学术论文双盲评审的优势与可行性

就双盲评审与其他2种方式作对比,阐述其优势和可行性.单盲评审的不平衡,容易导致审稿人责任的缺失以及个人偏见导致的不公正判断.开放评审相对公开透明,被国外一些期刊所尝试,但其还不成熟,不适应国内当前的实际情况,不能被广泛推广.双盲评审能弥补单盲的缺陷,保证审稿更加客观公正,受到多数研究人员的认可,并且有利于提高审稿质量,提高期刊的被引用率.在采用双盲评审方式时,编辑人员应发挥良好的桥梁作用.     

我国情报学博士研究生教育走势分析

文章收集整理了情报学博士点2005年研究方向以及部分情报学博士点的培养方案的有关数据,在此基础上比较系统地分析了我国情报学博士研究生的教育走势。     

中国图书馆职业资格认证制度的建立与实施

本文针对当前我国图书馆界的现状，从人力资源开发与管理的角度，论述了图书馆职业资格认证制度首先要“以人为本”，同时要进一步开展对馆员的继续教育工作，并呼吁应尽快建立一套法律体系，使图书馆界的职业资格证书制度早日走向法制化、规范化。     

提高公众获取文献效率的几种方式

目前存在许多的障碍严重阻碍了公众对文献的获取，为了消除文献获取中的障碍，图书馆和相关的行业、信息工作人员采取了许多的举措，很大程度的改变了文献获取服务的现状。     

文献传递服务模式的分析

本文从多个角度对文献传递服务的模式进行了相应地划分，并分析各种模式的利弊以及在我国的应用情况。     

科技期刊利用互联网资源进行策划组稿的实践——以《国际检验医学杂志》为例

对于科技期刊而言,质量仍然是期刊可持续发展的根本.提高科技期刊质量的途径和方法很多,其中,编辑部主动向专家进行组稿约稿是科技期刊始终保持在同质期刊中的权威性,提升期刊质量和影响力最常见又切实可行的方法.本文以《国际检验医学杂志》为例,探讨如何利用互联网资源,如微信“问卷星”调查、百度学者、国家自然科学基金委员会官网等,及时了解专家的论文影响力、研究方向和最新成果等,并进行精准的策划组稿,取得较好效果.     

Health science libraries in Sweden: new directions,expanding roles

Librarians in Sweden are facing huge challenges in meeting the demands of their organisations and users. This article looks at four key areas: coping with open science/open access initiatives; increasing demands from researchers for support doing systematic reviews; understanding user experiences in Swedish health science libraries; and the consequences of expanding roles for recruitment and continuing professional development. With regard to changing roles, there is an increasing shift from the generalist towards the expert role. The authors raise the issue as to how to prepare those new to the profession to the changing environment of health science libraries.     

Clustering small-sized collections of short texts

The need to cluster small text corpora composed of a few hundreds of short texts rises in various applications; e.g., clustering top-retrieved documents based on their snippets. This clustering task is challenging due to the vocabulary mismatch between short texts and the insufficient corpus-based statistics (e.g., term co-occurrence statistics) due to the corpus size. We address this clustering challenge using a framework that utilizes a set of external knowledge resources that provide information about term relations. Specifically, we use information induced from the resources to estimate similarity between terms and produce term clusters. We also utilize the resources to expand the vocabulary used in the given corpus and thus enhance term clustering. We then project the texts in the corpus onto the term clusters to cluster the texts. We evaluate various instantiations of the proposed framework by varying the term clustering method used, the approach of projecting the texts onto the term clusters, and the way of applying external knowledge resources. Extensive empirical evaluation demonstrates the merits of our approach with respect to applying clustering algorithms directly on the text corpus, and using state-of-the-art co-clustering and topic modeling methods.     

EFFECTS OF TEACHER–STUDENT RELATIONSHIPS ON PEER HARASSMENT: A MULTILEVEL STUDY

Peer harassment is a major social problem affecting children and adolescents internationally. Much research has focused on student‐to‐student harassment from either an individual or a multilevel perspective. There is a paucity of multilevel research on students’ relationships with the classroom teacher. The purpose of this study was to use a socioecological perspective to examine the relationships between individual student‐level characteristics, problematic teacher–student relationships, and student‐reported peer harassment. A total of 1,864 children (50.7% female) aged 8 to 13 years (M = 9.82, SD = 1.24), nested in 27 schools (58.2% public) in Spain, participated in the study. Ninety‐four homeroom teachers reported on teacher–student relationships, and students completed self‐report measures related to peer harassment and teacher–student relationships. Multilevel models showed that relationships between students and teachers exerted a varying degree of influence on classroom levels of peer harassment. Specifically, student‐reported teacher support was associated with diminished student‐reported peer victimization, whereas direct and indirect student‐reported teacher‐to‐student aggression was associated with increased peer victimization. Additionally, student‐reported student‐to‐teacher aggression and teacher‐to‐student aggression were associated with increased student‐reported peer aggression. Teacher‐reported variables at the classroom level, however, contributed little to student‐reported outcomes. Results are discussed in the context of future research on relationships between teachers and students.