The Impact of the Monographs Crisis on the Field of Communication

This study replicates and extends Yates and Chapman's [(2007), Behavioral & Social Sciences Librarian, 26(1), 39–51] study of references from Communication Monographs, Communication Research, and Journal of Communication for the years 2010 and 2015 to draw further conclusions on the use of monographs in journal literature in the field of communication. Results show that the use of monographs in these journals has been outpaced by references to journal articles by a ratio of 5 to 1. The references were further analyzed by date and publisher. The authors then selected a random sample of the monographs cited in the journals to explore the availability of these monographs in electronic format and found that many are available as ebooks, particularly the more recent titles. The authors also examined the references from a collection of scholarly books in communication from 2005, 2010, and 2015 and found that the use of monographs may be declining slightly. The most notable trend in these references was the increase in the number of references to items in other formats such as film, television, comic books, and websites. The authors conclude that the monographs crisis is indeed affecting citation patterns in the field of communication.     

Introducing Open Government Data

This article provides an overview of open government data. It outlines what it is, provides examples, and summarizes library engagement with these data. The professional and academic literature and other web sources were examined along with government policies and portals. Open government data is a fairly recent and evolving phenomenon that promotes government transparency and invites citizen participation and innovative reuses of public data. Libraries have been responding to this release of data in a number of ways including offering data literacy instruction and special services and programs.     

The Interaction of Early Maternal Responsiveness and Children's Cognitive Abilities on Later Decoding and Reading Comprehension Skills

This longitudinal study evaluated the extent to which maternal responsiveness across early childhood and children's cognitive skills predicted children's 8-year decoding and reading comprehension skills for children who varied in biological risk (term, n = 83; preterm, n = 155). Patterns of maternal responsiveness during infancy (6, 12, and 24 months) and preschool (3 and 4 years) revealed 4 maternal clusters that varied in consistency and level of maternal responsiveness. Although not predictive of decoding skills, the interaction between children's 4-year cognitive ability and maternal responsiveness cluster predicted children's reading comprehension skills at 8 years of age, regardless of risk. Although consistently high levels of maternal responsive parenting across early childhood related to literacy outcomes for all children in the study, responsive parenting had a stronger relation to later reading comprehension skills for children with lower cognitive abilities, particularly when mothers demonstrated high responsiveness in children's infancy.     

建造更快互联网

1 东京的指挥家挥动指挥棒,美国克利夫兰市的管弦乐队开始演奏.当指挥家挥动几下指挥棒后,位于柏林的小提琴家也加入演奏行列.为了补偿传输时间上的延迟,音乐家们随着电子节拍器一齐演奏.这场表演由高保真扬声器和高清晰度电视播放.这样的音乐表演实验对电视网络来说已经足够具有挑战性了,而在因特网上,目前还不可能实现.……     

Self-regulated strategy development in writing: Going beyond NLEs to a more balanced approach

In this article, we present an argument for consideration by those researching and promoting new learning environments (NLEs). We believe advocates of NLEs should consider the literature and research base indicating effective instruction is not based on a forced dichotomy between theoretical perspectives, but rather a thoughtful, pragmatic blending of practices based on evidence gained from various perspectives and lines of research. While unguided or minimally guided instructional approaches are popular and intuitively appealing, these approaches ignore substantial evidence indicating these approaches are less effective and less efficient than instructional approaches that incorporate guidance of the learning process that is faded as internal guidance is developed (Kirschner et al., Educ Psychol 41:75–86, 2006). We illustrate how integrating evidence from multiple theoretical perspectives leads to the development of more powerful approaches to learning and instruction through a review of the premises, evolution, and research behind Self-Regulated Strategy Development (SRSD) in the area of writing.     

Assessment for learning: a case study using feedback effectively in an essay‐style test

Strategic and well‐planned use of feedback in the assessment process is key to promoting learning. This paper evaluates the role a two‐stage test process played in guiding and assisting student learning in a second‐year module at the University of KwaZulu‐Natal, South Africa. Having been provided with verbal and written feedback without grades from the first test, students were given the opportunity to write a different, second test, and each was required to choose which one was graded. Students were generally very positive about the assessment process, most participated willingly and fully, many learned differently for the second test, and there was evidence of meta‐cognitive awareness and understanding. Despite this, a number of students experienced difficulty and frustration in judging the quality of their work. The discussion focuses on process and learning issues, on the utility of feedback and on formative test assessment procedures.     

Gender roles and the American academe: a case study of graduate student mothers

Studies have found that motherhood is significantly associated with attrition for female graduate students in the United States. Few, however, have examined this phenomenon from the point of view of current students. Utilizing data from 30 in‐depth interviews with student mothers from a number of academic fields, this study details both the structural environments and the socio‐cultural constructs that affect the women’s daily experiences. The data highlight the fact that the symbolic nature of both roles – mother and student – is often in conflict with the structural elements around which each role is performed. Student mothers confront this dilemma through a number of strategic practices including ‘maternal invisibility’, ‘academic invisibility’, luck, and reliance on the more traditional means of economic and emotional support that come from spouses and parents. In detailing these practices, the study offers both important clues about the factors that may contribute to attrition for graduate student mothers as well as suggestions for institutional improvement.     

丹尼的礼物

一份饱含真情的圣诞节礼物,虽然在金钱上非常微薄,却让班主任感动得热泪盈眶,久久不能忘怀。丹尼的礼物可谓是"礼轻情意重"。