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61.
This paper summarizes the presentations made at the “Academic Journal Publishing” session of the 2007 NASIG conference. The session was conducted by four publishers from a variety of academic publishing companies who made presentations (specifically tailored to a librarian audience) which provided a broad stroke overview of their industry and how they go about the process of publishing and distributing academic journals in the 21st century. Through each of their presentations they spoke to the questions of “what they do, how they do it, and why they do it.” Topics covered included the launch and acquisition of journals, the peer review process, the tools and services supplied to authors and editors, the production processes employed, special legal and copyright issues, marketing and distribution strategies, and usage. 相似文献
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Dean Jamison Steven Klecs Emile G. McAnany Henry T. Ingle Lois Joy Lester Therese Silverman 《Communication Booknotes Quarterly》2013,44(10):119-120
Dean Jamison, et al. The Effectiveness of Alternative Instructional Media: A Survey (March 1973, 72 pp.) Dean Jamison with Steven Klecs, The Cost of Instructional Radio and Television for Developing Countries (March 1973, 57 pp.) Emile G. McAnany, Radio's Role in Development: Five Strategies of Use (September 1973 with a 1976 afterword, Info. Bulletin No. 4, 29 pp.) Henry T. Ingle, Communication Media and Technology: A Look at Their Role in Non-Formal Education Programs (August 1974, Info. Bulletin No. 5, 62 pp.) Lois Joy Lester, A Directory of Sources of Assistance on Educational Technology for Development (November 1975, Info. Bulletin No. 6, 90 pp.) A Sourcebook on Radio's Role in Development: (October 1976, Info. Bulletin No. 7, 85 pp.) Therese Silverman, Tele-Niger: Adapting an Electronic Medium to a Rural African Context (undated, but late 1976, Info. Bulletin No. 8, 45 pp.) Development Communication Report (an apparently irregular newsletter) Keith W. Mielke and James W. Swinehart's Evaluation of the Feeling Good Television Series (Children's Television Workshop, One Lincoln Plaza, New York, N.Y. 10023—$10.00, paper) 相似文献
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Mark Edward Fincher Selah Weems Miranda Harrision Zachary Harrison Chris Kelly Flora Sumrall 《Community College Journal of Research & Practice》2013,37(12):854-864
ABSTRACTMississippi has the oldest state-wide system of public 2-year colleges in the USA. The story of the creation of the community college system in Mississippi is both complex and powerful. Founded upon the combination of the needs of rural students, the challenge of poor transportation, and a serendipitous conference side-trip, the college system has faced and overcome many challenges. During the systems infancy, there was a struggle to define what role the colleges were to play in society, which is a struggle that continues today. Beginning as an outgrowth of a state K-12 system with agricultural roots, the system became an independent higher education entity that supported all the people of the state. The colleges of Mississippi experienced all of the transitional challenges common to the community college movement and navigated these challenges against the backdrop of a rapidly evolving view of segregation and race relations. The purpose of this paper is to present a concise picture of the history and development of the community college movement in Mississippi. 相似文献
65.
Europe is gradually embracing freedom of information principles while at the same time restricting dissemination of information generated by public agencies through electronic databases. Both Britain and Germany are moving to adopt freedom of information laws, and the European Commission has published a regulation allowing access to European institution materials. These developments are important for the rest of the world, including the United States, because the Internet is already becoming a vast virtual library facilitating global access to statutes, court decisions, and administrative agency decisions that make up the raw ingredients of a rule of law. Meanwhile, however, the European Commission issued a directive limiting certain uses of electronic databases, broadly enough drafted to include electronic repositories of primary legal information. This kind of state-sponsored monopoly over public information is inimical to a rule of law and democratic values. Europeans and Americans should work to realize the increased transparency promised by the freedom of information developments, and work to minimize the extent to which the database directive and similar proposals on this side of the Atlantic restrict redissemination of primary legal information. 相似文献
66.
