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131.
This paper summarizes the presentations made at the “Academic Journal Publishing” session of the 2007 NASIG conference. The session was conducted by four publishers from a variety of academic publishing companies who made presentations (specifically tailored to a librarian audience) which provided a broad stroke overview of their industry and how they go about the process of publishing and distributing academic journals in the 21st century. Through each of their presentations they spoke to the questions of “what they do, how they do it, and why they do it.” Topics covered included the launch and acquisition of journals, the peer review process, the tools and services supplied to authors and editors, the production processes employed, special legal and copyright issues, marketing and distribution strategies, and usage. 相似文献
132.
William F. Eadie Cindy L. Griffin Theodore E. Zorn Jr. James W. Chesebro Shirley M. Crawley Bren Ortega Murphy 《Journal of Applied Communication Research》2013,41(2):110-138
CONDITIONS OF LIBERTY: CIVIL SOCIETY AND ITS RIVALS by Ernest Gellner. New York: Penguin, 1994; $27.95. LISTEN UP: VOICES FROM THE NEXT FEMINIST GENERATION. Edited by Barbara Findlen. Seattle, Washington: Seal, 1995; pp. xi‐264. $12.95. “I GOTTA TELL YOU”;: SPEECHES OF LEE IACOCCA. Edited by Matthew W. Seeger. Detroit: Wayne State University Press, 1994. 335 pages. $27.50 (hardcover). $15.00 (paperback). A IS FOR OX: VIOLENCE, ELECTRONIC MEDIA, AND THE SILENCING OF THE WRITTEN WORD by Barry Sanders; New York: Pantheon Books; 1994; 271 pages, $23.00. HOW THINGS GOT BETTER: SPEECH, WRITING, PRINTING, AND CULTURAL CHANGE by Henry J. Perkinson; Westport, Connecticut: Bergin & Garvey; 1995; 173 pages; $49.95. CONCEPTUALIZING SEXUAL HARASSMENT AS DISCURSIVE PRACTICE. Edited by Shereen G. Bingham. Westport, CT: Praeger Publishers, 1994; pp. 206. $55.00 APPLIED COMMUNICATION IN THE 21st CENTURY; edited by Kenneth N. Cissna; Mahwah, New Jersey: Lawrence Erbaum Associates, 1995; 218 pages, $19.95 相似文献
133.
Alfalfa's Bright Prospects苜蓿的大好前景 Biofuel,plastics,and livestock1 feed are among themany potential uses for new, cross-bred2 varieties ofalfalfa.(I)Using funds earmarked for bioenergy pro-jects,agricultural researchers are crossing thick-stemmedEuropean alfalfa with modern varieties developed fordairv feed,creating a variety that can be used for bothfeed and fuel.Researchers also hope to transform alfalfaso that it can be used to manufacture biodegradable3plastic.In addition,they’ve have identified genes that en-hance alfalfa’s ability to absorb nitrogen4 in the soil-atrait that could Rive the new varieties a vital role in pre-venting water pollution by fertilizers5. 相似文献
134.
A national survey of 131 park and zoo educators' teaching beliefs was conducted in 14 parks and zoos in the US in 1996 by The Ohio State University Extension. The survey included two primary instruments. The Van Tilburg/Heimlich Teaching Beliefs Scale and a self‐report time on task and importance of task related to teaching methods and techniques. A third series of questions explored teaching purposes. The Van Tilburg/Heimlich Teaching Beliefs Scale is a psychometric instrument containing two parallel Thurston equal‐appearing interval scales. Outcomes are graphed into a two by two matrix using the concepts of ‘sensitivity’ and ‘inclusion’. Developed with a theoretical base of adult education, these scales apply well to nonformal environmental educators. An operational hypothesis for the study, which was corroborated by the data, was that a preponderance of respondents would self‐identify their beliefs to be those of ‘Enabler’ – low control, high inclusion. The application of beliefs to practice, however, might suggest otherwise. 相似文献
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136.
Eric Tsz-Chun Poon Jonathan Peter Little Cindy Hui-Ping Sit 《Journal of sports sciences》2020,38(17):1997-2004
ABSTRACT High-intensity interval training (HIIT) has been proposed as a time-efficient exercise protocol to improve metabolic health, but direct comparisons with higher-volume moderate-intensity continuous training (MICT) under unsupervised settings are limited. This study compared low-volume HIIT and higher-volume MICT interventions on cardiometabolic and psychological responses in overweight/obese middle-aged men. Twenty-four participants (age: 48.1±5.2yr; BMI: 25.8±2.3kg·m?2) were randomly assigned to undertake either HIIT (10 X 1-min bouts of running at 80–90% HRmax separated by 1-min active recovery) or MICT (50-min continuous jogging/brisk walking at 65–70% HRmax) for 3 sessions/week for 8 weeks (2-week supervised + 6-week unsupervised training). Both groups showed similar cardiovascular fitness (VO2max) improvement (HIIT: 32.5±5.6 to 36.0±6.2; MICT: 34.3±6.0 to 38.2±5.1mL kg?1 min?1, p < 0.05) and %fat loss (HIIT: 24.5±3.4 to 23.2±3.5%; MICT: 23.0±4.3 to 21.5±4.1%, p< 0.05) over the 8-week intervention. Compared to baseline, MICT significantly decreased weight and waist circumference. No significant group differences were observed for blood pressure and cardiometabolic blood markers such as lipid profiles, fasting glucose and glycated haemoglobin. Both groups showed similar enjoyment levels and high unsupervised adherence rates (>90%). Our findings suggest that low-volume HIIT can elicit a similar improvement of cardiovascular fitness as traditional higher-volume MICT in overweight/obese middle-aged men. 相似文献
137.
Mary Helen Hunt Joel Meyers Gwen Davies Barbara Meyers Kathryn Rogers Grogg John Neel 《Psychology in the schools》2002,39(4):399-416
The present study addresses school violence and school drop out and proposes that the underlying factor of school connectedness/school climate should guide preventive and intervention efforts. Data were gathered from five schools in a small city school district in north Georgia. Group and individual interviews served as the basis for constructing a 78‐item district‐wide survey administered to 304 school employees. Data are presented on individual items from the survey. Principal components analysis revealed five distinct factors: school connectedness/positive school climate, causes of violence, causes of school drop out, interventions for drop out, and interventions for violence. The principal components analysis was the basis for construction of a revised scale. Differences between revised scale scores were noted as a function of whether respondents were from central office, elementary or secondary schools. The five revised scales had correlation ranging from .31 to .59. Implications for research and practice are discussed. © 2002 Wiley Periodicals, Inc. 相似文献
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Robert J. Stevens Peggy N. Van Meter Joanna Garner Nicholas Warcholak Cindy Bochna Tracey Hall 《Journal of Education for Students Placed at Risk》2013,18(4):357-380
The goal of this project was to develop and test the efficacy of a research-based early reading program that provided integrated reading instruction in kindergarten through 2nd grade. The Reading and Integrated Literacy Strategies (RAILS) program provided integrated instruction in word reading, vocabulary development, and comprehension to students in regular and self-contained special education classes in 2 schools serving low-income populations. Teachers provided explicit instruction in the alphabetic principle, phonemic analysis, word reading, vocabulary development, listening comprehension, and reading comprehension. Classes were organized so students received 2 periods of reading instruction daily, a longer morning period of instruction and a shorter afternoon review of instruction. The students in the RAILS program had significantly higher performance on standardized reading and language achievement tests, as well as on individually administered tests of phonemic awareness and reading fluency. The implications for research-based instructional practice that integrates instruction in word reading, vocabulary, and comprehension are discussed. 相似文献