Book Reviews     

Peter Richardson  Anthony Watkinson  Louise Watts  Christine Reid  Chris Shelley  Nigel Lees  Andrea Powell  Martin Richardson  Anthony Watkinson  Anthony Watkinson  Sophie Leighton  Andrea Powell 《Learned Publishing》2003,16(3):226-238

Serial Publications: Guidelines for Good Practice in Publishing Printed and Electronic Journals, 2nd edition, by Diane Brown, Elaine Stott and Anthony Watkinson Association of Learned and Professional Society Publishers 2003, £27 (members), £30 (non‐members), 108 pp., paperback. ISBN 0‐907341‐22‐5. Available from http://www.alpsp.org/pub3.htm The Case for Institutional Repositories: A SPARC Position Paper prepared by Raym Crow, SPARC Senior Consultant Scholarly Publishing and Academic Resources Coalition, Washington DC. Release 1.0, 2002. Available at: www.arl.org/sparc The Case for Institutional Repositories: A SPARC Position Paper prepared by Raym Crow, SPARC Senior Consultant Scholarly Publishing and Academic Resources Coalition, Washington, DC. Release 1.0, 2002. Available at: www.arl.org/sparc Internet Law: Text and Materials by Chris Reed Butterworths Tolley, 2000, £24.95, paperback. ISBN 0406981418 Intellectual Property Law by Lionel Bently and Brad Sherman Oxford University Press, Oxford, 2001, £32.99 (paperback), 1136 pp. ISBN 0‐19‐876343‐3 Clearing the Way: Copyright Clearance in UK Libraries by Elizabeth Gadd LISU Occasional Paper no. 31, Library & Information Statistics Unit (LISU), Department of Information Science, Loughborough University. ISBN 1 901786 51 X Electronic Journals and User Behaviour: Learning for the Future from the SuperJournal Project by David Pullinger and Christine Baldwin Deedot Press, 2002, £14.95. ISBN 0‐954‐2924‐0‐5 Electronic Ecology: A Case Study of Electronic Journals in Context by Karla L. Hahn Association of Research Libraries, 79 pp., 2001, $45. ISBN 0‐918006‐46‐1 The Transition from Paper: Where Are We Going and How Will We Get There edited by R. Stephen Berry and Anne Simon Moffat American Academy of Arts and Sciences, published online (2001): www.amacad.org/publications/trans.htm The Transition from Paper: Where Are We Going and How Will We Get There edited by R. Stephen Berry and Anne Simon Moffat American Academy of Arts and Sciences, published online (2001): www.amacad.org/publications/trans.htm E‐Serials, Publishers, Libraries, Users and Standards, 2nd edn, edited by Wayne Jones The Haworth Press Inc., 2003, 294 pp. paperback ISBN 0789012294  相似文献   

墨尔本中国城的几名女子     

苏菲·考其曼  黄望 《中国文化研究》2005,(4):152-160

人们常把联邦时期墨尔本的华人社区想象成一个男人社区———男矿工、男菜农、男家具工人,大概还有草药师、水果商、蔬菜商、茶叶商和一大堆中国店铺老板等———全都是男的。总的印象就是一个男人主导的社区,男人在澳大利亚谋生,他们的女人则留在中国照料家庭。这一印象并非没有道理。维多利亚的人口普查数据表明,1857年,住在维多利亚的中国女人只有三个,而中国男人却超过25,000人。①到1901年,妇女仍只占澳大利亚华人总数的1.6%,到1921年也仅上升到6.7%。②如果把有部分中国血统的人口也计算在内,1901年,妇女在所有有中国血统的人口中也仅…  相似文献   

Individual Differences in Children's Corepresentation of Self and Other in Joint Action          下载免费PDF全文

Sophie J. Milward  Sotaro Kita  Ian A. Apperly 《Child development》2017,88(3):964-978

