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61.
62.
Previous papers on grey literature by the authors have described (1) the need for formal metadata to allow machine understanding
and therefore scalable operations; (2) the enhancement of repositories of grey (and other) e-publications by linking with
CRIS (Current Research Information Systems); (3) the use of the research process to collect metadata incrementally reducing
the threshold barrier for end-users and improving quality in an ambient GRIDs environment. This paper takes the development
one step further and proposes “intelligent” grey objects. The hypothesis is in 2 parts: (1) that the use of passive catalogs
of metadata does not scale (a) in a highly distributed environment with millions of nodes and (b) with vastly increased volumes
of R&D output grey publications with associated metadata; (2) that a new paradigm is required that (a) integrates grey with
white literature and other R&D outputs such as software, data, products and patents (b) in a self-managing, self-optimizing
way and that this paradigm manages automatically curation, provenance digital rights, trust, security and privacy. Concerning
(1) existing repositories provide catalogs; harvesting takes increasing time ensuring non-currency. The end-user expends much
manual effort/intelligence to utilize the results. The elapsed time of (1) the network (2) the centralized (or centrally controlled
distributed) catalog server searches (3) end-user intervention becomes unacceptable. Concerning (2) there is no paradigm currently
known to the authors that satisfies the requirement. Our proposal is outlined below. Hyperactive combines both hyperlinking
and active properties of a (grey) object. Hyperlinking implies multimedia components linked to form the object and also external
links to other resources. The term active implies that objects do not lie passively in a repository to be retrieved by end-users.
They “get a life” and the object moves through the network knowing where it is going. A hyperactive grey object is wrapped
by its (incrementally recorded) formal metadata and an associated (software) agent. It moves through process steps such as
initial concept, authoring, reviewing and depositing in a repository. The workflow is based on the rules and information in
the corporate data repository with which the agent interacts. Once the object is deposited, the agent associated with it actively
pushes the object to the end-users (or systems) whose metadata indicate interest or an obligation in a workflowed process.
The agents check the object and user (or system) metadata for rights, privacy, security parameters, and for any charges and
assure compatibility. Alternatively the object can be found passively by end-user or system agents. The object can also associate
itself with other objects forming relationships utilising metadata or content. Declared relationships include references and
citations; workflowed relationships include versions and also links to corporate information and research datasets and software;
inferenced relationships are discovered relationships such as between documents by different authors developed from an earlier
idea of a third author. Components of this paradigm have been implemented to some extent. The challenge is implementing—respecting
part two of the hypothesis—the integration architecture. This surely is harnessing the power of grey.
相似文献
Anne AssersonEmail: |
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BACKGROUND: This study was undertaken to provide evidence that library outreach projects in the NHS in the Thames Valley Strategic Health Authority area were effective and could justify continued funding. Objectives: The object was to assess whether information literacy skills training taken up by health professionals impacts on their confidence and skills in using electronic sources of health information. METHOD: A total of 487 health professionals taking up training on a voluntary basis were assessed by completing a self-assessment questionnaire prior to and after training to establish their information literacy skills and confidence levels. Of these, 223 trainees (46%) also returned 6-week follow-up questionnaires. RESULTS: Results showed that 464 trainees (95%) intended to apply what they had learnt in a variety of ways; use of specific resources greatly increased after training and confidence in using them increased substantially. Use of search techniques increased considerably overall, whereas use of Google decreased. CONCLUSIONS: The major findings of this research are that training health-care personnel in the use of electronic resources impacts positively on their information literacy skills and confidence, and that the information available to them is considered to have potential value across health-care practice. 相似文献
65.
66.
Evaluating electronic resources: Personal Development Planning resources at the Open University,a case study 总被引:1,自引:1,他引:0
This paper discusses the evaluation of Web‐based tools to support Personal Development Planning (PDP) in order to illustrate issues associated with the introduction and assessment of the effectiveness of online resources. The aims of the evaluation were based on concerns about the very complex situation that offering online resources including PDP poses for part‐time off‐campus students. In this paper the authors utilize a modified RUFDATA framework (Saunders, 2000) and consider the benefits a range of methods, including surveys and observational studies, can offer evaluations of electronic resources. They found that students used and valued some aspects of the provision but that even with best efforts of instructional designers, and user testing at the draft stage, students do not always behave as intended. This evaluation highlighted the need for a range of strategies for evaluating online resources and that regardless of student attitude there are real worries about eLearning imposing extra workload burdens on ‘time poor’ adults. 相似文献
67.
