http://www.bibsonomy.org/burst/tag/academicBibSonomy BuRST Feed for /tag/academic2008-07-21T00:26:35+02:00Economics Lettershttp://www.bibsonomy.org/bibtex/2ade699d7c277e25f5228be9a17a55802/smichasmicha2008-04-21T22:09:52+02:00Academic salaries <span style="color:#555555;">Michael D. <a href="http://www.bibsonomy.org/author/Robinson">Robinson</a> and James <a href="http://www.bibsonomy.org/author/Monks">Monks</a> </span><em>Economics Letters</em><em>63(1):119--125</em><em>Apr1999. </em>Mon Apr 21 22:09:52 CEST 2008Economics LettersApr1119--125Gender differences in earnings among economics and business faculty631999Academic salaries http://www.bibsonomy.org/bibtex/20d7230f6c1fa74c736069d371a5df545/griesbaugriesbau2008-04-14T17:30:11+02:00Web invisible Deep Academic <span style="color:#555555;">Dirk <a href="http://www.bibsonomy.org/author/Lewandowski">Lewandowski</a> and Philipp <a href="http://www.bibsonomy.org/author/Mayr">Mayr</a> </span><em>Library Hi Tech</em><em>24(4):529-539</em>(<em>2006</em>)Mon Apr 14 17:30:11 CEST 2008Library Hi Tech4529-539Exploring the Academic Invisible Web242006Web invisible Deep Academic http://www.bibsonomy.org/bibtex/2073551d03b0612360b18da8dc77b2f5d/kochmkochm2008-04-13T12:22:17+02:00university technology openresearch academic <span style="color:#555555;">K. A. <a href="http://www.bibsonomy.org/author/Meyer">Meyer</a> </span><em>Internet and Higher Education</em>(<em>2007</em>)Sun Apr 13 12:22:17 CEST 2008Internet and Higher Education184-195A Bayesian analysis of the institutional and individual factors influencing faculty technology use102007university technology openresearch academic http://www.bibsonomy.org/bibtex/2b1acc83b8ff54908bb9060438d4c61c6/akpeakpe2008-04-12T07:39:17+02:00biology academic evolution <span style="color:#555555;">Richard <a href="http://www.bibsonomy.org/author/Dawkins">Dawkins</a> </span><em>Ullstein Verlag GmbH, </em><em>September2007. </em>Sat Apr 12 07:39:17 CEST 2008HardcoverSeptemberDer Gotteswahn2007biology academic evolution Zwei Dinge vorweg: Einen tats\"{a}chlichen Gottesbeweis zu f\"{u}hren, an dem keine berechtigten Zweifel mehr angebracht w\"{a}ren, ist bislang niemandem gelungen. Das Umgekehrte freilich gilt gleicherma{\ss}en! Auch ein Beweis f\"{u}r die Nichtexistenz Gottes konnte bisher nicht erbracht werden. Und es steht auch nicht zu erwarten, dass sich daran in absehbarer Zeit etwas \"{a}ndern k\"{o}nnte. Auch wenn er selbst felsenfest vom Gegenteil \"{u}berzeugt sein mag, und wenn noch so viele ihm folgen m\"{o}gen: Auch Richard Dawkins ist dies mit Der Gotteswahn nicht gelungen. Das freilich ist auch kein Wunder, weil eine endg\"{u}ltige Antwort auf diese, die gesamte Menschheitsgeschichte durchziehende Streitfrage nun einmal schlechterdings unm\"{o}glich ist. Soweit, so gut. Aber bedeutet dies, dass man sich die Lekt\"{u}re dieses mit gro{\ss}em Furor verfassten Werkes sparen sollte? Mitnichten! Denn vieles von dem, was der Evolutionsbiologe Dawkins gegen die Religionen vorbringt -- denn nur gegen diese und nicht etwa gegen den nach seiner festen \"{U}berzeugung gar nicht existierenden Gott kann seine Kampfschrift ja gerichtet sein -- lohnt es, dass man sich damit ebenso unvoreingenommen wie kritisch auseinandersetzt. Auch wenn man die Schlussfolgerungen des Autors nicht teilen mag, so bietet Der Gotteswahn doch einen, wenn auch sehr subjektiven \"{U}berblick der Genese der „Gotteshypothese“, der g\"{a}ngigen Argumente f\"{u}r und wider die Existenz Gottes sowie der Wurzeln von Moral und Religion. Auch Dawkins Entwicklung seiner Hypothese, dass Religiosit\"{a}t nichts weiter als der Ausdruck einer -- was freilich zu denken geben sollte, mehr als massenhaft vorkommenden und ergo wohl anthropologisch einigerma{\ss}en konstanten -- psychischen Dysfunktion sei, lohnt nachvollzogen zu werden (und sei es auch nur, um sie f\"{u}r sich zu widerlegen). \"{U}ber die Existenz oder Nichtexistenz Gottes freilich ist damit immer noch nichts Abschlie{\ss}endes gesagt. Aber das war ja auch nicht zu erwarten. Dawkins hat seinem Buch ein Zitat des 2001 verstorbenen Schriftstellers Douglas Adams vorangestellt, dem das Buch gewidmet ist: „Gen\"{u}gt es nicht zu sehen, dass ein Garten sch\"{o}n ist, ohne dass man auch noch glauben m\"{u}sste, dass Feen darin wohnen?