Previous research has shown that children aged 4–5 years, but not 2–3 years, show adult‐like interference from a partner when performing a joint task (Milward, Kita, & Apperly, 2014). This raises questions about the cognitive skills involved in the development of such “corepresentation (CR)” of a partner (Sebanz, Knoblich, & Prinz, 2003). Here, individual differences data from one hundred and thirteen 4‐ to 5‐year‐olds showed theory of mind (ToM) and inhibitory control (IC) as predictors of ability to avoid CR interference, suggesting that children with better ToM abilities are more likely to succeed in decoupling self and other representations in a joint task, while better IC is likely to help children avoid interference from a partner's response when selecting their own response on the task.  相似文献   

Thanks,but no-thanks for the feedback     

Alex Forsythe  Sophie Johnson 《Assessment & Evaluation in Higher Education》2017,42(6):850-859

Feedback is an emotional business in which personal disposition influences what is attended to, encoded, consolidated and eventually retrieved. Here, we examine the extent to which students’ perceptions of feedback and their personal dispositions can be used to predict whether they appreciate, engage with and act on the feedback that they receive. The study is framed in psychological theories of mindset, defensive behaviours and new psychometric measures of the psychological integration of assessment feedback. Results suggest that, in this university population, growth mindset students were in the minority. Generally, students are fostering self-defensive behaviours that fail to nurture remediation following feedback. Recommendations explore the implications for students who engage in self-deception, and the ways in which psychologists and academics may intercede to help students progress academically by increasing their self-awareness.  相似文献   

“Et sachiez qu’il se repenti fort quant yl y envoia” (Jean de Joinville,Vie de saint Louis). Par-delà la désillusion mongole. Mœurs et légendes “tartares” au temps du roi Saint Louis     

Sophie Schaller Wu 《Al-Masaq: Islam & the Medieval Mediterranean》2011,23(3):237-255

The passage that John of Joinville, faithful companion of Louis IX, devotes to the Mongols in his chronicle of the Seventh Crusade, known as “La Vie de Saint Louis”, cross-conceives two structures under the sign of hope: historical facts and legends on the one hand, and Christian sensibilities on the other, giving way to a set of “ethnological” observations about what are presented as “barbarian” customs. The text gives a faithful reflection on sentiments which agitated the Crusaders and their King: hope and disillusion. But Joinville's testimony goes far beyond that: it is first and foremost a testimony of love upon which history could be re-written.  相似文献   

Assessing and Addressing Student Barriers: Implications for Today's College Classroom          下载免费PDF全文

Dorothy A. Osterholt  Sophie Lampard Dennis 《About Campus》2014,18(6):18-24

The increasingly diverse set of learners in colleges and universities poses considerable challenges for educators. Dorothy A. Osterholt and Sophie Lampard Dennis explain the four domains of learning they have identified and suggest ways to apply them to help students overcome a variety of obstacles to learning.  相似文献   

Accidental digitoxin intoxication: an interplay between laboratory and clinical medicine     

Luigi M Castello  Sophie Negro  Francesca Santi  Isabella Zanotti  Matteo Vidali  Marco Bagnati  Giorgio Bellomo  Gian Carlo Avanzi 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2012,22(3):380-384

Introduction:

Two Italian adults arrived at the Emergency Department referring diarrhea, nausea and vomiting for 4 days; weakness, fatigue and visual hallucinations were also complained of. Patients reported the ingestion of some leaves of a plant, which they supposed to be “donkey ears”, a week before. Physical examination showed hypotension and bradycardia and ECG examination disclosed sinus rhythm and repolarization abnormalities (scooping of the ST-T complex) in both patients and a 2:1 AV block in the man.

Materials and methods:

Digoxin concentration was evaluated twice for each patient (at the admission and after 4 hours) by the automated immunoassay system ADVIA Centaur^®. Digitoxin concentration was evaluated by liquid chromatography-mass spectrometry (LC-MS/MS).

