Online Journals: Utility of ToCs vs. Fulltext

The Caltech Library System (CLS) has maintained an extensive list of online journal websites for several years. The online journal list has grown to over 3000 entries, representing a mixture of free and subscription-based fulltext journals, as well as websites featuring tables of contents and abstracts. During the winter of 1999/2000, the online journals list was converted to an online journals database. Additional user functionality was added, without loss of previous features. In a previous study, search engines were employed to map the adoption rates of online journals into the web pages of research groups and individuals on the Caltech campus. It was established that the vast majority of online journal use on-campus was through the access avenues presented by the library, the online catalog and the online journals database. One of the new features introduced in the online journals database was an ability to limit displays to journals containing fulltext. Anecdotal evidence has been less than clear-cut with regard to the utility of non-fulltext resources. This study will allow for a thorough analysis of the question with hard data. It should be feasible to determine if there are discipline-based preferences or if personal preferences are the controlling factor. Analysis of the web server logs will also allow for a direct comparison of user preferences for searching and browsing. Again, we expect to be able to determine if there is a subject-specific bias or if behaviors are more individually idiosyncratic. Results of the study will inform the further development of the CLS online journal efforts - database development, online journal promotion, new candidates for licensing. The technologies employed in this project are well documented and may be exploited by other libraries seeking to gather empirical data for collection decisions and web development efforts

The Effect of Self-Evaluation on Musical Achievement, Attentiveness, and Attitudes of Elementary School Instrumental Students.

The purpose of this study was to examine the effect of self-evaluation by beginning wind instrumental students of defined musical and behavioral objectives. Specific areas in which effects were studied included attitude, physical playing fundamentals, and musical/technical skill development. Attitudes examined included students\u27 attitude toward (a) school, (b) band, (c) instrument, (d) practice, (e) band director, and (f) self. Behavioral/musical objectives examined included (a) tone; pitch; rhythm notes (technical accuracy); and playing position (posture, embouchure, hand position); and (b) practiced at home. . Before initiation of the study, all students completed an attitude questionnaire and played excerpts from their class work. Performances of group and individual playing were recorded, numbered, and randomized for subsequent analysis. Following pretest administration students in the experimental group were instructed in the use of self-evaluation forms, and began the self-evaluation phase of this study. The control group proceeded as usual while the experimental group used self-evaluation forms each day. Videotaping of both groups was done each day. Pre and postexperimental tests were conducted concerning attitude, individual, and group performance. Analysis of video data indicated higher percentages of on-task in the experimental group in every category. Comparison of pre and postexperimental attitude test data revealed different trends between control and experimental groups. Control group scores remained somewhat static while some experimental group scores indicated significant gains. Analysis of preexperimental performance scores indicated that the control group scored significantly higher in areas of pitch and technique than did the experimental group. Analysis of postexperimental performance scores indicated no significant difference between groups. Considered with preexperimental differences in performance, it seems logical to conclude that the experimental group made greater progress in performance areas than the control group. Difference scores pre to post tended to substantiate the above findings. Findings of this study indicate that use of some form of self-evaluation may increase learning and enhance attitudes of students involved in wind instrumental classes. Additional investigation would help to verify the conclusions of this work and possibly lead to more effective instruments for student self-evaluation

TRUSTS-CHARITABLE TRUSTS-EFFECT OF NATIONALIZATION ACT ON GIFTS TO ENGLISH HOSPITALS

Complainant held property under a trust created by a Rhode Island will, the validity of which had previously been determined by the Rhode Island court. Respondent hospitals were remainder beneficiaries of the trust, the gifts to them being subject to certain limitations on their use. Respondent churches were named in the trust deed as alternative legatees in case any of my preceding gifts, specially my gifts to Public purposes, should fail .... The remainder interests vested, and partial distribution of the corpus was made in 1939. In 1946 the National Health Service Act was passed in Great Britain which nationalized all hospitals, including respondents, and vested all property in which they had any beneficial interests in the Minister of Health, or a governing board under his control. The property was to vest free of all trusts, but trust funds were to be used for stated purposes as far as practicable. In an action by the trustee for instructions, held, the gifts to the English hospitals failed by reason of the Health Act, and vested in the respondent churches as alternative legatees. The naming of alternative legatees precluded cy pres performance. Pennsylvania Co. for Banking and Trusts v. Board of Governors of London Hospital, CR.I. 1951) 83 A. (2d) 881

HABEAS CORPUS-EXHAUSTION OF STATE REMEDIES-DENIAL OF CERTIORARI BY SUPREME COURT AS CONDITION TO OBTAINING ORIGINAL WRIT IN FEDERAL DISTRICT COURT

The expanded concept of due process of law under the Fourteenth Amendment during the past thirty years has brought increased inquiry by the federal courts into state criminal procedure. A common method of bringing such matters to the Supreme Court\u27s attention has been the use of habeas corpus, particularly following confinement. But this increased vigilance over state criminal procedure has wrought an increasingly tender conscience on the part of the federal courts over resulting interference with state court systems. The theoretical problem has been further amplified on the practical level by the flood of petitions, largely frivolous or perjured, by persons in state custody alleging convictions in violation of constitutional safeguards. The result has been a series of cases wherein these conflicting motivations and considerations have produced a confusing pattern for persons seeking relief by habeas corpus

Not Just a Hashtag: Using Black Twitter to Engage in Critical Visual Pedagogy

[First Paragraph] We live in a global society in which we are constantly exposed to new technologies, people, and situations that transform our perceptions and worldviews. As we are exposed to these new experiences, it is increasingly necessary to maintain a critical eye and question what we are seeing. It is not enough for higher education merely to teach material; instructors should also teach the responsibilities and ethics that coincide with it. Encouraging criticality in higher education helps learners to develop a deeper understanding of social justice, inequality, and oppressive systems, and it teaches learners how to combat those issues in their own lives (Chatelier, 2015; Muhammad, 2018). To do so, higher education should seek to adopt a transformative educational lens through which learning is grounded in learners’ lived experiences. This can be achieved through the integration of critical pedagogy, which seeks to develop awareness of power structures and one’s own position within them, creating the opportunity to implement constructive forms of action (Freire, 2006). Anderson and Keehn (2019) argue that the foundational value of critical pedagogy is the identification and confrontation of power structures that do not support all people. And as Bradshaw (2017) postulates, critical pedagogy necessitates a steadfast and constant review of our daily experiences to ensure that they are responsive to diverse learner needs and experiences. By aligning educational practices with students’ life experiences, teachers can teach more meaningful material

The Stars, The Stripes and You

https://digitalcommons.library.umaine.edu/mmb-vp/6187/thumbnail.jp