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91.
Digital reference service adds a valuable new dimension to health science reference services, but the road to implementation can present questions that require carefully considered decisions. This article incorporates suggestions from the published literature, provides tips from interviews with practicing academic health science librarians, and reports on data from students' exploration of academic health science library Web sites' digital reference services. The goal of this study is to provide guidelines to plan new services, assess user needs, and select software, and to showcase potential benefits of collaboration and proactive and user-friendly marketing. In addition, tips for successful operation and evaluation of services are discussed.  相似文献   
92.
Two years after the initial 2002 study, a greater number of academic health science libraries are offering digital reference chat services, and this number appears poised to grow in the coming years. This 2004 follow-up study found that 36 (27%) of the academic health science libraries examined provide digital chat reference services; this was an approximately 6% increase over the 25 libraries (21%) located in 2002. Trends in digital reference services in academic health science libraries were derived from the exploration of academic health science library Web sites and from digital correspondence with academic health science library personnel using e-mail and chat. This article presents an overview of the current state of digital reference service in academic health science libraries.  相似文献   
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Recent legislative initiatives indicate thatlong-standing traditions of centralized state controlof higher education in Taiwan are being displaced bynew arrangements emphasizing institutional autonomy. Autonomous institutions are assumed to be flexible andresponsive, given their relative freedom fromgovernment control. Institutional autonomy is assumedto ``trickle down' to organizational members, who arethen empowered to devise unique solutions to solveparticular problems. Asserted benefits ofinstitutional autonomy may not accrue, however, whereorganizational members are unable to determine thestructures and processes of their work. The purposeof this study was to examine relationships betweeninstitutional autonomy and dimensions of facultyautonomy. Findings lend conditional support to theclaim that faculty members work within the constraintsof ``regulated autonomy,' where their individualbehaviors are delimited by government and management.  相似文献   
96.
There is currently widespread interest in fostering 'independent learning' among young children. This paper reports research concerned with ways in which teachers, parents and young children themselves perceive and interpret this notion and how these perceptions influence classroom practice and planning for children's learning in the first few years of schooling. The research used structured interviews with 48 children aged between 3 and 7 years in nursery, reception, Year 1 and Year 2 classes and self-completion questionnaires with their parents and teachers. The main findings suggest that children's abilities to think and act independently are underestimated by teachers, particularly children at the older end of the age range under study. Children were found to become more teacher dependent, rather than less, during the first few years in school. A tension emerged between teachers' intention to foster independence and the constraints of the social, organisational and curricular context of early years classrooms. Actuellement l'encouragement de l'apprentissage indépendant chez les jeunes enfants est d'un intérêt répandu. Cette étude se concerne des perceptions et des interprétations de cette notion de la part des enseignants, des parents et des enfants eux-mêmes, ainsi que les effets de ces perceptions sur le programme des activités en classe pendant les premières années scolaires. Les recherches consistent en des intervues avec 48 enfants âgés de 3 à 7 ans dans les classes maternelles, 'réception' et de la 1ère et 2e années. Les parents et les enseignants de ces enfants ont rempli individuellement des questionnaires. Les résultats principaux suggèrent que la capabilité des enfants d'apprendre et de se conduire indépendamment est sérieusement sous-estimée par leurs enseignants, en particulier chez les enfants dans le secteur le plus âgé des élèves étudiés. On a trouvé que les enfants deviennent plus, plutôt que moins, dépendants des adultes au cours des premières années scolaires. Une tension se développe entre les intentions des enseignants d'encourager l'indépendance et les contraintes imposées sur les classes des plus jeunes enfants par les neécessités de la société, de l'organisation de l'école et du programme d'études. Actualmente existe un interés amplio en fomentar el 'aprendizaje independiente' entre los niños pequeños. Este artículo presenta investigación referida a la manera en que profesores, padres y los mismos niños pequeños perciben e interpretan este concepto, y cómo esta percepción influye en la practica pedagógica y en el planeamiento para el aprendizaje de niños en los primeros años escolares. La investigación fue realizada a través de entrevistas estructuradas con 48 niños de 3 a 7 años de edad en guarderías, 'recepción', y los años 1ro y 2do y por medio de cuestionarios individuales a sus padres y profesores. Las conclusiones principales sugieren que las abilidades de los niños para pensar y actuar de manera independiente son subestimadas por sus profesores, particularmente en el caso de los niños en la edad mayor de la escala estudiada. Se encontróque, en vez de menos, los niños se volvían mas dependientes de los profesores en los primeros años escolares. Un conflicto surgióentre la intención de los profesores de estimular la independencia y las limitaciones del contexto social, organizativo y curricular de las clases de los primeros años.  相似文献   
97.
Book Reviews     
Towards Electronic Journals: Realities for Scientists, Librarians and Publishers by Carol Tenopir and Donald W. King. Washington, DC: SLA Publishing, 2000 Science Editing and Information Management edited by Connie J. Manson. USA: Geoscience Information Society, 1999. Pp. 118. Paperback, $25.00. ISBN 0‐934485‐30‐5 Futurize Your Enterprise: Business Strategy in the Age of the E‐Customer by David Siegel. Chichester: Wiley, 1999. Hardback, £19.50, ISBN 0‐471‐357634 The Impact of Electronic Publishing on the Academic Community (the Wenner–Gren International Series, Volume 73) edited by I. Butterworth. London: Portland Press 1998, Pp. 191. Price £75. ISBN 1‐85578‐122‐0 University Library Spending on Books and Journals: A Major Concern by Peter Sowden. Available from CAPP at the Publishers Association (1 Kingsway, London WC2B 6XF)  相似文献   
98.
An experiment in online peer review was carried out by the Royal Society, on the journal Proceedings: Biological Sciences. Authors were asked to provide Acrobat PDF files and uploaded them using a web interface. Referees were provided with a URL that gave access to the paper and entered their report into an online form. Almost 50% of the authors contacted used the online method and referees greeted the method with enthusiasm. Editorial staff found the online system easier than expected and were keen to continue its use.  相似文献   
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Sexuality education forms part of the national school curricula of most sub-Saharan African countries, yet risk-related sexual behaviour among young people continues to fuel the HIV pandemic in this part of the world. One of the arguments put forward to explain why sexuality education seems to have had little impact on sexual risk-taking is that existing curricula have neglected to take into account the complexity of the social, cultural and gender norms that influence the behaviour of school-going young people in sub-Saharan Africa. Over the past few years, the Department of Basic Education in South Africa has recognised the need to provide guidance to teachers on the content, pedagogical processes and messages that are relevant to their specific context. This paper critically reflects on findings from a literature-based study conducted to identify the cognitive and social factors influencing the behaviour of school-going young people in South Africa and the risk and protective factors that might be particular to their circumstances. The findings provide helpful guidelines about the development, content and implementation of sexuality education curricula more likely to be relevant in contexts of serious poverty and disadvantage. Although based on the South African literature, the findings may also offer useful lessons for curriculum designers in other developing countries.  相似文献   
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