Hybrid Journals: Ensuring Systematic and Standard Discoverability of the Latest Open Access Articles     

Santiago Chumbe  Brian Kelly  Roddy MacLeod 《期刊图书馆员》2015,68(1-4):143-155

An important current challenge for research information providers is ensuring the automated discovery of Open Access (OA) content in hybrid journals. We found no evidence of discovery services that are able to systematically identify the crucially important free full-text availability of OA articles regardless of where and how such articles have been published (i.e., in fully OA journals or in hybrid journals). A solution is important because hybrid journals are proliferating and consequently the chances of missing OA articles is real and is happening. Nearly all of the major publishers now provide such journals in order to take advantage of recent changes in research funder requirements, and to be competitive in the new OA business model. By working with a group of scholarly publisher partners and by using standard metadata elements that publishers are already familiar with, we show a systematic and standardized manner to identify OA at the article level. Our proposal is to embed OA-related elements in the metadata freely exposed by publishers for aggregators and discovery services. For example, in the Table of Content (TOC) Really Simple Syndication feeds the publishers use to announce new journal issues and content. Based on the initial results obtained, we discuss the capabilities of our solution, and evaluate the impact produced by our application in the systematic discoverability of OA content from the participating hybrid journals, using an implementation done with the freely available journal current awareness service—JournalTOCs.  相似文献   

Actions and Updates on the Standards and Best Practices Front     

Nettie Lagace  Laurie Kaplan  Jennifer J. Leffler 《期刊图书馆员》2015,68(1-4):191-196

Four standards and best practices recently released or currently underway at the National Information Standards Organization were presented: Knowledge Bases and Related Tools, Presentation and Identification of E-Journals, Open Discovery Initiative, and Open Access Metadata Indicators. Basics outlining the creation work and deliverables were shared for each project. Applicability of these standards and best practices for different stakeholders of the information community were discussed.  相似文献   

浅析专业培养标准与职业资格标准的关系——以安徽科技学院动物科学专业为例     

戴四发  郭亮  王立克  夏显明  闻爱友  胡洪  华金玲  蔡治华 《安徽科技学院学报》2015,(1):66-70

在应用型高等教育改革背景下,如何实现专业人才与现代职业的紧密结合,调整专业培养标准,明确人才培养目标,优化人才培养方案,切实提高应用型专业人才培养质量显得尤为迫切。本文以安徽科技学院优势传统专业—动物科学专业为例,结合专业改革的一些具体做法,对专业培养标准与职业资格标准的关系进行深入分析和探讨,以期为其他相关专业的改革提供一定借鉴。  相似文献   

Using EAC-CPF at an Institutional Archives     

Erin Faulder  Krista Ferrante 《Journal Of Archival Organization》2015,12(1-2):21-34

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TPI对“刘三姐专题文献数据库”进行CALIS标准改建研究     

周波 《河池学院学报》2011,31(5):101-105,128

由于原有的"刘三姐专题文献数据库"存在着检索功能方面专业化程度较低以及不符合CALIS统一标准等缺点,在此利用TPI系统对"刘三姐专题文献数据库"进行了CALIS标准化改建。改建后的"刘三姐专题文献数据库"将具有良好的管理及服务功能、软硬件平台以及统一的CALIS标准接口———可接入CALIS的特色资源服务体系中,以实现元数据检索与文献传递功能,达到效益的最大化。  相似文献   

An Interpretation of A Rose for Emily From a Feminist Perspective     

杜晓飞  张丽丽 《学周刊C版》2011,(2)

Feminist Criticism,for women, is described as an self-awakening, and self-improvement.It is the voice of Feminism.By taking it,feminism breaks through the patriarchy-centered so-cialism.This paper analyses the story A Rose for Emily from a feminist perspective,explores the social roots that lead to the tragedy of Emily, and points out that Emily is victimized by the male-centered society and the southern conventional moral standards.  相似文献   

工程管理专业应用型人才培养目标与质量标准的研究     

张潞 《中国科教创新导刊》2011,(8):41-42

本文以工程管理专业应用型人才培养为定位方向,全面阐述了工程管理专业人才培养目标,探讨了该人才培养的质量标准,对工程管理专业应用型人才培养具有很大的指导作用。  相似文献   

新“长期股权投资准则”相关问题研究     

张兴福 《安徽广播电视大学学报》2015,(1):35-39

2014年3月财政部颁布了新修订的《长期股权投资准则第2号———长期股股权投资》,本文在对新准则与原准则及相关解释深入比较的基础上,通过案例分析,阐明了在执行新的长期股权投资准则时有关的会计核算,并提出了对该准则进一步完善的思考和建议。  相似文献   

An Australian perspective on school leadership preparation and development: credentials or self-management?     

David Gurr  Lawrie Drysdale 《Asia Pacific Journal of Education》2015,35(3):377-391

This paper provides a review of school leadership preparation and development in Australia through considering the requirements for becoming a principal, how leadership preparation and development occurs, and consideration of recent developments to provide an Australian standard for school leaders. Australian educators have relied mostly on a self-identification and self-managed system in which individuals decide that they want to pursue leadership opportunities and then seek out the support and experiences to help them. Support is available and provided through system, university, and service organization programmes, and the support of colleagues and senior leaders in schools. Whilst there is an extensive range of support provided by systems, universities and service organizations, there is little evidence of their impact on schools. At the school level there needs to be far greater support in identifying and developing leaders. Developments in creating a national leadership standard might lead to some type of credentialing programme that could allow individuals to benchmark their development, and ensure that preparation and support programmes are of the highest quality. An alternative view is to reinforce greater individual responsibility for leadership development and career progress, encourage schools and systems to focus less on individual leadership and more on collective leadership, and consider more innovative ways of providing leadership development.  相似文献   

Rater strategies for reaching agreement on pupil text quality     

Lennart Jølle 《Assessment in Education: Principles, Policy & Practice》2015,22(4):458-474

Novice members of a Norwegian national rater panel tasked with assessing Year 8 pupils’ written texts were studied during three successive preparation sessions (2011–2012). The purpose was to investigate how the raters successfully make use of different decision-making strategies in an assessment situation where pre-set criteria and standards give a rather strict framework. The data sources were the raters’ pair assessment dialogues. The analysis shows that the raters use a ‘shared standards strategy’, but when reaching agreement on text quality they also seem to make very good use of assessment strategies related to their work as writing teachers. Moreover, asymmetries in knowledge and participation among raters contribute to creating an image of writing assessment as a challenging hermeneutic practice. It is suggested that future rater preparation would gain from being attentive to the internalised assessment practices teachers bring to the fore when working as raters.  相似文献