Core Journal Lists: Classic Tool,New Relevance

Reviews the historical context of core journal lists, current uses in collection assessment, and existing methodologies for creating lists. Outlines two next generation core list projects developing new methodologies and integrating novel information/data sources to improve precision: a national-level core psychology list and the other a local institutional core list for the interdisciplinary field of urban studies and planning. The paper is based on the authors’ panel presentation at the 2009 ACRL National Conference (Seattle, Washington) titled “Core Journal Lists Re-viewed and Re-imagined.”     

Undergraduate Performance of Advanced Level and Associate Degree Students: A Comparative Analysis

In the English-speaking Caribbean, the Advanced level qualification is the traditional and preferred route to accessing an education at the University of the West Indies (UWI). However, applicants with nontraditional qualifications—such as the associate degree qualification, teacher certificate, diploma, and mature student status (meaning one who is out of school for five years and over, is over the age of 25 years, has demonstrated academic potential, and has gained academically relevant knowledge and workplace experience)—are also considered for admission into the UWI degree programs. The objective of this study was to establish whether students with the traditional qualification, that is, two Advanced (A) level subjects, are better able to cope with the requirements of undergraduate study than those with an associate degree, which is one of the nontraditional qualifications. The study compared the performance of two groups of students in the University of the West Indies Faculty of Social Sciences three-year bachelor's degree program (University of the West Indies, 1996 University of the West Indies ( 1996 ). [UWI University of the West Indies: Faculty of Social Sciences Entrance List: 1996/97]. Unpublished raw data . [Google Scholar], 1997 University of the West Indies . ( 1997 ). [UWI University of the West Indies: Faculty of Social Sciences Entrance List: 1997/98] Unpublished raw data.  [Google Scholar], 1998 University of the West Indies . ( 1998 ). [UWI University of the West Indies: Faculty of Social Sciences Entrance List: 1998/99] Unpublished raw data.  [Google Scholar]). One group held the Barbados Community College (BCC) associate degree with a minimum grade point average (GPA) of 2.5 and the other group consisted of persons entering with two Advanced level subjects from colleges/secondary schools in Barbados. The study compared the performances of 1999, 2000, and 2001 UWI graduates to ascertain whether entry qualifications were related to the type of degree attained. The findings suggested that there is no significant relationship between qualifications at the time of entry and performance.     

A Qualitative Exploration of Autonomy and Engagement for Young Women of Color in Community College

Given the nationwide concern about college persistence and graduation rates, this article reviews pertinent literature related to autonomous learning as well as social and academic engagement. It also presents findings of a qualitative study of young community college women of color, an understudied population. The article, part of a larger research project that explores the obstacles faced by young women of color, describes their experiences related to academic and social engagement and self-determination in the community-college setting. Data were collected from 15 focus groups with a total of 61 Latina, Black, and Asian women between the ages of 18 and 24 on three community college campuses in a large northeastern city in the United States. The findings of this exploratory study suggest that young women of color demonstrate a compelling determination to complete college autonomously and, to a lesser degree, are willing to engage socially and academically. The findings prompt the suggestion that academic and student affairs professionals create opportunities to develop autonomous learning strategies that can be nested within academic and social engagement activities.     

Study of Extended Opportunity Programs and Services in California Community Colleges

Abstract

A two-phase study of Extended Opportunity Programs and Services (EOPS) in California Community Colleges, involving comprehensive questionnaire surveys in 93 EOPS-funded colleges and site visits at 12 colleges, reveals that EOPS has proven successful in providing assistance to many who would not otherwise have been able to attend college. However, existing resources are not sufficient to meet the financial needs of many students in the colleges and many more potential students in the communities. The survey concludes that the colleges are successfully balancing the competing demands of financial assistance, to enable students to attend school, and services and assistance, to help students once they get to school.     

An Effective Assessment Model for Implementing Change and Improving Learning

Assessment at Community College of Baltimore County (CCBC) involves asking the right questions and using data to determine what changes should be implemented to enhance student learning. Guided by a 5-stage design, CCBC's assessment program is faculty-driven, risk-free, and externally validated. Curricular and pedagogical changes have resulted in evidence-based learning improvements that benefit everyone.     

物流

随着时代的进步,物流早已发展成为企业乃至个人日常生活中不可或缺的重要一环。物流的历史始于二战时期,美军围绕战争物资供应而建立的"后勤"体系。后来,"后勤"体系被移植到现在经济生活中,也逐渐演变为今天的物流。     

Technology and Copyright in 1735: The Engraver's Act

Without printing technology there would be no need for copyright. Anglo-American copyright has its roots in early booksellers' practices that in 1710 were incorporated into the Statute of Anne. Several decades later in 1735 the provisions of this statute were copied in a new piece of legislation for the protection of engravings. However, “Hogarth's Act” protected only those engravings that involved original designs and thus, implicitly, made a distinction between artists and mere craftsmen. Soon, however, Parliament was persuaded to extend protection to all engravings. The history of Hogarth's Act foreshadowed the logic whereby a century later protection was extended first to special and then to ordinary photographs. Together these instances of copyright extension raise the question of to what degree similar patterns are at work in the continuing expansion of copyright today.     

Four methods of identifying change in the context of a multiple component reading intervention for struggling middle school readers

The results from controlled intervention research have indicated that effective reading interventions exist for children with reading difficulties. Effect sizes for older struggling readers, however, typically have not matched the large effects demonstrated with younger children. Standardized effect sizes for intervention/control comparisons obscure important individual differences within intervention and control groups—differences potentially relevant to the who and why of intervention success. The present study reports the outcomes of PHAST Reading, a research-based multiple component reading intervention. Participants were 270 Grade 6, 7, and 8 students reading significantly below age-level expectations, who participated in a year-long intensive small-group intervention. Four methods were applied to characterize individual change: (a) normalization relative to age-appropriate standards; (b) statistically-reliable pre–post change using the Jacobson–Truax index; (c) individually-estimated growth rates using hierarchical linear modeling; and (d) change to a fixed criterion across multiple measures. Each method was evaluated for its ability to identify intervention outcomes, replicate traditional group-based effect size metrics, and characterize individual differences across participants depending on whether change was demonstrated. Each method replicated traditional group-based effect sizes, with advantages in consistency and predictive power for the reliable change index and growth curve approaches.     

Integrating Reading into Middle School Science: What we did,found and learned

Recent calls for border crossing between reading and science have heightened the need to support science teachers in integrating reading into science and to verify the robustness of this approach in the context of inquiry‐based science. In this paper, we share what we did, found, and learned in a collaborative project in which a team of university‐based reading educators and school‐based science teachers worked together to infuse reading strategy instruction and quality science trade books into inquiry‐based sixth‐grade science classrooms. We suggest that infusing reading into middle school science enhances science teaching and learning, but is a complex, multifaceted undertaking.