12 research outputs found

    Bibliographie

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    PrĂ©cisions des auteurs : un nombre relativement important de nos rĂ©fĂ©rences bibliographiques est dĂ©sormais disponible dans les archives ouvertes, les pages de chercheurs dans les sites de leurs universitĂ©s ou leurs sites personnels. Cependant, nous ne transcrivons pas l’adresse (URL) de ces publications en libre accĂšs pour Ă©viter d’allonger une bibliographie dĂ©jĂ  bien fournie et nous invitons les lecteurs Ă  les retrouver avec leur moteur de recherche favori, de prĂ©fĂ©rence spĂ©cialisĂ© dans les ..

    Management: A continuing literature survey with indexes

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    This bibliography lists 782 reports, articles, and other documents introduced into the NASA scientific and technical information system in 1977. The citations, and abstracts when available, are reproduced exactly as they appeared originally in IAA and STAR, including the original accession numbers from the respective announcement journals. Topics cover the management of research and development contracts, production, logistics, personnel, safety, reliability and quality control citations. Includes references on: program, project and systems management; management policy, philosophy, tools, and techniques; decisionmaking processes for managers; technology assessment; management of urban problems; and information for managers on Federal resources, expenditures, financing, and budgeting

    SjednocovĂĄnĂ­ věcnĂ©ho popisu agregovanĂœch zĂĄznamĆŻ v repozitáƙi NUĆ L: Unification of Subject Description of Aggregated Records in National Repository of Grey Literature

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    DiplomovĂĄ prĂĄce se zabĂœvĂĄ metodami sjednocenĂ­ věcnĂ©ho popisu v zĂĄznamech agregovanĂœch z rĆŻznĂœch zdrojĆŻ v prostƙedĂ­ digitĂĄlnĂ­ho repozitáƙe na pƙíkladu NĂĄrodnĂ­ho ĂșloĆŸiĆĄtě ĆĄedĂ© literatury (NUĆ L). Po pƙedstavenĂ­ zahraničnĂ­ch zkuĆĄenostĂ­ ze systĂ©mĆŻ BASE a LASSO je popsĂĄna i současnĂĄ praxe v repozitáƙi NUĆ L, v němĆŸ je k jednotnĂ©mu popisu pomocĂ­ PolytematickĂ©ho strukturovanĂ©ho hesláƙe (PSH) vyuĆŸĂ­vĂĄna automatickĂĄ indexace. V rĂĄmci prĂĄce byly na PSH namapovĂĄny skupiny Konspektu a tezaurus MeSH. Tato mapovĂĄnĂ­ byla aplikovĂĄna na zĂĄznamy pƙebĂ­ranĂ© do systĂ©mu NUĆ L z NĂĄrodnĂ­ lĂ©kaƙskĂ© knihovny a v prĆŻběhu navrĆŸenĂ©ho experimentu byl srovnĂĄn vĂœslednĂœ věcnĂœ popis tvoƙenĂœ hesly PSH pƙiƙazenĂœch na zĂĄkladě vytvoƙenĂœch mapovĂĄnĂ­ a věcnĂœ popis vytvoƙenĂœ automatickou indexacĂ­. Kromě toho byla ƙeĆĄena i moĆŸnost mapovĂĄnĂ­ autorskĂœch klíčovĂœch slov popisujĂ­cĂ­ch vysokoĆĄkolskĂ© kvalifikačnĂ­ prĂĄce v zĂĄznamech pochĂĄzejĂ­cĂ­ch z repozitáƙƯ spolupracujĂ­cĂ­ch vysokĂœch ĆĄkol.The diploma thesis focuses on subject description unification methods in records aggregated from different sources in digital repositories, using the example of the National Repository of Grey Literature (NRGL). After presenting experiences with systems BASE and LASSO abroad, I describe the current situation in NRGL, where the automatic indexing is used to assign each record a unified subject heading from the Polythematic Structured Subject Heading System (PSSHS). The thesis then presents how the MeSH thesaurus and Conspectus categorization scheme were mapped to PSSHS. These mappings were then applied to records from the National Medical Library. The aim of the experiment was to compare the subject description consisting of PSSHS subject headings created by automatic indexing, and the subject description created by mapping. In addition to that I explore the possibilities of mapping author keywords in records of academic theses

    Milford, New Hampshire town report, a record of the town\u27s business for the year ending December 31, 1953, and school reports for the year ending June 30, 1953.