“ Gewiss, so wollen wir meinen, das w\"{u}rde gen\"{u}gen. Aber wenn nun doch tats\"{a}chlich auch Feen darin wohnten? W\"{a}re das wirklich so schlimm? Solange wir uns nicht um sie schl\"{u}gen, w\"{a}re das doch eine feine Sache! Und wenn wir uns doch um sie schl\"{u}gen, dann w\"{a}ren die Feen doch immer noch da?! Und so ist es am Ende doch wie immer: der Vorhang zu und alle Fragen offen. --Andreas Viereckehttp://www.bibsonomy.org/bibtex/254b02117cbfb27301e443eee42fb3044/sercarfesercarfe2007-12-03T17:48:07+01:00services,NATURAL scientific,difusi{\'o}n cient{\'i}fica.,revistas America,MEDIA journals,Am{\'e}rica Latina,diffusion production history,PERIODICALS,Producci{\'o}n scientific,HUMANISM,HUMANITIES,LATIN acad{\'e}micas,scientific cient{\'i}fica,edici{\'o}n cient{\'i}fica,edition Academic buying <span style="color:#555555;">Mercedes <a href="http://www.bibsonomy.org/author/Patalano">Patalano</a> </span><em>ANALES DE DOCUMENTACION</em>(<em>2005</em>)Mon Dec 03 17:48:07 CET 2007ANALES DE DOCUMENTACION217-235LAS PUBLICACIONES DEL CAMPO CIENT{\'I}FICO: LAS REVISTAS ACAD{\'E}MICAS DE AM{\'E}RICA LATINA. (Spanish)2005services,NATURAL scientific,difusi{\'o}n cient{\'i}fica.,revistas America,MEDIA journals,Am{\'e}rica Latina,diffusion production history,PERIODICALS,Producci{\'o}n scientific,HUMANISM,HUMANITIES,LATIN acad{\'e}micas,scientific cient{\'i}fica,edici{\'o}n cient{\'i}fica,edition Academic buying The scientific journals traditionally constitute main mass media and conservation of the advances of science - considered in an ample sense: as much pure and natural sciences like social and the humanities- through the organization and publication of scientific articles that communicate the result of the investigations. In the present approach on the present situation of the Latin American academic journals, in the first place the narrow relation is approached that display scientific publications with the practices of the scientific field, being a constituent part of the same one. Soon the particular characteristics comment that acquire the Latin American academic journals in the present context of marginality of the regional scientific production. And finally to conclusion way questions on of the edition and diffusion of the scientific production in Latin America appear the future. (English) ABSTRACT FROM AUTHOR Las revistas cient{\'i}ficas constituyen tradicionalmente el principal medio de comunicaci{\'o}n y conservati{\'o}n de los avances de la ciencia -considerada en un sentido amplio: tanto las ciencias puras y naturales como las sociales y humanidades- a trav{\'e}s de la organizaci{\'o}n y publicaci{\'o}n de art{\'i}culos cient{\'i}ficos que comunican el resultado de las investigaciones. En la presente aproximaci{\'o}n sobre la actual situaci{\'o}n de las revistas acad{\'e}micas de Am{\'e}rica Latina, en primer lugar se aborda la estrecha relaci{\'o}n que presentan las publicaciones cient{\'i}ficas con las pr{\'i}?cticas del campo cient{\'i}fico, siendo una parte constitutiva del mismo. Luego se comentan las caracter{\'i}sticas particulares que adquieren las revistas acad{\'e}micas latinoamericanas en el contexto actual de marginalidad de la producci{\'o}n cient{\'i}fica regional. Y por {\'i}?ltimo a manera de conclusi{\'o}n se presentan interrogantes sobre el futuro de la edici{\'o}n y difusi{\'o}n de la producci{\'o}n cient{\'i}fica en Am{\'e}rica Latina. (Spanish) ABSTRACT FROM AUTHOR Copyright of Anales de Documentacion is the property of Universidad de Murcia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts) The scientific journals traditionally constitute main mass media and conservation of the advances of science - considered in an ample sense: as much pure and natural sciences like