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1.
2006年10月30日至11月2日,中国图书馆学会第三届青年学术论坛在福建武夷山召开。与会者80余人,其中包括第三届青年学术论坛征文一、二等奖作者,各系统和各地方学会推荐人选,以及来自北京大学、南开大学、厦门大学、中山大学、浙江大学、福建师范大学的信息管理院系的特邀专家学者,部分企业会员代表和媒体记者也参加了会议。在开幕式上,中国图书馆学会副理事长、首都师范大学图书馆馆长胡越,武夷学院副院长裘国伟,福建省图书馆学会理事长谢水顺分别致辞。 相似文献
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Sylvia Hurtado June C. Han Victor B. Sáenz Lorelle L. Espinosa Nolan L. Cabrera Oscar S. Cerna 《Research in higher education》2007,48(7):841-887
The purpose of this study is to explore key factors that impact the college transition of aspiring underrepresented minority
students in the biomedical and behavioral sciences, in comparison with White, Asian students and non-science minority students.
We examined successful management of the academic environment and sense of belonging during the first college year. Longitudinal
data were derived from the Higher Education Research Institute’s (HERI) 2004 Cooperative Institutional Research Program (CIRP)
Freshman Survey and the 2005 Your First College Year (YFCY) Survey. Using a reformulation of the integration model (Nora,
Barlow, and Crisp, 2005), we find concerns about college financing, negotiating family support and responsibility, and campus
racial dynamics (perceived and behavioral) affect student adjustment and sense of integration in the first year.
This study was made possible by the support of the National Institute of General Medical Sciences, NIH Grant Number 1 RO1
GMO71968-01. This independent research and the views expressed here do not indicate endorsement by the sponsor. 相似文献
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浅析OCLC的FRBR作品聚集算法 总被引:1,自引:0,他引:1
OCLC公布了一个将书目记录转换成FRBR模式的算法“FRBR Work-Set Algo-rithm”,OCLC把这种数据转换称为FRBR化(FRBRization),该文就是对此算法流程的介绍和分析。 相似文献
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WISC and WISC-R IQs of two groups of normal ten-year-old children from divergent socioeconomic backgrounds (N = 36) were compared in a counterbalanced research design. Generally, all WISC mean IQs were higher than the WISC-R mean IQs for both groups of children. Significantly higher WISC IQs were obtained on the Verbal and Full Scales of the low socioeconomic group and on the Performance and Full Scales of the high socioeconomic group. Correlations between tests for Verbal, Performance, and Full Scale IQs were.95,.79, and.91 for the low socioeconomic group, and.84,.57, and.87 for the high socioeconomic group. Although practice effects did not appear to significantly affect IQs of the low socioeconomic group, various practice effects were observed in the high socioeconomic group. Negative effects were observed for both WISC and WISC-R on the Verbal Scale, whereas positive effects were observed on both Performance and Full Scales in this group. Analysis of simple effects reveals that WISC and WISC-R IQs did not differ significantly upon first administration, but were significantly different upon second administration. Conclusions were drawn that while WISC-R yields a lower IQ estimate than WISC for children of lower ability, results were not so clear for the children of higher ability, due to practice effects which disproportionately favor increases on WISC IQs upon second administration. The greater practice effects found on the WISC have implications for comparisons of the two tests in counterbalanced research designs. Simple randomized or treatment-by-levels design may be more useful in comparisons of the WISC and the WISC-R because of the bias introduced by counterbalanced designs. 相似文献
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Journal of Science Teacher Education - 相似文献
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