Failure Modes and Effects Analysis (FMEA) for Cataloging: An Application and Evaluation     

Jennifer Meekhof  Amy B. Bailey 《Cataloging & classification quarterly》2017,55(7-8):493-505

Failure Modes and Effects Analysis (FMEA) is a proactive assessment tool originally created for quality assurance in manufacturing industries. FMEA involves the assignment of rankings for frequency, severity, and detection of errors within a process. Catalogers at ProQuest undertook an innovative project to use FMEA to evaluate MARC record production. This article provides an overview of FMEA for process evaluation and summarizes an application for cataloging. It considers the tool's value for error-proofing in MARC record creation and how FMEA might be applied more effectively in a variable environment.  相似文献   

Gender differences in providing peer review to two behavioural science journals, 2006–2015          下载免费PDF全文

Karen B. Schmaling  Arthur W. Blume 《Learned Publishing》2017,30(3):221-225

  相似文献   

Statistical and Practical Concerns With Published Communication Research Featuring Structural Equation Modeling     

Alan K. Goodboy  Rex B. Kline 《Communication Research Reports》2017,34(1):68-77

  相似文献   

An Introduction to the Blockchain and Its Implications for Libraries and Medicine     

Matthew B. Hoy 《Medical reference services quarterly》2017,36(3):273-279

The blockchain is a relatively new technology used to verify and store transaction records for online cryptocurrencies like Bitcoin. The system is redundant and distributed, making it difficult for transactions to be rescinded, duplicated, or faked. Beyond online currencies, the blockchain has potential uses in health care, education, and many other fields. This column will briefly describe what the blockchain is and how it is being used, potential future uses that may be of interest to librarians and medical practitioners, and some of the problems with the system.  相似文献   

Prosodic correlates of stress in babbling: an acoustical study     

Davis BL  MacNeilage PF  Matyear CL  Powell JK 《Child development》2000,71(5):1258-1270

Prelinguistic babbling often seems remarkably speech-like, not because it has recognizable words but because it seems to have adult-like prosody. To quantify this impression, we compared disyllabic sequences from five infants and five adults in terms of the use of frequency, intensity, and duration to mark stress. Significantly larger values for the three acoustic variables were observed on stressed than on unstressed syllables independent of syllable position for both groups. Adults showed the correlates of utterance final syllables--lower f0, lower intensity, and longer duration; infants showed only decrease in intensity. Ratios for stressed to unstressed syllables and participation of the three variables in stress production in individual disyllables were highly similar in both groups. No bias toward the English lexical trochaic stress pattern was observed. We conclude that infants in English environments produce adult-like stress patterns before they produce lexical items, which specify stress. Acoustic and perceptual analyses are used to explore stress marking by prelinguistic infants in an English language environment. Results show that infants employ the three acoustic correlates of stress in individual syllables in a manner largely similar to that of adult speakers, although they do not show second-syllable declination effects or an English language trochaic stress bias.  相似文献   

The role of domain knowledge in creative generation     

Thomas B. Ward   《Learning and individual differences》2008,18(4):363

Previous studies have shown that a predominant tendency in creative generation tasks is to base new ideas on well-known, specific instances of previous ideas (e.g., basing ideas for imaginary aliens on dogs, cats or bears). However, a substantial minority of individuals has been shown to adopt more abstract approaches to the task and to develop more original products as a result. Because domain knowledge is sometimes thought to be associated with more abstract representations, it is possible that these individual differences are linked to how much people have learned about the domain in question. The present study explored the relationship between domain knowledge, the tendency to rely on specific domain instances and both the originality and practicality of outcomes in a task in which participants designed novel sports. In addition to designing novel sports, participants rated their own knowledge about and participation in sports, and they took a short test of sport knowledge. As in previous studies, there were individual differences in approaches to the task, and participants who relied on specific known sports (e.g., basketball) produced less original designs. Neither the measures of sport knowledge nor the measure of sport participation related to the tendency to rely on specific instances in developing the novel sports or to the originality of those creations. However, there were links between tested knowledge and the rated practicality of the designs.  相似文献   

The Interaction of Early Maternal Responsiveness and Children's Cognitive Abilities on Later Decoding and Reading Comprehension Skills     

Heather B. Taylor  Jason L. Anthony  Rachel Aghara  Karen E. Smith  Susan H. Landry 《Early education and development》2008,19(1):188-207

This longitudinal study evaluated the extent to which maternal responsiveness across early childhood and children's cognitive skills predicted children's 8-year decoding and reading comprehension skills for children who varied in biological risk (term, n = 83; preterm, n = 155). Patterns of maternal responsiveness during infancy (6, 12, and 24 months) and preschool (3 and 4 years) revealed 4 maternal clusters that varied in consistency and level of maternal responsiveness. Although not predictive of decoding skills, the interaction between children's 4-year cognitive ability and maternal responsiveness cluster predicted children's reading comprehension skills at 8 years of age, regardless of risk. Although consistently high levels of maternal responsive parenting across early childhood related to literacy outcomes for all children in the study, responsive parenting had a stronger relation to later reading comprehension skills for children with lower cognitive abilities, particularly when mothers demonstrated high responsiveness in children's infancy.  相似文献   

Principal Leadership for Technology-enhanced Learning in Science     

Libby F. Gerard  Jane B. Bowyer  Marcia C. Linn 《Journal of Science Education and Technology》2008,17(1):1-18

Reforms such as technology-enhanced instruction require principal leadership. Yet, many principals report that they need help to guide implementation of science and technology reforms. We identify strategies for helping principals provide this leadership. A two-phase design is employed. In the first phase we elicit principals’ varied ideas about the Technology-enhanced Learning in Science (TELS) curriculum materials being implemented by teachers in their schools, and in the second phase we engage principals in a leadership workshop designed based on the ideas they generated. Analysis uses an emergent coding scheme to categorize principals’ ideas, and a knowledge integration framework to capture the development of these ideas. The analysis suggests that principals frame their thinking about the implementation of TELS in terms of: principal leadership, curriculum, educational policy, teacher learning, student outcomes and financial resources. They seek to improve their own knowledge to support this reform. The principals organize their ideas around individual school goals and current political issues. Principals prefer professional development activities that engage them in reviewing curricula and student work with other principals. Based on the analysis, this study offers guidelines for creating learning opportunities that enhance principals’ leadership abilities in technology and science reform.  相似文献   

Developmentally Appropriate Emergent Literacy Activities for Young Children: Adapting the Early Literacy and Learning Model   总被引：1，自引：1，他引：0  

Elizabeth M. Elliott  Charleen B. Olliff 《Early Childhood Education Journal》2008,35(6):551-556

Whether it be leaping, resisting, or being gently shoved, the field of early childhood education continues moving into the age of accountability. Young children are expected to exhibit many requisite skills prior to kindergarten. Thus, the advancement of pre-reading and writing skills development become one of the many areas of focus for early childhood teachers. This study focused on the advancement of young children’s emergent literacy and letter recognition skills through developmentally appropriate instruction and need based adapted activities using the Early Literacy and Learning Model (ELLM) curriculum. The results suggest that mindfully adapting activities to children’s needs advances children’s emergent literacy development.  相似文献   

Selecting Books for Children Birth Through Four: A Developmental Approach   总被引：1，自引：1，他引：0  

Julie Dwyer  Susan B. Neuman 《Early Childhood Education Journal》2008,35(6):489-494

The selection of books to read to young children matters enormously in the role books play for enriching children’s lives. This paper reviews the scientific evidence for the appropriate selection of books, and argues that care in selecting books targeted to children’s developing skills will enhance the power and the pleasures of reading to young children.  相似文献