social and the humanities- through the organization and publication of scientific articles that communicate the result of the investigations. In the present approach on the present situation of the Latin American academic journals, in the first place the narrow relation is approached that display scientific publications with the practices of the scientific field, being a constituent part of the same one. Soon the particular characteristics comment that acquire the Latin American academic journals in the present context of marginality of the regional scientific production. And finally to conclusion way questions on of the edition and diffusion of the scientific production in Latin America appear the future. (English) ABSTRACT FROM AUTHOR Las revistas cient{\'i}ficas constituyen tradicionalmente el principal medio de comunicaci{\'o}n y conservati{\'o}n de los avances de la ciencia -considerada en un sentido amplio: tanto las ciencias puras y naturales como las sociales y humanidades- a trav{\'e}s de la organizaci{\'o}n y publicaci{\'o}n de art{\'i}culos cient{\'i}ficos que comunican el resultado de las investigaciones. En la presente aproximaci{\'o}n sobre la actual situaci{\'o}n de las revistas acad{\'e}micas de Am{\'e}rica Latina, en primer lugar se aborda la estrecha relaci{\'o}n que presentan las publicaciones cient{\'i}ficas con las pr{\'i}?cticas del campo cient{\'i}fico, siendo una parte constitutiva del mismo. Luego se comentan las caracter{\'i}sticas particulares que adquieren las revistas acad{\'e}micas latinoamericanas en el contexto actual de marginalidad de la producci{\'o}n cient{\'i}fica regional. Y por {\'i}?ltimo a manera de conclusi{\'o}n se presentan interrogantes sobre el futuro de la edici{\'o}n y difusi{\'o}n de la producci{\'o}n cient{\'i}fica en Am{\'e}rica Latina. (Spanish) ABSTRACT FROM AUTHOR Copyright of Anales de Documentacion is the property of Universidad de Murcia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts)ACRL -http://www.bibsonomy.org/bibtex/29da0ab2a0bbe7c47c1b7f2290643febd/sciencebloglibrariansciencebloglibrarian2007-11-25T14:22:17+01:00groups academic faculty <span style="color:#555555;">David <a href="http://www.bibsonomy.org/author/Murray">Murray</a> and Steven <a href="http://www.bibsonomy.org/author/Bell">Bell</a> </span><em>College &amp; Research Libraries News</em><em>October2007. </em>Sun Nov 25 14:22:17 CET 2007College & Research Libraries NewsOctober9Exploring the faculty blogoverse: Where to start and what's in it for academic librarians682007groups academic faculty The reading and writing of Weblogs is now mainstream behavior in academic librarianship. Librarian blog activity manifests itself in any of these ways: contributing to one’s own institutional library blog, maintaining a personal librarian blog, reading blogs about librarianship or peripheral fields. Subscribing to librarian blogs is a vital component of a strategic process for keeping up. One can choose from a variety of blogs for obtaining news and information (Peter Scott’s Library Blog, LISNews, Kept-Up Academic Librarian), keeping alert to recent technology developments (ALA Techsource Blog, Infodoodads, Phil Bradley’s Blog), or staying abreast with the latest commentary on the profession (ACRLog, Walt at Random, The Ubiquitous Librarian). dblphttp://www.bibsonomy.org/bibtex/247eec7e6d7c7c9b8239cd2ddf194874c/papaggelpapaggel2007-11-23T20:08:11+01:00academic confious workshop conference submission electronic Electronic scientific system managing process management Reviewing <span style="color:#555555;">Manos <a href="http://www.bibsonomy.org/author/Papagelis">Papagelis</a> and Dimitris <a href="http://www.bibsonomy.org/author/Plexousakis">Plexousakis</a> and Panagiotis <a href="http://www.bibsonomy.org/author/Nikolaou">Nikolaou</a> </span><em>WISE, </em><em>volume3806ofLecture Notes in Computer Science, </em><em>page711-720. </em><em>Springer, </em>(<em>2005</em>)Fri Nov 23 20:08:11 CET 2007WISEconf/wise/2005711-720Lecture Notes in Computer