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101.
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Conclusion Publishers may wish to ignore disabilities legislation since it doesn’t apply directly to them, but their customers will not be able ignore the new laws when making purchasing decisions. Thus, as a practical
matter each publisher must develop a game plan for how it will position itself to remain competitive in a marketplace where
the timely availability of their print works in digital formats is becoming a Sine qua non on purchasing checklists.
How individual publishers choose to tackle the new challenges will be determined by a number of variables including the type
of content they publish (humanities, math, science, technical), the production systems they use, the length of their press
runs, the shelf-life of their products, the level of service they are prepared to provide, the risks they are willing to take,
and the dynamics of the markets they serve.
A publisher’s strategy will need frequent review and modification because the variables involved in the accessibility environment
are changing rapidly. New developments are occurring all the time in the legal environment, in production technologies, in
assistive technologies, in distribution technologies, in digital rights management technologies, as well as in file standards.
Solutions will need frequent tuning.
For publishers, accessibility challenges do not stop with providing alternate formats for printed works. Those delivering
their content over private networks via course management systems and over the Internet find that there are other accessibility
requirements and standards to be met. It will behoove publishers to develop and implement informed operating policies and
protocols that assure that onan ongoing basis its products and services meet applicable accessibility requirements and thus
can fully compete in an increasingly demanding marketplace. 相似文献
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Externally Contingent and Unstable Self‐Worth as Predictors of Depression in College Women: A 3‐Month Study 下载免费PDF全文
Frederick G. Lopez Brittany Thorne Sydney Schoenecker Kevin Siffert Rebecca Chaliman Erica Castleberry 《Journal of College Counseling》2014,17(2):102-115
Undergraduate women completed measures of externally contingent self‐worth, self‐esteem instability, and depression at the beginning (Time 1) and again 3 months later near the end (Time 2) of an academic semester. Findings indicated that when Time 1 depression scores were controlled for, each Time 1 facet of self‐esteem made significant contributions to Time 2 depression scores. Implications of these findings for the counseling of depressed college students are discussed. 相似文献
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Frederick S. Ellett 《Educational theory》1986,36(2):115-124
110.