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    This is an annual report containing vital statistics for a town/city in the state of New Hampshire

    Qu'est-ce que rechercher de l'information ?

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    Rechercher de l'information dans les bases de donnĂ©es, dans le Web ou mĂȘme Ă  l'intĂ©rieur d'un document, est devenu une activitĂ© extrĂȘmement commune dans la « sociĂ©tĂ© de l'information ». Autrefois mise en Ɠuvre par des spĂ©cialistes, par des professionnels ayant suivi une formation (les documentalistes, les bibliothĂ©caires), elle est aujourd'hui Ă  la portĂ©e de tous : de la jeune Ă©lĂšve, de l'adolescent, de l'Ă©tudiante, de l'adulte ou de la personne ĂągĂ©e, que ce soit dans le cadre acadĂ©mique, professionnel, culturel ou de loisir. comment font-ils ? Quelles sont leurs dĂ©marches, leurs difficultĂ©s ? Pourquoi procĂšdent- ils de la sorte ? L'objectif de cet ouvrage est de rĂ©pondre Ă  ces questions en offrant pour la premiĂšre fois en langue française un panorama de la recherche internationale sur ces thĂšmes. Le livre est destinĂ© aux Ă©tudiants et aux chercheurs, particuliĂšrement celles et ceux en sciences de l'information et de la communication et en psychologie, qui y trouveront l'ensemble des thĂ©matiques, des plus traditionnelles aux plus rĂ©centes, les concepts clĂ©s, les principales modĂ©lisations et la gamme des outils mĂ©thodologiques utilisĂ©s dans le domaine

    Funding guidance for further education

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    Key Stakeholders’ Experiences of International Education at one Australian University

