Analysis of monograph obsolescence at two levels of an interlibrary loan network     

Sandra H. Rouse  William B. Rouse 《Information processing & management》1979,15(5):219-225

Requests for monographs generated within an interlibrary loan network are analyzed for half-life statistics. It is suggested that demand represents use of the literature more completely than satisfied requests or circulation statistics. Demand in this study is characterized as either regional demand or statewide demand and is related to the level of the network where final processing of the request occurs. A negative exponential distribution is found to adequately characterize both levels of demand as a function of publication date for four subject categories. Corrected demand data is obtained by removing the growth rate of most of the available literature represented by American book publisher output. Based on over 10,000 interlibrary loan requests, negative exponential distributions describe the raw data as well as the corrected data. A shorter half-life was found for regional library demand (10.47 yr) than that found for statewide library demand (15.75 yr). Applying the correction factor to reflect the growth rate of the available literature tends to increase the half-life when compared to the raw data, and changes the ordering of subject classes with respect to ascending half-lives.  相似文献   

early reasing: From the administrator's point of view     

Sandra Anselmo 《Early Childhood Education Journal》1976,3(5):18-20

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Children experience changes in growing things     

Sandra Anselmo 《Early Childhood Education Journal》1982,9(4):25-26

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Children learn about their senses     

Sandra Anselmo 《Early Childhood Education Journal》1980,8(1):42-44

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Inflammation and haemostasis     

Margetic S 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2012,22(1):49-62

Inflammation and haemostasis are interrelated pathophysiologic processes that considerably affect each other. In this bidirectional relationship, inflammation leads to activation of the haemostatic system that in turn also considerably influences inflammatory activity. Such, the haemostatic system acts in concert with the inflammatory cascade creating an inflammation-haemostasis cycle in which each activated process promotes the other and the two systems function in a positive feedback loop. The extensive crosstalk between immune and haemostatic systems occurs at level of all components of the haemostatic system including vascular endothelial cells, platelets, plasma coagulation cascade, physiologic anticoagulants and fibrinolytic activity. During inflammatory response, inflammatory mediators, in particular proinflammatory cytokines, play a central role in the effects on haemostatic system by triggering its disturbance in a number of mechanisms including endothelial cell dysfunction, increased platelet reactivity, activation of the plasma coagulation cascade, impaired function of physiologic anticoagulants and suppressed fibrinolytic activity. The two examples of pathophysiologic processes in which the tight interdependent relationship between inflammation and haemostasis considerably contribute to the pathogenesis and/or progression of disease are systemic inflammatory response to infection or sepsis and acute arterial thrombosis as a consequence of ruptured atherosclerotic plaque. Close links between inflammation and haemostasis help explain the prothrombotic tendency in these two clinical conditions in which inflammation shifts the haemostatic activity towards procoagulant state by the ability of proinflammatory mediators to activate coagulation system and to inhibit anticoagulant and fibrinolytic activities. This review summarizes the current knowledge of the complex interactions in the bidirectional relationship between inflammation and haemostasis.  相似文献   

Can the government really help? Online information for women experiencing violence     

C. Nadine Wathen  Sandra McKeown 《Government Information Quarterly》2010

Domestic violence against women is a significant social and public health problem that requires a varied social service response for abused women and their children. Increasingly, this service response includes online sources and resources. Using content analysis methods, we examined the Canadian provincial E-Government response to providing information to women exposed to domestic violence. Our overarching question was “if an abused woman went to her province’s government website for information and help and used common search strategies, what would she find?”  相似文献   

1265: An examination of some of the management implications of directed time     

Bryan J. Cowan  Nigel Wright 《School Leadership & Management》2013,33(3):301-314

This enquiry seeks to establish how some secondary school headteachers have directed their DEs‐prescribed allocation of 1265 hours. Investigations focus particularly on those management processes used to determine the budget, the measures employed to ensure a flexibility in a budget once it has been defined, and some effects of budgeting on meetings. The allocation of hours to specific school tasks is scrutinized and the authors conclude with recommendations and suggestions for improving budgeting decisions in the future.  相似文献   