ScienceCONFIOUS: Managing the Electronic Submission and Reviewing Process of Scientific Conferences.38062005academic confious workshop conference submission electronic Electronic scientific system managing process management Reviewing http://www.bibsonomy.org/bibtex/20dcaef4ea4b76e550702c0f1c957d681/iswc2007iswc20072007-11-07T19:17:54+01:00collaboration academic iswc campus 2007 semantic workshop_fews <span style="color:#555555;">Natenapa <a href="http://www.bibsonomy.org/author/Sriharee">Sriharee</a> and Ravikarn <a href="http://www.bibsonomy.org/author/Punnarut">Punnarut</a> </span><em>Proceedings of the Workshop on Finding Experts on the Web with Semantics (FEWS2007) at ISWC/ASWC2007, Busan, South Korea, </em><em>November2007. </em>Wed Nov 07 19:17:54 CET 2007Proceedings of the Workshop on Finding Experts on the Web with Semantics (FEWS2007) at ISWC/ASWC2007, Busan, South Koreahttp://data.semanticweb.org/workshop/fews/2007/proceedingsNovemberConstructing Semantic Campus for Academic Collaboration2007collaboration academic iswc campus 2007 semantic workshop_fews This paper proposes a methodology for constructing Semantic Campus, a Semantic Web application that represents the social network of the academics in the university, King Mongkut’s Institute of Technology North Bangkok. Semantic Campus is constructed by extracting data that is available on the web site of the university. The extracted data is analyzed with respect to its association to terms defined in an ontology and associations between people in the university to reveal whether or not one academic knows another. We also discuss relation analysis that considers direct and indirect association of the campus-based resources (i.e. knowledge about the people) contained in Semantic Campus. Such analysis can be used, for example, to find specific experts in the university and research interests shared by a number of academics.http://www.bibsonomy.org/bibtex/2ab702e19f45f289abf6f3903bf97f967/akpeakpe2007-10-04T16:32:59+02:00academic university, teaching, e-learning, <span style="color:#555555;">Kerstin <a href="http://www.bibsonomy.org/author/Mayrberger">Mayrberger</a> and Marianne <a href="http://www.bibsonomy.org/author/Merkt">Merkt</a> </span><em>Studienverlag, </em>(<em>2007</em>)Thu Oct 04 16:32:59 CEST 2007Die Qualität akademischer Lehre. Zur Interdependenz von Hochschuldidaktik und Hochschulentwicklung.2007academic university, teaching, e-learning, Besondere Aktualität hat die Frage nach der Qualität akademischer Lehre vor dem Hintergrund umfassender Verschiebungen und Umbrüche in der Hochschullandschaft. Der vorliegende Band vereint den Blick auf die Hochschullehre aus unterschiedlichen Perspektiven. Aktuelle Kernfragen wie die Organisation der Qualitätssicherung, Bologna-Studienstrukturreformen inklusive der Einführung von IT-Systemen, die Frage der hochschuldidaktischen Personalentwicklung oder Erfahrungen und Entwicklungen aus der Lehrpraxis werden aus dem Blickwinkel von Vertreterinnen und Vertretern aus der Hochschulleitung, von Hochschuldidaktikerinnen und ?didaktikern, von Hochschullehrenden sowie von Mitarbeiterinnen und Mitarbeitern in Drittmittelprojekten thematisiert. Trotz der Unterschiedlichkeit der Autorinnen und Autoren, die für verschiedene Perspektiven und Generationen stehen, zieht sich als roter Faden in den Beiträgen die Erkenntnis durch, dass das Zusammenwirken von wissenschaftlicher Arbeit, von durch Drittmittel finanzierter Projektarbeit und von hochschulpolitischem Engagement eine besonders erfolgreiche Strategie ist, die die Interdependenz von Hochschuldidaktik und Hochschulentwicklung programmatisch aufzeigt. Rolf Schulmeister hat mit seiner vierzigjährigen erfolgreichen Arbeit an der Hochschule im Dienste der Qualität akademischer Lehre diesen Zusammenhang eindrucksvoll nachgewiesen. Ihm ist der vorliegende Band als Festschrift gewidmet.http://www.bibsonomy.org/bibtex/28211c56958c61e3f7f68476ba5b3e9ff/akpeakpe2007-10-04T16:32:59+02:00teaching, university, e-learning, academic <span style="color:#555555;">Gabi <a href="http://www.bibsonomy.org/author/Reinmann">Reinmann</a> and Peter <a href="http://www.bibsonomy.org/author/Baumgartner">Baumgartner</a> </span><em>Studien Verlag, </em>(<em>2007</em>)Thu Oct 04 16:32:59 CEST 2007Überwindung von Schranken durch E-Learning2007teaching, university, e-learning, academic Digitale Medien machen Lernen und Lehren, Bildung und Arbeit und die dazu notwendige Kommunikation zeit- und ortsunabhängig. Dieses Argument führt spätestens seit Beginn der 1990er Jahre die Liste der Vorteile und Verheißungen an, die mit dem Siegeszug des Internets als neue Form der Verknüpfung von Massen- und Individualmedium in aller Munde waren und sind. Digitale Medien erfreuen unsere Sinne und stimulieren uns zu mehr Aktivität und Interaktivität. Auch dieser Aspekt der schönen neuen Bildungswelt ist vergleichsweise "alt", kennzeichnet er doch neben der technischen und sozialen Vernetzung die Chance der digitalen Medien, verschiedene Symbolsysteme zu integrieren, dynamische Prozesse einzubinden und die Möglichkeiten explorativer Aktivitäten des Lernenden zu erweitern. Mit etwas Verzögerung traf dann auch das Argument ein, dass sich mit dem Einsatz der neuen Medien sogar die Rolle von Lehrenden und Lernenden sowie die Vorstellung vom Lernen und Lehren ändern, dass neue didaktische Modelle entstehen oder klassische Bildungsideen endlich eine Chancen erhalten, umgesetzt zu werden.http://www.bibsonomy.org/bibtex/258abd0ce76cd76aca9dd30e049b2727d/akpeakpe2007-10-04T16:32:59+02:00school, academic Lehrerbildung university, <span style="color:#555555;">Edith <a href="http://www.bibsonomy.org/author/Glumpler">Glumpler</a> and Heinz S. <a href="http://www.bibsonomy.org/author/Rosenbusch">Rosenbusch</a> </span><em>Klinkhardt, </em>(<em>1997</em>)Thu Oct 04 16:32:59 CEST 2007Perspektiven der universitären Lehrerbildung1997school, academic Lehrerbildung university, Seit Beginn der 90er Jahre gibt es bildungspolitische Empfehlungen, die die gemeinsame Ausbildung zukünftiger Lehrerinnen und Lehrer an deutschen Universitäten in Frage stellen. Es wird Kritik geübt an der Qualität universitärer Lehramtsstudiengänge, an ihrem geringen Berufsfeldbezug und an der unzureichenden Integration theoretischer und schulpraktischer Studien in der ersten Ausbildungsphase. Auch die Autorinnen des vorliegenden Buches setzen sich kritisch mit historischen Entwicklungen, mit den aktuellen Standards und mit Desideraten einer professionsnahen Reform der Lehrerbildung an Universitäten auseinander. Ihnen geht es jedoch darum, Perspektiven der universitären Lehrerbildung aufzuzeigen.citeulikehttp://www.bibsonomy.org/bibtex/20ac6fc85f3b0fbe0c13bb3bd1c259431/a_olympiaa_olympia2007-08-18T13:22:24+02:00formulation identity academic science literacy <span style="color:#555555;">John M. <a href="http://www.bibsonomy.org/author/Reveles">Reveles</a> and Ralph <a href="http://www.bibsonomy.org/author/Cordova">Cordova</a> and Gregory J. <a href="http://www.bibsonomy.org/author/Kelly">Kelly</a> </span><em>Journal of Research in Science Teaching</em><em>41(10):1111--1144</em><em>November2004. </em>Sat Aug 18 13:22:24 CEST 2007Journal of Research in Science TeachingNovember101111--1144Science literacy and academic identity formulation412004formulation identity academic science literacy The purpose of this article is to report findings from an ethnographic study that focused on the co-development of science literacy and academic identity formulation within a third-grade classroom. Our theoretical framework draws from sociocultural theory and studies of scientific literacy. Through analysis of classroom discourse, we identified opportunities afforded students to learn specific scientific knowledge and practices during a series of science investigations. The results of this study suggest that the collective practice of the scientific conversations and activities that took place within this classroom enabled students to engage in the construction of communal science knowledge