Duggan A Caldera D Rodriguez K Burrell L Rohde C Crowne SS 《Child abuse & neglect》2007,31(8):801-827
OBJECTIVES: To assess the impact of a voluntary, paraprofessional home visiting program in preventing child maltreatment and reducing the multiple, malleable psychosocial risks for maltreatment for which families had been targeted. METHODS: This collaborative, experimental study focused on 6 Healthy Families Alaska (HFAK) programs; 325 families were enrolled in 2000-2001, randomized to intervention and control groups, and interviewed to measure baseline attributes. Follow-up data were collected when children were 2 years old (85% follow-up rate). Outcomes included maltreatment reports, measures of potential maltreatment and parental risks, for example, poor mental health, substance use, and partner violence. HFAK records were reviewed to measure home visiting services. Home visitors were surveyed to measure perceived effectiveness and training adequacy. RESULTS: Parental risks were common at baseline, and one-sixth of families had a substantiated child protective services report in the child's first 2 years of life. There was no overall program effect on maltreatment reports, and most measures of potential maltreatment. Home visited mothers reported using mild forms of physical discipline less often than control mothers. The groups were similar in their use of more severe forms of physical discipline. There was no program impact on parental risks. There was no impact on outcomes for families with a 'high dose' of home visiting. Home visitors often failed to address parental risks and seldom linked families with community resources. Contradictions in the model compromised effectiveness. CONCLUSIONS: The program did not prevent child maltreatment, nor reduce the parental risks that had made families eligible for service. Research is needed to develop and test strategies to improve the effectiveness of home visiting. 相似文献
68.
OBJECTIVES: The study was designed to explore whether the credibility of children's statements regarding their alleged experiences of child sexual abuse could be assessed in a more valid and reliable way when investigative interviews were conducted using the NICHD protocol rather than in an unstructured manner. METHODS: Forty-two experienced Israeli youth investigators each assessed the credibility of allegations of sexual abuse made by alleged victims of sexual abuse when interviewed either with or without the protocol. Half of the alleged incidents were judged likely to have happened ("plausible") on the basis of independent evidence, while half were deemed unlikely to have happened ("implausible"). RESULTS: More non-protocol than protocol interviews were rated as "No judgment possible" rather than either credible or incredible. Allegations made in protocol interviews were more accurately rated as credible or incredible when they were either plausible or implausible, respectively, than those made in non-protocol statements. Levels of inter-rater reliability were also higher when protocol interviews were rated. The differences were significant only for plausible cases, however. CONCLUSIONS: The use of the NICHD protocol facilitated the assessment of credibility by child investigators although incredible allegations (those describing incidents that were unlikely to have happened) remained difficult to detect, even when the protocol was used. 相似文献
69.
Emily Warren Leonardo Bevilacqua Charles Opondo Elizabeth Allen Anne Mathiot Grace West Farah Jamal Russell Viner Chris Bonell 《British Educational Research Journal》2019,45(5):979-1000
Education policy increasingly promotes action groups as a key strategy for student and/or staff participation in school improvement and whole-school health promotion. Such groups can coordinate multi-component interventions, increase participation and engagement, and enable local adaptations, but few process evaluations have assessed this. We evaluated fidelity, feasibility and acceptability of action groups as part of a trial of a whole-school intervention to reduce bullying and aggression and promote health in English secondary schools, which reported multiple health and educational impacts. Action groups involved students and staff, supported by external facilitators, and drew on data on student needs. They aimed to: coordinate implementation of restorative practices and a social and emotional competencies curriculum; review policies and rules; and enact local decisions to modify school environments. Our process evaluation used interviews, focus groups, observations and questionnaires to assess action groups’ fidelity, role in coordination, role in local adaptation, support from external facilitators and data on student needs, and acceptability in engaging members. Fidelity was high in the first two years but lower in the third year when external facilitators withdrew. Student needs data were perceived as useful, but views on external facilitators were mixed. Groups successfully reviewed policies and rules, planned activities and coordinated restorative practices, but were less successful in implementing the curriculum. Success was facilitated by the involvement of school leaders. Members reported high satisfaction and empowerment. Action groups are a promising strategy for leading whole-school health promotion. Implementation is supported by external facilitation, local data and involvement of senior managers. 相似文献
70.
Alison C. Cares Cortney A. Franklin Bonnie S. Fisher Lisa Growette Bostaph 《Journal of Criminal Justice Education》2019,30(1):22-45
Over the last five years, vigorous debate has been waged about the purpose, use, and impact of trigger warnings in courses offered at institutions of higher education. This debate has been largely uninformed by research findings. This study fills this gap using quantitative and qualitative data collected via surveys in a large undergraduate victimology course to explore student attitudes toward trigger warnings. Findings revealed considerable, but nuanced support for trigger warning use in victimology courses. Support does not appear to differ between crime victims and non-victims; support is higher among females than males. These findings underscore that universal decisions mandating or advocating for or against the use of trigger warnings are premature. Further study is needed with a diverse range of samples to gain a fuller picture of student attitudes about trigger warnings as well as to assess any impact of trigger warnings use on student behavior and learning. 相似文献