Beyond The Book: Promoting Effective Research

In the past library professionals have primarily collected and provided access to materials; however, this paper will argue that we must now go beyond access or Beyond the Book. One way to do this is to learn about the information search process and then assume a new and more assertive role as a research advisor. We need to change our patrons \u27expectations so that they see us as knowledgeable about sources, yes, but also as experts on effective research as a process of discovery. Three relevant information search process models are covered, as well as the way people vary in their learning styles and thus approaches to research

Mixed-initiative control of intelligent systems

Mixed-initiative user interfaces provide a means by which a human operator and an intelligent system may collectively share the task of deciding what to do next. Such interfaces are important to the effective utilization of real-time expert systems as assistants in the execution of critical tasks. Presented here is the Incremental Inference algorithm, a symbolic reasoning mechanism based on propositional logic and suited to the construction of mixed-initiative interfaces. The algorithm is similar in some respects to the Truth Maintenance System, but replaces the notion of 'justifications' with a notion of recency, allowing newer values to override older values yet permitting various interested parties to refresh these values as they become older and thus more vulnerable to change. A simple example is given of the use of the Incremental Inference algorithm plus an overview of the integration of this mechanism within the SPECTRUM expert system for geological interpretation of imaging spectrometer data

Influence and Power: The Types of Authority in the Process of Scripturalization

Many scholars recognize the importance of authority in the process of scripturalization. The presence of words like “authority” and “au- thoritative” in definitions of the term “scripture” is ubiquitous. Many also identify authoritative status for a text as an important step on the way toward it becoming scripture. However, “authority” and the words that derived from it are ill-defined in most studies. Even when the term and its synonyms are defined, there is little empirical evidence for the type of reception described. Further, there is hardly any recognition of the various ways in which a text can be seen as authoritative (historically accurate, politically expedient, di- vinely inspired, etc.). This paper attempts to fill this gap in our knowledge by looking to ancient testimonies, which explicitly describe the reception of texts in order to discern the varieties of ways a text might be recognized as a nota- ble source

Representations of the European Union in German and UK secondary school textbooks - a comparative analysis

The current thesis observes secondary school textbooks from the UK and Germany from a comparative perspective and evaluates how the European Union is represented in them. For doing so, a methodology of qualitative content analysis along with a sociosemiotic analysis of the visual materials is conducted. The UK and Germany have been chosen as countries for the analysis since they take very different approaches towards EU integration, Germany strongly supporting EU integration, and the UK being apprehensive towards enhanced integration. Along with their significant political influence in EU decision-making Germany can be seen as a driver and the UK as a critic of EU integration. Based on the theoretically supported assumption that textbooks have a political dimension and are subject to political control and influence, it aims to understand if and how the narratives, presented in the textbooks, reflect government positions towards the EU in both countries. The analysis reveals a quite low standing of EU teaching, especially in the UK textbooks. These mainly emphasize the institutional structure and economic aspects of the union. Furthermore, the risk of losing too much sovereignty is regularly mentioned which goes along with the British approach of “cooperating” with the European states rather than “integrating”. The UK’s relationship with the EU, which is represented, can be described as ambiguous. German textbooks, on the other hand, mainly emphasize institutional aspects and the Monetary Union. The EU is usually represented as an unfinished process with an undefined end, e.g. the enlargement discussion takes an important position in the German textbooks. This goes along with the German government's active engagement in integration processes. Furthermore, the EU is presented as something incontestable. The solution for problems is generally seen in ever further political integration. Altogether, the discourse by political élites and governments is quite strongly present in the observed textbooks. However, perspectives of other political actors may also be presented.http://www.ester.ee/record=b4578814*es