Following 602 Chinese twin pairs (48% male, all Han ethnicity) from primarily lower-than-average socioeconomic status families from early to mid-adolescence (Ms = 12 and 15 in 2006 and 2009), this study investigated gene–environment interplay between perceived parental supervision, peer drunkenness, and adolescent alcohol initiation. For alcohol initiation, shared environmental influences were initially negligible but became substantial. Genetic factors largely explained the links between both correlates with alcohol initiation. Parental supervision amplified genetic risks for alcohol initiation in early adolescence but suppressed it in mid-adolescence. Peer drunkenness augmented genetic and environmental influences at both times. Peer drunkenness showed stronger links and moderating potential than parental supervision. Chinese adolescents show dynamic gene–environment interplay patterns involving parent–child and peer processes in alcohol initiation. 相似文献
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Abstract Complex training, a combination of resistance training and plyometrics is growing in popularity, despite limited support for its efficacy. In pre- and early pubertal children, the study of complex training has been limited, and to our knowledge an examination of its effect on anaerobic performance characteristics of the upper and lower body has not been undertaken. Furthermore, the effect of detraining after complex training requires clarification. The physical characteristics (mean±s) of the 54 male participants in the present study were as follows: age 12.3 ± 0.3 years, height 1.57 ± 0.07 m, body mass 50.3 ± 11.0 kg. Participants were randomly assigned to an experimental (n = 33) or control group (n = 21). The training, which was performed three times a week for 12 weeks, included a combination of dynamic constant external resistance and plyometrics. After training, participants completed 12 weeks of detraining. At baseline, after training and after detraining, peak and mean anaerobic power, dynamic strength and athletic performance were assessed. Twenty-six participants completed the training and none reported any training-related injury. Complex training was associated with small increases (≤5.5%) in peak and mean power during training, followed by decreases of a similar magnitude (≤ ?5.9%) during detraining (P < 0.05). No changes or minor, progressive increases (≤1.5%) were evident in the control group (P > 0.05). In the experimental group, dynamic strength was increased by 24.3 – 71.4% (dependent on muscle group; P < 0.01), whereas growth-related changes in the control group varied from 0 to 4.4% (P > 0.05). For 40-m sprint running, basketball chest pass and vertical jump test performance, the experimental group saw a small improvement (≤4.0%) after training followed by a decline (≤ ?4.4%) towards baseline during detraining (P < 0.05), whereas the control group experienced no change (P > 0.05). In conclusion, in pre- and early pubertal boys, upper and lower body complex training is a time-effective and safe training modality that confers small improvements in anaerobic power and jumping, throwing and sprinting performance, and marked improvements in dynamic strength. However, after detraining, the benefits of complex training are lost at similar rates to other training modalities. 相似文献
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Zachary Griffen 《Journal of Cultural Economy》2020,13(4):444-460
ABSTRACT Value Added Modeling (VAM) is a statistical technology used to evaluate teacher effectiveness. While it was heralded for years as the next big innovation in education reform, VAM has become an object of legal scrutiny since it was implemented in dozens of states across the U.S. Building on STS findings about science and the law, this paper considers the lawsuits involving VAM as an opportunity to analyze the contestation of expertise in court. It finds that not only is there a great deal of variation in terms of how expertise gets constructed in legal settings, leading to very different outcomes, but also that judges’ assessments of VAM are conducted such that they are implicitly adjudicating what constitutes proper science. Contrary to the idea that judges conform to criteria for evaluating expertise imposed by the scientific community limiting themselves to the inclusion or exclusion of expertise, in the case of VAM the legal system is asserting its own vision of how science should operate and thus making judgments about what counts authentically as science. 相似文献
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AbstractIn this study, researchers used basic qualitative research to understand the spaces, resources, and services available to K12 students in their school libraries. Using observation and semi-structured interviews with K12 teacher librarians, this research allowed for a comparison of the K12 and post-secondary environments through which the authors were able to identify similarities and differences in function and service. In this article, the authors explore strategies to ease the transition of K12 students to the college environment, including collaboration between post-secondary and K12 libraries, robust orientation programs, and alignment of information literacy initiatives. This article adds to the body of college readiness literature and suggests avenues for future research. 相似文献
70.
Carol Sansone Tamra Fraughton Joseph L. Zachary Jonathan Butner Cecily Heiner 《Educational technology research and development : ETR & D》2011,59(2):199-212
Successful online students must learn and maintain motivation to learn. The Self-regulation of Motivation (SRM) model (Sansone and Thoman 2005) suggests two kinds of motivation are essential: Goals-defined (i.e., value and expectancy of learning), and experience-defined (i.e., whether interesting). The Regulating Motivation and Performance Online (RMAPO) project examines implications using online HTML lessons. Initial project results suggested that adding usefulness information (enhancing goals-defined motivation) predicted higher engagement levels (enhancing experience), which in turn predicted motivation (interest) and performance (HTML quiz) outcomes. The present paper examined whether individual interest in computers moderated these results. When provided the utility value information, students with higher (relative to lower) individual interest tended to display higher engagement levels, especially when usefulness was framed in terms of personal versus organizational applications. In contrast, higher engagement levels continued to positively predict outcomes regardless of individual interest. We discuss implications for designing optimal online learning environments. 相似文献