The Impact of David Bearman on Modern Archival Thinking: An Essay of Personal Reflection and Critique     

Terry Cook 《Archives and Museum Informatics》1997,11(1):15-37

This essay is a preliminary assessment of David Bearman as the leading archival thinker of the late twentieth century. Bearman has revolutionized thinking in archival circles around the world by offering a defence of traditional archival notions of provenance, evidence, recordness, and contextuality that equals the noblest statements of a Hilary Jenkinson, and by positing a relevant, dynamic, engaged future for archivists to transform the Information Age into a Record-Keeping Age. The essay is both a personal reflection and critical analysis. There are three main themes: an assessment of Bearman's ideas and their overall importance to general archival theory; a more specific exposition of the nature and importance of the University of Pittsburgh Project and of where Bearman sees that its results are leading archivists and their profession and institutions in future; and a critique of some of the implications, if not the conscious intentions, of his ideas and methods that seem to exclude the cultural, historical, and heritage dimensions and uses of archives, public or private. The overall aim of the essay is to push the archival discourse to the next stage by challenging and constructively critiquing as well as extolling the work of this archival pioneer.  相似文献   

Archives, records, and power: From (postmodern) theory to (archival) performance     

Terry Cook  Joan M. Schwartz 《Archival Science》2002,2(3-4):171-185

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Pro-Cite Version 2: A Review     

Terry Hanson 《Health information and libraries journal》1993,10(1):46-50

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Using Multidimensional Item Response Theory to Evaluate Educational and Psychological Tests     

Terry A. Ackerman  Mark J. Gierl  Cindy M. Walker 《Educational Measurement》2003,22(3):37-51

Many educational and psychological tests are inherently multidimensional, meaning these tests measure two or more dimensions or constructs. The purpose of this module is to illustrate how test practitioners and researchers can apply multidimensional item response theory (MIRT) to understand better what their tests are measuring, how accurately the different composites of ability are being assessed, and how this information can be cycled back into the test development process. Procedures for conducting MIRT analyses–from obtaining evidence that the test is multidimensional, to modeling the test as multidimensional, to illustrating the properties of multidimensional items graphically-are described from both a theoretical and a substantive basis. This module also illustrates these procedures using data from a ninth-grade mathematics achievement test. It concludes with a discussion of future directions in MIRT research.  相似文献   

Documenting the world’s sociological literature:Sociological abstracts     

Miriam Chall  Terry M. Owen 《Publishing Research Quarterly》1995,11(3):83-95

Since its founding in 1953,Sociological Abstracts has abstracted and indexed the worldwide literature of sociology and the related social sciences. Growth and specialization within the field are reflected in the number of publications screened, the addition of new document types, the range of languages covered, and the increased specificity of indexing and classication.  相似文献   

Black Writer, White School, One Lesson, At Least     

Terry Gifford 《English in Education》1982,16(3):64-66

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The Enemy Within     

Terry Eagleton 《English in Education》1991,25(3):3-9

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Australian PhDs by LIS educators, researchers and practitioners: Depicting diversity and demise   总被引：1，自引：0，他引：1  

Peter Macauley  Terry Evans  Margot Pearson 《Library & information science research》2010,32(4):258-264

Analyses of more than 73,000 PhD thesis records in a comprehensive database of bibliographic records from all Australian universities from 1948 to 2006 demonstrate that PhDs on LIS-related topics reveal not only diversity of content, but also the diverse nature of the researcher's academic disciplines. This diversity includes researchers from within and outside LIS who bring to LIS–or take away–a variety of methods, approaches, theories and understandings. With 27 of Australia's 39 universities having produced LIS-related PhD graduates, the distribution through the Australian university system is evident and emphasizes the transferability of skills and knowledge which graduates bring to their work. It is possible that the diversity of researcher's disciplines, combined with the dangerously low numbers of LIS graduations, may also threaten the future of LIS research and education in Australia. Based on the findings of this study, the sustainability of LIS research and research training for the next generation in Australia is under threat.  相似文献   

Overcoming problems in doctoral writing through the use of visualisations: telling our stories     

Terry Barrett  Jennie Hussey 《Teaching in Higher Education》2013,18(1):48-63

Doctoral students experience many challenges on the long journey towards completion. Common problems include: synthesising data, working at a conceptual level, clarifying the relationship of the parts of the thesis to the whole, finding a voice and completing a viva successfully. Few authors have addressed the use of visualisations to meet these challenges. This paper focuses on the use of visualisations in doctoral writing. It presents narratives about seven ways that visualisations can help students to make breakthroughs in their writing, namely, as an organiser of the relationships of the parts of the thesis to the whole, a trigger for peer discourse, a vehicle for conceptual work, a metaphor to express key concepts, a trigger for professional development, a visual aid for the viva and as a prompt for freedrawing and freewriting.  相似文献   

The role of learned resourcefulness in helping female undergraduates deal with unwanted sexual activity     

Deborah J. Kennett  Terry P. Humphreys  Meghan Patchell 《Sex education》2013,13(4):341-353

We examined the relationship between learned resourcefulness skills and the manner in which undergraduate heterosexual women handle unwanted sexual advances/activity. Participants consisted of 150 females completing a set of questionnaires assessing general learned resourcefulness, sexual giving-in experience, sexual resourcefulness, sexual self-efficacy and reasons for consent. The hypothesis that possessing a higher general repertoire of learned resourcefulness skills would uniquely predict greater sexual self-control with unwanted sexual advances was supported. Physical contact with men, greater sexual victimization, more reasons for consenting, and less use of sexual resourcefulness skills all directly contributed to voluntarily giving-in behavior. Implications for sexuality education and counseling are discussed.  相似文献