基于Dialog联机检索的行业专利分析研究

本文基于Dialog联机检索，以德温特世界专利索引数据库和专利引文索引数据库为数据源，对质子交换膜（PEM）燃料电池行业进行了专利分析研究。作者用实例说明了利用各种Dialog高级检索指令实现行业专利分析的技巧。通过分析研究，发现了PEM燃料电池行业的领先企业、技术领军人物、产业发展前景、全球技术／市场布局、关键技术、研发热点等。研究表明，Dialog？联机检索在行业专利分析中是一种有效的工具。     

基于万维网信息生态系统的信息构建

信息构建是设计大型网站的蓝图 ,是人们在万维网信息环境中成功地管理和查找信息的基础。本文提出了由业务环境、内容和用户三个要素组成的万维网信息生态模型 ,并基于这一模型介绍了信息构建的基本内容以及信息构建师与信息构建团队     

Unique unto itself: The records of the Federal Bureau of Investigation 1908 to 1945

This paper addresses several misunderstandings about the nature of the FBI's Central Records System. Although depicted in popular culture and much of FBI historiography as a tool for the Cold War suppression of American radicals, the FBI's records system grew out of Department of Justice systems already in place before J. Edgar Hoover became Director in 1924. The system grew in size and complexity according to the demands placed on it by the changing priorities of the FBI's criminal and intelligence missions, guided by a “progressive” drive for efficiency through centralization.     

世界一流大学图书馆的数字参考服务实践研究

文章通过对30所世界一流大学图书馆的数字参考服务发展现状的调查分析，总结了其发展现状和有益经验，同时对大学图书馆数字参考服务模型的建立提出了构想。     

世界银行托存图书馆概述

论文介绍了世界银行托存图书馆的申请标准、申请程序，世界银行及托存图书馆的权利和义务，阐述了世界银行托存图书馆及其文献在经济发展中的作用。     

Worn Grooves

Drawing from visual, material and written archival sources, this article critically explores some of the functions, uses and perceived values of recorded sound during the First World War and in its aftermath. An instrument of communication as well as commemoration, the gramophone helped bridge geographical (and, in some cases, cultural) distances between the home front and the rear, providing civilians with the fleeting illusion of presence, proximity, or even sentimental communion with the front. The article analyses (a) the affective and connective, but also propagandist, values of commercial wartime recordings as they circulated between the home and the front, (b) the popular notion of gramophones as regulatory instruments of civilisation, (c) the commemorative exploitations of recorded sound in the interwar period. The article focuses on the British experience, contrasting it with examples drawn from French and German experiences.     

Gallipoli,Media and Commemorations During 2015: Select perspectives

Given the iconic status assigned to Gallipoli, virtually from the outset, it was inevitable that in its centenary year, commemoration would receive enormous political and media attention. My intention is not to produce a comprehensive summary of all international media output on Gallipoli, even if that were possible within the confines of a journal article. Language barriers and problems of access have further impacted on the selection process, as well as in the coverage of even countries that have been examined (I do not speak French, German or Turkish; I also did not have access to non-English publications in India.). Nor is the article meant to be a synthesis of historiographical debate on Gallipoli, a subject which military and other experts have successfully addressed in the past as well as during the centenary (Please see reference section below for a selection of relevant books.). Rather, my more modest aim is to highlight seminal themes and offer an assessment of response, both in and by the media, especially the print media, in some of the main belligerent countries situated today in differing geo-political contexts, viz. Great Britain, Australia, India (then part of the British empire) and Turkey (then part of the Ottoman empire). Arguably, at one level, there was little in the transnational response during 2015 which attempted to shift the foundational basis for a reading of Gallipoli that has been established in the media during the intervening decades. Yet, there were some notable shifts in transnational perspectives. Perhaps after the lapse of a century, it may be possible to achieve/restore some kind of balance to our appraisal of Gallipoli in the public mind.     

The impact of a professional development programme on teachers' attitudes towards inclusion

This article describes a study that aimed to answer the following question: ‘Will a programme of professional development in the area of special and inclusive education be effective in achieving attitudinal shift in teachers?’ Forty‐eight teachers who were enrolled on a Master's programme in Special and Inclusive Education were surveyed via a questionnaire at the beginning and end of a ten‐week introductory module. The results indicated overall attitudinal shift and attitudinal shift for four categories of inclusion to suggest more positive attitudes at the end of the module, compared with at the beginning. The implications for providers of pre‐ and in‐service education and training courses for teachers are discussed.     

‘Extended Schools’: an exploration of the feelings,beliefs and intentions of parents and teachers

This research is designed to provide information for participants, facilitators and policy makers in the area of Extended Schools. Its salient purpose is to investigate and examine the feelings, beliefs and attitudes of teachers and parents involved in the development of the Extended Schools project in Northern Ireland. The Extended Schools project was formally launched by the Northern Ireland Secretary of State on 7 March 2006, and aims to provide a wide range of services and activities in school with the intention of helping to meet the needs of children, their families and the wider community. The qualitative approach was deemed the most appropriate methodology for gathering data.     

Bad boys,good girls? Implicit and explicit attitudes toward ethnic minority students among elementary and secondary school teachers

Teachers’ attitudes toward ethnic minority students might differ by students’ gender and the type of school teachers are working in because of different motivations for teaching and different school practices. Hence, the aim of the current research was to investigate elementary (n = 82) and secondary school (n = 82) teachers’ implicit and explicit attitudes toward male and female ethnic minority students. Teachers worked on either a male or a female Implicit Association Test and filled out a gender-specific questionnaire for measuring explicit attitudes. The results showed that elementary and secondary school teachers had negative implicit attitudes toward ethnic minority students, independent of students’ gender. Whereas secondary school teachers were implicitly more positive toward boys, elementary school teachers were implicitly more positive toward girls. Elementary school teachers were more enthusiastic about teaching ethnic minority boys than girls. The findings provide the first insights into differences in attitudes between elementary and secondary school teachers.