Serials Clutter in Online Catalogs

Abstract

Finding and deciphering serials records in online catalogs is a challenge to many library users. To understand and analyze these challenges, the author conducted searches for scientific journal titles in the online catalogs of Committee on Institutional Cooperation (CIC) libraries. The first part of the study measures the difficulty of retrieving serial records from online catalogs comparing one-word versus multiple-word titles. The second part analyzes displays for complexity by measuring the length of the complete record and the length of the holdings statements. These data show the complexity of displays and indicate the potential confusion that these displays may induce in library users.     

Curriculum Reform,with Particular Reference to Primary Literacy,in Contemporary English and Norwegian Official Documents

This paper explores similarities and differences in recent curriculum reform in England and Norway, focusing particularly on literacy. The main database consists of the official curriculum policy texts produced in both countries. Literacy is the major focus of the paper and a critical account is offered of current literacy policy in both countries by comparing the perspectives, values, and assumptions built into official texts. The paper begins by explaining and comparing the format of the reformed curricula in England and Norway, and by pointing to the impetus for change in both cases. It then goes on to analyse the various conceptions of literacy underpinning official literacy curriculum with reference to functional literacy, cultural literacy and critical literacy. It demonstrates how curriculum policy, and, more specifically, literacy policy is used as a vehicle for social control and reproduction and it concludes that differences in the nature of official policy in both countries can be explained with reference to the origin and impetus for change in the first place, and the extent to which the voice of the education establishment was heeded or silenced.

     

New directions in assessment for students with disabilities

Three influences in American education during the past decade -- increased parental involvement, an emphasis on accountability and student outcomes, and the refinement of assessment technologies -- are reflected in the 1997 Amendments to the Individuals with Disabilities Education Act [31]. Relevant assessment provisions contained in IDEA 97 are reviewed, including requirements for (a) parental participation in the review and planning of student evaluations and eligibility decisions; (b) the participation of students with disabilities in statewide assessments; (c) the use of assessments that have treatment utility; and (d) data-based evaluation of student progress. Assessment characteristics and methods that are consistent with IDEA 97 requirements are described. Examples include problem-solving assessment; functional behavioral assessment; and direct assessment approaches such as naturalistic observation, analogue assessment, and self-monitoring.     

The Workers' Compensation System in Victoria: Who Takes the Blame?

Four years after its inception, Workcare, the Victorian Government's new workers' compensation scheme, has failed to live up to its promise. Recent reforms have concentrated on identifying groups responsible for the ‘rorts’ and cost ‘blowouts’ of the scheme. It is argued that although this sort of intervention might make economic sense, it continues a tradition of scapegoating individual workers rather than trying to analyse the complex workings of such schemes. Several of the assumptions underlying Workcare (and similar systems) are discussed in order to demonstrate the potential for failure in any benefits delivery system based on status rather than need.     

Preventing failure at school

This paper considers early educational interventions aimed at preventing school failure. It begins with a typology of prevention and intervention, then goes on to consider four specific examples of preventive interventions all aimed at avoiding or alleviating academic failure at school. (1) The High Scope pre-school programme for disadvantaged children aimed at providing a ‘better start at school'. (2) Reading Recovery, a targeted intervention aimed at getting children who show early reading difficulties ‘back on course'. (3) A Focused Literacy Programme for improving the reading of all children in disadvantaged neighbourhoods of the inner city. (4) ‘Parent involvement' programmes to improve the reading of all children in primary school through support for literacy at home. Each of the intervention strategies is described and criticised in terms of effectiveness, acceptability and generalisation. Copyright © 1999 John Wiley & Sons, Ltd.     

The child and adolescent social perception measure

Tests currently available for measuring children's sensitivity to nonverbal aspects of communication have been criticized on methodological and conceptual grounds. The Child and Adolescent Social Perception Measure (CASP) was developed to meet the need for a clinically useful measure which examines social perception within a semi-naturalistic context. The CASP consists of 10 videotaped scenes, each of which lasts 19–40 seconds. The verbal content was removed through electronic filtering so that the ability to receive and interpret nonverbal social cues could be measured without bias from verbal cues. Children are shown the scenes and then questioned about the emotions portrayed. Based on standardization with 212 children and adolescents ages 6 to 15 years old, reliability (interrater, test-retest, internal consistency) and initial validity information are reported.Portions of this paper have been presented at the Congress of the World Federation of Occupational Therapists, London, England, 1994, and at the joint conference of the Canadian and American Occupational Therapists, Boston, 1994.We acknowledge funding from the Glenrose Rehabilitation Hospital Research Grants Program. We thank each of the actors and actresses who generously volunteered their time to produce the videotape; the students and teachers in the schools who participated in the collection of the normative data; and the research assistants who worked many hard hours to make this all possible (Janet L. Smith, Kara Ryan, Dixie McLean, Kate Murie, Taslim Pardhan).     

Familiarity effects in nonverbal understanding: Recognizing our own facial expressions and our friends'

In this study we explored how individuals' private expressions are interpreted by the self, same-sex friends, and strangers. Videotapes were made of participants as they watched pleasant, unpleasant, and unusual slides. Approximately a year later, the tapes were shown to the participant, a same-sex friend, another participant, and the other participant's friend. Judges were able to read the facial expressions at levels of accuracy that were significantly greater than chance. They were no better at reading familiar targets (themselves or their friends) than unfamiliar ones (strangers), with only one exception (men were better at recognizing the reactions of familiar targets than unfamiliar targets viewing pleasant slides). In their abilities to understand nonverbal cues, female friends showed resemblances to each other on all accuracy measures (pleasant/unpleasant/unusual X familiar/unfamiliar). Male friends resembled each other only in their understanding of the reactions of unfamiliar men viewing unpleasant slides.This research was supported in part by an NSF grant and an NIMH Research Scientist Development Award to the second author. We thank Charles Frohman and Laura Yamhure for their help with this research.