Book reviews     

A. Hunter Dupree  Joseph Ben-Dravid  P. B. Medawar 《Minerva》1977,15(1):94-114

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利用都柏林元数据应用包管理多样化的元数据开发     

Robina Clayphan Bill Oldroyd 《现代图书情报技术》2006,10(1):10-16

大英图书馆长期大规模的资源数字化产生了大量的声像资源，这些项目由于大部分是由外来资金资助并与外单位合作，其产生的资源和元数据往往散藏在各个不同部门，元数据的有无及其结构格式区别很大，这给检索和使用带来极大的不便，因此跨库检索势在必行。在推行标准化的同时，大英图书馆考虑到各个特藏的功能和服务特点，允许足够的灵活性。他们遵循的一个主要原则是，如果数据是在大英图书馆系统之外建立的，该系统应该具有生成和输出基本元数据记录的功能，其格式应该与至少一种大英图书馆所支持的标准兼容，对元数据记录的最低要求是要与大英图书馆元数据应用纲要（BL Application Profile，B-LAP）一致。B-LAP是用XML标注、以都柏林元数据核心元素为基础的应用纲要。本文特别讨论了利用都柏林核心元数据应用纲要来支持检索的策略，以及如何应用纳要来控制在数字化资源过程中产生的多样化的元数据格式，并为各种早期的系统之间在高层次上提供互操作性。本义还描述了该系统的构建及如何支持横跨各种不同数据库之间的检索。  相似文献   

Why accessibility is hard and how to make it easier: Lessons from publishers          下载免费PDF全文

Bill Kasdorf 《Learned Publishing》2018,31(1):11-18

The requirements for providing publications in an accessible form have recently become much clearer and easier to comply with. They are based on standard web accessibility guidelines that are commonly used globally, and the format for interchange is EPUB, a format many publishers already produce in their normal production process. Nevertheless, accessibility still proves difficult to accomplish for most publishers. This article refers to informal interviews and the author's own experiences to examine the issues that are challenging to publishers and their suppliers, assessing the level of effort required to address them, discussing the factors that make them difficult, and suggesting strategies for reducing the effort required. The article concludes that the best solution is to build accessibility into the publication workflow upfront as this can dramatically reduce the cost and effort required to make publications accessible.  相似文献   

Concepts and interests in twentieth-century health policy     

Cecily Hunter 《Metascience》2016,25(1):71-74

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Factors associated with concussion-symptom knowledge and attitudes toward concussion care seeking in a national survey of parents of middle-school children in the US     

Zachary Y. Kerr  Aliza K. Nedimyer  Melissa C. Kay  Avinash Chandran  Paula Gildner  K. Hunter Byrd  Juliet K. Haarbauer-Krupa  Johna K. Register-Mihalik 《运动与健康科学(英文)》2021,10(2):113

BackgroundDeveloping appropriate concussion prevention and management paradigms in middle school (MS) settings requires understanding parents’ general levels of concussion-related knowledge and attitudes. This study examined factors associated with concussion-symptom knowledge and care-seeking attitudes among parents of MS children (aged 10–15 years).MethodsA panel of 1224 randomly selected U.S. residents, aged ≥ 18 years and identifying as parents of MS children, completed an online questionnaire capturing parental and child characteristics. The parents’ concussion-symptom knowledge was measured using 25 questions, with possible answers being “yes”, “maybe”, and “no”. Correct answers earned 2 points, “maybe” answers earned 1 point, and incorrect answers earned 0 point (range: 0–50; higher scores = better knowledge). Concussion care-seeking attitudes were also collected using five 7-point scale items (range: 5–35; higher scores = more positive attitudes). Multivariable ordinal logistic regression models identified predictors of higher scores. Models met proportional odds assumptions. Adjusted odds ratios (aORs) with 95% confidence intervals (95%CIs) (excluding 1.00) were deemed statistically significant.ResultsMedian scores were 39 (interquartile range: 32–44) for symptom knowledge and 32 (interquartile range: 28–35) for care-seeking attitude. In multivariable models, odds of better symptom knowledge were higher in women vs. men (aOR = 2.28; 95%CI: 1.71–3.05), white/non-Hispanics vs. other racial or ethnic groups (aOR = 1.88; 95%CI: 1.42–2.49), higher parental age (10-year-increase aOR = 1.47; 95%CI: 1.26–1.71), and greater competitiveness (10%-scale-increase aOR = 1.24; 95%CI: 1.13–1.36). Odds of more positive care-seeking attitudes were higher in white/non-Hispanics vs. other racial or ethnic groups (aOR = 1.45; 95%CI: 1.06–1.99) and in older parental age (10-year-increase aOR = 1.24; 95%CI: 1.05–1.47).ConclusionCharacteristics of middle school children''s parents (e.g., sex, race or ethnicity, age) are associated with their concussion-symptom knowledge and care-seeking attitudes. Parents’ variations in concussion knowledge and attitudes warrant tailored concussion education and prevention.  相似文献   

