A catalogue quality audit tool

The current need for performance measurement and quality targets for services to users requires suitable performance indicators for libraries to use. This paper looks at the self-assessment audit tool for catalogue quality developed by UKOLN in collaboration with Essex libraries. For the tool a checklist of errors was drawn up, which can then be used to assess the quality of records within a catalogue using a sample of library stock. The tool can be used to assess the quality of catalogue records for monographs and non-book materials (but not serials), for complete collections or parts of collections and for records created at different periods. This paper describes the tool and the process of making the assessment and reports on the results of the pilot study carried out at the University of Bath Library in 2000

Short Communication: Effects of temperature and chemical formulation on the acute toxicity of pentachlorophenol to Simocephalus vetulus (Schoedler, 1858) (Crustacea: Cladocera)

The influence of temperature on the acute toxicity of a technical formulation (86%) and pure formulation (99%) of pentachlorophenol (PCP) to less than 24-h-old Simocephalus vetulus neonates was determined with 48-h static toxicity tests. The technical grade PCP was significantly more toxic to S. vetulus than the pure PCP (P < 0.05). Sensitivity of S. vetulus to technical PCP also significantly increased with temperature (P < 0.05), but a significant temperature effect was not found with the pure PCP. The mean 48-h LC50 values for neonates exposed to technical PCP were 140 and 199 ug l⁻¹ at 22deg.C and 16deg.C, respectively, and for those exposed to pure PCP were 262 and 304 ug l⁻¹, respectively

A Theory of Curriculum Development in the Professions: An Integration of Mezirow\u27s Transformative Learning Theory with Schwab\u27s Deliberative Curriculum Theory

A hundred years ago, the problem with professional education was that it lacked a sound scientific foundation and opportunities for clinical practice. Throughout the past three decades, discussions on graduate professional education have focused on how to improve the theory/practice continuum, either through new formats or strategies, or by emphasizing one over the other. However, with the new century, new problems have emerged within the professional education arena. This dissertation has focused on two main problems in graduate professional education in the early 21st century: students are focusing too much on technical expertise and not enough on becoming transformed into authentic professionals who serve the public good; and educators are using technical expertise to plan for technical learning without intentionally planning for their students to transform into genuine professionals, or those who profess their expert knowledge for the public good. Both problems stem from deeply held assumptions that the rational, cause/effect linear approach is the best way to plan curriculum and the best way for students to learn. This dissertation demonstrates that both assumptions are flawed. This study proposes in a new theory, one which integrates the learning theory of Jack Mezirow with the deliberative curriculum theory of Joseph Schwab to break the technical/rational grip on curriculum work and professional education. Graduate professional education needs to be transformative, and in order for that to happen, curriculum planning must be done in a deliberative fashion. The new transformative-deliberative approach to curriculum planning can be implemented by using the Curriculum Caucus Guide, a heuristic developed to help educators use this new approach to curriculum work and to begin to effect needed change. The electronic version of the dissertation is accessible at the OhioLINK ETD center, www.etd.ohiolink.edu

Two Laureates and a Whore Debate Decorum and Delight: Dryden, Shadwell, and Behn in a Decade of Comedy A-la-Mode

The comedies of John Dryden, Thomas Shadwell, and Aphra Behn were equally well-received by Restoration audiences, yet each dramatist professes divergent dramatic theories and poetic goals. In prefatory material to their plays, Shadwell insists a dramatist’s duty is to depict virtue rewarded and vice punished, Behn rejects the idea that comic drama might influence morals or manners, and Dryden maintains that his only goal is to please the audience, despite his dull conversation and lack of wit. A comparison between the playwrights’ dramatic theory and their most popular comedies of the 1668-77 decade indicates that none of them represent with any accuracy their own (or others’) work. Shadwell abandons his didactic goals in pursuit of approbation and income, while Behn unswervingly attacks social issues prevalent in a patriarchal society. Dryden’s comedies—witty and fast-paced despite his protestations—also address weaknesses in the patriarchal system and condemn the commodification of marriage