数字图书馆的知识组织系统

知识组织系统（简称KOS）是指以组织信息并推动知识管理的各种系统,可用来组织、管理和检索信息。它们包括规范档、分类表、叙词表以及本体等。本文对KOS的特征和常见类型进行了说明,讨论了其起源和传统应用。KOS除了具有为特定社群或用户提供资料检索的主要功能外,还能够在促进数字图书馆发展的过程中发挥作用。     

Associations between child sexual abuse and negative sexual experiences and revictimization among women: does measuring severity matter?

Women with histories of child sexual abuse (CSA) are more likely than those without such experiences to report a variety of negative sexual outcomes. This study examines the explanatory power of a CSA summed composite versus dichotomous (presence/absence) measurement in predicting a comprehensive negative sexual behavior outcome. Study participants were obtained from a community based sample examining women's sexual decision-making. The continuous CSA measurement reflects cumulative histories of CSA through a composite score capturing abuse specific characteristics. Using a cross-validation approach, the sample (n = 835) was randomly split and the explanatory power of each measure was examined through a series of multiple linear regressions comparing model fit indexes and performing a formal likelihood ratio test of one model against another. All CSA measures explained a similar percentage of variance but overall the CSA summed composite explained the data significantly better in terms predicting negative sexual experiences and revictimization than a binary measure as demonstrated with the likelihood ratio test. The results were replicated by cross-validating the predictive power of the CSA composite score between the split samples. Consistency of CSA regression estimates for the summed composite between training and validation samples were also confirmed. Given the superiority of the CSA summed composites over the binary variable, we recommend using this measure when examining associations between CSA histories and negative sexual experiences and revictimization.     

Evaluating claims people make about themselves: the development of skepticism

The way in which children evaluate people's claims about their own psychological characteristics was examined. Among children ages 6-11 from the United States and China (total N=243), there was an age-related increase in skepticism about self-report concerning the highly value-laden characteristics honest, smart, and nice, but not concerning less value-laden characteristics. There were also differences between the countries: children from China showed greater skepticism about value-laden characteristics, and were more likely to assume that others might lie about characteristics that lack strong evaluative implications. Older children from China were especially likely to expect individuals to act in ways that are consistent with modesty norms when communicating about themselves.     

Crosscutting concepts and achievement: Is a sense of size and scale related to achievement in science and mathematics?

This study examined the relationship between students' (N = 229) concepts of size and scale and students' achievement in science and mathematics over a 3-year period. Size and scale are considered one of the big ideas in science that permeates disparate science and mathematics content areas, yet little is known about the relationship between students' conceptualization of size and scale and students' achievement in science and mathematics. The study used a modified panel longitudinal design to follow the same class of students over a 3-year period. The goal was to explore whether understandings of size and scale are related to achievement in mathematics and science. Results indicated a strong positive significant relationship existed between students' understanding of size and scale and students' science achievement in grades 5 and 8. There was a positive significant relationship between students' concepts of size and scale and students' mathematics achievement in grades 5, 6, 7, and 8. An examination of the relationships is included as well as a discussion of the integration of crosscutting concepts into science and mathematics instruction as a way to support deep learning.     

Implementing a Peer Mentoring Model in the Clemson ePortfolio Program

Since the implementation of the ePortfolio Program in 2006, Clemson University has incorporated peer review for the formative feedback process. One of the challenges with this large-scale implementation has been ensuring that all work is reviewed and constructive feedback is provided in a timely manner. In this article, I discuss the strategies used to implement the peer review model, my efforts to sustain and improve it, its pedagogical benefits, and the challenges encountered. Lessons learned from the perspective of the faculty mentors and the peer reviewers are also shared.     

The emergent literacy skills of four-year-old children receiving free kindergarten early childhood education in New Zealand

This study investigated the emergent literacy and language skills of four-year-old children in New Zealand during their kindergarten year prior to school-entry. A total of 92 four-year-old children from a range of socio-economic areas were seen individually at their local kindergarten and were assessed on code-related measures (letter name knowledge, initial phoneme awareness, emergent name writing) and meaning-related measures (story comprehension and retelling ability). Approximately, 60% of the parents completed a home literacy questionnaire. Regression analyses showed no effect for age on any of the code-related measures. In contrast, significant effects for age were found on story comprehension and retelling ability. There were no differences in performance based on gender with two exceptions: Girls performed better than boys on letter name knowledge and early name writing. Questionnaire results suggested literacy activities were valued in the home environment with most parents reporting reading to their child each night, and the majority of parents reported owning more than 60 children’s books. Results from the current study suggest more explicit teaching may be necessary within the kindergarten curriculum to facilitate the code-related skills linked to successful word recognition ability and early spelling development.