高校图书馆的工作性质正在变化

对1973年至1998年间在College＆Researeh Libraries News上发布的220价招聘广告所作的内容分析表明,到1998年时,所有高校图书馆职位在日常工作中都要用到计算机技术,教学已经成为参考工作不可分割的一部分,行为技能、尤其是口头和书面交流的技能已成为新的职业要求。作为高校图书馆员所需的专业学位,由美国图书馆协会认可(ALA—accredited)的图书馆学情报学硕士仍被广泛接受。     

Setting up a presence on the World Wide Web

There is considerable pressure on most professional and society publishers to create a presence on the World Wide Web, from their members and customers alike. This paper describes the planning that went into the establishment of CAB INTERNATIONAL’S Home Page, focusing on the strategic issues and detailed preparation rather than the physical tasks involved. Although it is technically straightforward to set up a Home Page, many publishers are faced with difficult decisions about how to use the features of the World Wide Web to best advantage and how to develop a real presence in terms of both promotion and publishing activities.     

A confirmatory factor analysis of the hendrick‐hendrick love attitudes scale: We may not yet have an acceptable model

Loving is a fundamental aspect of being human. Freud himself argued that the inability to love leads to illness, and some empirical research appears to support his view. Yet our knowledge of the nature of love remains primitive, because until recently it was not considered scientifically respectable to investigate love phenomena. This study used confirmatory factor analytic methods to test the fit of various models to data provided by 499 subjects on the 1990 version of the Hendrick and Hendrick Love Attitudes Scale. The results suggest that counselors and researchers should not treat the love styles delineated by Lee as discrete or uncorrelated entities. The results also suggest that the traditional model regarding this measure, positing (a) six factors (b) that are uncorrelated, may not provide a very good fit to data from the Love Attitudes Scale.     

God's signature: DNA profiling,the new gold standard in forensic science

In the mid-1980s, when the first DNA profiling techniques were developed, the name DNA 'fingerprinting' was widely used. At the time, fingerprinting was a well-established forensic method, and it was rarely questioned in the courts. Fingerprint examiners were permitted to describe matching prints as evidence of individual identity, and they were not required to give probability estimates. Despite its nominal association with the older technique, DNA 'fingerprinting' went through a period of controversy, especially in the US courts. The association with fingerprinting was questioned, and experts were required to qualify their testimony with probability figures. Heated debate occurred in scientific publications and law courts about the statistical and population genetic assumptions that went into the probability calculations presented in court cases. However, by the late 1990s DNA profiling was so widely accepted that it became a basis for invidious comparison with all other forms of forensic evidence, including fingerprinting. In the past three years, the admissibility of fingerprint evidence has been challenged in several US federal and state courts. This article discusses the socio-legal and socio-technical issues that led to the inversion of credibility that characterized the intertwined history of the two techniques.     

Elementary Science Students’ Motivation and Learning Strategy Use: Constructivist Classroom Contextual Factors in a Life Science Laboratory and a Traditional Classroom

The purpose of this study was to describe the influence of constructivist classroom contextual factors in a life science laboratory and a traditional science classroom on elementary students’ motivation and learning strategy use. The Constructivist Teaching Inventory was used to examine classroom contextual factors. The Motivated Strategies for Learning Questionnaire was used to examine student motivation and learning strategies. A Wilcoxon nonparametric test determined that constructivist teaching practices were found to occur more often in the life laboratory than in the regular classroom. Although constructivist teaching practices increased at each observation time in both the regular classroom and in the life laboratory, a Friedman test determined that they were not statistically significant increases. Paired sample t tests determined that student motivation and learning strategies were higher in the life laboratory than in the regular classroom overall as well as at each survey time except for learning strategies at Post 1. A 2 × 4 between 3 within repeated measure ANOVA determined that student MSLQ motivation and learning strategy scores in the regular classroom varied statistically significantly by teacher. Student MSLQ motivation and learning strategy scores in the life laboratory varied statistically significantly by teacher. To triangulate data, individual interviews of students were conducted at the end of the semester and revealed students regard the life laboratory as an asset to their science study; however, students do appreciate and value working in the learning environment that the regular classroom provides.