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Pamela Samuelson 《Publishing Research Quarterly》1995,11(1):27-39
The digitization of works renders them not only easy to copy and distribute. It makes them easy to transform from one medium
to another. Many of the same fair use questions posed by the copying or use of computer programs recur when other kinds of
digital data are copied or manipulated. There are some situations in which digital copying would almost certainly be permitted
as fair use, and some in which fair use defenses would be futile.
This article was adapted from a column that first appeared inACM Communications. Published by permission of the Association for Computing Machinery. 相似文献
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Robert F. Carey Lynne E. F. McKechnie Pamela J. McKenzie 《Library & information science research》2001,23(4)
The discursive viewpoint adopted by many researchers who study everyday life information seeking allows for a shift in focus away from the individual as a unit of analysis toward a more general understanding of the broader cultural conditions within which individuals operate. However, the data employed by such researchers often consist of the testimony or observed actions of individuals. This paradox provides a point from which to reflect on the process of gaining access or entry to everyday life information seekers as research participants. This article presents the authors’ reflections on their experiences of conducting separate library and information science studies of three diverse populations: pregnant women, members of a self-help support group, and preschool children. The article’s premise is that theory and research practice are intertwined and that attending to issues of gaining access is essential for the development of both. Access is an emergent process dependent on the characteristics of the researcher, the participants, and the research context. 相似文献
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Pamela Roberts 《Teaching in Higher Education》2013,18(5):542-555
This research is based on an empirical study exploring how academics make curriculum decisions and their perceptions of the influences that shape their decisions. Interviews were held with 20 academics from diverse disciplines, who were both research active and committed to teaching. The higher education curriculum was conceptualised as a field of decision-making shaped by academics’ beliefs about educational and contextual influences. The study identified five distinctive curriculum orientations representing coherent patterns of curriculum decisions aligned with academics’ beliefs about educational purposes. Case studies are presented to elucidate each of the curriculum orientations. Curriculum orientations were also found to shape academics’ responses to educational change. The following higher education change drivers are explored: graduate employability and the skills agenda, teaching–research relationships, changing understandings about teaching and learning, educational technologies and flexible delivery. The findings suggest implications for institutional curriculum change initiatives and academic development programmes. 相似文献
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Pamela Tontodonato 《Journal of Criminal Justice Education》2013,24(1):162-180
Students majoring in criminal justice present an “embarrassment of riches” for academic programs, so little attention has been given to these students and their perspectives on criminal justice programs. However, the assessment movement in higher education and the ACJS encourage self‐examination and program improvement. Further, student satisfaction has been recognized as an important element in the discussion of school and program quality and effectiveness. The present paper presents data from an outcome survey of graduating seniors from a Midwestern public university, with a focus on the reasons why students chose the major, career plans upon graduation, and program satisfaction. The paper explores possible predictors of these variables and discusses the implications of these results for criminal justice faculty, students, and programs. 相似文献
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Debi Moon Pamela Moolenaar-Wirsiy 《Community College Journal of Research & Practice》2013,37(11):888-889
With a limited budget, but a critical need to develop 21st century marketplace skills, Georgia Perimeter College (GPC) developed the Million Dollar Difference Campaign. Focusing on how quality instruction affects retention and student outcomes, GPC re-energized a 1000-faculty workforce in one year through a series of innovative teaching strategies. Data were collected that proved the campaign worked. 相似文献
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