Format Preferences of Performing Arts Students: A Multi-institution Study

The article describes a follow-up to Clark's 2012 examination of performing arts students' format preferences; it also explored their preferred sources for course-related information. This mixed-methods study was implemented at three institutions and included an online Qualtrics survey and focus groups. Results indicated a continued shift toward digital resources, with strong preferences for obtaining electronic journals and reference materials through the library. Print scores and books remained popular; however, students appeared more open to electronic options when compared to the 2012 results. Freely available online video and audio continued to enjoy popularity. Students want the libraries to acquire a mix of both physical and electronic resources, and they favor print books and scores.     

Text Mining 101: What You Should Know

ABSTRACT

Scholars increasingly use text and data mining (TDM) methods to discover trends and relationships within complex digital data sets. In order to support this development in scholarly communication, librarians and publishers need to be knowledgeable about TDM methods, build partnerships with TDM researchers, and address challenges related to licensing and access to large document sets. The presenters of this NASIG session shared their experiences of supporting TDM as a library subject liaison, acquisitions librarian, and publisher representatives. Audience members discussed issues involving TDM of data from multiple publishers, local hosting of data sets and TDM activity by undergraduate students.     

A learner–centred approach to developing team skills through web–based learning and assessment

In traditional face–to–face classrooms, collaborative learning has been endorsed as an effective pedagogy that fosters skills of analysis, communication and higher order thinking. Increasingly, as online learning environments for tertiary learners make use of course support systems, there is greater recognition of the potential of communications technologies to foster dialogue, networking and team skills among learners. Such skills are now among the recognised core attributes that graduates are expected to develop. In face–to–face classroom students learn the skills of collaboration and teamwork by engaging in tasks defined and supervised by a teacher. In online environments teacher presence is often limited to task definition, management and feedback functions. Team skills and collaboration therefore need to be supported though different pedagogies and processes such as establishing a climate of trust and openness, communication protocols, resolution of conflict and group processes that provide sanctions and support. In this paper we describe an innovative approach to building the skills of decision–making and conflict resolution, leadership and clarity in goal setting and communication. A case study of tertiary learners illustrates how the essential aspects of task definition, resources to support group learning and integrated online assessment foster team skills.     

An index method to evaluate growers' pesticide use for identifying on-farm innovations and effective alternative pest management strategies: a case study of winegrape in Madera County, California

Winegrape is an important perennial crop in California, USA. Each year California winegrape farming consumes about 20 million kilograms of pesticides that have been a pollutant source to the fresh water systems of the state. The variation of pesticide use among winegrape growers has been significant. It has been observed that some growers have developed effective ways to reduce pesticide use, yet control pests efficiently to ensure harvest. Identification of the growers with low and high pesticide use is very helpful to extension programs that aim on reducing pesticide environmental risk. In this study, an index approach is proposed to quantitatively measure pesticide use intensity at grower level. An integrated pesticide use index is developed by taking pesticide quantity and toxicity into account. An additive formula and a multiplying formula were used to calculate the pesticide use index, i.e., PUI and PUIM. It was found that both PUI and PUIM were capable of identifying the low and high pesticide users while PUI was slightly more conservative than PUIM. All pesticides used in California winegrape farming were taken into account for calculating the indices. Madera County, one of the largest winegrape producers in California, was taken as an example to test the proposed approach. In year 2000, among the total 208 winegrape growers, 28 with PUI≤10 and 34 with 10<PUI≤20 were identified as low pesticide users who were characterized with both low quantity and low toxicity of pesticide use. Most of the growers had small-sized vineyards, i.e., one field and small planted areas. Furthermore, they had very low pesticide use intensity, used only 1–2 types of pesticides (mainly fungicides), applied few pesticides (1–3 only), and emphasized the use of low toxicity compounds. Meanwhile, 19 growers with PUI>60, identified as high pesticide users, had large-sized vineyards, i.e., more fields and large planted areas. They used all types of pesticides and many compounds, which indicated that their pest controls heavily depended on pesticides rather than on-farm management. Through the case study, the proposed approach proved to be useful for analyzing the growers’ pesticide use intensities and interpreting their pesticide use behaviors, which led to a new start point for further investigation of searching ways to reduce pesticide environmental risk.     

Is it all memory recall? An empirical investigation of intellectual skill requirements in Leaving Certificate examination papers in Ireland

The terminal examination of post-primary education in Ireland, the Leaving Certificate, is often criticised for the reliance on memory recall over higher order thinking skills in the assessment process. In order to examine the evidence base for these critiques, this article presents an empirical investigation of the intellectual skills and knowledge domains implicit in the tasks in the written examination papers of 23 subjects in the Leaving Certificate in Ireland from 2005 to 2010. Data were collected from two sources: examination papers and student interviews. In an in-depth document analysis of the examination papers, 14,910 occurrences of command verbs were coded for the intellectual skill and knowledge domains required by the assessment task. As the same verb can require different intellectual skills in different subjects and in different tasks, each occurrence of every verb was assigned a specific value depending on its context. The article presents the frequencies and distributions of intellectual skills and knowledge domains within and across subjects. In light of key points in the literature search, the findings indicate concern regarding the level of challenge and stimulation for the development of students of the Leaving Certificate.     

An Objective Scale for Content-Analysis of the Counselor's Interview Behavior

This paper describes a content-analysis scale, the Counselor Activity Profile, that can be used to objectively and systematically quantify and profile a counselor's interview behavior according to the amount of interview time devoted to various discrete counseling responses. Research done with the scale is also described.