Investigating the participation of business librarians in academic program reviews using corpus-based methods     

Lynne Bowker 《Journal of Business & Finance Librarianship》2013,18(3-4):199-224

Prior research into the role of business librarians in academic program reviews has relied on surveys and interviews, revealing that librarians perceive that they are marginalized in the review process. Using a collection of program review documentation produced for the reviews of nine graduate programs offered at a Canadian business school, this study employs corpus-based techniques to obtain direct measures of librarian involvement. The findings provide objective confirmation that business librarians are not well integrated into program reviews overall, and that their contribution to the reviews of professional programs is even more limited than their contribution to the reviews of research-oriented programs. Based on best practices and missed opportunities observed as part of this study, seven strategies are suggested for integrating business librarians more fully in the program review process for the benefit of all program stakeholders.  相似文献   

Developing Media Literacy in Public Libraries: Learning from Community Media Centers     

Colin Rhinesmith  Christiana Lynne Urbano Stanton 《Public Library Quarterly》2013,32(4):420-440

The rise of digital media labs and spaces for content creation in public libraries has been documented in the scholarly literature. However, fewer studies have investigated the outcomes of media literacy initiatives in community media centers (CMCs) and how they might inform similar programs and services in public libraries. This article reports findings from a study that used qualitative research to investigate the current goals and activities of CMCs across the United States. The findings show that the educational, social, and community benefits of these programs could be useful for public libraries to consider in developing or augmenting their own media literacy initiatives.  相似文献   

Uniform Titles From AACR to RDA     

Jean Weihs  Lynne C. Howarth 《Cataloging & classification quarterly》2013,51(4):362-384

  相似文献   

Associations Between First‐Time Expectant Women's Representations of Attachment and Their Physiological Reactivity to Infant Cry     

Jennifer C. Ablow  Amy K. Marks  S. Shirley Feldman  Lynne C. Huffman 《Child development》2013,84(4):1373-1391

Associations among 53 primiparous women's Adult Attachment Interview classifications (secure–autonomous vs. insecure–dismissing) and physiological and self‐reported responses to infant crying were explored. Heart rate, skin conductance levels, and respiratory sinus arrhythmia (RSA) were recorded continuously. In response to the cry, secure–autonomous women demonstrated RSA declines, consistent with approach‐oriented responses. Insecure–dismissing women displayed RSA and electrodermal increases, consistent with behavioral inhibition. Furthermore, insecure–dismissing women rated the cries as more aversive than secure–autonomous women. Nine months postpartum, secure–autonomous women, who prenatally manifested an approach‐oriented response to the unfamiliar cry stimulus, were observed as more sensitive when responding to their own distressed infant, whereas women classified prenatally as insecure–dismissing were observed as less sensitive with their own infants.  相似文献   

Perceptions of studying during adolescence: student typologies and the relationship with attainment     

Lynne Rogers 《Educational studies》2013,39(3):298-314

This research explores perceptions of studying among students taking public examinations at age 16. Cluster analysis was used to classify 826 Year 11 students, in their final year of compulsory schooling, according to their study typology. Pupils were drawn from eight outer London schools and completed a self-report questionnaire to assess perceptions of studying. The analysis revealed six distinctive groups with differences in the use of metacognitive, effort-management, time-management and study strategies. The groups differed in relation to attainment and the amount of homework that students reported completing. Clusters were identified with poor students, who had become disengaged with their studies, and hard working students, who valued the task and adopted a variety of strategies. Other clusters displayed poor time management strategies, use of planning and organisational strategies. For the future, it appears important to understand characteristics that are exhibited by individual students, if all are to be assisted in achieving their potential.  相似文献   

Surviving a Winter of Desolation     

Lynne M. Baker 《International Journal of Disability, Development & Education》2005,52(3):259-263

  相似文献   

Finding Common Ground: The Role of Preventive Conservation in Response to the Expectations of Contemporary Audiences at the National Gallery,London     

Lynne Harrison  Catherine Higgitt  Joseph Padfield 《文物保护研究》2018,63(5):101-107

ABSTRACT

Like many museums and galleries following a prolonged period of austerity, the National Gallery has increased its public, private and corporate activities on an unprecedented scale and embarked on an extensive building programme to develop the site and its heritage-listed building. Together with an expanding loans and exhibitions programme, institutional attention has been drawn towards using the collection and building in ways not done before, both to attract new audiences and to develop new income sources. However, such new and escalating activities have the potential to expose the collection to risks not previously considered and are increasing cumulative exposure to certain environmental factors. A new group, the Preventive Conservation Working Group (PCWG), working at an operational level, has recently been established as a forum for discourse, collaboration and innovation at this time of transformation, and its activities and areas of current focus are presented. The role of this group in safeguarding the collection while helping the institution to respond to the expectations of modern life and the contemporary audience are discussed, as well as some of the other positive benefits resulting from the group's formation.  相似文献   

What do prospective students look for in higher degrees by research? A scale development study     

Muhammad Abid Saleem  Lynne Eagle  Naveed Akhtar  Allah Wasaya 《Journal of Marketing for HIGHER EDUCATION》2020,30(1):45-65

ABSTRACT

This empirical investigation was aimed at conceptualizing, developing and validating a scale for the measurement of the quality of higher degrees by research (HDR-QUAL). For that purpose, this study specifically measured perceptions of higher degrees by research (HDR) students about the constituents of HDR quality in Pakistani tertiary education institutions. Following the 7-step process of scale development, three studies were conducted in order to develop an initial pool of scale items, establishing proposed scale validity and reliability, and assessing nomological behavior of the proposed scale. The principal component analysis with Varimax rotation method resulted in a 3-factor solution, subsequently proposing a 15-item scale. The model fit indices of measurement and the higher-order model indicated a satisfactory fit to data. Finally, the resultant three factors, i.e. financial assistance, supervisory expertise, and infrastructural support, converged into a unidimensional HDR-QUAL scale that was found positively associated with student satisfaction, thus, confirming nomological validity as well. Important policy measures and directions for future research are proposed at the end.  相似文献   

Erratum to: “FearNot!”: a computer-based anti-bullying-programme designed to foster peer intervention     

Natalie Vannini  Sibylle Enz  Maria Sapouna  Dieter Wolke  Scott Watson  Sarah Woods  Kerstin Dautenhahn  Lynne Hall  Ana Paiva  Elisabeth André  Ruth Aylett  Wolfgang Schneider 《European Journal of Psychology of Education - EJPE》2013,28(2):597-598

  相似文献   

“Law & Order Forever; Amnesty Never”? Understanding and Challenging Xenophobia     

Lynne Hamer  Martha Kransdorf  Michael Hale 《Educational Studies A Journal of the American Educational Studies Association》2013,49(6):604-605

  相似文献