through multiple textual forms. By examining the ways in which students contributed to the construction of scientific understanding, and then by examining their performances within and across events, we present evidence of the co-development of students' academic identities and scientific literacy. Students' communication and participation in science during the investigations enabled them to learn the structure of the discipline by identifying and engaging in scientific activities. The intersection of academic identities with the development of scientific literacy provides a basis for considering specific ways to achieve scientific literacy for all students. \&copy; 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 1111-1144, 2004citeulikehttp://www.bibsonomy.org/bibtex/2677821805450fb2fe5cfe2a1df5063d3/a_olympiaa_olympia2007-08-18T13:22:24+02:00semantic academic <span style="color:#555555;">Stefan <a href="http://www.bibsonomy.org/author/Decker">Decker</a> and Sergey <a href="http://www.bibsonomy.org/author/Melnik">Melnik</a> and Frank v. <a href="http://www.bibsonomy.org/author/van Harmelen">van Harmelen</a> and Dieter <a href="http://www.bibsonomy.org/author/Fensel">Fensel</a> and Michel C. A. <a href="http://www.bibsonomy.org/author/Klein">Klein</a> and Jeen <a href="http://www.bibsonomy.org/author/Broekstra">Broekstra</a> and Michael <a href="http://www.bibsonomy.org/author/Erdmann">Erdmann</a> and Ian <a href="http://www.bibsonomy.org/author/Horrocks">Horrocks</a> </span><em>IEEE Internet Computing</em><em>4(5):63--74</em>(<em>2000</em>)Sat Aug 18 13:22:24 CEST 2007IEEE Internet Computing563--74The Semantic Web: The Roles of XML and RDF42000semantic academic this article, we explain the role of ontologies in the architecture of the Semantic Web. We then briefly summarize key elements of XML and RDF, showing why using XML as a tool for semantic interoperability will be ineffective in the long run. We argue that a further representation and inference layer is needed on top of the Web's current layers, and to establish such a layer, we propose a general method for encoding ontology representation languages into RDF/RDF schema. We illustrate the...citeulikehttp://www.bibsonomy.org/bibtex/246da8bdb6d994abbcee2b95348b2765c/a_olympiaa_olympia2007-08-18T13:22:24+02:00repository institutional academic <span style="color:#555555;">Gerard van <a href="http://www.bibsonomy.org/author/Westrienen">Westrienen</a> and Clifford A. <a href="http://www.bibsonomy.org/author/Lynch">Lynch</a> </span>(<em>2005</em>)Sat Aug 18 13:22:24 CEST 2007Academic Institutional Repositories: Deployment Status in 13 Nations as of Mid 20052005repository institutional academic On May 10-11, 2005, the Coalition for Networked Information (CNI), the UK Joint Information Systems Committee (JISC), and the SURF Foundation in the Netherlands hosted an international conference titled "Making the Strategic Case for Institutional Repositories". The purpose of this conference was to take a broad look at the current state of deployment of institutional repositories (IRs) in the academic sector, and to explore how national policies and strategies were shaping this deployment. In preparation for the meeting, the organizers solicited data on institutional repository deployment from some thirteen nations: Australia, Canada, the United States and ten European countries – Belgium, France, the United Kingdom, Denmark, Norway, Sweden, Finland, Germany, Italy and the Netherlands. We used a common template (reproduced in Appendix: Questionnaire) for the national reports – although many nations were unable to address all of the questions that were part of the template – and presented the collected data as part of the conference program. After the conference, representatives of each nation were given an opportunity to revise their submissions in order to clarify differences of interpretation that became evident as the data from different countries were compared in Amsterdam. The complete data from each nation can be