Books,Children, Dogs,Artists: Library Programs for the Entire Family

The promotion of library resources and services is a continuous process for all libraries, especially hospital family resource center libraries. Like public libraries, a family resource center can utilize programs as a pathway for connecting with and developing awareness of library resources and services available to patient families. This column describes the programs currently offered for All Children's Hospital Johns Hopkins Medicine patient families, marketing initiatives to promote these programs, and utilization of grant funding to supplement a program.     

科技期刊青年编辑自我成长要素分析

青年编辑的成长是期刊未来发展的原动力和不竭源泉。文章从职业规划的角度,论述青年编辑自我成长的若干要素:合理规划编辑人生;认识自己与自我定位;加强自我管理(工作效能管理、自我培养以及自我情绪的调节)等。建议置身于新闻出版体制改革大背景和环境中的科技期刊青年编辑应审时度势,增强职业认知和自我管理、自我发展、自我调整意识。     

清钞本《类姓登科考》的几个问题

清钞本《类姓登科考》是一种体例独特、史料价值突出的科举文献,以前学者对其相关信息缺乏相对准确的著录。从藏书印、时人征引、地名变革和避讳改字等角度,对其作者、成书时间进行考证,认为该书确为盛子邺之作,写成于康熙元年之后、康熙四十年之前。该书有较高的史料价值,但也存在一定的错误,参考时需要注意辨别。     

论《川边风景》中的蒙太奇手法

《川边风景》是一篇把电影拍摄技巧运用到小说当中的最有代表性的韩国文学作品之一,本文通过时间和空间的蒙太奇的手法来进行场景的连接和转换,全面而细致的描写了韩国在1930年代首都老百姓处于日本殖民地时期生活状态上的变化和危机,来反映出当时社会的时代性、现实性和作品的文学性。     

东西方穿越的不同心理诉求

"穿越"这个话题近几年来在东西方的小说和屏幕上屡屡亮相并掀起一阵风潮。国内外对于穿越小说的创作类型、特色、时代背景和意义等都做了相对深入的研究,但在穿越背后所体现的东西方不同心理诉求的论述则相对匮乏。本文从穿越小说所表现的主题入手,分析了东西方穿越小说所传达的不同文化内涵。     

“结得现代,戛然而止”——论《海上花列传》叙事方式的断代性价值

《海上花列传》这部处于传统小说向现代小说过渡时期的作品结束了古典的传统而另辟蹊径,在题材内容、人物设置、艺术技巧及发行渠道等方面都带有鲜明的转型期的特点。本文从小说的叙事方式入手,从叙事时间、叙事空间、叙事角度三方面探寻这一作品的现代化特质,揭示小说断代性价值。     

基于驻留时间受限的分布参数切换系统的指数稳定性分析

将有限维切换系统指数可稳性结果推广至无穷维Hilbert空间中的分布参数切换系统．以半群理论为基础,通过利用多Lyapunov函数方法,推导了指数可镇定的充分条件．这些条件以线性算子不等式的形式给出,其决定变量是Hilbert空间中的算子;同时系统的可稳性依赖于驻留时间受限的切换规则．在应用到带Dirichlet边界条件的二维热传导切换系统时,这些线性算子不等式被转化成标准的线性矩阵不等式．最后,通过2个例子说明给出结果的有效性．     

论现代电影中的“封闭空间”

＂封闭空间＂是现代电影空间中常见且重要的类型。＂封闭空间＂更加注重叙事的功能,主要有三个方面的特性：其一,封闭性与开放性,二者相辅相成;其二,独特的时空关系,其中空间表征法更好地彰显了人物的性格及其命运;其三,它的符号特征,特别是象征和隐喻的作用以及诸多空间意象的叙事功能。＂封闭空间＂成为现代电影重要的表现舞台,其中燃烧着电影的激情、任想象驰骋。它在彰显自身艺术魅力的同时,也暗含着一种诗意的境界,产生一种从本质上可以打动人心的强烈情感效果。     

Impact maturity times and citation time windows: The 2-year maximum journal impact factor

Journal metrics are employed for the assessment of scientific scholar journals from a general bibliometric perspective. In this context, the Thomson Reuters journal impact factors (JIFs) are the citation-based indicators most used. The 2-year journal impact factor (2-JIF) counts citations to one and two year old articles, while the 5-year journal impact factor (5-JIF) counts citations from one to five year old articles. Nevertheless, these indicators are not comparable among fields of science for two reasons: (i) each field has a different impact maturity time, and (ii) because of systematic differences in publication and citation behavior across disciplines. In fact, the 5-JIF firstly appeared in the Journal Citation Reports (JCR) in 2007 with the purpose of making more comparable impacts in fields in which impact matures slowly. However, there is not an optimal fixed impact maturity time valid for all the fields. In some of them two years provides a good performance whereas in others three or more years are necessary. Therefore, there is a problem when comparing a journal from a field in which impact matures slowly with a journal from a field in which impact matures rapidly. In this work, we propose the 2-year maximum journal impact factor (2M-JIF), a new impact indicator that considers the 2-year rolling citation time window of maximum impact instead of the previous 2-year time window. Finally, an empirical application comparing 2-JIF, 5-JIF, and 2M-JIF shows that the maximum rolling target window reduces the between-group variance with respect to the within-group variance in a random sample of about six hundred journals from eight different fields.     

The use of training days: finding time for teachers’ professional development

This study was designed to compare the relative efficiency of three methods of presenting and teaching fractions to slow learners at the secondary stage of education.

Thirty‐six first‐year pupils took part in the experiment and were divided into three groups of 12 for instruction in fractions for 14 periods of 40 minutes. Each group was taught by a different method, viz:

Group A, was taught in a formal, traditional method

Group B, used the Cuisenaire (unimodel) material

Group C, used multi‐model materials specially constructed for teaching fractions to slow learners.

At the beginning of the experiment the groups were equivalent in age, intelligence, arithmetical attainment, attainment in fractions, conceptual understanding of fractions, in adjustment to school, attitudes to learning fractions, and socio‐economic status. On re‐assessment on six of the variables at the end of the experiment it was found that each group had improved in each of the six variables tested.

When considering all the results obtained it was concluded that the multi‐model method was the most effective method of teaching fractions to slow learning children at the secondary stage. This method was found to have particular advantage in creating a favourable attitude to learning fractions and in promoting a sound conceptual understanding of fractions. It also produced the greatest mean gain in fraction computation, and seemed to have some slight advantage in aiding the adjustment of pupils to school.