An interpretation of the effort function through the mathematical formalism of Exponential Informetric Process     

Thierry Lafouge  Agnieszka Smolczewska   《Information processing & management》2006,42(6):1442

Statistical distributions in the production or utilization of information are most often studied in the framework of Lotkaian informetrics. In this article, we show that an Information Production Process (IPP), traditionally characterized by Lotkaian distributions, can be fruitfully studied using the effort function, a concept introduced in an earlier article to define an Exponential Informetric Process. We thus propose replacing the concept of Lotkaian distribution by the logarithmic effort function. In particular, we show that an effort function defines an Exponential Informetric Process if its asymptotic behavior is equivalent to the logarithmic function β · Log(x) with β > 1, which is the effort function of a Lotkaian distribution.  相似文献   

Use and Perceptions of E-books by Academic Staff in Further Education     

Elaine Mulholland  Jessica Bates 《The Journal of Academic Librarianship》2014,40(5):492-499

This article reports on a study of the awareness, perceptions and use of e-books by academic staff in Further Education (FE) colleges throughout Northern Ireland (NI). It is the first comprehensive study of e-book use by FE faculty in NI and fills a significant gap in the research literature on e-books in education, which has tended to focus on Higher Education and the university setting. Data was collected through an online survey which was distributed to FE faculty across NI. The findings show that although FE academic staff are receptive to e-books and welcome them as a resource, poor reading experience and lack of awareness of relevant titles have had an impact. In particular, the research found that 40% of academic staff, in post less than five years, had not used e-books. Greater availability of titles, promotion, and better integration within teaching and learning emerge as key requisites for effective service delivery and enhancement of e-books within FE, as does the need for better targeted instruction and training aimed at academic staff. Understanding patrons' views, awareness, needs, habits and expectations in relation to e-books is crucial to help direct collection content while budgets remain tight and physical space limited.  相似文献   

Measurement of infant difficultness.     

J E Bates  C A Freeland  M L Lounsbury 《Child development》1979,50(3):794-803

The Infant Characteristics Questionnaire (ICQ) was developed as a short, factor-analytic screening device for difficultness. Responses of 322 mothers of 4-6-month-old infants suggested that they regard the fussy, hard-to-soothe, labile infant as difficult. Mother report on the ICQ, particularly on the main fussy-difficult factor was found to have adequate reliability over time and convergence with the Carey Survey of Temperamental Characteristics, with father report on the ICQ, and, to a lower degree, with home data collected by independent observers. It was also found that mother characteristics may affect perceptions of infant difficultness: multiparous, extraverted mothers tended to rate their infants as easy.  相似文献   

Report on the International Conference “Polish/The Polish Diaspora’s Writing Heritage in Foreign Collections: Issues and Research Methods,Results and Research Prospects” Warsaw,May 25–26, 2017     

Agnieszka Chamera-Nowak  Jacek Puchalski 《Slavic & East European Information Resources》2017,18(3-4):231-241

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Book reviews     

Cesare Scurati  Pierre Dominicé  T. Neville Postlethwaite  Andrzej Sekowski  Agnieszka Bron 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1994,40(2):181-188

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Work‐integrated curricula in university programs     

Merrelyn Bates 《高等教育研究与发展》2008,27(4):305-317

Higher education is under increasing pressure to re‐evaluate the place of practice in its programs and there are increasing demands for workplace‐based experiences to be built into undergraduate degrees. The paper reports on an extended responsive case study conducted in the School of Criminology and Criminal Justice at Griffith University between 1994 and 2004. The findings point towards a model that can be used to develop courses based around a set of key challenges that learners need to face, criteria for the university’s construction of worthwhile activities, and principles of procedure that are required in order to implement them. It is suggested that university curriculum planners should concentrate on a process model of teaching, learning and research rather than on the more traditional models that tend to treat knowledge as a commodity and emphasise its production, transmission and delivery.  相似文献   

Tackling knowledge ‘like a business’? Rethinking the modernisation of higher education in Poland     

Agnieszka Bates  Rafał Godoń 《Compare》2017,47(4):454-467

The year 1989 marked the official end of communist rule in Poland and the replacement of ‘Gosplan’ by new instruments for liberal-democratic governance. In terms of the economy this heralded a departure from Gosplan’s five-year planning cycles, performance targets and the ‘propaganda of success’. Paradoxically, however, 27 years later, the marketisation of higher education in Poland has been accompanied by a continuation of Gosplan thinking. This is manifested in a neoliberal vision of the modern, ‘corporate’ university as a largely utilitarian enterprise, but subject to a style of performance management strongly resonant of the Soviet era. This article analyses the thinking, ideas and ideologies that have shaped contemporary higher education in Poland. It is contended that the rise of the ‘corporate university’ signals the twilight of the Humboldtian tradition and raises questions about what the corporate ideal of ‘excellence’ may mean for the future of the university.  相似文献   

Parent academic involvement as related to school behavior, achievement, and aspirations: demographic variations across adolescence   总被引：2，自引：0，他引：2  

Hill NE  Castellino DR  Lansford JE  Nowlin P  Dodge KA  Bates JE  Pettit GS 《Child development》2004,75(5):1491-1509

A longitudinal model of parent academic involvement, behavioral problems, achievement, and aspirations was examined for 463 adolescents, followed from 7th (approximately 12 years old) through 11th (approximately 16 years old) grades. Parent academic involvement in 7th grade was negatively related to 8th-grade behavioral problems and positively related to 11th-grade aspirations. There were variations across parental education levels and ethnicity: Among the higher parental education group, parent academic involvement was related to fewer behavioral problems, which were related to achievement and then aspirations. For the lower parental education group, parent academic involvement was related to aspirations but not to behavior or achievement. Parent academic involvement was positively related to achievement for African Americans but not for European Americans. Parent academic involvement may be interpreted differently and serve different purposes across sociodemographic backgrounds.  相似文献   

New Developments in the New Sociology of Education     

Richard J. Bates 《British Journal of Sociology of Education》1980,1(1):67-79

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Hearing-impaired children with associated disabilities: a team evaluation.     

W Pronovost  J Bates  E Clasby  N E Miller  N J Miller  R Thompson 《Exceptional children》1976,42(8):439-442

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