| 2181. |
|
|
| 2182. |
- Maceviciute, Elena, et al.
(författare)
-
The current situation of e-books in academic and public libraries in Sweden
- 2013
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The arrival of e-books in Swedish libraries has been influenced by the ideas of provisions of equal access to all media and all Swedish citizens as well as by librarians’ wish to provide best service to their users within the library’s area of responsibility. They saw this new resource and service in the light of fulfilling their specific function in a democratic society that is usually expressed in Sweden as mediation (or transfer) of knowledge and culture to all. This is a common foundation, on which new media and information resources (including e-books) are incorporated into Swedish academic and public libraries. Apart from this common basis we see other similarities in work with e-books in both types of libraries, but also a number of differences. Most of them relate to the situation of libraries within their respective context and in relation to their specific role. Academic libraries are quite influential players in the global scholarly communication and supporters of both research and study processes. As such they are embedded in mainly international market of scientific information and scholarly materials. They have significant resources provided by parent universities for acquisition and a wide choice of commercially available material from different producers and vendors. They are organized into a national library consortium that has increased negotiation power. Thus, they have more freedom to experiment with a variety of business and pricing models offered on the international market. They also have high competence in the area of publishing and often play a role of a publisher themselves. Their involvement in research process and in open access initiatives puts them in a position to provide expertise to researchers in publishing and intellectual property areas. Public libraries are part of local cultural and educational landscape. As such they depend on the production of media and content in national languages that helps to cater to the needs and demands of the local population. They also are customers on a relatively small market of publishing, entertainment and education-related materials that help to fulfil their function in the enlightenment of the people. As public libraries offer open and free-of-charge access to their resources to the totality of the population in a particular territory, eventually covering the whole country, they are regarded as a disruptive player in the market economy. This perceived threat from public libraries was reborn in the emerging market of e-books. Despite these differences both academic and public libraries face similar challenges and problems in management of their collections, creating metadata, and providing access to them. So far, no such solutions that could satisfy all involved parties have been found.
|
|
| 2183. |
|
|
| 2184. |
|
|
| 2185. |
- Macfarlane, Bruce, 1961-, et al.
(författare)
-
The right to teach in higher education – a provocation?
- 2018
-
Konferensbidrag (refereegranskat)abstract
- Who has the right to teach in higher education? It is a question rarely posed. The way that such a right is understood in compulsory education is largely defined by reference to the possession of a teaching qualification. However, in a higher education (HE) context this question is as much a philosophical as a legal one given its distinctive values and characteristics, including the role of research and academic freedom. The philosophical literature on rights covers a lot of approaches and a demarcation of the right to teach is needed. Following Hohfeld (1919), we suggest that the right to teach should be regarded as a privilege. There is also an ensuing power, for example to place expectations on students (where students are given rights in return, something beyond the scope of this paper). To have the right to teach is to have a privilege to act in a number of situations. The exact scope of actions for a given teacher depend to a large extent on the organization of the educational venture, but potentially the rights include setting a curriculum or interpreting an existing curriculum. It includes deciding on the relative merit of theoretical and methodological perspectives, and the depth and scope of what to include in teaching activities and assessments. It is the right to assess students’ skills and knowledge. It is also the right to set and interpret the literature, and to take a stand on it in front of the students, including criticizing the authors’ claims. Regardless of any other expectations we can place on teachers, a necessary condition for the right to teach is to have the competence to accomplish what is discussed above. It can be argued that this competence is manifest through an ability to reflect critically on the subject matter – this ought to come naturally given the fact that the development of students’ critical thinking is considered one of the most important aspects of higher education. The general rule in higher