Results:

Despite clinical picture was suggestive of digitalis intoxication, digoxin levels were undetectable. Due to the more severe clinical picture, the male patient was treated with anti-digoxin antibodies (Digifab^®) achieving a good clinical improvement and remission of the AV block within two hours. Initial diagnosis was confirmed by LC-MS/MS showing high digitoxin concentrations, but digoxin was undetectable. Patients remained stable and 48 hours later were discharged from the hospital.

Conclusion:

Whereas digoxin determination frequently relies on monoclonal antibodies which do not cross-react to digitoxin, polyclonal antibodies constituting Digifab^® recognize a large spectrum of cardiac glycosides, including digitoxin. This report emphasizes the primary role of the clinical approach to patients in the emergency setting and how an active communication and a continuous sharing of professional experiences between Laboratory and Clinicians ensure an early and correct diagnosis.  相似文献   

Search tactics used in solving everyday how-to technical tasks: Repertoire,selection and tenacity     

Sophie Rutter  Verena Blinzler  Chaoyu Ye  Max L. Wilson  Michael D. Twidale 《Information processing & management》2019,56(3):919-938

With greater access to computational resources, people use search to address many everyday challenges in their lives, including solving technology problems. Although there are now many useful ‘how-to’ resources online (especially videos on YouTube), it can still be difficult to identify, understand, and resolve certain kinds of technical problem. While research tasks have been studied for many years and we know the tactics people use, we know far less about searchers’ tactics for how-to technical tasks that involve actually being able to apply found information to resolve a problem. Crucial to our study was developing and studying a highly realistic, how-to technical task, for which there was no single guidance resource: making a phone safe for a child. After providing 39 participants with an actual phone to fix, and a search engine to perform the task, we analysed their search tactics using retrospective cued think aloud interviews. Our primary contribution is a set of 77 tactics used, in three categories, along with detail of how common they were. We conclude that people had a lot of tactics in their repertoire. Although it was not hard for participants to find relevant information, what was hard was for participants to find information they could use; indeed only 23% of participants successfully completed the entire task. Domain knowledge affected the choice of tactics used (although not necessarily towards better task success). We discuss these influences and make design recommendations for how future search systems can support those in resolving how-to technical tasks.  相似文献   

Training reading and phoneme awareness skills in children with Down syndrome     

Kristina Goetz  Charles Hulme  Sophie Brigstocke  Julia M. Carroll  Louise Nasir  M. Snowling 《Reading and writing》2008,21(4):395-412

The authors report a short-term reading intervention study involving 15 children with Down syndrome (DS) who attended mainstream schools. The intervention programme taught children phoneme segmentation and blending skills in the context of learning letter-sounds and working with words in books. The children were taught by their learning support assistants, who received special training for this purpose. Compared to a waiting group, a group of eight children with DS improved significantly on measures of early literacy skills (letter-sound knowledge, Early Word Recognition) following eight weeks of intervention. The waiting group started to make progress once they received the intervention. Both groups maintained progress on the literacy measures five months after the intervention had finished. The results suggest that children with DS can benefit from structured, phonics-based reading intervention.  相似文献   

The Relation Between Preschoolers’ Vocabulary Development and Their Ability to Predict and Recognize Words     

Chiara Gambi  Priya Jindal  Sophie Sharpe  Martin J. Pickering  Hugh Rabagliati 《Child development》2021,92(3):1048-1066

By age 2, children are developing foundational language processing skills, such as quickly recognizing words and predicting words before they occur. How do these skills relate to children’s structural knowledge of vocabulary? Multiple aspects of language processing were simultaneously measured in a sample of 2-to-5-year-olds (N = 215): While older children were more fluent at recognizing words, at predicting words in a graded fashion, and at revising incorrect predictions, only revision was associated with concurrent vocabulary knowledge once age was accounted for. However, an exploratory longitudinal follow-up (N = 55) then found that word recognition and prediction skills were associated with rate of subsequent vocabulary development, but revision skills were not. We argue that prediction skills may facilitate language learning through enhancing processing speed.  相似文献