International Perspectives on the Image of Archivists and Archives     

Richard J. Cox 《International Information and Library Review》2013,45(3):195-231

Abstract

There has been little systematic research about the image of archivists and archives. This study considers how this topic has been handled in an eight month span of The New York Times from late 1992 to mid 1993. While the news media’s coverage is present, it is clear that archives are treated as curiosities or when they relate to political disputes, are associated with prominent figures, or have interesting or different views to offer on important topics.  相似文献   

Integrating Federated Searching into Your Information Literacy Curriculum: A How-To Guide     

Christopher Cox 《College & Undergraduate Libraries》2013,20(4):311-321

Building on previously published research analyzing federated searching in light of the ACRL Information Literacy Standards for Higher Education, the author presents ideas for the integration of federated searching into existing curricula, regardless of learning level.  相似文献   

Citation Analysis of Graduate Dental Theses References: Implications for Collection Development     

Janice E. Cox 《资料收集管理》2013,38(3):219-234

This study, conducted at the Indiana University School of Dentistry Library using citation analysis, examined graduate dental student theses citations to determine the nature of materials cited, journal ownership, journal citation frequency, and citation age distribution. The results were compared to other scientific discipline citation analyses. Study results indicated that for the period studied, masters dental students, like medical and science students, cited recently published scholarly dental journal literature. The majority of the journals cited were owned by Indiana University system libraries. Areas for further research include faculty resource usage, e-journal impact, and interdisciplinary resource use.  相似文献   

Re-discovering the archival mission: The recordkeeping functional requirements project at the University of Pittsburgh,a progress report     

Richard J. Cox 《Archives and Museum Informatics》1994,8(4):279-300

  相似文献   

Special Review Section     

Duncan Graham  Brian Cox 《Cambridge Journal of Education》1993,23(2):211-216

  相似文献   

Future teachers’ conceptions concerning the learning capacity of pupils in multicultural schools in South Africa     

Corinne Meier  Eleanor Letnmer 《Prospects》2001,31(3):333-352

  相似文献   

An integrated curriculum approach to increasing habitual physical activity in deprived South Asian children     

E. L. J. Eyre  V. M. Cox  S. L. Birch  M. J. Duncan 《European Journal of Sport Science》2016,16(3):381-390

Integrating physical activity (PA) within a school curriculum is a promising approach for increasing PA in children. To date, no research has examined its effectiveness in increasing the low levels of PA witnessed in deprived South Asian (SA) children. The study aims to ascertain whether an integrated school-based curriculum and pedometer intervention could increase PA in children from deprived SA backgrounds. Following ethical approval and informed consent, 134 deprived SA children (63 boys, 71 girls, control (n?=?40, mean age?=?11.12 years, SD?=?0.32 years) and intervention (n?=?94, mean age?=?9.48 years, SD?=?0.62 years)) from a primary school in England, UK, completed a 6-week integrated PA intervention based on virtually walking from their school (middle of the country) to the coast and back (March–July 2013). Habitual PA was determined at baseline and post 6 weeks intervention for both groups, and determined weekly during the intervention in the experimental group. The results indicated that average daily steps were significantly higher at post 6 weeks compared to baseline for the intervention group (intervention mean change?=?8694 steps/day, SD?=?7428 steps/day vs. control mean change?=??1121 steps/day, SD?=?5592 steps/day, 95% CI of difference, 6726–7428 steps/day, P?=?.001, d?=?1.76). In addition, significant decreases in BF% and waist circumference were observed in the intervention group post 6 weeks (mean change for BF%?=??4.5%, mean change for WC?=??1.7?cm, P?=?.001). School-based integrated curriculum and pedometer interventions provide a feasible and effective mechanism for increasing habitual PA in primary school children from deprived SA backgrounds.  相似文献   

Dynamics of mirror writing compared to conventional writing in typical preliterate children     

Marine Portex  Carolane Hélin  Corinne Ponce  Jean-Noël Foulin 《Reading and writing》2018,31(6):1435-1448

In left-to-right writing cultures, spontaneous mirror writing of letters and digits in preliterate children appears more frequently on left-than right-facing characters. A compelling theory drawn on neuropsychological evidence of mirror generalization suggests that children resort to a right-orienting/writing rule when learning to write. The aim of the present study was to conceptually replicate and specify recent findings (Fischer, 2017a) on the predominant contribution of writing directionality to mirror writing in preliterate children. A training study was designed to compare on-line production of conventional versus mirror writing of 4-to-5 year-old French children (n?=?30). Over a 4-week period, children were taught to write from memory words and digits. During a subsequent writing-from-memory task, a spatial constraint (Cornell, 1985) was imposed to elicit paired conventional and mirror writing of the words/digits. Spatial and kinematic data were recorded through the use of a digital pen. The results indicate a main contribution of writing directionality to letter and digit reversals. Furthermore, kinematic equivalence between conventional and mirror writing supports the neurological mirror generalization process in children. Overall, these results constitute a further illustration that the manifestation of mirror writing in typically developing children is culture-bound.  相似文献   

Book reviews     

Roger Brown  Anthony W. Hodgkinson  Daniel V. Mattox  Alva I. Cox  Robert Steele  Lassar G. Gotkin 《Educational technology research and development : ETR & D》1965,13(4):429-445

  相似文献   

Growing Early Childhood Education Teachers in Rural Areas     

Donna Hannaway  Poomoney Govender  Petro Marais  Corinne Meier 《Africa Education Review》2019,16(3):36-53

Currently in South Africa, there are over 20 000 underqualified Grade R teachers who are enlisted into service to ensure that Grade R teaching can continue. The aim of the study reported on was to investigate the challenges and needs faced by underqualified teachers in order to promote the professional development of teachers teaching in rural areas. Phenomenology was used as the research design. By means of a qualitative research approach, purposeful sampling selected only underqualified early childhood education (ECE) teachers teaching in rural schools for more than five years or more in three provinces, as well as their school principals. The findings revealed the following needs and challenges: the need for resources; poor infrastructure; lack of parental involvement; overcrowded classrooms; the need for in-service training; needs of the rural communities; and support from an open distance learning (ODL) institution.  相似文献