Collaboration and Organization for Successful Serials Cancellation

Serials cancellations are dreaded equally by librarians and faculty. Previously, faculty reviewed title lists, and librarians canceled what they recommended. Today's cancellation process is more complex; there has to be a context and a timetable. Reports must include at least data about historical pricing and titles associated with e-packages that are not cancellable. Although libraries' workflows differ, there are basic steps necessary to carry out a successful cancellation process. This joint presentation demonstrated how integrated planning and the use of serials management tools are used to organize complex information into useable data. It takes early and collaborative planning between Collection Development, teaching faculty, and Serials Technical Services to make a dreaded process less painful and more effective. This tactics session was delivered in parts by Susanne Clement and Gaele Gillespie, Head of Collection Development and Serials Librarian, respectively, at Watson Library, University of Kansas, and by Sarah Tusa, Coordinator of Collection Development and Acquisitions at the Mary and John Gray Library, Lamar University.     

General Media Works

Ida Oswald and Susanne Wilson, This Bag Is Not A Toy: A Handbook for The Use of Videorecording in Education For the Professions (New York: Council on Social Work Education, 1972 – (price not known), paper.

Thomas R. Giblin (ed.) Popular Media and the Teaching of English (Pacific Palisades, Calif.: Goodyear Publishing Co., 1972 – $3.95, paper)

Charles Boeckman's And the Beat Goes On: A Survey of Pop Music in America (Washington: Luce, with distribution by David McKay of New York, 1972 – $5.95)

Donald R. Gordon's The New Literacy (Toronto: University of Toronto Press, 1971 – $10.00/2.75/10.00 (hard, paper, microfiche editions)

Jess Ritter and Grover Lewis (eds.) Focus/Media (San Francisco: Chandler, 1972 – $5.00, paper)

Otto Lerbringer (of Boston University's School of Public Communication), Designs for Persuasive Communication (Englewood Cliffs, N.J.: Prentice-Hall, 1972 – $8.95/4.95)     

Further Education of Higher Education Graduates — the More,the Better?

In times of rapid technological and organisational change, it is argued that lifelong further education becomes more and more important for labour market success. Especially in labour market segments for the highly qualified, it is essential to constantly update one's qualifications. This is reflected in the finding that graduates with tertiary education are closely involved in further training measures at the beginning of their life courses. Almost all take part in at least one further training measure in the first five years after graduation. The further education strategies of higher education graduates, however, vary greatly in terms of frequency of participation, duration of measures, financing of the measure and the type of skills acquired. Using a German graduate panel which traces a sample of graduates up to five years after they obtained their degree in 1997 (HIS Absolventenpanel), we analyse which of these strategies are most successful in terms of wages. Using random effect panel models, we find — controlling for a variety of other factors — that the frequency of participation in further education only has a significant positive influence on male graduates' wages. Moreover, it is mainly measures paid exclusively by the employer and courses directed at personality development, i.e. management skills, which have substantial wage premiums.     

Influence of a proprioceptive training on functional ankle stability in young speed skaters – a prospective randomised study

The influence of a 12-week-proprioceptive training on functional ankle stability was investigated in young speed skaters. Twenty-eight speed skaters were randomly divided into an intervention (n = 14) and into a control group (n = 14). A 15-min circle training was performed 5 times per week over a 12-week period. Measurements were taken prior to the training, after 6 and 12 weeks of training. Kinaesthesia was evaluated with the Isomed2000 in all movements of the ankle joint. Dynamic balance was tested with the Biodex Stability System at the stable level 8 and at the unstable level 2, measuring the overall stability index, the anterior/posterior and the medial/lateral scores. Static single-leg stance was evaluated using the Kistler force platform. Kinaesthesia of the intervention group improved significantly for plantarflexion of the right foot (P = 0.001) after 12 weeks. Dynamic balance showed significant differences in the intervention group after 12 weeks in comparison with the first measurement for each foot in the overall stability index, the anterior/posterior and the medial/lateral scores (P ≤ 0.017, respectively) at the unstable level 2. Functional ankle stability improved in terms of dynamic balance after 12 weeks of proprioceptive training. Therefore, inclusion of proprioceptive exercises in the daily training programme is recommended for young speed skaters.     

Creativity,Complexity and Self‐similarity: The Vision of the Fractal University

Creativity and communication processes in engineering education have become more and more necessary in highly complex structures such as technological networks and ‘virtual’ reality. These issues also include an educational challenge for university: all education for the future has to be based on experiencing reality. A new socio‐technical approach describes the engineering profession in all aspects beside technology, such as tasks, views, organizational structures or cooperation. Therefore, university and higher education have to change into self‐similar structures to support the learning of complexity in real life. The experiences of the Department of Computer Science in Mechanical Engineering at the University of Technology in Aachen, as a socio‐technical, self‐similar and creative system, show such learning processes of students (and staff) in undergraduate education, research and organizational structures.