Rural and suburban cluster grouping: Reflections on staff development as a component of program success     

Marcia Gentry  Bill Keilty 《Roeper Review》2013,35(3):147-155

Staff development practices that successfully implemented long‐term applications of cluster grouping in two districts are analyzed, compared, and reviewed. Parallel practices and differences are discussed concerning program beginning, implementation, and maintenance. Conclusions are drawn and six steps for use and consideration by others engaged in gifted program development and implementation are suggested. These steps are: (1) conversations, (2) research, (3) choosing a course of action, (4) implementation, (5) supporting the new program initiative, and (6) maintenance and growth.  相似文献   

Early Literacy and the Public Library: An Opportunity of a Lifetime (of Reading)     

Bill Ptacek 《Public Library Quarterly》2016,35(4):338-343

In this article, author Bill Ptacek says that the future is now, and, at least from the 1970s through today, in the field of early childhood work, the future has come so fast that it is constantly upon us. That reality means that those concerned about young children in libraries have been about adaptation on a continuing basis. In this world of rapid change, innovation is constant: City firefighters come to the libraries in uniform to read stories to children, library outreach specialists take programs to daycare centers in their communities, and staff members create a space in a library devoted to early childhood reading. This tradition of rapid change means that the early childhood staff of most large public libraries in North America is changing for the future on a regular basis. The work unit should be considered seriously as one model for 21st century public library reform.  相似文献   

Editorial     

Jill Blackmore  Noel Gough  Bill Green 《The Australian Educational Researcher》1994,21(2):i-iv

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Conditioning with taste as the CS in conditioned flavor preference learning     

Elizabeth D. Capaldi  Martin J. Hunter  Sandra A. Lyn 《Learning & behavior》1997,25(4):427-436

There appear to be unconditioned affective reactions to the four basic tastes: liking for sweet and salt and disliking for sour and bitter. We attempted to modify these reactions by pairing the tastes with calories and with sweeter tastes. Differing sucrose concentrations were ineffective in reversing the preference for salt over citric acid or for saccharin over quinine. We could, however, reverse the preference for salt over citric acid, producing an actual preference for sour over salt, by using sucrose and saccharin as the reinforcers. The initial reactions to tastes could also be modified by reducing the initial difference in affect produced by the tastes through mixing both tastes with sucrose.  相似文献   

Sharing teacher knowledge at scale: teacher inquiry,learning design and the representation of teachers’ practice     

Martin Oliver  Katerina Avramides  Wilma Clark  Jade Hunter  Rose Luckin  Cecilie Hansen 《Teacher Development》2018,22(4):587-606

Sharing teachers’ professional knowledge remains challenging. Teachers’ development often remains ad hoc or local, and attempts to scale this up have proved problematic. To address this, research in areas such as ‘learning design’ has explored the use of formal representations of practice. This proposes that educational practice can be improved by documenting, sharing and building on what teachers already do. Whilst this has led to some successes, it has not resulted in the widespread transformation of practice. This paper reviews the literature about sharing teacher knowledge. The challenges of scaling up development are then considered in relation to two theories that help explain the challenges: Communities of Practice and Sociomateriality. This analysis is illustrated through case studies in Norway and the UK. These show that teachers already create and share artefacts that represent their pedagogic knowledge. However, they found formal representations, such as learning designs, difficult to work with. The paper concludes that scaling up teacher development using abstract formalisms is unlikely to succeed. Instead, teachers value stories and the materials they already create in their day-to-day practice. It is this intermediate level of representation, between direct experience and formal abstraction, that offers the most promise for sharing practice.  相似文献