中国图书馆学会第三届青年学术论坛召开     

卓连营  张俊娥 《大学图书馆学报》2006,24(6):65-65

2006年10月30日至11月2日，中国图书馆学会第三届青年学术论坛在福建武夷山召开。与会者80余人，其中包括第三届青年学术论坛征文一、二等奖作者，各系统和各地方学会推荐人选，以及来自北京大学、南开大学、厦门大学、中山大学、浙江大学、福建师范大学的信息管理院系的特邀专家学者，部分企业会员代表和媒体记者也参加了会议。在开幕式上，中国图书馆学会副理事长、首都师范大学图书馆馆长胡越，武夷学院副院长裘国伟，福建省图书馆学会理事长谢水顺分别致辞。  相似文献   

Information Services Today: An Introduction     

June L. DeWeese 《Journal Of Access Services》2016,13(1):44-45

  相似文献   

Predicting transition and adjustment to college: biomedical and behavioral science aspirants’ and minority students’ first year of college     

Sylvia Hurtado  June C. Han  Victor B. Sáenz  Lorelle L. Espinosa  Nolan L. Cabrera  Oscar S. Cerna 《Research in higher education》2007,48(7):841-887

The purpose of this study is to explore key factors that impact the college transition of aspiring underrepresented minority students in the biomedical and behavioral sciences, in comparison with White, Asian students and non-science minority students. We examined successful management of the academic environment and sense of belonging during the first college year. Longitudinal data were derived from the Higher Education Research Institute’s (HERI) 2004 Cooperative Institutional Research Program (CIRP) Freshman Survey and the 2005 Your First College Year (YFCY) Survey. Using a reformulation of the integration model (Nora, Barlow, and Crisp, 2005), we find concerns about college financing, negotiating family support and responsibility, and campus racial dynamics (perceived and behavioral) affect student adjustment and sense of integration in the first year. This study was made possible by the support of the National Institute of General Medical Sciences, NIH Grant Number 1 RO1 GMO71968-01. This independent research and the views expressed here do not indicate endorsement by the sponsor.  相似文献   

Syntactic manipulations and semantic interpretations in algebra: The effect of graphic representation     

Michal Yerushalmy  Rina Gafni 《Learning and Instruction》1992,2(4)

This study examined the effect of graphic representation of algebraic functions on performance of tasks involving expressions' transformations. Twenty eight teachers, who received instruction and practice using multiple representation software, were tested on their ability to debug faulty transformed expressions, either with or without graphic feedback. Two main strategies were used while debugging — Syntactic Manipulation (SYM) and Semantic Interpretation (SEI). It was found that subjects who used the SEI strategy, improved their performance while using graphs, as compared to no use of graphs. Some positive effect of the graphic feedback was also manifested for those using the SYM strategy, who were assisted by the graphs but continued to syntactically manipulate the expressions. All subjects improved their performance after the treatment, as measured by paper-and-pencil traditional tasks.  相似文献   

Usage patterns and social circles on Facebook among elderly people with diverse personality traits     

Fan Mo  Michal Kosinski  David Stillwell 《Educational gerontology》2018,44(4):265-275

Elderly people are exposed to information technologies to keep them in touch with younger generations. Among various technologies, social network sites (SNSs) are seldom used by the majority of elderly people. To bridge the digital divide, it is necessary to dig deeply into the minority elderly users of SNSs. This study explores usage patterns of elderly Facebook users and further investigates how their diverse characteristics influence their usage and social circles. Three findings were derived. First, a sharp digital divide on SNSs does exist, and existing elderly Facebook users are mainly the dabblers. Second, personality profiling could predict elderly people’s SNS usage behaviors. Elderly users with a high level of openness and extroversion have more friends, status updates, and group memberships, and those with a high level of conscientiousness have fewer likes and status updates. Elderly users are likely to seek insightful content on SNSs. Moreover, they may have a higher degree of emotional stability than young users when using SNSs. Third, elderly people tend to build small social circles on SNSs that “copy” the family relationship in the real world; whereas, they build large social circles with interests and hobbies that are difficult to share in the real world. Based on these results, detailed suggestions are presented for better targeting elderly people in ways that move them toward SNSs.  相似文献   

浅析OCLC的FRBR作品聚集算法   总被引：1，自引：0，他引：1  

张俊娥 《大学图书馆学报》2006,24(6):66-69,93

OCLC公布了一个将书目记录转换成FRBR模式的算法“FRBR Work-Set Algo-rithm”,OCLC把这种数据转换称为FRBR化(FRBRization),该文就是对此算法流程的介绍和分析。  相似文献   

Comparability of the WISC and the WISC-R in normal children of divergent socioeconomic backgrounds     

June M. Tuma  Alan S. Appelbaum  David E. Bee 《Psychology in the schools》1978,15(3):339-346

WISC and WISC-R IQs of two groups of normal ten-year-old children from divergent socioeconomic backgrounds (N = 36) were compared in a counterbalanced research design. Generally, all WISC mean IQs were higher than the WISC-R mean IQs for both groups of children. Significantly higher WISC IQs were obtained on the Verbal and Full Scales of the low socioeconomic group and on the Performance and Full Scales of the high socioeconomic group. Correlations between tests for Verbal, Performance, and Full Scale IQs were.95,.79, and.91 for the low socioeconomic group, and.84,.57, and.87 for the high socioeconomic group. Although practice effects did not appear to significantly affect IQs of the low socioeconomic group, various practice effects were observed in the high socioeconomic group. Negative effects were observed for both WISC and WISC-R on the Verbal Scale, whereas positive effects were observed on both Performance and Full Scales in this group. Analysis of simple effects reveals that WISC and WISC-R IQs did not differ significantly upon first administration, but were significantly different upon second administration. Conclusions were drawn that while WISC-R yields a lower IQ estimate than WISC for children of lower ability, results were not so clear for the children of higher ability, due to practice effects which disproportionately favor increases on WISC IQs upon second administration. The greater practice effects found on the WISC have implications for comparisons of the two tests in counterbalanced research designs. Simple randomized or treatment-by-levels design may be more useful in comparisons of the WISC and the WISC-R because of the bias introduced by counterbalanced designs.  相似文献   

The New Yorker: Aftermath     

Calvin Tomkins  June L. Orton 《Annals of dyslexia》1964,14(1):94-94

  相似文献   

Student Science Teachers Constructing Practical Knowledge from Inservice Science Supervisors' Stories     

Zuckerman  June Trop 《Journal of Science Teacher Education》1999,10(3):235-245

Journal of Science Teacher Education -  相似文献   

Book reviews     

William Mansfield Cooper  June Goodfield-Toulmin  H. C. Perejra  Peter Mathias 《Minerva》1972,10(2):332-347

  相似文献