Why So Many Repositories? Examining the Limitations and Possibilities of the Institutional Repositories Landscape

Academic libraries fail to take advantage of the network effect because they manage too many digital repositories locally. While this argument applies to all manner of digital repositories, this article examines the fragmented environment of institutional repositories (IR), in which effort and costs are duplicated, numerous software platforms and versions are managed simultaneously, metadata are applied inconsistently, users are served poorly, and libraries are unable to take advantage of collective data about content and users. In the meantime, commercial IR vendors and academic social networks have shown much greater success with cloud-based models. Collectively, the library profession has enough funding to create a national-level IR, but it lacks the willingness to abandon local control.     

The relationship between game-based performance indicators and developmental level in junior Australian football: Implications for coaching

Identifying performance differences between juniors at different stages of a talent pathway may assist with the development of prospective talent. This study investigated the relationship between game-based performance indicators and developmental level in junior Australian football (AF). Players were categorised into 2 groups according to developmental level; U16 and U18. Physical and technical skill performance indicators were collated for all U16 (n = 200) and U18 (n = 244) participants of their respective 2014 national championships. Data were acquired from all 28 games (12 U16, 16 U18); resulting in 1360 player observations (568 U16, 792 U18). Microtechnology and a commercial provider facilitated the quantification of 15 performance indicators. Generalised estimating equations (GEEs) modelled the extent to which these performance indicators were associated with developmental level. The GEE model revealed that “contested marks” and “contested possessions” had the strongest association with the U16 level, while “total marks” and “clearances” had the strongest association with the U18 level. The remaining performance indicators were not developmentally discriminant. These results indicate that there are distinctive features of gameplay more associated with the U16 and U18 levels in AF. Coaches may wish to consider these results when constructing training drills designed to minimise developmental gaps.     

明代《说文》学述略

《说文解字》是我国最重要的文字学著作之一，以至形成文字学史上专门的“说文学”。“说文学”以清代为最盛，同清代相比，明代对《说文》的研究则显得异常萧务，故这段时期的说文学往往被学界所忽视。本文从时代学风、版刻情况、研究情况、传承发展几个方面时明代说文学大体状况作了简要梳理。     

A Symposium on Knowledge

A Symposium on Knowledge     

Teaching effectiveness of sound with pictures that do not embody the material being taught

Conclusions The data show that instruction through sound linked to images by association only is followed by a significant increase in factual learning over the next most effective method, sound alone. The results suggest further that the projection of abstract forms on the screen distracts attention more than it improves concentration, and that the distraction is worsened by the increased detail, or the incongruity, of an irrelevant picture. These facts indicate promising possibilities for increased use of audiovisual aids in fields where they have been little tried because the subject-matter was not suitable for concrete visualization. Any topic which can be linked associatively with a person, object, or scene would seem to lend itself to presentation by this method. However, more tests appear to be called for to determine whether or not the gain reported in this study can be maintained with difficult material, and at a level which would justify the expense of producing films or photographs. It would be interesting to know, also, how many statements can be attached to a single image or related images before the teaching effect of the image wears out. Finally, further investigation might shed light on the nature of the learning described here, of which it was the purpose of this study to assess only the final result. Does the visual image, as May and Lumsdaine suggest (2), reinforce the sound or mediate the response when recalled? Does it provide a sense of actuality which serves as a stimulus; or does it imply a question which the sound-track answers? Experiments along these lines might furnish evidence which can contribute to more extensive theory of learning from films and similar aids.     

Environment-Oriented Decision-Making Problems for Secondary School

Abstract

The New Environmental Paradigm scale of environmental concern was applied in two survey populations in south Florida to determine whether differences in ethnic background influenced preferences toward the environment. Hispanic respondents from the general population were found to be very sensitive to an ecological model, whereas non-Hispanics in the general population moderately favored the ecological view. However, the results of the field survey (i.e., sample of Bkayne National Park users) indicated that Hispanic users were ecologically attuned to the environment on a par with non-Hispanics from the general population and from park samples. Although cultural heritage may play a role in determining environmental attitudes, exposure to situational opportunities such as park use and other social factors may influence a shift in those beliefs.     

Voluntary organizations and the contribution to social justice in schools: learning from a case study

Partnerships are seen as vital to the functioning of many social institutions and the contribution that the private and voluntary not‐for‐profit sector organizations can make to the provision of statutory services is particularly valued. The Church of England Children’s Society Genesis project worked for nearly 5 years in one urban, secondary school with a remit to promote inclusion. Despite much recorded good work, Genesis was not continued after its contract ended. The school had a series of head teachers and was in special measures for part of the period, but key problems centred around the extent of the project’s contribution to the school’s core business and the absence of a positive management of the multi‐professional project by the school. The evaluation examines ways of proceeding which are of relevance to more complex projects. The paper also reviews the place of voluntary and non‐profit making organizations in meeting current challenges to collaborative, multi‐agency working and proposes a more robust, directive, and managerialist approach to make the most efficient and effective use of the resources and expertise of voluntary and statutory agencies (Inter‐agency Czar and Stalinist environment!). Genesis has gone on to work more successfully in six further schools having absorbed the messages of the evaluation of this first enterprise.