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The University of Vermont's Medical Library evaluated the services of three commercial document delivery suppliers with significant holdings in biomedicine. The purpose of the trial was to determine whether journal articles could be procured in less time than routine interlibrary loan without greatly increasing costs. Each supplier offered a quick delivery method employing modern technology at a standard fee. The need to pay copyright royalties at times and a desire to test the possibility of substituting "access" for "collection" also prompted the trial. Results reported include: mean and median delivery times, percentages of requested titles held, and average price per transaction, including copyright fee. The Medical Library continues to use commercial services to augment interlibrary loan. 相似文献
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图书馆网上新书推荐栏目调查分析 总被引：2，自引：0，他引：2
上海图书馆图书文化博览厅课题组 《四川图书馆学报》2005,(5):44-47
在对图书馆网上新书推荐栏目的调查和读者利用该类栏目的情况调查的基础上,分析了当前图书馆网上新书推荐栏目的特色和不足,提出改进的思路与建议。 相似文献
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Charles E. Hall 《Journal of Experimental Education》2013,81(4):47-51
The Wherry-Doolittle proceedure has been used for over 30 years to reduce the number of variables in a multiple correlation. This paper describes techniques for obtaining the same kind of reduction of number of variables in the cases of canonical correlation discriminant analysis and multivariate analysis of variance. Statistical tests comparable to those used in the Wherry-Doolittle procedure are cited. 相似文献
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Kathy Hall 《Compare》2000,30(1):85-101
This paper offers a conceptual evaluation of primary assessment policy and the policy process in the Republic of Ireland. It considers, in particular, the National Council for Curriculum and Assessment's policy document, A Programme for Reform: curriculum and assessment policy towards the new century and within that, the policy statement, The Curriculum at Primary Level: programme development and pupil assessment and it also refers to the primary teachers' union stance on assessment. It critically evaluates the Irish policy position on assessment in the light of recent literature in this field. The main argument of the paper is that the proposed policy is preoccupied with measurement issues and it does not sufficiently recognise the complexity of implementing formative assessment. The paper also seeks to explain the nature of current policy in Ireland with reference to the decision-making process and comparisons with other systems outside Ireland, particularly England/Wales, are made, where appropriate. 相似文献