Librarianship and Information Science in The Sahel 1966–1999: An Annotated Bibliography

This work is an annotated bibliography that consists of articles, books, conference papers, dissertations, reports, etc., published in various library and information science forums on the subject of librarianship in the Sahel.The Encyclopaedia Britannica Online defines the term Sahel as an English translation of the Arab termSahil which refers to the semi-arid region of western and north-central Africa extending from Senegal to The Sudan. The Sahel for the purposes of this work consists of the region of West Africa and the nations of Gambia, Ivory Coast, Mali, Mauritania, Niger, Senegal, and Sierra Leone. Nigerian library literature will be given a full and separate treatment in two subsequent articles.While this work is by no means an exhaustive analysis of the entire Sahelian library, literature, it does strive to be comprehensive in terms of its country-by-country breakdown of librarianship within the region. In providing a citation for a non-English language work, the English equivalent of the title of that work will be given next to the non-English title.     

Playing in the Sandbox: EAC-CPF Projects at Duke University

The Rubenstein Library at Duke University holds several large, complex collections. Describing these collections and making obvious the interconnectivity of each collection's various components has proven difficult within the framework of the archival collection guide, and as such can be perceived as daunting. Patrons can miss important connections or fail to understand the creator's role across collections. To address the particular needs of these collections, staff from Duke University has experimented with EAC-CPF during the past 2 years with the intent of supporting patrons in navigating the collections and therefore having greater success in finding all relevant and related materials.     

水是H1.5O？

水是什么时候不是H2O?答案是:当它是H1.5O时.1995年德国和英国物理学家用高能中子轰击水分子来观测质子的行为,发现散射的中子比预期减少了25%,这说明有1/4的氢核子(质子)不见了.     

Teaching Effectiveness: The relationship between reaction and learning evaluation criteria

This study used a pre/post design to assess student learning for the purposes of examining relationships among student grades, student learning, and student evaluations of teaching. These relationships were reframed in terms of reaction (Level I) and learning (Level II) evaluation criteria. Participants were 652 undergraduate students enrolled in seven sections of an introductory psychology course. Our results indicated a medium relationship between student grades and the pre/post learning measure. In addition, a small relationship was observed between student ratings of teaching effectiveness and a pre/post measure of learning. We conclude that student ratings and learning measures assess different aspects of teaching effectiveness and should not be used interchangeably. The most appropriate criterion for assessing teaching effectiveness is a function of the goal of evaluation. However, reaction and learning measures may be used in conjunction to obtain a more complete picture of instructor effectiveness.