Writing Effectively in Print and on the Web: A Practical Guide for Librarians     

Sara F. Hess 《Public Services Quarterly》2018,14(1):47-48

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Scaling up Content Analysis     

Damian Trilling  Jeroen G. F. Jonkman 《Communication methods and measures》2018,12(2-3):158-174

ABSTRACT

Employing a number of different standalone programs is a prevalent approach among communication scholars who use computational methods to analyze media content. For instance, a researcher might use a specific program or a paid service to scrape some content from the Web, then use another program to process the resulting data, and finally conduct statistical analysis or produce some visualizations in yet another program. This makes it hard to build reproducible workflows, and even harder to build on the work of earlier studies. To improve this situation, we propose and discuss four criteria that a framework for automated content analysis should fulfill: scalability, free and open source, adaptability, and accessibility via multiple interfaces. We also describe how to put these considerations into practice, discuss their feasibility, and point toward future developments.  相似文献   

Developing Pre-service Elementary Teachers’ Pedagogical Practices While Planning Using the Learning Cycle     

Danielle K. Ross  Jennifer L. Cartier 《Journal of Science Teacher Education》2015,26(6):573-591

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Rapid mask prototyping for microfluidics     

B. G. C. Maisonneuve  T. Honegger  J. Cordeiro  O. Lecarme  T. Thiry  D. Fuard  K. Berton  E. Picard  M. Zelsmann  D. Peyrade 《Biomicrofluidics》2016,10(2)

With the rise of microfluidics for the past decade, there has come an ever more pressing need for a low-cost and rapid prototyping technology, especially for research and education purposes. In this article, we report a rapid prototyping process of chromed masks for various microfluidic applications. The process takes place out of a clean room, uses a commercially available video-projector, and can be completed in less than half an hour. We quantify the ranges of fields of view and of resolutions accessible through this video-projection system and report the fabrication of critical microfluidic components (junctions, straight channels, and curved channels). To exemplify the process, three common devices are produced using this method: a droplet generation device, a gradient generation device, and a neuro-engineering oriented device. The neuro-engineering oriented device is a compartmentalized microfluidic chip, and therefore, required the production and the precise alignment of two different masks.  相似文献   

Stress,Adaptive Coping,and Life Satisfaction     

Juleen K. Buser  Anne Kearney 《Journal of College Counseling》2017,20(3):224-236

The authors examined the relationship between stress, adaptive coping, and life satisfaction among college students who reported having a friend or family member with eating disorder symptomatology. A hierarchical regression confirmed the study's hypotheses. Higher stress was linked with less life satisfaction. After stress was controlled, plan coping had a beneficial influence on life satisfaction. College counselors can use these findings when choosing interventions for clients who are close to someone with an eating disorder.  相似文献   

Points from the SENCo-Forum     

K. Wedell 《British Journal of Special Education》2021,48(3):393-396

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The Coming of Age of the Academic Career: Differentiation and Professionalization of German Academic Positions from the 19th Century to the Present     

Cathelijn J. F. Waaijer 《Minerva》2015,53(1):43-67

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Masked by Trust: Bias in Library Discovery     

Ellen K. Wilson 《Public Services Quarterly》2020,16(1):32-33

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Alan Hirshfeld, <Emphasis Type="Italic">Eureka Man: The Life and Legacy of Archimedes</Emphasis>     

A. K. T. Assis 《Science & Education》2011,20(1):83-87

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Young Children’s Ability to Produce Valid and Relevant Counter-Arguments     

Bahar Köymen  Cathal O’Madagain  Andreas Domberg  Michael Tomasello 《Child development》2020,91(3):685-693

In collaborative problem solving, children produce and evaluate arguments for proposals. We investigated whether 3- and 5-year-olds (N = 192) can produce and evaluate arguments against those arguments (i.e., counter-arguments). In Study 1, each child within a peer dyad was privately given a reason to prefer one over another solution to a task. One child, however, was given further information that would refute the reasoning of their partner. Five-year-olds, but not 3-year-olds, identified and produced valid and relevant counter-arguments. In Study 2, 3-year-olds were given discourse training (discourse that contrasted valid and invalid counter-arguments) and then given the same problem-solving tasks. After training, 3-year-olds could also identify and produce valid and relevant counter-arguments. Thus, participating in discourse about reasons facilitates children’s counter-argumentation.  相似文献