Victoria A. Nozero, Penelope A. Whitten, Shelley Heaton, Kay Tuma, Nancy Master and Alison Armstrong
As the University of Nevada, Las Vegas continues building its new library, questions arise: Will the library instruction section be responsible for teaching students how to use…
Abstract
As the University of Nevada, Las Vegas continues building its new library, questions arise: Will the library instruction section be responsible for teaching students how to use word processing software? How will the new location affect the demand for bibliographic instruction? What will the new classrooms look like? In addition, staffing limitations, the library’s electronic environment, support from the teaching faculty, the library’s budget, and user demographics produce pressures that drive the direction an instruction program ultimately follows. The library staff can influence and control all of these pressures except one: user demographics. In this article, the authors discuss UNLV’s user population, how it has affected the development of a flexible library instruction program at UNLV, and how the online tutorial at another large urban university relates to its user population.
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The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources, research, and computer skills related…
Abstract
The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources, research, and computer skills related to retrieving, using, and evaluating information. This review, the twenty‐second to be published in Reference Services Review, includes items in English published in 1995. After 21 years, the title of this review of the literature has been changed from “Library Orientation and Instruction” to “Library Instruction and Information Literacy,” to indicate the growing trend of moving to information skills instruction.
This chapter seeks to help and support online educators in their efforts to improve tomorrow. Specifically, the chapter shares practical strategies and tools that online educators…
Abstract
This chapter seeks to help and support online educators in their efforts to improve tomorrow. Specifically, the chapter shares practical strategies and tools that online educators can easily apply, adapt, and/or personalize in order to help promote a mindfully multicultural classroom in their online classrooms and programs. The chapter includes a wide range of actionable tools and exercises to help online instructors optimize the learning experience for all students by building upon the unique strengths and diverse cultural backgrounds of all students in their online classrooms. The strategies help instructors leverage diversity as a means to promote equity and social justice in online programs and, ultimately, the world as a whole. The chapter relies upon Gollnick and Chinn’s (2017) six beliefs that are fundamental to multicultural education and presents strategies from two perspectives or lenses (student-focused and faculty-focused). Approaching the issue from a dual-sided lens is intended to best support the ultimate goal of improving the student learning experience. Emphasis is placed on both public and private interactions between faculty and students. Public interactions include all discussion board and announcement communications. Public interactions also include resources that are shared in the online classroom for all students’ benefit.
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Ken Fernstrom, Michael Henderson, Barry O'Grady and Simon Shurville
Rosalie K. Hilde and Albert Mills
This paper sets out to understand how immigrants to Canada (specifically Hong Kong immigrants) deal with competing senses of their situation in deciding how or whether to adjust…
Abstract
Purpose
This paper sets out to understand how immigrants to Canada (specifically Hong Kong immigrants) deal with competing senses of their situation in deciding how or whether to adjust to their new environment. In particular, the purpose of this paper is to focus on the “in-between state” of mind where individuals try to manage competing senses of their experiences in Canada.
Design/methodology/approach
The authors draw on critical sensemaking (CSM) in the study of the micro-processes of identity work at play among a group of 19 Hong Kong Chinese skilled immigrants to Canada.
Findings
The study’s findings indicate that immigrant experiences are often filtered through the competing sensemaking of the immigrants themselves and those of the so-called “host” community. As the study of Hong Kong immigrants suggests, this can lead to confused and compromised experiences of being an immigrant in the Canadian context.
Research limitations/implications
The study was confined to immigrants to Canada from Hong Kong. Further study of different immigrant groups may throw light on the extent to which competing sensemaking is related to cultural differences that affect not only the distance in understanding but the management of that distance.
Practical implications
The paper contributes to the diversity management literature and practice through understanding immigrants’ identity construction and its oscillations, influences, and restrictions as agency in context.
Social implications
The paper helps diversity managers, policy makers, and social activists to understand the role of sensemaking when providing social and structural support in workplace contexts.
Originality/value
The study reveals the importance of sensemaking in the experiences of immigrants to Canada. In particular, it broadens knowledge of the problems of adjusting to a new (national) environment from structural constraints to micro-processes of making sense. In the process, the study of the management of competing senses of an environment contributes to the development of CSM with the focus on, what we call, the state of in-betweeness.
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The following bibliography focuses mainly on programs which can run on IBM microcomputers and compatibles under the operating system PC DOS/MS DOS, and which can be used in online…
Abstract
The following bibliography focuses mainly on programs which can run on IBM microcomputers and compatibles under the operating system PC DOS/MS DOS, and which can be used in online information and documentation work. They fall into the following categories:
Francisc Bölöni, Abdelkader Benabou and Abdelmounaïm Tounzi
Electrostatic microelectromechanical systems are characterized by the pull‐in instability, associated to a pull‐in voltage. A good design requires an accurate model of this…
Abstract
Purpose
Electrostatic microelectromechanical systems are characterized by the pull‐in instability, associated to a pull‐in voltage. A good design requires an accurate model of this pull‐in phenomenon. The purpose of this paper is to present two approaches to building finite element method (FEM) based models.
Design/methodology/approach
Closed form expressions for the computation of the pull‐in voltage, can provide fast results within reliable accuracy, except when treating cases of extreme fringing fields. FEM‐based models come handy when high accuracy is needed. In the first model presented in this paper, the FEM is used to solve the electrostatic problem, while the mechanical problem is solved using a simplified Euler‐Bernoulli beam equation. The second model is a pure FEM model coupling the electrostatic and mechanical problems iteratively through the electrical force. Results for both scalar and vector potential formulations for the FEM models are presented.
Findings
In this paper a comparative study of simple pull‐in structures is presented, between analytical and 3D FEM‐based models. A comparison with analytical models and experimental results is also realized.
Research limitations/implications
The coupling between the electrostatic and mechanical problem in the presented approaches, is iterative. Therefore, to improve the accuracy of the presented model, a strong coupling is needed.
Originality/value
In the presented FEM‐analytical model, the electrostatic problem is solved in both, scalar and vector electric potential formulations. This allows defining an upper and a lower limit for the electrostatic force and consequently for the pull‐in voltage.
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A review of Nancy MacLean’s Democracy in Chains: The Deep History of the Radical Right’s Stealth Plan for America focuses on the implications of her historiographic method in…
Abstract
A review of Nancy MacLean’s Democracy in Chains: The Deep History of the Radical Right’s Stealth Plan for America focuses on the implications of her historiographic method in reading Jim Buchanan’s work and the resulting failure to take seriously the underlying framework of constitutional political economy that informed both Jim Buchanan’s and Frank H. Knight’s work. MacLean’s historiography is that of social movement history, which sublimates the interests and motivations of the individual to that of the movement. The real scholar disappears into simply an agent of the movement’s master plan. Because MacLean is suspicious of the movement she believes Buchanan to be part of, his work is interpreted solely in light of what she assumes to be the master plan. In particular, she ignores Buchanan’s habit of returning to key themes in order to develop new modes of analysis. MacLean focuses solely on his public choice work, ignoring the latter developments of constitutional economics and even moral order.
Two issues in MacLean’s account are the focus on the review. The first is simply a research mistake that she drew unwarranted conclusions from regarding Buchanan’s connection to the “massive resistance” movement against desegregation of Virginia public schools. The second issue reveals MacLean’s unwillingness to consider the changes in Buchanan’s scholarship over his career. Taken together, the issues indicate that she refused to read Buchanan on his own terms in order to understand the progress of his work, even if she disagreed with him at the end.