Building Effective Decision Support Systems: Ralph H. Sprague Jr. and Eric D. Carlson, (Prentice-Hall,Englewood Cliffs,New Jersey: 1982) 351 pp. $23.95 ISBN 0-13-086215-0     

Lance Query 《Information processing & management》1983,19(5):344-345

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Beyond the MLS: Reflections on the role of professional and continued education for academic library liaisons     

Lance Day  Jaroslaw Szurek 《College & Undergraduate Libraries》2018,25(2):131-149

This research article is based on a national survey, conducted in 2016, concerning the value of an advanced subject degree in addition to a master's degree in library science (MLS/MLIS) for liaison librarians. In the article we discuss perceptions academic librarians have about their own professional education, the potential merit (or lack thereof) of an additional graduate degree, and the relationship and interdependence between both degrees as perceived by those who have obtained them. Two groups of academic librarians are evaluated: those with both an MLS/MLIS and an advanced subject degree, and those with solely an MLS/MLIS degree. This study utilizes both quantitative and qualitative data to evaluate the current population related to our research. The overarching goal of this study is to ask questions and stimulate conversation about the value of an advanced degree and how academic library liaisons can acquire and develop skills required to successfully serve as liaison and subject librarians.  相似文献   

Conditioned inhibition in taste aversion learning: Testing methodology and empirical status     

Delamater  Andrew R.  Kruse  John M.  Marlin  Stuart  LoLordo  Vincent M. 《Learning & behavior》1986,14(1):6-14

Learning & Behavior - Several assays were used in assessing conditioned inhibition within a taste aversion procedure. Following Pavlovian conditioned inhibition training, in which one taste was...  相似文献   

Reality versus Simulation   总被引：1，自引：1，他引：1  

Srilekha Srinivasan  Lance C. Pérez  Robert D. Palmer  David W. Brooks  Kathleen Wilson  David Fowler 《Journal of Science Education and Technology》2006,15(2):137-141

A systematic study of the implementation of simulation hardware (TIMS) replacing software (MATLAB) was undertaken for advanced undergraduate and early graduate courses in electrical engineering. One outcome of the qualitative component of the study was remarkable: most students interviewed (4/4 and 6/9) perceived the software simulations as “fake”. Professionals, on the other hand, find such simulations as essentially perfectly replacing data from “real” systems. The implications of this large difference in perception between advanced undergraduate/early graduate students and professionals are discussed. At present, suitable theoretical frameworks related to motivation do not afford satisfactory explanation for this observation.Work done at the Department of Electrical Engineering, University of Nebraska-Lincoln  相似文献   

PhotoVoice participatory action research for the communication classroom     

Lance Brendan Young 《Communication Teacher》2017,31(4):226-230

Courses: Qualitative research methods, health communication, organizational communication, or any course that could incorporate advocacy or social change into the content area

Objectives: On completion of this assignment, students will (1) understand why and how action research is undertaken; (2) develop skill in perceiving and representing the social world as a scholar, using both pictures and words; (3) collaborate with others to analyze qualitative data and theorize how a social problem emerges and is reproduced; and (4) give voice to those advocating change.  相似文献   

The Impact of a Course on Nature of Science Pedagogical Views and Rationales     

Jerrid W. Kruse  Jaclyn M. Easter  Hallie S. Edgerly  Colin Seebach  Neal Patel 《Science & Education》2017,26(6):613-636

This study explored changes in preservice teachers’ (PSTs) nature of science pedagogical (NOSP) views and nature of science (NOS) rationales using pre- and post-course written responses as well as interview data. Through systematic analysis, themes were generated and compared to the NOS literature. Comparisons between pre- and post-course data demonstrate improved and deepened NOS views, NOSP views that are more aligned with NOS literature, and a greater number of rationales for including NOS. All participants were enrolled in the “Inquiry and Natures of Science, Technology, and Engineering” (INSTE) course. However, six participants were enrolled in INSTE as their first course in which NOS and NOSP were addressed. The other six participants were enrolled in INSTE as their second course in which NOS and NOSP were addressed, with science methods as their first course in which NOS and NOSP were addressed. By comparing participants enrolled in INSTE as their first course to those enrolled in INSTE as their second course, we observed that NOS understanding seemed to develop in a first experience alongside some NOS rationales, but NOSP views lagged for participants in INSTE as their first course. Participants enrolled in INSTE as their second course developed more robust and literature-aligned NOSP views and more multifaceted NOS rationales. Therefore, this study bolsters arguments that teachers need to receive extended NOS and NOSP instruction.  相似文献   

Gender, Psychosocial Dispositions, and the Academic Achievement of College Students     

Rodney A. Clifton  Raymond P. Perry  Lance W. Roberts  Tracey Peter 《Research in higher education》2008,49(8):684-703

Researchers have recently claimed that there are substantial differences in the psychosocial dispositions and academic achievement of male and female college students. To test this proposition, a sample of 854 undergraduate students were selected from a major Canadian Research-1 university. Multiple regression analyses assessed the effects of gender and several other independent variables on coping strategies, academic control, self-esteem, and grade point averages. Few differences emerged between the genders on the psychosocial dispositions or on academic achievement. The results suggest that both male and female students can improve their coping strategies and academic control, which together directly affect their academic achievement.  相似文献   

Surprise,Hurt, and Anger as Emotional Responses to Expectancy Violations Following Feedback Messages     

Lance Kyle Bennett  Xavier Scruggs  Joy Melody Woods 《Communication Research Reports》2020,37(1-2):22-33

ABSTRACT

Using expectancy violations theory, this study examined how the communication of unexpected feedback messages evoke emotional responses. A convenience sample (N = 309) reported instances of unexpected feedback within the last month. Results showed that receipt of the feedback message types were considered moderate-to-high violations. Violation expectedness and valence were negatively associated with the emotional responses, but violation importance was positively associated with the emotional responses. Finally, hurt and anger (but not surprise) were positively linked to perceptions of relational damage between the message sender and receiver. Taken together, our study demonstrates that expectancy violations are connected to emotions and relational outcomes.  相似文献   

A study of radio signal fading     

J.H. Dellinger  L.E. Whittemore  S. Kruse 《Journal of The Franklin Institute》1923,196(6):823-824

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Using a Behavior Change Model to Document the Impact of Visits to Disney's Animal Kingdom: A Study Investigating Intended Conservation Action     

Lynn D. Dierking  Leslie M. Adelman  Jackie Ogden  Kathy Lehnhardt  Lance Miller  Jill D. Mellen 《Curator: The Museum Journal》2004,47(3):322-343

Abstract Over the last 10 to 15 years, zoos and aquariums have set out to influence visitors' conservation‐related knowledge, attitudes, affect, and behavior. In 2000, the Institute for Learning Innovation collaborated with Disney's Animal Kingdom (DAK) on a comprehensive baseline study conducted to assess the outcomes of a DAK experience on visitors in four areas: knowledge, attitudes, affect, and behavior. This article describes one aspect of the comprehensive study: an investigation of the long‐term (two‐to‐three‐month) impact of a visit to Conservation Station at Disney's Animal Kingdom on visitors' intended conservation action. The study used a behavior change model from the health arena: the Prochaska Model of Behavioral Change. The model proved helpful but had some drawbacks, suggesting the need to develop a more sensitive change model. The implications of this study could assist institutions in thinking about what audiences or messages to emphasize in order to influence behavior.  相似文献