found at <http://www.surf.nl/download/country-update2005.pdf>. Other materials from the conference can be found at <http://www.surf.nl/en/bijeenkomsten/index2.php?oid=6>.citeulikehttp://www.bibsonomy.org/bibtex/254fb14d87b3806e39a48036b741e2f9c/a_olympiaa_olympia2007-08-18T13:22:24+02:00academic <span style="color:#555555;"> <a href="http://www.bibsonomy.org/author/Chudnov">Chudnov</a> and <a href="http://www.bibsonomy.org/author/Daniel">Daniel</a> and <a href="http://www.bibsonomy.org/author/Barnett">Barnett</a> and <a href="http://www.bibsonomy.org/author/Jeffrey">Jeffrey</a> and <a href="http://www.bibsonomy.org/author/Prasad">Prasad</a> and <a href="http://www.bibsonomy.org/author/Raman">Raman</a> and <a href="http://www.bibsonomy.org/author/Wilcox">Wilcox</a> and <a href="http://www.bibsonomy.org/author/Matthew">Matthew</a> </span><em>Library Hi Tech</em><em>23(4):469--480</em><em>January2005. </em>Sat Aug 18 13:22:24 CEST 2007Library Hi TechJanuary4469--480Experiments in academic social book marking with Unalog232005academic citeulikehttp://www.bibsonomy.org/bibtex/25ea728a44e14b96ab05f12907352288d/a_olympiaa_olympia2007-08-18T13:22:24+02:00web academic invisible <span style="color:#555555;">Dirk <a href="http://www.bibsonomy.org/author/Lewandowski">Lewandowski</a> and Philipp <a href="http://www.bibsonomy.org/author/Mayr">Mayr</a> </span><em>Feb2007. </em>Sat Aug 18 13:22:24 CEST 2007FebExploring the academic invisible web2007web academic invisible Purpose: To provide a critical review of Bergman's 2001 study on the Deep Web. In addition, we bring a new concept into the discussion, the Academic Invisible Web (AIW). We define the Academic Invisible Web as consisting of all databases and collections relevant to academia but not searchable by the general-purpose internet search engines. Indexing this part of the Invisible Web is central to scientific search engines. We provide an overview of approaches followed thus far. Design/methodology/approach: Discussion of measures and calculations, estimation based on informetric laws. Literature review on approaches for uncovering information from the Invisible Web. Findings: Bergman's size estimate of the Invisible Web is highly questionable. We demonstrate some major errors in the conceptual design of the Bergman paper. A new (raw) size estimate is given. Research limitations/implications: The precision of our estimate is limited due to a small sample size and lack of reliable data. Practical implications: We can show that no single library alone will be able to index the Academic Invisible Web. We suggest collaboration to accomplish this task. Originality/value: Provides library managers and those interested in developing academic search engines with data on the size and attributes of the Academic Invisible Web.SpringerLink - Journal Article. In taoism they found a list of 100 reasons why people have sex. Here are 235 reasonshttp://www.bibsonomy.org/bibtex/290fe5e5ac17754160d8995887f21e87b/pietrosperonipietrosperoni2007-07-16T19:21:59+02:00toread society humanity academic sex attraction <span style="color:#555555;">Cindy <a href="http://www.bibsonomy.org/author/Meston">Meston</a> and David <a href="http://www.bibsonomy.org/author/Buss">Buss</a> </span><em>Archives of Sexual Behavior</em><em>072007. </em>Mon Jul 16 19:21:59 CEST 2007Archives of Sexual Behavior07--Why Humans Have Sex2007toread society humanity academic sex attraction Abstract&nbsp;&nbsp;Historically, the reasons people have sex have been assumed to be few in number and simple in nature–to reproduce, to experience pleasure, or to relieve sexual tension. Several theoretical perspectives suggest that motives for engaging in sexual intercourse may be larger in number and psychologically complex in nature. Study 1 used a nomination procedure that identified 237 expressed reasons for having sex, ranging from the mundane (e.g., “I wanted to experience physical pleasure”) to the spiritual (e.g., “I wanted to get closer to God”), from altruistic (e.g., “I wanted