Spatial Discovery of Linked Research Datasets and Documents at a Spatially Enabled Research Library

Current publishing practices in academia tend to result in datasets that are difficult to discover. This is because datasets are not well-integrated across academic domains and they are often not linked to the documents that reference them. For these reasons, discovering datasets across domains can be challenging; for example, discovering archeological observations and biological specimens using the same search is not widely supported, even if both datasets share a similar spatial extent, like Mesoamerica. It is also challenging to retrieve relevant documents that reference datasets; for example, retrieving a series of field reports that reference archeological observations is typically not supported. Our work develops an extensible method for: (1) geographically integrating collections across disciplinary repositories and (2) connecting datasets to related documents. We describe a collection of spatially-referenced researcher datasets, capturing their metadata elements and encoding them as linked open data. We then leverage existing library services to formalize links from datasets to documents. The system described in this work has been deployed, resulting in an experimental open data site for the UCSB campus. Results indicate that this system can be scaled-up with support from an institutional repository in the near future.     

Curriculum-based measures of written expression for learning-disabled and nondisabled students

This study examined differences in written expression between a sample of learning-disabled and nondisabled middle school students, matched by grade and sex, using eight curriculum-based measures. All of the learning-disabled students had been identified as having written language deficits as part of their handicapping conditions. The nondisabled students showed superior written expression skills, especially on the production-independent measures. Implications of these results are discussed in relation to psycho educational assessment, the use of CBM for ongoing assessment of written expression, and future studies.     

采用EMDR 技术对消极表现经历的情绪再加工

许多运动员在他们的职业生涯中都经历过在特定情境中承受反复的身心障碍(如恐惧对手,所谓的"不堪一击",双腿灌铅).原因是频繁的压抑:一种影响比赛的关键动作发挥的神经紧张状态.在很多个案中潜在焦虑过程导致的压抑源于一个消极比赛经验(如比赛中糟糕的一天或一连串糟糕的日子).     

时间的生长与静止

生于巴西的Mona Kuhn 2009年重返故地拍摄Native系列,是一场将人体与风景连为一体,通向一场内在的尤利西斯之旅。此后Kuhn拍摄了新系列Bordeaux,同样将人体与自然风景分离并融合,所有的风景照片则均以黑白呈现,时间在恬静又略带神秘气息的庄园与树林中停滞,成了关于永恒的暗示。时间或许是这一系列的关键,具象的和抽象的,流动的和静止的。     

A comparison of the perceptions of Love, Anger, and Guilt in Portugal and the United States and implications for counseling

This study compared the ways that graduate and undergraduate counseling and psychology students from Portugal and the United States evaluated the feelings of Love, Anger and Guilt. Utilizing a semantic differential, a multivariate analysis of variance was employed in which the independent variables were Country and Gender and the dependent variables were the evaluative and potency scales of Love, Anger and Guilt. There was no significant main effect for gender and there was no significant interaction effect for gender by country. There was a significant main effect for country. It was found that students from the United States evaluated Anger more positively than the Portuguese students and that the Portuguese students evaluated Guilt more positively than the United States students. These findings have implications that are relevant to the counseling process.     

Attending to Nuanced Emotions: Fostering Supervisees' Emotional Awareness and Complexity

There is limited supervision research exploring how supervisees learn emotional awareness and complexity. In this article, the 5 levels of emotional awareness and 3 aspects of emotional complexity are explored in light of the supervision enterprise. In addition, 2 supervision intervention guides and a case example are provided.     

A Dialogic Path to Evidence-Based Argumentive Writing

Central to argument are evidence-based claims, requiring coordination of a claim with evidence bearing on it. We advocate a dialogic approach to developing argument skills and in the work reported here examine the further scaffold of prompts that exemplify functions of evidence in relation to a claim. This scaffold was successful in accelerating the prevalence of evidence-based claims in essays of low-performing middle schoolers compared to participants in the same year-long dialog-based intervention who received no or a limited form of evidence prompts and compared to previous samples engaged in a nondialogic curriculum. An experimental group achieved a proportion of evidence-based claims above 50% by the end of the year, transferring their newly developing skill from one topic to another. The use of different types of evidence emerged in a sequence corresponding to the cognitive demands they posed. Students first used support-own evidence. They used weaken-other evidence increasingly over time, but the two evidence types inconsistent with their position (support-other and weaken-own) showed lesser and later gains. Supporting a dialogic approach, qualitative data showed that evidence use occurred most readily in dialogs; then in individual writing on the same topic; and to a more limited extent in essays on a new, unstudied topic.     

Work in Progress: The PCC Task Group on Metadata Application Profiles

Abstract

The Program for Cooperative Cataloging (PCC) Task Group on Metadata Application Profiles was convened in May 2019 to help the PCC understand issues and practices associated with the management of metadata application profiles. Their work, discussed here, will guide future decisions and implementations of metadata application profiles in cataloging.