Bibliometric analysis to identify core reference sources of virtual reference transactions   总被引：1，自引：0，他引：1  

Pnina Shachaf  Debora Shaw   《Library & information science research》2008,30(4):291-297

As the use of electronic reference sources becomes commonplace, virtual reference services are expanding in scope, modes, and popularity. Simultaneously, reference practices are evolving as well. One concept that may be challenged by these trends is the notion of the core reference collection. What are the sources that form this core collection, and what are its characteristics? Are similar sources used to answer users' questions in virtual and traditional reference? How do core collections of public and academic libraries differ? An analysis of 1851 e-mail and chat reference transactions from public and academic libraries reveals that the notion of a core reference collection persists in the world of virtual reference services. In both types of libraries, responses to patrons showed a skewed bibliographic distribution; librarians used a small group of sources to answer most of the questions. Almost all sources used were electronic. Academic libraries tended to make greater use of fee-based sources, but public libraries more often used sources freely-available on the Web.  相似文献   

Handbook of test development – review of section 1, (foundations) edited by Suzanne Lane,Mark R. Raymond,and Thomas M. Haladyna     

Stuart D. Shaw 《Assessment in Education: Principles, Policy & Practice》2017,24(4):515-519

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Through adversity: the fight for rugby league in the RAF; Soldiers' League: the story of army rugby league     

Gary Shaw 《Sport in History》2016,36(4):529-532

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Efficacy of massage on muscle soreness,perceived recovery,physiological restoration and physical performance in male bodybuilders     

Mehdi Kargarfard  Eddie T.C. Lam  Ardalan Shariat  Ina Shaw  Brandon S. Shaw  Shamsul B.M. Tamrin 《Journal of sports sciences》2016,34(10):959-965

It is believed that sport massage after intensive exercise might improve power and perceptual recovery in athletes. However, few studies have been done in this area. This study aimed to examine the effect of massage on the performance of bodybuilders. Thirty experienced male bodybuilders were randomly assigned to either a massage group (n = 15) or a control group (n = 15). Both groups performed five repetition sets at 75–77% of 1RM of knee extensor and flexor muscle groups. The massage group then received a 30-min massage after the exercise protocol while the control group maintained their normal passive recovery. Criteria under investigation included: plasma creatine kinase (CK) level, agility test, vertical jump test, isometric torque test, and perception of soreness. All variables were measured over 6 time periods: baseline, immediately after the DOMS inducing protocol, right after the massage, and 24, 48, and 72 h after the massage. Both groups showed significant (P < .001) decreases in jumping, agility performance, and isometric torque, but significant (P < .001) increases in CK and muscle soreness levels. The massage group in general demonstrated a better recovery rate. As such, a post-exercise massage session can improve the exercise performance and recovery rate in male bodybuilders after intensive exercise.  相似文献   

The association between SAT prompt characteristics, response features, and essay scores     

Jennifer L. Kobrin  Hui Deng  Emily J. ShawAuthor vitae 《Assessing Writing》2011,16(3):154-169

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Promoting access, accommodations, and independence for college students with learning disabilities.     

L C Brinckerhoff  S F Shaw  J M McGuire 《Journal of learning disabilities》1992,25(7):417-429

This article focuses on the four primary issues that directly affect service delivery to students with learning disabilities in postsecondary settings, including (a) How are high school and post-secondary settings different? (b) How are eligibility and access determined? (c) How are reasonable accommodations determined? and (d) How can the independence level of college students with learning disabilities be fostered? Each of these issues will be discussed within the context of the student's transition from high school, where Public Law 94-142 is in effect, to college, where Section 504 of the Rehabilitation Act of 1973 applies.  相似文献   

DISCRIMINATORY ORGANIZATIONAL CONTEXTS AND BLACK SCIENTISTS ON POSTSECONDARY FACULTIES     

Kulis  Stephen  Chong  Yinong  Shaw  Heather 《Research in higher education》1999,40(2):115-148

Severe underrepresentation of African-Americansamong postsecondary faculty is often linked toeducational pipeline supply problems,while institutional variations in demandfor black faculty labor and barriers to theirrecruitment and retention receive less empiricalattention. Using a nationally representative sample ofcollege faculty from a wide array of institutions andscience disciplines, this study investigates linksbetween internal organizational conditions and blackfaculty representation. Hypotheses derive from competingexplanations of the role of race in academicorganizations: institutionalized discrimination to protectdominant group privileges; statistical discriminationbased on expectations of racial group differences inacademic preparation; labor supply and politicalconstraints on black faculty recruitment. A multivariateanalysis examines organizational conditions that promoteor curb these dynamics and their relationship to blackappointments at different tenure levels. Results indicate that although the discipline-specificblack doctoral labor supply is a powerful constraint onthe representation of black faculty, selectiveorganizational contexts are substantial influences as well. Although we find little evidence thatinsulation from competition or segmented faculty labormarkets influence the racial composition of faculties,black faculty are more often found whereinstitutionalized discrimination may be checked by greaterformalization and black constituencies on campus.Consistent with statistical discrimination, blackfaculty are poorly represented at research-orientedinstitutions, even controlling for the scholarly reputationof doctoral credentials.  相似文献   

Health information seeking behaviour: a concept analysis     

Margaret S. Zimmerman  George Shaw 《Health information and libraries journal》2020,37(3):173-191

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The Media and Educational Testing: In Pursuit of the Truth or in Pursuit of a Good Story?     

Wayne J. Camara  Emily J. Shaw 《Educational Measurement》2012,31(2):33-37

The measurement community needs to better understand how to interact with the media to effectively disseminate important findings from educational testing efforts. To this end, the current paper will review media coverage of educational testing and related issues and elaborate on areas of concern and opportunities for improved communication between measurement professionals and the media. Common misinterpretations of test results and measurement concepts will be discussed and suggestions for the clearer presentation and explanation of such information will be offered. Also, practical advice and strategies for handling different types of interactions with the media will be provided. The implications of focusing on this topic in the measurement profession and the inherent public value of this focus are highlighted throughout the paper.  相似文献   

Current Issues in Pastoral Management     

Marian Shaw 《Pastoral Care in Education》2013,31(4):37-41

REVIEW ARTICLE

The Health-Related Behaviour Questionnaire Service from the Schools Health Education Unit: Some Comments on the Review by Lambourn, reviewed by Davis Regis

REVIEWS

The Effective Teacher, by Cedric Cullingford. London: Cassell, 1995. 205pp. pb ISBN 0 304 33177 5, £13.99, hb ISBN 0 304 33180 5, reviewed by Don Baines

Cooperation in the Multi-Ethnic Classroom: The Impact of Cooperative Group Work on Social Relationships in Middle Schools, by Helen Cowie, Peter Smith, Michael Boulton and Rema Laver. London: David Fulton Publishers, 1994. 214+viiipp. pb ISBN 1 85346 284 5, £14.99, reviewed by Andrew Wright

Areas for Growth, by James Hanratty. Cambridge: Cambridge University Press, 1994. 108pp. pb ISBN 0 521 46910 4, £25.95, reviewed by Joy Widdows

Refugee Children in the Classroom, by Jill Rutter. Stoke-on-Trent: Trentham Books, 1994. 288pp. pb ISBN 185856 008 X, £13.95, reviewed by Caroline Lodge  相似文献