the person to feel good about himself/herself”) to vengeful (e.g., “I wanted to get back at my partner for having cheated on me”). Study 2 asked participants (N&nbsp;=&nbsp;1,549) to evaluate the degree to which each of the 237 reasons had led them to have sexual intercourse. Factor analyses yielded four large factors and 13 subfactors, producing a hierarchical taxonomy. The Physical reasons subfactors included Stress Reduction, Pleasure, Physical Desirability, and Experience Seeking. The Goal Attainment subfactors included Resources, Social Status, Revenge, and Utilitarian. The Emotional subfactors included Love and Commitment and Expression. The three Insecurity subfactors included Self-Esteem Boost, Duty/Pressure, and Mate Guarding. Significant gender differences supported several previously advanced theories. Individual differences in expressed reasons for having sex were coherently linked with personality traits and with individual differences in sexual strategies. Discussion focused on the complexity of sexual motivation and directions for future research.http://www.bibsonomy.org/bibtex/20bd56d3e8a550c6cc6565a44d503558d/rmosvoldrmosvold2007-05-15T12:35:50+02:00mathematics everyday academic <span style="color:#555555;">H. <a href="http://www.bibsonomy.org/author/Koirala">Koirala</a> </span><em>page161--168. </em>(<em>1999</em>)Tue May 15 12:35:50 CEST 2007Proceedings of the 23 rdConference of the International Group for the Psychology of Mathematics Education, III161--168Teaching mathematics using everyday contexts: What if academic mathematics is lost1999mathematics everyday academic http://www.bibsonomy.org/bibtex/2cb272830e840e83ccf5b52d1e223c1ab/yishyish2006-08-17T14:14:57+02:00reading achievement picturebook Academic mathematics cognition narrative learning IJCEELL <span style="color:#555555;">Daniela K. <a href="http://www.bibsonomy.org/author/O’Neill">O&#8217;Neill</a> and Michelle J. <a href="http://www.bibsonomy.org/author/Pearce">Pearce</a> and Jennifer L. <a href="http://www.bibsonomy.org/author/Pick">Pick</a> </span><em>First Language</em><em>24(2):149--183</em>(<em>2004</em>)Thu Aug 17 14:14:57 CEST 2006First Language2149--183Preschool Children’s Narratives and Performance on the Peabody Individualized Achievement Test – Revised: Evidence of a Relation between Early Narrative and Later Mathematical Ability242004reading achievement picturebook Academic mathematics cognition narrative learning IJCEELL In this study, different measures derived from 41 3- to 4-year-old children’s selfgenerated picture-book narratives and their performance on a general measure of language development (TELD-2, Hresko, Reid & Hammill, 1991) were evaluated with respect to their possible predictive relation two years later with 5 areas of academic achievement (General information, Reading recognition, Reading comprehension, Math, Spelling) assessed using the Peabody Individualized Achievement Test – Revised (PIAT-R, Markwardt, 1998). Children’s TELD-2 scores were significantly predictive of their General information scores. The narrative measures of conjunction use, event content, perspective shift, and mental state reference were significantly predictive of later Math scores. Post-hocanalyses revealed that, for the same children, the observed relations with Math achievement did not arise with nonspontaneous adult-prompted narrations.http://www.bibsonomy.org/bibtex/2ed775affc74c21a4057d7e1f7328e1ab/pietrosperonipietrosperoni2006-08-02T13:54:01+02:00lambda academic artificialchemistry mathematics work combinators book <span style="color:#555555;">Roger <a href="http://www.bibsonomy.org/author/Hindley">Hindley</a> and Jonathan <a href="http://www.bibsonomy.org/author/Seldin">Seldin</a> </span><em>Students Texts Nr. 1 </em><em>London Mathematical Society, </em>(<em>1986</em>) <em>HIN r 86:1 . </em>Wed Aug 02 13:54:01 CEST 2006HIN r 86:1Students Texts Nr. 1Introduction to Combinators and &lgr;-Calculus1986lambda academic artificialchemistry mathematics work combinators book