Essentialism, adaptation and justice: Towards a new epistemology of museums

This article treats the prevalent confused mixture of utilitarian, art-and-knowledge-for-their-own-sake and ideological interpretations of the purpose of museums as a problem of epistemology, arguing that that key dimensions of museum knowledge (of objects, visitors, museums themselves, and of society) need to be integrated to achieve coherence. A new object-based, visitor-centred, storytelling epistemology is proposed. This would take an interdisciplinary approach and aim to unleash, rather than mute the real power of objects. It would address human destructiveness, as well as celebrating human creativity and the wonders of nature. It would respect the meaning-making practices of real, as opposed to idealized, imaginary visitors, and promote staff self-awareness in managing bureaucratic drift into introversion and avoidance of difficult issues. Incorporating a theory of justice, it would erode boundaries created by presentation traditions which, though marginal to object experiences, discriminate in favour of specific social groups—often groups with whom staff identify. Providing a museum service on a visibly fair basis is essential for museums to achieve intellectual coherence as well as societal support.     

概说虚拟存储

虚拟是今天存储业界的热门话题,对数据的管理就是对存储的管理。大小客户如何利用虚拟存储解决方案并通过存储软件和存储硬件自身内部的分区来最大程度地利用自身的存储基础架构呢?与此同时,客户们仍在问究竟什么是虚拟存储呢?如何实现这些技术呢?企业自身的基础架构是否适合实现存储虚拟化呢?     

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.     

Whiteboards,Blanket Forts,and Autonomy: Using Self-Determination Theory to Improve Library De-Stress Programming

In recent years, librarians at Valparaiso University have adopted a user-centered programming model, allowing students to choose their own library de-stress programs during finals. After several semesters of using this approach, the authors sought to examine whether students felt a sense of agency in suggesting and voting on programs and whether this agency affected students’ motivation to attend de-stress programs. The authors conducted two focus groups with undergraduate students. Results suggest that most students are more interested in attending programs that they personally suggested or voted for, deriving intrinsic rewards from the autonomy of having their voices heard.     

The role of effort in moderating the anxiety-performance relationship: Testing the prediction of processing efficiency theory in simulated rally driving

We tested some of the key predictions of processing efficiency theory using a simulated rally driving task. Two groups of participants were classified as either dispositionally high or low anxious based on trait anxiety scores and trained on a simulated driving task. Participants then raced individually on two similar courses under counterbalanced experimental conditions designed to manipulate the level of anxiety experienced. The effort exerted on the driving tasks was assessed though self-report (RSME), psychophysiological measures (pupil dilation) and visual gaze data. Efficiency was measured in terms of efficiency of visual processing (search rate) and driving control (variability of wheel and accelerator pedal) indices. Driving performance was measured as the time taken to complete the course. As predicted, increased anxiety had a negative effect on processing efficiency as indexed by the self-report, pupillary response and variability of gaze data. Predicted differences due to dispositional levels of anxiety were also found in the driving control and effort data. Although both groups of drivers performed worse under the threatening condition, the performance of the high trait anxious individuals was affected to a greater extent by the anxiety manipulation than the performance of the low trait anxious drivers. The findings suggest that processing efficiency theory holds promise as a theoretical framework for examining the relationship between anxiety and performance in sport.     

Extending validity evidence for multidimensional measures of coaching competency

This study extended validity evidence for multidimensional measures of coaching competency derived from the Coaching Competency Scale (CCS; Myers, Feltz, Maier, Wolfe, & Reckase, 2006) by examining use of the original rating scale structure and testing how measures related to satisfaction with the head coach within teams and between teams. Motivation, game strategy, technique, and character building comprised the dimensions of coaching competency. Data were collected from athletes (N = 585) nested within intercollegiate men's (g = 8) and women's (g = 13) soccer and women's ice hockey (g = 11) teams (G = 32). Validity concerns were observed for the original rating scale structure and the predicted positive relationship between motivation competency and satisfaction with the coach between teams. Validity evidence was offered for a condensed post hoc rating scale and the predicted relationship between motivation competency and satisfaction with the coach within teams.     

The question of the comparability of the WISC and WISC-R: Review of the research and implications for school psychologists

The paper reviews WISC/WISC-R comparison studies which have been conducted with a wide variety of samples. Significant WISC/WISC-R IQ score differences have been reported with the WISC-R yielding consistently lower scores of approximately 5-8 IQ points for the three major scales. Several studies do report variable WISC/WISC-R differences for various ages, races, and ability levels. These results have implications for practicing school psychologists. Caution is advised in the interpretation of a WISC/WISC-R difference, as a discrepancy of one SD may not be meaningful. Many students who scored in the borderline classification range on the WISC and who are currently being readministered the WISC-R are scoring in the mentally impaired classification range. This does not necessarily reflect negatively on the validity of the WISC-R, but does document the need to keep intelligence tests up to date. There is a continuing need to exercise caution in the use of individual intelligence tests and to utilize data in addition to WISC-R scores in order to make special education placement decisions.     

An interpretive profile for the slosson intelligence test

The Slosson Intelligence Test (SIT) is an age scale of intelligence with demonstrated reliability and high validity coefficients correlated to the Stanford-Binet. The items of the SIT were classified according to a scheme resembling Valett's classification of Stanford-Bmet test, items. A comparison of the classifications was made and an explanation given of how the interpretive profile can be used to enhance the value of the SIT.     

Higher Education as a Platform for Cross‐Cultural Transition: the Case of the First Educated Bedouin Women in Israel

This article examines two groups of Bedouin women who studied in different cultural spaces. The first group, due to a lack of high schools in the Negev (during the 1970s), were obliged to leave the village to study and reside in boarding schools in the central and northern regions of Israel. These women returned to their society of origin after the completion of their academic studies. The second group went to Jewish universities in a town near their homes (Beersheba), attending daily and returning home each night to patriarchal control. The article examines the experience of these pioneers in higher education as a form of cultural transition and internal immigration, with an emphasis on the unique characteristics of each of the two groups. Going out to gain higher education is seen in Bedouin society as a form of immigration, and the first educated women therefore became a type of immigrant.