Metadata for STM journal publishers: a review of the current scene     

Cliff Morgan 《Learned Publishing》2004,17(1):31-37

This article provides an overview of those metadata schemes that are of most relevance to STM journal publishers. The current status of each scheme is discussed, and references given for detailed specifications.  相似文献   

Developing CM3: Maintainers' Education and Training at ABB     

Mira Kajko-Mattsson  Stefan Forssander  Gunnar Andersson  Ulf Olsson 《Computer Science Education》2013,23(1-2):57-89

A highly skilled maintainer is the most important organisational asset pivotal for achieving quality software, strategic for improving maintenance and development processes, essential for remaining competitive and critical for business survival. This requires that universities properly prepare students to enter the maintenance workforce and that maintenance organisations actively build and maintain their human knowledge and skill base. In this paper, we present Corrective Maintenance Maturity Model (CM 3): Maintainers' Education and Training – a maturity model for educating and training maintenance engineers within corrective maintenance. This model is presently being developed at ABB by the Software Maintenance Laboratory (SML). Our goal is to provide guidance to ABB and industrial organisations worldwide in the process of building or improving their most important asset – people. Each process element presented in this paper is matched against its corresponding process element at ABB. Hence, this paper may also be regarded as a report on the state of the current practice of educating and training maintainers at ABB.  相似文献   

Contingency Awareness in Infants and Children with Severe and Profound Learning Disabilities     

Yvonne O'Brien  Sheila Glenn  Cliff Cunningham 《International Journal of Disability, Development & Education》1994,41(3):231-243

Seven infants and children with severe, profound and multiple learning difficulties (CA 3 months to 4 years, MA 2 months to 12 months, mean MA 4.5 months) were presented with a contingency situation where they could control the onset of a visually and auditorily attractive toy. In this situation their responding increased and some positive emotional effects were seen. When they were subsequently unable to control stimulation, negative effects were seen on a range of emotional, motivational and self‐stimulation measures. These results suggest that from a mental age level of 2 months children are equipped to detect cause and effect relationships and build up a picture of their world based on expectancies about such relationships; and that violations of these expectancies can lead to negative effects.  相似文献   

Book Reviews     

Charles Oppenheim  Huw Alexander  Charles Oppenheim  Cliff Morgan 《Learned Publishing》2007,20(2):156-158

Open Access: Key Strategic, Technical and Economic Aspects Edited by Neil Jacobs Chandos Publishing, 2006. 250 pp. ISBN 1‐84334‐203‐0, £39.95, pbk ISBN 1‐84334‐204‐9, £57.00, hbk Selling Rights, 5th edn Lynette Owen Routledge, 2006. 384 pp. ISBN 978‐0‐415‐36280‐1, £75.00 hbk ISBN 978‐0‐415‐38652‐4, £29.95 pbk Bound by Law? Tales from the Public Domain by Keith Aoki, James Boyle and Jennifer Jenkins Duke Law School Center for the Study of the Public Domain, 2006. 76 pp. ISBN 0‐974‐15531‐4, $5.95, pbk. Freely available online at http://www.law.duke.edu/cspd Digital Preservation Marilyn Deegan Simon Tanner Facet Publishing, 2006, Digital Futures Series. 288 pp. ISBN 978‐1‐85604‐485‐1, £39.95, hbk.  相似文献   

OASIS in context     

Cliff Morgan 《Learned Publishing》1995,8(4):213-215

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Science: Legendary,Academic – and Post-Academic?     

Hooker  Cliff 《Minerva》2003,41(1):71-81

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Sustainable assessment?: Critical features of the assessment process in a modularised engineering programme     

Åsa Lindberg-Sand  Thomas Olsson 《International Journal of Educational Research》2008,47(3):165-174

This paper reports a project researching the interplay between a formal assessment system on the one hand and the development of students’ and teachers’ work in the actual assessment process on the other. Applying a social practice perspective, empirical data from the first year of an engineering programme mapped the assessment process through documentary studies and qualitative interviews with students and teachers.  相似文献   

Pre-service teachers’ attitudes toward education for sustainability and its relevance to their learning: implications for pedagogical practice     

Louisa Tomas  Sarah Girgenti  Cliff Jackson 《Environmental Education Research》2017,23(3):324-347

The education for sustainability (EfS) literature espouses participatory, praxis-orientated, place-based and holistic approaches to teaching and learning. The introduction of a first-year EfS unit for pre-service teachers at James Cook University provided an opportunity to explore their attitudes toward EfS and their perceptions of the relevant aspects of the unit to their learning. In this mixed-methods study, pre-service teachers (N = 100) completed a Likert-style survey at the beginning and end of the unit that examined their attitudes toward EfS. Three pre-service teachers were also interviewed to explore further their perceptions and experiences, one semester after completing the unit. Significant improvements were found in pre-service teachers’ EfS self-efficacy, and familiarity with and interest in sustainability issues. Participants also perceived EfS to be relevant to their learning, particularly the praxis-orientated pedagogies in which they engaged, as they believed it developed their knowledge, skills and confidence to teach sustainability in schools. For one pre-service teacher, her experiences of EfS during her practicum enhanced its relevance, as she was able to link theory and practice. The implications of these findings for both teacher education and pedagogical practice for EfS in higher education are also discussed.  相似文献   

Three ways to foster awareness of, and interest in, children's literature with PGCE primary students     

Cliff Moon 《English in Education》1990,24(3):27-34

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Impressions of disadvantage: II-Monitoring and assisting the student at risk     

J. H. F. Meyer  A. F. Cliff  T. T. Dunne 《Higher Education》1994,27(1):95-117

Two studies on monitoring and assisting students at risk are presented against a contemporary perspective in higher education: that of monitoring and developing the quality of student learning. A basis for risk categorisation at an individual level is outlined, and the effects of an intervention aimed at students at risk are evaluated in two contrasting settings. At risk in the present study represents, in conceptual terms, a relatively extreme set of learning behaviours.The first study approximates an ideal set of circumstances in which an individual-level intervention for students conceptually at risk is described. The second study reflects the uncompromising reality of a large first-year service course, in which a reduced form of the same intervention was pragmatically attempted. In both interventions the emphasis was on assisting students to engage manifestations of their own self-reported, contextualised study behaviour. This was the starting point of a developmental and reflective programme in which students were not taught study skills, but were rather assisted to develop deeper contextual perceptions, metalearning awareness, and internal locus.The targeted students in these studies, and the basic nature of the intervention employed, differ considerably from those used in other intervention studies. The first study produced positive results, while the second study did not. An overall conclusion is that, while interventions of the type described can assist students to develop their learning potential, they can only do so in carefully managed circumstances that are sensitive to individual students' learning problems and the discipline-specific context in which these occur.  相似文献