Sharing Our Library Facility: Prescott Valley Arizona Public Library     

Ted Johnson  Casey Van Haren  Michele Hjorting 《Public Library Quarterly》2017,36(2):154-166

The present Prescott Valley Public Library facility was created in 2009 as a space that was meant to be shared. The building was designed to be aesthetically unique and people friendly. Key elements include an auditorium for Town Council, a multifunctional meeting room with a kitchen and multimedia projection capabilities, a roof top terrace, outside patios, PC lab, Digital Media Lab, and a variety of smaller gathering spaces. Additionally, we share our facility with a satellite campus of Northern Arizona University, which affords frequent opportunities to collaborate in novel ways to connect with our community. Sharing is a value we learn early in life and it is the hallmark of professional librarianship. It is challenging, sometimes frustrating work. But the rewards far outweigh the risks. Those rewards extend to every citizen in our shared, county network—Yavapai Library Network. Throughout this article, we present a variety of practical aspects related to our experience, which may guide and inspire others to share their library space within their community.  相似文献   

On Simulation and the Teaching of Statistics     

Ted Hodgson  Maurice Burke 《Teaching Statistics》2000,22(3):91-96

The use of simulation as an instructional tool can promote a deep conceptual understanding of statistics and lead to misunderstandings. Teachers need to be aware of the misconceptions that can arise as a result of simulation and carefully structure classroom activities so as to derive the benefits of this powerful instructional tool.  相似文献   

FRSAD,Semiotics, and FRBR-LRM     

Ted Gemberling 《Cataloging & classification quarterly》2016,54(2):136-144

Philosophy grapples with the deepest and most difficult questions in human life. In a 2012 article, Jonathan Furner raises questions about the “Functional Requirements for Subject Authority Data” (FRSAD) model. Can the FRSAD framers really avoid tackling philosophical questions as they attempt to do—the long-running dispute between nominalists and realists, in particular? This article attempts to flesh out a realist position while showing some implications for the new Functional Requirements for Bibliographic Records-Library Reference Model. It is not clear that FRSAD really takes a realist view, as Furner claims, and a position on the nominalist–realist debate is not necessary for information professionals.  相似文献   

Enhancing Teachers' Knowledge and Use of Inquiry Through Environmental Science Education   总被引：1，自引：0，他引：1  

Bell  Cheryl  Shepardson  Daniel  Harbor  Jon  Klagges  Hope  Burgess  Willie  Meyer  Jason  Leuenberger  Ted 《Journal of Science Teacher Education》2003,14(1):49-71

Journal of Science Teacher Education -  相似文献   

Research engagement of health sciences librarians: a survey of research-related activities and attitudes     

Susan Lessick  Carol Perryman  Brooke L. Billman  Kristine M. Alpi  Sandra L. De Groote  Ted D. Babin  Jr. 《Journal of the Medical Library Association》2016,104(2):166-173

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Empty Philosophy of Science     

Ted Richards 《Metascience》2009,18(2):313-317

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Information Arcology and Data Explorations: Scientific Content for Multiple Learning Styles and Environments     

Habermann  Ted  Burton  Nancy  Frender  Kevin 《Journal of Science Education and Technology》1998,7(3):235-247

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Developing an automated writing placement system for ESL learners     

Helen Yannakoudakis  Øistein E Andersen  Ted Briscoe  Diane Nicholls 《教育实用测度》2018,31(3):251-267

ABSTRACT

There are quite a few challenges in the development of an automated writing placement model for non-native English learners, among them the fact that exams that encompass the full range of language proficiency exhibited at different stages of learning are hard to design. However, acquisition of appropriate training data that are relevant to the task at hand is essential in the development of the model. Using the Cambridge Learner Corpus writing scores, which have been subsequently benchmarked to Common European Framework of Reference for Languages (CEFR) levels, we conceptualize the task as a supervised machine learning problem, and primarily focus on developing a generic writing model. Such an approach facilitates the modeling of truly consistent, internal marking criteria regardless of the prompt delivered, which has the additional advantage of requiring smaller dataset sizes and not necessarily requiring re-training or tuning for new tasks. The system is developed to predict someone’s proficiency level on the CEFR scale, which allows learners to point to a specific standard of achievement. We furthermore integrate our model into Cambridge English Write & Improve^TM—a freely available, cloud-based tool that automatically provides diagnostic feedback to non-native English language learners at different levels of granularity—and examine its use.  相似文献   

Learning more by being taught less: a “time-for-self-study” theory explaining curricular effects on graduation rate and study duration     

Henk G. Schmidt  Janke Cohen-Schotanus  Henk T. van der Molen  Ted A. W. Splinter  Jan Bulte  Rob Holdrinet  Herman J. M. van Rossum 《Higher Education》2010,60(3):287-300

In this article, an alternative for Tinto’s integration theory of student persistence is proposed and tested. In the proposed theory, time available for individual study is considered a major determinant of both study duration and graduation rate of students in a particular curriculum. In this view, other activities in the curriculum, in particular lectures, constrain self-study time and therefore must have a negative impact on persistence. To test this theory, we collected study duration and graduation rate information of all—almost 14,000 students—enrolling in eight Dutch medical schools between 1989 and 1998. In addition, information was gathered regarding the timetables of each of these curricula in the particular period: lectures hours, hours spent in small-group tutorials, practicals, and time available for self-study. Structural equation modeling was used to study relations among these variables. In line with our predictions, time available for self-study was the only determinant of graduation rate and study duration. Lectures were negatively related to self-study time, negatively related to graduation rate, and positively related to study duration. The results suggest that extensive lecturing may be detrimental in higher education. However, in the curricula employing limited lecturing considerable energy was spent in supporting self-study activities of students and preventing postponement of learning. Given our findings, both activities will likely have large pay offs, in particular in curricula with low graduation rates.  相似文献   

Sexual health discussions between African-American mothers and mothers of Latino descent and their children     

Ashley Murray  Monica U. Ellis  Ted Castellanos  Zaneta Gaul  Madeline Y. Sutton  Carl D. Sneed 《Sex education》2014,14(5):597-608

We examined approaches used by African-American mothers and mothers of Latino descent for informal sex-related discussions with their children to inform sexually transmitted infection (STI)/HIV intervention development efforts. We recruited mothers (of children aged 12–15) from youth service agencies and a university in southern California. Fourteen focus groups were conducted: eight with African-American mothers (n = 31) and six with mothers of Latino descent (n = 24). Data were transcribed, coded for most common themes by four of the authors and reviewed for differences by gender of child. Four key themes emerged when focusing on parent–child discussions about sex: (1) sexual activity discussions took place for both sons and daughters; (2) protection from STI/HIV and pregnancy was a key topic; (3) the use of a direct, honest approach was preferred by mothers; and (4) seizing the moment was important for discussion opportunities. These data help broaden our understanding about the strategies used by African-American mothers and mothers of Latino descent for sexual health discussions with their sons and daughters. Evaluations of these for their potential impact on youth sexual health outcomes are warranted. The data can also contribute to the development of new culturally tailored parent–child communication strategies and HIV prevention interventions for young people of colour.  相似文献