Exercies 5

1.Write the database of the hotel.(similar to the library database)

name

sex

room number

telephone number

passport/ID

date

sign





2.Go to the library website,search for the bibliographic of Database books in the library catalog (OPAC=Online Public Access Catalog).


Building institutions for markets
by Wolfensohn, James D., Islam, Roumeen., World Bank., NetLibrary, Inc.
New York : Published for the World Bank, Oxford University Press, 2002.

Subjects Institution building -- Developing countries.
Equality -- Developing countries.
Poverty -- Developing countries.
ECONOMIC DEVELOPMENT.
Economic indicators.
Developing countries -- Social policy.


Description: xii, 249 p. : ill., maps ; 27 cm.
Note:

"This Report has been prepared by a team led by Roumeen Islam ..."--P. v.
"Selected world development indicators"--P. 229-241.
Also available on the World Wide Web.
Electronic reproduction. Boulder, Colo. : NetLibrary, 2002.


ISBN: 0585424578 (electronic bk.)


Series: World development report, 2002.


Link: Bibliographic record display


Add Author: Islam, Roumeen.

World Bank.
NetLibrary, Inc.

3.Go to the library e-Book database search for the articles about Database from Proquest.ABI/INFORM,Dissertation & theses.



Academic self-efficacy, academic integration, social integration, and persistence among first-semester community college transfer students at a four-year institution
by Whorton, Susan Stanley, Ph.D., Clemson University, 2009 , 182 pages; AAT 3355166

Abstract (Summary)
The purpose of this study was to investigate differences in the academic self-efficacy, academic integration, social integration, and persistence among community college students from a selected community college during their first semester at a four-year institution. More specifically, differences between students who participated in a first-year transfer transition program and students who did not participate in a transfer transition program were investigated. Using a quantitative cross-sectional survey research design, data regarding transfer students' academic self-efficacy and perceived cohesion beliefs were collected from a web-based survey. These data were analyzed along with students' first semester academic performance and persistence data collected from the student records database at a four-year institution following the students' first semester of enrollment.
Six research questions were examined in this study using an independent samples t -test, Mann Whitney U tests and logistic regression. Logistic regression results showed that the odds of transferring all community college course credits to the four-year institution were 3.29 times higher for transfer transition program participants. Results for the other five research questions indicated that there were not significant differences in academic self-efficacy, perceived cohesion, fall semester GPR, fall semester credits earned, and fall to spring semester persistence between transfer transition program participants and nonparticipants.
While this study yielded an important finding regarding how participation in the transfer transition program increased the likelihood of community college course credits transferring to the four-year institution, more research is needed on how to increase the success and persistence of transfer students at four-year institutions. Recommendations for policy and practice as well as future research regarding community college transfer students and the factors affecting their persistence at the four-year institution are also presented.






Advisor: Keels Williams, Frankie


Committee members: Cawthon, Tony, Chrestman, Ronald, Satterfield, James, Witte, James


School: Clemson University


Department: Education


School Location: United States -- South Carolina


Keyword(s): Academic self-efficacy, Articulation agreements, Community college transfer students, Enrollment management, Persistence, Transfer students, Academic integration, Social integration, Four-year institution


Source: DAI-A 70/05, Nov 2009


Source type: Dissertation


Subjects: Higher education


Publication Number: AAT 3355166


ISBN: 9781109134506


Document URL: http://proquest.umi.com/pqdweb?did=1755531641&sid=1&Fmt=2&clientId=59768&RQT=309&VName=PQD


ProQuest document ID: 1755531641

exercise 4

1.Where can you find information about Nobel Prize

http://http//en.wikipedia.org/w/index.php?title=Special%3ASearch&redirs=0&search=Nobel+Prize&fulltext=Search&ns0=1

there we can see all of information about Nobel Prize.

2.Summarize the information you got from SPU Library.

The production diesel car history started in 1936 when the Mercedes-Benz 260D and the Hanomag Rekord were introduced in 1936. The Citroën Rosalie was also produced between 1935 and 1937 with an extremely rare diesel engine option (the 1766 cc 11UD engine) only in the Familiale (estate or station wagon) version.[1]

Immediately after World War II, and throughout the 1950s and 1960s, diesel-powered cars began to gain limited popularity, particularly for commercial applications, such as ambulances, taxis, and station wagons used for delivery work. Most were conventional in design. Mercedes-Benz offered a continuous stream of diesel-powered taxis, beginning in 1949 with their 170D powered by the OM-636 engine. Later, in 1959 their OM-621 engine was introduced in the 180D This 2.0L engine produced 55 hp (41 kW) at 4350 rpm. Beginning in 1959, Peugeot offered the 403D with their TMD-85 four-cylinder engine of 1.8L and 48 hp (36 kW), followed in 1962 by the 404D with the same engine. In 1964, the 404D became available with the improved XD88 four-cylinder engine of 2.0L and 60 hp (45 kW). Other cars available with diesel power during this era included the Austin A60 Cambridge, Isuzu Bellel, Fiat 1400-A, Standard Vanguard, Borgward Hansa, and a few others.

