图书馆读者服务质量评价指标及方法研究

读者服务质量评价一直是图书馆工作评估中的薄弱环节，其理论和方法的研究正逐渐引起图书馆学界的关注。根据全面、客观的原则，提出了“读者满意程度”与“图书馆服务实绩”相结合的评价指标以及定量与定性相结合的评价方法。强调通过权重系数突出新形势下图书馆“工作人员”，信息教育，知识服务的重要性。     

十运会我国田径项目地域分布和发展态势研究

通过对第10届全运会田径比赛1~8名成绩、奖牌和项目地域分布进行统计,客观分析了各代表团男女单项优势项目地域分布特征;表明中国田径项目地域发展不平衡;短跨项目取得全面突破;长距离耐力项目属于世界高水平行列,将是中国2008年奥运金牌增长点。     

文化共享工程版权使用方式的比较研究

全国文化信息资源共享工程集版权作品的传播者、使用者和创作者于一体,本文通过比较合理使用、法定许可、版权补偿金制度、交叉许可模式、授权要约模式、集体管理制度等几种版权使用方式对共享工程的适用性,为适应海量授权,认为文化共享共程应该要坚持多种模式并举.     

我国高校期刊定级的现状研究

期刊定级涉及学科原则、导向原则、分级原则、动态原则、数量和质量原则。通过分析我国高校期刊定级的依据和定级的现状，指出我国高校期刊定级中存在重外轻内，学科定级混乱等问题。同时，认为不同院校相同学科一、二级期刊数量悬殊，地方色彩较为浓厚。另外，期刊定级仍存在概念混淆的现象。     

效率和公平:网络信息资源建设和配置中信息政策法规的价值

文章分析了我国网络信息资源建设现状及存在的问题，对信息政策法规的公平价值和效率价值进行了探讨，并论述了在网络信息资源建设过程中信息政策法规的公平和效率价值的具体体现。     

信息资源知识产权保护的法律经济学分析

对信息资源知识产权保护进行经济学审视，从法律经济学的角度重点探讨信息资源知识产权保护领域中信息资产的产权界定与产权交易、信息资源知识产权保护的有效合理期限和信息资源知识产权保护的合理使用这三大问题。     

Restorative Practice in New Zealand Schools: Social development through relational justice

This article proposes that restorative justice practices (RJPs), as used in New Zealand schools, are better understood as an instrument of social development than a behaviour management practice. Concerns about the achievement of Māori students are relocated, from an individualised psychological and pedagogical problem to an interdisciplinary context of historical and social development. Social constructionist theory is suggested as a lens through which RJPs in schools may be seen as the intentional production of respectful social relationships, rather than as behaviour management. A restorative process has the productive capacity to restore healthy relational functioning, both for those who have been offended against and those who have offended. It is argued that the primary function of restorative justice in schools is not about resolving specific conflicts, but rather, about the production and maintenance of respectful relationship, which is the antithesis of colonised relationship. Such a position reflects accountability on a communal, rather than individualised basis, and accords with recent moves in the United Nations Development Programme to look at Human Development as building agentive capacity.     

Piece-by-Piece Review of Digitize-and-Lend Projects through the Lens of Copyright and Fair Use

Digitize-and-lend library projects can benefit societies in multiple ways, from providing information to people in remote areas or with physical disabilities to facilitating the sharing of library resources with information-poor communities. This article explores the potential of digitize and lend as well as outlines how projects can be undertaken in a manner respectful of the balance of copyright.     

The effect of anticipated achievement feedback on students' semantic processing as indicated by the N400 cloze effect

The present study examined the effects of anticipated achievement feedback on students' semantic processing on the neural level, using event-related brain potentials (ERPs). Participants (N = 79) anticipated either self-referential or normative achievement feedback regarding an announced upcoming test. Additionally, their performance expectations (low vs. no expectations) were orthogonally manipulated. Subsequently, students' on-line semantic processing was assessed by measuring the N400 cloze effect, a component in the EEG signal of which the amplitude is associated with semantic processing. Within the low performance-expectation condition, no effect of anticipated feedback on semantic processing was found. Within the no-performance-expectation condition, participants anticipating self-referential feedback showed a more widely distributed N400 cloze effect than participants anticipating normative feedback. The results confirmed the hypothesis that the mere expectation of a particular type of feedback can affect students' semantic processes.     

Adolescents’ autonomous functioning and implicit theories of ability as predictors of their school achievement and week-to-week study regulation and well-being

Research on students’ motivation has mainly focused on interpersonal differences rather than on the ongoing, intrapersonal dynamics that forge students’ everyday life. In this five-month longitudinal (diary) study, we recruited a sample of 179 high school students from Greece (35.8% males; M_age = 16.27; SD = 1.02) to investigate through multilevel analyses the ongoing dynamics of students’ motivation. We did so by examining the relation between autonomous functioning and aspects of study regulation (namely, study efforts and procrastination) and well-being (namely, subjective vitality and depressive feelings). After controlling for perceived competence, we found week-to-week autonomous functioning to relate positively to study efforts and subjective vitality and negatively to procrastination and depressive feelings. Interestingly, implicit theories of ability - the degree to which one believes that ability is fixed or amenable - were found to moderate the week-to-week relations of autonomous functioning to study efforts and homework procrastination. In particular, autonomous functioning co-varied positively to study efforts and negatively to homework procrastination only among students who believed that ability is malleable. Also, beliefs that ability is fixed predicted poorer grades, lower mean levels of study efforts, and higher homework procrastination. The results underscore the necessity of taking a more dynamic view when studying motivational phenomena and the importance of jointly considering the implicit theory framework and self-determination theory.