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211.
PIE-J [Presentation and Identification of E-Journals] is a set of developing National Information Standards Organization–recommended practices that tries to resolve some of the “pain points” associated with electronic journals. Regina Reynolds, at the Mississippi State University Libraries eResource & Emerging Technologies Summit in August 2012, presented these pain points and the attempts of PIE-J to overcome the obstacles. 相似文献
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213.
Nicholas Barnett 《Media History》2013,19(2):182-195
This article traces the development of the British press narrative from the launching of Sputnik in October 1957 to the Soviets' second satellite, containing a dog, in early November. It argues that there was an initial outpouring of surprise, combined with celebration of humankind's achievement. There was also a sense of loss of national prestige, due to Britain's lack of an equivalent space programme and the decline of her empire. The launch of the dog prompted widespread condemnation, mixed with frivolous popular coverage. The article provides an insight into how this moment impacted on British society and understanding of national identity in the 1950s with imperial superiority, religion and perceived decline being recurring themes. 相似文献
214.
This article highlights an assessment of library instruction needs among graduate students in the social sciences. The article addresses the development and implementation of the assessment and the application of assessment results to an established set of library instruction workshops. The article provides a detailed summary of assessment findings and a discussion of how the findings were successfully used to create a user-centered instruction program. The findings were used to make significant changes in workshop content, as well as refinements in the overall number and format of workshops offered, schedule of workshops, and marketing of the instruction program. 相似文献
215.
The Health Sciences Library and the Department of Health Informatics & Information Management at the University of Tennessee Health Science Center in Memphis piloted an embedded librarian project in summer 2012. The value and effectiveness of the pilot project was evaluated by analyzing the content of e-mail questions received from the students and the students’ answers to the pre- and post-class surveys. The project received positive feedback from the students and course faculty. Librarians collaborating with teaching faculty and interacting one-on-one with students in health information-intensive courses proved to be helpful for student learning. 相似文献
216.
Valci Regina Mousquer Zuculoto 《Journal of Radio & Audio Media》2013,20(2):333-346
Educational, state, cultural, and university radio stations have already developed over more than 70 years of history in Brazilian radio broadcasting. Currently, there are hundreds of stations transmitting across the country, from the North to the South. Some of them—that in the 1990s included 100 broadcasting stations and among these, the oldest and nationally referenced—up to this decade operated and were referenced as a component of the educational radio system. Mainly from this period on, most of these stations began to call themselves public. And, especially due to their programming, they have been attempting to define themselves within the profile of public radio stations. The purpose of this article is to uncover the historical construction of this group of radio broadcasting stations, by means of a timeframe, from the advent of the non-commercial segment in the 1930s until today. It reconstructs referential models and presents main threads and features of the programming of these stations throughout these seven decades. In this way, it will also evince how Brazil is constructing its model of public radio. 相似文献
217.
Gary Hodge Ted Lewis Kim Kramer Regina Hughes 《Community College Journal of Research & Practice》2013,37(9):675-690
American democracy depends on civic involvement. However, many Americans are increasingly withdrawing from civic responsibility and community involvement. In his best-selling book Bowling Alone , Harvard sociologist Robert D. Putnam presents data showing that Americans have become increasingly unwilling to engage in ways that make American democracy successful. Collin County Community College (CCCC) is addressing civic disengagement through engaged scholarship collaboration between service learning and learning communities programs. Although college students are politically disengaged, most report being or having been involved in some form of community service in the previous year and say they are motivated by giving back to the community and making a difference. Engaged scholarship at CCCC draws on this interest in community service to enhance learning communities, create deeper learning for students, and instill values of citizenship and civic engagement. Learning communities classes blend courses from 2 or more disciplines into a single course with a common theme, enabling students to understand the connection between disciplines. Most integrate a service learning component into that theme, often in the form of a class project promoting civic involvement. Institutional research data reflect increased student retention and success in these classes and a climate of increased communication and objectivity, practical experience in community organizations, and a deeper understanding of democratic ideals. Faculty member focus groups indicate increased satisfaction with teaching, enhanced interdisciplinary knowledge, and feelings of being innovative in the classroom. Engaged scholarship at CCCC enhances student learning, helps develop a unified vision among faculty members, and benefits the community. 相似文献
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219.
In this exploratory case study, we sought to understand teacher's integration of multicultural curricula in science curriculum units, and how personal experiences influenced the level of integration in light of Bank's typology of ethnic content integration into school curricula. Five research participants volunteered and were selected so as to be representative of the demographic of pre‐service and in‐service teachers in the southern United States. The aim was to explore teachers' personal experiences with cultural others that either facilitated or impeded their adoption of multicultural curricula strategies in science curricula units. Case narratives present and discuss interview data and assigned curricula projects. Findings suggest that participants who had transformative cultural experiences and who identified as the marginalized cultural other, transformed science curricula at higher levels of Bank's typology for curricula' multicultural approaches. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 1271–1295, 2012 相似文献
220.
To determine if quizzes containing higher order thinking questions are related to critical thinking and test performance when utilised in conjunction with an immersion approach to instruction and effort-based grading, sections of an Educational Psychology course were assigned to one of three quizzing conditions. Quizzes contained factual multiple-choice questions, factual essay questions or essay items requiring higher order thinking. Critical thinking was measured with a pre-test–post-test design and the Watson–Glaser Critical Thinking Appraisal (Short Form). Classroom learning was assessed via multiple-choice and essay tests. Critical thinking increased equally across all sections. The section receiving higher order thinking quizzes performed significantly better than the other two sections on both the multiple-choice and essay portions of the classroom tests. The implications of these findings are discussed in the context of methodological approaches to encouraging critical thinking. 相似文献