http://rubistar.4teachers.org/index.php?ts=1257756836
Monday, November 9, 2009
Monday, October 19, 2009
exercise 6
Topic: The relation between the Internet and the library
1. The underpinnings of the Internet are formed by the global interconnection of hundreds of thousands of otherwise independent computers , communications entities and information systems.With the digital revolution in-depth and rapid development of Internet and network information resources,the number of network information growth very fast, according to the latest research shows that internet pages can be indexed has more than one billion . When we faced so much information, can not be fast access to the information we need, will feel helpless for the retrieval and access to information on the efficiency.
In order to solve the contradiction between the Internet and library ,to provide people the way of getting information quickly . Therefore, we need to summarized the network information to the library , than collate and analyze them.
2. There is a huge of network of digital information , users want to quickly and accurately retrieve the required information,you need a body to assume the entire sequence work network information.
There are many good search engines(Google，Yahoo，Infoseek......) ,bur their disadvantage is that the high rate of recall, precision rate is low and shortage a unified interface .
Now we need the strong selection function of library, provide thevaluable information available to customers,greatly reduce the search time.
conclusion: On the one hand ,the internet information is abundant, so we need the library organize network information , on the another hand , the library also need the internet information as its source.The Internet and library are interdependent relationship.
References:http://www.china001.com/show_hdr.php?xname=PPDDMV0&dname=APK3241&xpos=126
1. The underpinnings of the Internet are formed by the global interconnection of hundreds of thousands of otherwise independent computers , communications entities and information systems.With the digital revolution in-depth and rapid development of Internet and network information resources,the number of network information growth very fast, according to the latest research shows that internet pages can be indexed has more than one billion . When we faced so much information, can not be fast access to the information we need, will feel helpless for the retrieval and access to information on the efficiency.
In order to solve the contradiction between the Internet and library ,to provide people the way of getting information quickly . Therefore, we need to summarized the network information to the library , than collate and analyze them.
2. There is a huge of network of digital information , users want to quickly and accurately retrieve the required information,you need a body to assume the entire sequence work network information.
There are many good search engines(Google，Yahoo，Infoseek......) ,bur their disadvantage is that the high rate of recall, precision rate is low and shortage a unified interface .
Now we need the strong selection function of library, provide thevaluable information available to customers,greatly reduce the search time.
conclusion: On the one hand ,the internet information is abundant, so we need the library organize network information , on the another hand , the library also need the internet information as its source.The Internet and library are interdependent relationship.
References:http://www.china001.com/show_hdr.php?xname=PPDDMV0&dname=APK3241&xpos=126
Monday, September 28, 2009
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
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
Monday, September 21, 2009
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.
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.
Sunday, September 20, 2009
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.
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.
Monday, September 7, 2009
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 .
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 .
Monday, August 31, 2009
5 questions
1.What did you just read?
First,read some informations about the book,if it's good for me,I will read it.
Second, I will rough look it.
Finally,I wil read it carefully:)But I always forgot it what I readed it already.
2.Why imagination is more important than knowledge?
I think the imagination is largest gift that god gave us . All of knowledge is found by somebody's imagination.So,I think the imagination is more important than knowledge.
3.Why do you seek for information?
We always want to know new things that we hadn't knew, than we will go to seek it by reading, watching, listenning, talking...
When we found the information what we want to know, we will feel satisfied. more and more information will become our own konwledge,that is our reaches in the mind.
4.What topic do know best? Why?
This question is... I don't know how to answer. In my mind, any topic is OK, I don't know which is best.But I prefer to the topic about environmental protection.The earth is everybody's home,we should protect it.
5.What websites do you like most ? Why?
The website that I like is the chinese websiteshttp://www.hao123.com,it's can help you find a lot of informations ,you also can find the websites all of the world,I think it's very useful for us.
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