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The cost effectiveness and quality of full-text journals are analyzed for four prominent online aggregated journal packages: EBSCOhost Academic Search FullTEXT, UMI Proquest Direct Periodicals Research II, IAC’s Expanded Academic ASAP, and H.W. Wilson’s OmniFile. Price data from EBSCO’s Librarians’ Handbook are used to assess the total and average value of social sciences journals in each package. Quality of social sciences journals coverage is compared based on citation impact factors as recorded in Journal Citation Reports—Social Sciences Edition.  相似文献   
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Purpose: To determine the accuracy of critical power (CP) and W? (the curvature constant of the power-duration relationship) derived from self-paced time-trial (TT) prediction trials using mobile power meters to predict 16.1-km road cycling TT performance. This study also aimed to assess the agreement between functional threshold power (FTP) and CP.

Methods: Twelve competitive male cyclists completed an incremental test to exhaustion, a FTP test and 4–5 self-paced TT bouts on a stationary bike within the lab, and a 16.1 km road TT, using mobile power meters.

Results: CP and W? derived from the power-duration relationship closely predicted TT performance. The 16.1-km road TT completion time (26.7 ± 2.2 min) was not significantly different from and was significantly correlated with the predicted time-to-completion (27.5 ± 3.3 min, = 0.89, < 0.01). CP and FTP were not significantly different (275 ± 40 W vs. 278 ± 42 W, > 0.05); however, the limits of agreement between CP and FTP were 30 to -36 W.

Discussion: The findings of this study indicate that CP and W? determined using mobile power meters during maximal, self-paced TT prediction trials can be used to accurately predict 16.1-km cycling performance, supporting the application of the CP and W? for performance prediction. However, the limits of agreement were too large to consider FTP and CP interchangeable.  相似文献   

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Multiconstraint QoS (quality of service) routing is an essential mechanism for QoS-guaranteed services. Unfortunately, the multiconstraint QoS routing problem is NP-complete. In this paper, we propose a heuristic multiconstraint QoS routing scheme, MPLMR (multi-postpath-based lookahead multiconstraint routing). MPLMR is a routing scheme using an extended shortest-path algorithm. As in previous schemes such as TAMCRA and H_MCOP, MPLMR stores a limited number of subpaths between the source node and each intermediate node, and extends these subpaths toward the destination node. However, MPLMR uses an improved “lookahead” method to estimate the path length of the full path to which each subpath is extended. MPLMR then selects and stores the subpaths that have higher likelihood than other subpaths to be extended to feasible paths. We show via simulation that MPLMR has a smaller probability of missing a feasible path than competing schemes in the literature.  相似文献   
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Effective teachers place learners’ needs at the center of their efforts and find ways to bridge gaps between learning objectives and students’ prior knowledge and interests. Proven techniques to maximize student learning include encouraging questioning, provoking thought, connecting with students’ interests, expecting engagement, and communicating trust that students can succeed. Findings are presented from research on one-on-one instruction, making clear explanations, and giving effective feedback. The column concludes with guidelines for self-assessing librarians’ teaching effectiveness.  相似文献   
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The main aim of this article is to argue that the need for teachers and their schools to prepare their students for life beyond their school-days must be met by requiring teachers themselves to both achieve this aim and produce the evidence of their students’ capability as learners. In so doing, they must change their classroom teaching from a focus on transmission of content knowledge to the active involvement of students in open-ended and collaborative learning. Achievement of this aim requires that some specific features of pedagogy be implemented in classrooms. In order to do this, teachers will have to develop the linked skills of design of activities, of guidance of students’ progress, of the adaptation of the design through teacher-student and student-student interaction, and of making assessments at the many stages of implementation and as a final summation of achievement. So a secondary aim of this article is to review the evidence for work which has studied the development of these skills with and by teachers.  相似文献   
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