In 1967, Peugeot introduced the world's first compact, high-speed diesel car, the Peugeot 204BD. Its 1.3L XL4D engine produced 46 horsepower (34 kW) at 5,000 rpm. Following the 1970s oil crisis, Volkswagen introduced their first diesel, the VW Golf, with a 1.5L naturally aspirated IDI engine. This was a redesign (dieselised) version of a petrol engine. Mercedes-Benz tested turbodiesels in cars tested (e. g. by the Mercedes-Benz C111 experimental and record-setting vehicles). The first production turbo diesel cars were, in 1978, the 3.0 5-cylinder 115 hp (86 kW) Mercedes 300 SD, available only in North America, and the Peugeot 604.

The biggest single step forward for mass-market diesel cars came in 1982 when Peugeot introduced the XUD engine in the Peugeot 305, Peugeot 205 and Talbot Horizon. This was the class leading automotive diesel engine until the mid 1990s.[citation needed] The first mass market turbo diesel was the XUD powered, 1988 Citroen BX and then the 1989 Peugeot 405, they gave power and refinement approaching petrol engine standards, with the best chassis in their class.[original research?] These were the cars that started the diesel boom in Europe that has now hit 40% of the market in new car sales.[citation needed]


3.What is the difference between general book and reference book?
reference book or reference-only book in a library is one that may only be used in the library and not borrowed from the library. Many such books are reference works (in the first sense) which are usually used only briefly or photocopied from, and therefore do not need to be borrowed. Keeping them in the library assures that they will always be available for use on demand. Other reference-only books are ones that are too valuable to permit borrowers to take them out. Reference-only items may be shelved in a reference collection located separately from circulating items or individual reference-only items may be shelved among items available for borrowing.

The general book is the book that we usually see.It's easy to understand.

4.When do you need to search information from the reference collection?
When I met some of problems or need some datailed answers, I will search information from the reference collection.

5. What type of reference collection that you like to use most? And why?

I like use the dictionary because it convenient,fast,easy to understand and a wide range of.

6.Copy one page of the specific book category you chose and write what you learned from this page.
Oxford ADVANCED LEARNER'S Dictionary
R
PE
1628
H670
2005

Page 744
The difference between "imagine·envisage·visualize·picture·envision"

1.to form an idea in your mind of what sb/sth might be like:
The house was just as she had imagined it.

2.(especially BrE)to imagine what will happen in the future:
I don't envesage working with him again
note:The usual word for this in Amercian English is envision

3.(rather formal)to form a picture of sb/sth in your mind:
Try to visualize him as an old man.

4.to form a picture of sb/sth in your mind:
We found it hard to picture him as the father of three kids.

5.envision to imagine what a situation will be like in the future,especially a situation that you intend to work towards:
They envision an equal society,free from poverty and disease
note:Envision is used especially in business and political contexts.In Notth American English it is also used as another form of the work.
envisage:I don't envision working with him again.

exercise 3

1.Journal and Magazine
The "Journal" include "Magazine",but "Magazine" doesn't include "Journal"
2.DC&LC
DDc works well in smaller libraies, but it isn’t specific enough for large, diverse collections.
DC Classification
000 Generalities
100 Philosophy/Psychology
200 Religion
300 Social Sciences
400 Language
500 Natural Sciences/Mathematics
600 Technology
700 The Arts
800 Literature/Rhetoric
900 Geography/History
LC classification Summary:
A - General Works
B - Philosophy, Psychology, Religion
C - Auxiliary Sciences of History
D - History (includes Travel)
E - America
F - United States.Canada.Latin America
G - Geography
H - Social Sciences
J - Political Science
K - Law
L - Education
M - Music
N - Fine Arts
P - Language and Literature
Q - Science
R - Medicine
S - Agriculture
T - Technology
U - Military Science
V - Naval Science
Z - Books in General
3.Access the library website: What is the call number?
A call number is a group of numbers and/or letters put together to tell you where in the library to find your book.
A call number is located at the bottom of the book on the spine. It helps you to find your books quicker.Once you've got your call number from the card catalog, it's time to go find your book!

4.What are sources of knowledge? Identify as much as you know.
I think the konwledge is from our live.
5.What do you read this week?
I only read some book about the history of our country.

exercise 2

1.What is information literacy skills?

Information literacy is the set of skills needed to find, retrieve,analyze,and use information.Information literacy skill is a learning process.

2.What is SQRW?

S is "Survey", it is that you know the general meaning of the what you read, and you want to know more about it.

Q is "Question",it is that you need to find some questions before you reading,it can help you stay focused on the reading assignment.

R is "Read", it is that you read the information from what your read.

W is"Write",it is that you write about information what you get from you read.

3.Use Big 6 Skills(Step 1-6) of the topic you know best.

-Step 1:Define ptoblems,information requirement
My topic is "Color"

-Step 2:Information seeking strategies
the key word is the "color" ,"effect"-*how many kinds of colors?what effect does each color has?

-Step 3:Location and access
http://zhidao.baidu.com/question/99824665.html?fr=qrl&cid=80&index=1

-Step 4:Use of Information
http://baike.baidu.com/view/19878.htm

-Step 5:Synthesis:Putting it all together

http://www.baidu.com/
-Step 6:Evaluation
The colour is important in our life ,so we should use its impression to change our live .