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Derek C. Briggs 《Educational Measurement》2015,34(1):1-1

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Basic Books on Mass Media     

Everette E. Dennis  Ralph L. Lowenstein  John C. Merrill  Arthur Asa Berger  Manuel Alvarado  John O. Thompson 《Communication Booknotes Quarterly》2013,44(2):47-48

RESHAPING THE MEDIA: MASS COMMUNICATION IN AN INFORMATION AGE by Everette E. Dennis (Newbury Park, CA: Sage, 1989—$35.00/16.95, ISBN 0-8039-3660-5 hard, 0-8039-3661-3 paper, 205 pp.)

MACROMEDIA: MISSION, MESSAGE AND MORALITY by Ralph L. Lowenstein and John C. Merrill (White Plains, NY: Longman, 1990—price not given, paper, ISBN 0-8013-0471-7, 309 pp.)

MEDIA USA: PROCESS AND EFFECT edited by Arthur Asa Berger (White Plains, NY: Longman, 1991—price not given, paper, ISBN 0-8013-0452-0, 461 pp.)

THE MEDIA READER edited by Manuel Alvarado and John 0. Thompson (Bloomington: Indiana University Press, 1990-$45.00/19.95, ISBN 0-85170-258-9 hard, 0-85170-259-7 paper, 360 pp.; published in London by British Film Institute)

MEDIA ETHICS: CASES & MORAL REASONING by Clifford G. Christians, Kim B. Rotzoll, and Mark Fackler (White Plains, NY: Longman, 1991—price not given, paper, ISBN 0-8013-0650-7, 445 pp.)

COMMUNICATION AND CULTURE: LANGUAGE, PERFORMANCE, TECHNOLOGY, AND MEDIA edited by Sari Thomas and William A. Evans (Norwood, NJ: Ablex, 1990—price not given, ISBN 0-89391-497-5,375 pp.)

INSIDE THE MEDIA by Conrad C. Fink (White Plains, NY: Longman, 1990—price not given, paper, ISBN 0-8013-0257-9, 398 pp.)

MEDIA IMPACT by Shirley Biagi (Belmont, CA: Wadsworth, 1990 price not given, paper, ISBN 0-534-12660-X, 411 pp.)

MASS MEDIA VI: AN INTRODUCTION TO MODERN COMMUNICATION by Ray Eldon Hiebert, Donald F. Ungurait, and Thomas W. Bohn (White Plains, NY: Longman, 1991—price not given, paper, ISBN 0-8013-0453-9, 666 pp.)

THE MEDIA MATRIX: DEEPENING THE CONTEXT OF COMMUNICATION STUDIES by Scott Eastham (Lanham, MD: University Press of America, 1990—$8.75, paper, ISBN 0-8191-7715-6, 127 pp.)

MODERN MASS MEDIA by John C. Merrill, John Lee, and Edward Jay Friedlander (New York: Harper & Row [now HarperCollins], 1990—price not given, ISBN 0-06-044470-3, 608 pp.)  相似文献   

On the difficulty of separating flat disks by a current of air,or of steam,when their surfaces are in contact,or nearly so     

Asa Spencer 《Journal of The Franklin Institute》1828,6(1):61-63

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The escapement of the “Hipp” chronograph,and the measurement of small intervals of time by its means     

Briggs Robert 《Journal of The Franklin Institute》1877,103(2):89-101

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Strategic CRM: Improving the Business of Academic Libraries     

Lora Leligdon  Todd Quinn  Lea Briggs 《College & Undergraduate Libraries》2015,22(3-4):247-260

An argument can be made that libraries are businesses, with users as their customers. Given the increasing scarcity of funding and pressure for proving value, academic libraries could benefit from leveraging certain business practices to increase user satisfaction. Creating a comprehensive strategy for building long-term user relationships can solidify support for libraries by engaging with all stakeholders to improve their library experiences. The Customer Relationship Management philosophy described here provides an opportunity for institutions to show their total value to all users and stakeholders and in doing so, improve the business of academic libraries.  相似文献   

Editorial Assistant's Introduction to the Issue     

Rachel R. Briggs 《Equity & Excellence in Education》2013,46(4):389-392

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Precision test of large capacity scales     

C.A. Briggs  E.D. Gordon 《Journal of The Franklin Institute》1921,192(5):671-672

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The flow of water through an opening in a pierced plate     

Briggs Robert 《Journal of The Franklin Institute》1877,103(2):123-132

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The absolute economy of electric lighting     

Robert Briggs 《Journal of The Franklin Institute》1880,110(3):164-169

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The Impact of Vertical Scaling Decisions on Growth Interpretations     

Derek C. Briggs  Jonathan P. Weeks 《Educational Measurement》2009,28(4):3-14

Most growth models implicitly assume that test scores have been vertically scaled. What may not be widely appreciated are the different choices that must be made when creating a vertical score scale. In this paper empirical patterns of growth in student achievement are compared as a function of different approaches to creating a vertical scale. Longitudinal item‐level data from a standardized reading test are analyzed for two cohorts of students between Grades 3 and 6 and Grades 4 and 7 for the entire state of Colorado from 2003 to 2006. Eight different vertical scales were established on the basis of choices made for three key variables: Item Response Theory modeling approach, linking approach, and ability estimation approach. It is shown that interpretations of empirical growth patterns appear to depend upon the extent to which a vertical scale has been effectively “stretched” or “compressed” by the psychometric decisions made to establish it. While all of the vertical scales considered show patterns of decelerating growth across grade levels, there is little evidence of scale shrinkage.  相似文献