The environmental factors in eight cases of runaway children.

Thesis (M.S.)--Boston Universit

Should We Flip the Script?: A Literature Review of Deficit-Based Perspectives on First-Year Undergraduate Students’ Information Literacy

This mixed method systematic review considers recent literature on the information literacy (IL) skills of first-year undergraduate students. The review uncovers the following themes: faculty and librarians perceive first-year students as lacking IL skills; students have varying perceptions of their IL skills; assessment studies yield conflicting findings on first-year students\u27 IL; communication between high school and college librarians is challenging; and some IL researchers emphasise and leverage first-year students\u27 prior knowledge and experience in IL instruction. These themes emerge from extensive searches in four research databases for scholarly and professional articles written in English within the past ten years. With the exception of a few articles, studies reviewed consistently express their findings in terms of students’ gaps or deficits. We question whether this is the most productive basis for developing effective IL programs. Instead, we call for further investigation of students’ existing knowledge and skills as a basis for implementing constructivist and strengths-based pedagogies

Risk assessment of uranium mill tailings disposal Boršt affected by a landslide

Risk and Reliability in Geotechnical Engineerin

Should we flip the script?

This mixed method systematic review considers recent literature on the information literacy (IL) skills of first-year undergraduate students. The review uncovers the following themes: faculty and librarians perceive first-year students as lacking IL skills; students have varying perceptions of their IL skills; assessment studies yield conflicting findings on first-year students' IL; communication between high school and college librarians is challenging; and some IL researchers emphasise and leverage first-year students' prior knowledge and experience in IL instruction. These themes emerge from extensive searches in four research databases for scholarly and professional articles written in English within the past ten years. With the exception of a few articles, studies reviewed consistently express their findings in terms of students’ gaps or deficits. We question whether this is the most productive basis for developing effective IL programs. Instead, we call for further investigation of students’ existing knowledge and skills as a basis for implementing constructivist and strengths-based pedagogies

Guidelines for Behavioral Performance of Reference and Information Service Providers 2023

These guidelines are intended for library workers in reference and information services, in all types of libraries, who answer informational questions or conduct reference interviews. The goal of these guidelines is to support excellent, user-centered service. Some guidelines might not prove applicable in all contexts. Where that is the case, the goal should be to adapt these guidelines as appropriate to your environment

Hot electron transport in Ballistic Electron Emission Spectroscopy: band structure effects and k-space currents

Using a Green's function approach, we investigate band structure effects in the BEEM current distribution in reciprocal space. In the elastic limit, this formalism provides a 'parameter free' solution to the BEEM problem. At low temperatures, and for thin metallic layers, the elastic approximation is enough to explain the experimental I(V) curves at low voltages. At higher voltages inelastic effects are approximately taken into account by introducing an effective RPA-electron lifetime, much in similarity with LEED theory. For thick films, however, additional damping mechanisms are required to obtain agreement with experiment.Comment: 4 pages, 3 postscript figures, revte

Proteomic Approaches in Biomarker Discovery: New Perspectives in Cancer Diagnostics

Despite remarkable progress in proteomic methods, including improved detection limits and sensitivity, these methods have not yet been established in routine clinical practice. The main limitations, which prevent their integration into clinics, are high cost of equipment, the need for highly trained personnel, and last, but not least, the establishment of reliable and accurate protein biomarkers or panels of protein biomarkers for detection of neoplasms. Furthermore, the complexity and heterogeneity of most solid tumours present obstacles in the discovery of specific protein signatures, which could be used for early detection of cancers, for prediction of disease outcome, and for determining the response to specific therapies. However, cancer proteome, as the end-point of pathological processes that underlie cancer development and progression, could represent an important source for the discovery of new biomarkers and molecular targets for tailored therapies

Electron energy relaxation times from ballistic-electron-emission spectroscopy

Using a Green’s-function approach that incorporates band-structure effects, and a complementary k-space Monte-Carlo analysis, we show how to get a theoretically consistent determination of the inelastic mean free path λee(E) due to electron-electron interaction from ballistic electron emission spectroscopy. Exploiting experimental data taken at T=77K on a thin-Au film (ee(E) predicted by the standard Fermi-liquid theory provides excellent agreement between theoretical and experimental I(V) spectra. In agreement with theories for real metals, an enhancement of λee(E) by a factor of two with respect to its electron-gas value is found

On their own terms: First-year student interviews about everyday life research can help librarians flip the deficit script

The purpose of this study is to investigate how first-year students conduct everyday life research and how, if possible, their everyday research skills can inform information literacy instruction in higher education. Very few studies in information literacy emphasize existing knowledge that students bring with them to college; instead, the emphasis tends to fall on deficits in students’ academic research skills. Strengths-based approaches or asset-based approaches as found in the literature of psychology and education provide a basis for exploring this direction in information literacy education. Our research used a phenomenographic methodology, interviewing 40 first-year students from two large universities, a medium-sized university and a community college. This qualitative study suggests that first-year students are capable of using information purposefully to learn or research interests that have sparked their curiosities. They are also capable of reflecting on the ways that their investigations fulfilled their purposes, resulted in unexpected outcomes or made them consider their issue in a new light. These existing capacities provide promising starting points for strengths-based approaches to information literacy instruction

Discover EDS: Tales of Implementation and Use

This paper supplements the panel, which was delivered in a “Lively Lunch” format and included presentations by librarians who have employed EBSCO’s Discovery System (EDS) in their academic institutions. The panelists addressed several important aspects of launching a discovery system in an academic library, such as Implementation; Information Literacy; and Assessment, Usability and Customization. The implementation component included technical aspects, business requirements, enhancing the operability of link resolvers, launch preparation, and implementation success. The information literacy portion addressed how academic reference services and library instruction have been transformed because of EDS. Assessment, Usability and Customization focused on customizing the search box and assessing EDS using statistics and usability testing. Michael Gorrell, Executive Vice President of Technology and Chief Information Officer of EBSCO Publishing, was present, and a Q&A time was scheduled at the end of each session for audience members to ask questions, comment, and share experiences. The implementation process of a Discovery Service involves many different aspects and is a large undertaking for any library. Depending on the size of the library, its technology infrastructure, and the number of staff involved, the implementation time can vary greatly. In addition, the planning processes and the considerations made prior to implementation are also affected by the nature and needs of end-users in these institutions. Selecting the resources to include in the discovery service, resolving technical issues, developing a strategy to publicize and market to end-users, and assessing and customizing the product are all part of a continuous course of implementing Discovery Services—a process that begins long before implementation and has no fixed completion. This process involves a collaborative and consorted effort from all areas of librarian expertise, from technical services to public services. The simplicity and comprehensiveness of discovery tools redefine how libraries deliver services across the board, changing the expectations users have of the experience of searching library resources and challenging librarians to redesign instruction and teach information literacy in new ways. These considerations and our own experience with implementing EBSCO’s Discovery System (EDS) at the University of South Florida prompted us to open up a discussion across university and college libraries in the U.S. and across librarian functions, technical, and public services, in order to share, discuss, and learn from each other the lessons of Discovery Service implementation and use. We wanted to focus on the continuous nature of this process, involving the user perspective, as well as the perspective of the vendor, EBSCO. We believe that talking with our colleagues and collaborating with publishers makes us much better positioned to anticipate the changing needs of users and enhance the experience, accessibility, and discoverability of library content