Special Libraries, April 1931

Volume 22, Issue 4https://scholarworks.sjsu.edu/sla_sl_1931/1003/thumbnail.jp

Hot Flash: Lima Branch Ohio State University

The Ohio State University has digitized some of its historically significant content for use by scholars, students and the public. These materials should be examined as part of the historical record. Some of these primary sources contain content that is now considered unacceptable and offensive. This historical context reminds us that we must continually strive for greater sensitivity, respect and inclusion. The unacceptable content in these records is not endorsed by the university. Ohio State is committed to its shared values of integrity, transparency and trust, and its understanding that diversity and inclusion are essential components of our excellence

UNESCO Thesaurus to DDC Mappings : Third Summary – Thousand Sections [HILT Phase III]

This brief report explores the feasibility and cost of performing mappings between two knowledge organization systems (KOS) for the purposes of the High-level Thesaurus (HILT) project (phase III), which is exploring suitable architectures for machine-to-machine (M2M) terminology services. KOS-to-KOS mappings between the UNESCO Thesaurus and the ‘thousand sections’ of the Dewey Decimal Classification (DDC) are considered

Guide to the Dewey Decimal Classification scheme

This library uses the Dewey Decimal Classification scheme (DDC) to arrange books and other library materials on the shelves for easy retrieval. It is used in many libraries and allows items about the same subject to be shelved together. This is a guide to the numbers used and what they represent

Electronic Publishing in Higher Education: How to design OAI interfaces - Recommendations -

The Open Archives Protocol for Metadata Harvesting (OAI-PMH) allows sharing metadata serving to describe arbitrary objects with others. In addition to a short overview of the protocol the paper on hand contains recommendations for the application of Sets by German data providers and for the proper usage of the metadata elements of Dublin Core (DC). Thereby the target is pursued to ensure an efficient metadata exchange between the different users of the OAI protocol

SENSE-CREATIVE CONTEXT AS A FACTOR OF LEARNER AUTONOMY IN A FOREIGN LANGUAGE ACQUISITION

The current study reveals the concept of sense-creative context as a factor of autonomy in learning a foreign language. Sense-creative context is a system of sense technologies that motivates students who are eager to know how to improve their knowledge. Using sense-creative technologies in teaching EFL is becoming a burning issue in the modern classroom due to the challenges University graduates face in real life. Sense-creative context in our study has been analyzed and implemented in EFL teaching with a focus on personal and meaningful development of the students. Three groups of students were formed (control group and two experimental groups). All were native speakers of Russian who studied English at Psychology Department of Southern Federal University, Rostov-on-Don, Russia. The control group mastered English fluently; some of them had passed Cambridge Examinations FCE, CAE. The second experimental group was taught English using regular and typical classroom activities. We administered sense-creative technologies, such as PLE, debates, projects to the third experimental group to form deep personal meaning and intrinsic motivation. The objective of the research was to find out that with the help of sense-creative strategies in learning a foreign language it is possible to observe the students’ vocational aspirations, self-assessment and learner autonomy. The results have pedagogical implications for EFL curriculum and all who are involved in the language study. To recap, using the sense-creative context, we change the priorities and form sense-creative approach, the essence of which is to put students in the conditions when he/she feels the intrinsic need to acquire knowledge

Recent Graduates’ Perspectives on Undergraduate Kinesiology Programs in Canada

Background: Kinesiologists are a growing group of health professionals in Canada who can enter practice after completing undergraduate kinesiology programs. Unlike other health professional programs such as physiotherapy that have well-established curricula and extensive national accreditation standards, kinesiology programs vary considerably between institutions. The resultant disparities in kinesiology graduates’ entry-level skillsets, competencies, and confidence levels contribute to their uncertainty regarding their role in healthcare and the public’s underutilization of kinesiology services. Conclusions: As former kinesiology students, and as current kinesiologists and allied health professionals, we offer our perspective on how undergraduate kinesiology programs could change to respond to the needs of their graduates. Specifically, we suggest an increased emphasis on practical skill development, providing students with kinesiologist mentors and teaching staff, offering kinesiologist specific career planning, and creating explicit streams of specialization. We hope our perspectives based on our own lived experience will better prepare kinesiology students for careers as kinesiologists

National identification, endorsement of acculturation ideologies and prejudice: The impact of perceived threat of immigration

This paper examines how the perceived threat of immigration affects the links between national identification, endorsement of assimilation or multiculturalism, and prejudice against immigrants in France. One hundred thirty-five French undergraduates completed a questionnaire measuring these factors. Path analysis showed that higher national identification increased perception of immigrants as a threat, which in turn predicted increased endorsement of assimilation for immigrants. The link between endorsement of assimilation and prejudice was not significant. In contrast, lower national identification decreased perception of immigrants as a threat and, in turn, increased endorsement of multiculturalism and reduced levels of prejudice. An alternative model specifying perception of threat as an outcome of preferences for multiculturalism or assimilation did not fit the data well. Results suggest that perceived threat from immigration is the key factor that guides the preferences of the majority group for acculturation ideologies and, through these preferences, shapes intergroup attitudes