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    Aim: This study aimed to explore the experiences which influenced the perceptions of three key groups of stakeholders: academic and support staff, international students, and their domestic peers, when engaging in International Education at one Australian university. The original research questions for this study were: 1. What experiences influence staff members’ perceptions of International Education at one Australian university? 2. What experiences influence international students’ perception of their education at one Australian university? As directed by theoretical sampling, the views of domestic students were then also sought, to shed light on the following research question: 3. What experiences influence domestic students’ perceptions of International Education at one Australian university? Conceptual Framework: A Social Constructivist theoretical framework was employed within a Case Study approach for a number of reasons. First, institutions have their own specific characteristics, budgets and student populations and so can be studied separately in order that the researcher might develop a detailed critical understanding of the intricacies of the single case. Since International Education is a complex phenomenon, the researcher also needed to include the multiple realities of the different stakeholders involved. The researcher’s personal philosophy aligned with Social Constructivism, which argues that perceptions of reality are subjective to the person experiencing them. As such, Social Constructivist Grounded Theory allowed for the interpretation of both the participants’ views of reality as well as the researcher’s. Finally, this approach allowed for a co-construction of reality through the interactions of the participants and the researcher during the data collection process. This was important since the researcher, too, is an international student. Data collection strategies associated with Grounded Theory (GT) were used to obtain a more holistic understanding of the complex issues at play, and allowed for theoretical sampling, such that the researcher could follow up new directions as they arose during data analysis. Methodology: The study evolved in three interwoven stages, during which 25 international students, 38 staff members (academic and non-academic) and 10 domestic students were interviewed using semi-structured, face-to-face interview techniques. Theoretical sampling allowed new issues to be addressed in subsequent interviews as the study progressed. Participants: Data collection ceased after 38 interviews for staff members. This group comprised of 28 females and 10 males, most over 45 years of age, and an approximately equal mix of academic and non- academic staff. For international students, data collection ceased after 25 interviews. This group included both undergraduates and postgraduates, with only two having English as their first language. Length of stay in Australia varied from 2 months to 9 years. Data collection for the third group of participants, the domestic students, ceased after ten interviews, due to the difficulty of recruiting more students. There was an important gap in the sample of staff members, with no representatives from the SSC (Student Services Centre) responding to the numerous invitations to participate in the research. Ironically, SSC staff reported there was a policy based deterrent by which any staff working in the SCC were technically unable to participate in this (or any) research within the course of working hours. Procedure: The sampling process was carried out using snowball and volunteering techniques. Invitational emails, flyers and website posts were used to inform staff members, international and domestic students about the research. The participants then contacted the researcher to arrange for an interview date and time suitable for all parties. Interviews ranged from 30 to 45 minutes in length and data were transcribed immediately after each interview, so that a constant comparison with previous data could be carried out. Data were analysed using Constructivist Grounded Theory techniques. Findings: Perceptions of the key stakeholders were influenced by experiences both at the university level as well as at student and staff levels. It was observed that experiences of International Education depended on staff members’ roles and how much experience they had had with international students; how they perceived their international students; questions about the motivation of some students; and concerns about some students’ communication skills. At the university level, staff experiences were influenced by frustration with existing services and multi-level miscommunication across the university. These factors led to a number of implications for the staff, the students and the university. Issues such as lack of time to work with students, heavy workloads, lack of training or incentives to participate in training, and tensions around student assessment led to some staff members feeling “frustrated” or “resentful” about working with international students. International students’ perceptions of their education were influenced by concerns about the adequacy of their own communication skills, a lack of confidence in participating fully in the academic and social life of the university; and their perceptions of staff roles and responsibilities. Their broad experiences of their education were also affected by concerns about the services provided, which were either not specific enough, not familiar enough, or poorly coordinated. They also perceived some negative responses from their domestic peers. These combined factors resulted in a reluctance to access available services; some level of withdrawal from full participation in classroom activities, and feelings of being treated as the ‘other’ by some staff and students. Domestic students were recruited to the study using theoretical sampling after issues surrounding culturally-mixed group work were raised in the interviews with staff members and international students. Domestic students’ perceptions of International Education were influenced by concerns about some international students’ communication skills; in-group favouritism; and their belief that teachers did not facilitate group work to the extent required. At the university level, some commented that limited promotion of both the benefits of diversity, and of a sense of community on campus, influenced their experiences of working with individuals who were culturally and/or linguistically different. Conclusions: The study highlighted the importance of the university’s Value Position in influencing the International Education experiences of staff and students. The findings of the study supported the view that the model of service provision did not acknowledge that different student cohorts had, to some extent, different needs. This stance then influenced how staff and students responded to those they deemed as different. The contributions of the current study, its limitations and directions for future research are also discussed, along with a set of recommendations for the current Case aimed at enhancing the key stakeholders’ experiences of International Education

    Qu\u27est-ce que rechercher de l\u27information ?

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    Rechercher de l’information dans les bases de donnĂ©es, dans le Web ou mĂȘme Ă  l’intĂ©rieur d’un document, est devenu une activitĂ© extrĂȘmement commune dans la « sociĂ©tĂ© de l’information ». Autrefois mise en Ɠuvre par des spĂ©cialistes, par des professionnels ayant suivi une formation (les documentalistes, les bibliothĂ©caires), elle est aujourd’hui Ă  la portĂ©e de tous : de la jeune Ă©lĂšve, de l’adolescent, de l’étudiante, de l’adulte ou de la personne ĂągĂ©e, que ce soit dans le cadre acadĂ©mique, professionnel, culturel ou de loisir. Comment font-ils ? Quelles sont leurs dĂ©marches, leurs difficultĂ©s ? Pourquoi procĂšdent-ils de la sorte ? L’objectif de cet ouvrage est de rĂ©pondre Ă  ces questions en offrant pour la premiĂšre fois en langue française un panorama de la recherche internationale sur ces thĂšmes. Le livre est destinĂ© aux Ă©tudiants et aux chercheurs, particuliĂšrement celles et ceux en sciences de l’information et de la communication et en psychologie, qui y trouveront l’ensemble des thĂ©matiques, des plus traditionnelles aux plus rĂ©centes, les concepts clĂ©s, les principales modĂ©lisations et la gamme des outils mĂ©thodologiques utilisĂ©s dans le domaine

    1991 July, Memphis State University bulletin

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    Vol. 80, No. 4 of the Memphis State University bulletin containing the graduate catalog for 1991-92, 1991 July.https://digitalcommons.memphis.edu/speccoll-ua-pub-bulletins/1173/thumbnail.jp
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