Factors influencing early adolescents’ mathematics achievement: High-quality teaching rather than relationships     

Sandra Winheller  John A. Hattie  Gavin T. L. Brown 《Learning Environments Research》2013,16(1):49-69

This study used data from the Assessment Tools for Teaching and Learning project, which involved data on the academic performance of more than 90,000 New Zealand students in six subjects (i.e. reading, writing and mathematics in two languages). Two sub-samples of this dataset were included for detailed re-analysis to test the general applicability of the Australian model of Quality of School Life (Ainley et al. 1986) in the New Zealand context. The first sample comprised 336 year 8 students from elementary schools and the second sample consisted of 272 year 10 students from high schools. Furthermore, two structural equation models were developed and tested, expressing relationships between students’ quality of school life perceptions, students’ attitudes to mathematics, and their effects on mathematics achievement. The quality of school life questionnaires scales [Ainley and Bourke, in Res Pap Educ 7(2):107–128, 1992] were used as indicators of students’ perceptions regarding learning, teachers and peer relationships. The model proposed that perceived quality of school life would affect students’ attitudes of liking and confidence in mathematics, which would in turn affect their academic performance. After controlling for other variables in the model, students’ perception about their self-efficacy to learn mathematics was more directly related to outcomes than to perceptions of teacher quality or peer involvement. Data analyses revealed no apparent relationships of these factors to mathematics achievement. Moreover, results for both samples led to the conclusion that the perceived quality of learning is connected with ‘confidence in’ and ‘liking mathematics’, which in turn predict students’ mathematics achievement.  相似文献   

Factors associated with middle school students' perceptions of the quality of school-based sexual health education     

E. Sandra Byers  Heather A. Sears  Lyndsay R. Foster 《Sex education》2013,13(2):214-227

This paper examines factors associated with middle school students' perceptions of the quality of the sexual health education (SHE) they received at school. Participants were 478 predominately White young people (256 girls, 222 boys) in grades 6–8 who completed a survey assessing their demographic characteristics; dating and sexual experience; and perceptions of the content, delivery and quality of the SHE they had received. Boys and students in a lower grade and with less sexual experience rated the quality of their SHE more positively. After accounting for student characteristics, students who more strongly agreed that their SHE matched their interests and covered sexual health topics more adequately, as well as who viewed their teacher as being more comfortable talking about sexual topics and doing a better job answering questions, reported higher quality SHE. Students' perceptions of the adequacy of coverage of 10 sexual health topics were also positively correlated with their reports of higher quality SHE, although only two topics (correct names for genitals and puberty/physical development) contributed uniquely to the prediction of this variable. These results reinforce the need for a comprehensive SHE curriculum as well as adequate preparation of teachers if SHE is to be engaging to students.  相似文献   

Early education teachers’ conceptualizations and strategies for managing closeness with the class in child care     

Sharon Quan-McGimpsey  Sarah Carmen Marziliano  Trevor Gregory Hassen  Allison Sandra Brown  Leon Kuczynski 《Teachers and Teaching》2013,19(5):514-526

This study investigated teachers’ experiences of closeness during interactions with the group of children in child care. Structured interviews were conducted with 24 female teachers who were teaching children between the ages of three and five (mean age = 3.9) regarding their perceptions of closeness with the group of children in the class. Qualitative analyses of the interviews revealed a group solidarity domain of teacher–group relationships composed of three dimensions which comprise emotional solidarity, consensual solidarity, and functional solidarity, with emotional solidarity most dominant in the teachers’ perceptions. This group solidarity domain was interpreted as being consistent with qualities found in Grusec and Davidov’s group participation domain. The findings that, teachers’ closeness with the group of children in the class were dominated by the emotional dimension is similar to previous research results which report the predominance of personal and intimate interactions in relational closeness between teachers and individual children. Teachers described intentional strategies for managing close group relationships that made use of interactional histories between the teachers and children in the class. These discoveries provide a new perspective on teacher closeness with groups, an area of research not often investigated. It also provides insights into the importance teachers place on connecting emotionally with children when they are with the collective group in the classroom.  相似文献