson
  • Book:
    Building Your Portfolio
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 May 2015, pp 93-110

  • Summary

    Gathering all your documentation and drafting your personal statement will take time but there will come a point where you have to decide that you are ready to submit. It is really important to set yourself a target date for submission, as it is very tempting just to continue compiling information and rewriting sections. Nothing sharpens the mind like a definite date for submitting. Your mentor may help you to do this by ensuring that you are being realistic and that you meet intermediate deadlines for your meeting or consultation with them.

    At this stage you should go to the CILIP VLE, look at the level of professional registration for which you are working and click on the tab ‘Assembling your Portfolio’. Here you will find all the information you need.

    As you reach the final steps in building your Portfolio remember to consider four important questions:

  • • Have you got all the required elements of your Portfolio?

  • • Is the structure and layout of your Portfolio clear and is the Portfolio presented well for the assessors?

  • • Have you done a final check against the assessment criteria?

  • • Have you proofread your Portfolio or, preferably, got someone else to check it?

    • So much work will have gone into the various stages of building your Portfolio and it is crucial you don't slip up at this point.

    Portfolio checklist

    It seems such a simple thing to say, but you must go back to the handbook and check that you have assembled all the required elements of your Portfolio. If an element is missing or incorrectly submitted your Portfolio will be returned and that may cause quite a delay in the whole process of assessment. Each qualification has a checklist. Certification

    This is the Certification checklist:

  • • evaluative statement (maximum 1000 words)

  • • CV

  • • evidence to support your evaluative statement

  • • job description

  • • initial PKSB

  • • current PKSB

  • • mentor/mentee completion form.

    • Chartership

    This is the Chartership checklist:

  • • evaluative statement (maximum 1000 words)

  • • CV

  • • evidence to support your evaluative statement

  • • job description

  • • initial PKSB

  • • current PKSB

  • • mentor/mentee completion form.

  • 1 - Introduction and getting started

  • Kath Owen, Margaret Watson
  • Book:
    Building Your Portfolio
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 May 2015, pp 1-6

  • Summary

    The purpose of the book

    The Chartered Institute of Library and Information Professionals (CILIP) introduced a professional registration scheme in December 2013. There are four elements in the scheme: Certification, Chartered Membership, Fellowship and Revalidation for Chartered Members and Fellows. The assessment of each level is by submission of an electronic Portfolio. This book has been written to support any Member of CILIP who wishes to apply for professional registration. This third edition reflects the introduction of professional registration and contains some personal contributions. For many of us working in the library and information profession the production of a Portfolio is a new experience and there has been much discussion about the nature of the Portfolio. This book is designed to answer some of those questions, sharing the experience, hints and tips of putting a Portfolio together from colleagues who have successfully achieved professional registration. Some of the contributors have completed their Portfolios very recently using the current regulations, others worked to the old regulations and, as the content requirements are so similar, their experiences are still relevant and a useful source of help for new candidates.

    Each chapter deals with a specific aspect of the Portfolio, giving examples from each level as appropriate. The book can be either read straight through by potential candidates or used with greater discretion by applicants who may be having difficulties with particular elements of the Portfolio.

    In the Foreword, Keith Wilson provides an overview of how Portfolios can be used in all aspects of a career and how important reflection is for the information professional.

    This first chapter is an introductory chapter, looking at the purpose of the book and briefly outlining CILIP's Framework of Qualifications.

    It discusses the process of getting started and the support available to Members as they put together their Portfolios, especially the CILIP Mentor Scheme. There are two very important aspects to the Framework: all Portfolios must meet specified assessment criteria, and applicants must demonstrate an appropriate level of reflective writing within their Portfolios. Chapter 2 discusses the assessment criteria and attempts to show how applicants can build their Portfolio to ensure that it meets those criteria; in a case study Keith Wilson, a previous Chair of the Chartership Board, gives his views on assessment.

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