education, going back to Humboldt, is that the right to teach comes from being a researcher – a rule also enforced in many countries through educational acts, either as the implicit effect of a set of demands or as explicit legal requirements, as in New Zealand. A number of universities have also committed themselves during the last decades by signing Magna Charta Universitatum, which states: “recruitment of teachers, and regulation of their status, must obey the principle that research is inseparable from teaching”. Throughout the centuries, the right to teach has also been based on a formal recognition of research skills. In the medieval university the earliest degrees were the licentiateship (ie licentia docendi), in effect, a teaching licence. In modern international higher education, a doctorate is the norm, emerging from the German tradition which has become the basis for the elite research university. In addition, teachers are often required to undertake teaching courses specific to HE. In the mainland European tradition, the position of teacher is often confirmed through ‘habilitation’, involving either the production of a second doctoral thesis or achieved cumulatively through high quality publications. Implicit or explicit, through a venia legendi, is a permission to teach a particular subject for life. If accepting the Humboldtian model and the unity of teaching and research, it may be argued that real university level teaching can only be undertaken by those actively engaged in research. This position has been consistently asserted for over one hundred years by thinkers such as Ashby, Eliot, Jaspers, Russell, Truscot, and von Humboldt, encapsulated in the words of Stout (1965:61) who stated that ‘all teaching at the university level should be alive with the spirit of discovery’. The teacher needs to be at the cutting edge of examining knowledge claims rather than simply passing on received wisdom to students, whereas someone not currently engaged in research will only be able to pass on taken-for-granted knowledge claims. Yet possessing a doctorate or habilitation does not automatically mean that a person is currently engaged in research. This implies two issues. First, there is a need to define minimum requirements on research activity that should give the right to teach. Second, there is a need to discuss if the traditional life-long venia legendi is appropriate unless it is supplemented by a demand continuously meet the standards of research or professional activity.
|
|
| 2186. |
- Macias, Raul, et al.
(författare)
-
Performance of the Load-in-the-Loop Single Op-Amp Voltage Controlled Current Source from the Op-Amp Parameters
- 2010
-
Ingår i: Journal of Physics: Conference Series. - : Institute of Physics Publishing Ltd.. - 1742-6596 .- 1742-6588.
-
Konferensbidrag (refereegranskat)abstract
- In recent years, Electrical Bioimpedance (EBI) methods have gained importance. These methods are often based on obtaining impedance spectrum in the range of β-dispersion, i.e. from a few kHz up to some MHz. To measure EBI a constant current is often injected and the voltage across the tissue under study (TUS) is recorded. Due to the performance of the current source influences the performance of the entire system, in terms of frequency range, several designs have been implemented and studied. In this paper the basic structure of a Voltage-Controlled Current Source (VCCS) based on a single Op-Amp in inverter configuration with a floating load, known as load-in-the-loop current source, is revisited and studied deeply. We focus on the dependence of the output impedance with the circuit parameters, i.e. the feedback resistor and the inverter-input resistor, and the Op-Amp main parameters, i.e. open loop gain, CMRR and input impedance. After obtaining the experimental results and comparing to the theoretical and simulated ones, they confirm the design under study can be a good solution for multi-frequency wideband EBI applications because of higher values of the output impedance than 100kΩ at 1MHz are obtained. Furthermore, an enhancement of the basic design, using a current conveyor as a first stage, is proposed, studied and implemented.
|
|
| 2187. |
|
|
| 2188. |
|
|
| 2189. |
- Maglaughlin, Kelly L., et al.
(författare)
-
Factors that impact interdisciplinary scientific research collaboration : Focus on the natural sciences in academia
- 2005
-
Ingår i: Proceedings of the 10th International Conference of the International Society for Scientometrics and Informetrics.
-
Konferensbidrag (refereegranskat)abstract
- Interdisciplinary collaboration occurs when people with different educational and research backgrounds bring complementary skills to bear on a problem or task. The strength of interdisciplinary scientific research collaboration is its capacity to bring together diverse scientific knowledge to address complex problems and questions. However, interdisciplinary scientific research can be difficult to initiate and sustain. We do not yet fully understand factors that impact interdisciplinary scientific research collaboration. This study synthesizes empirical data from two empirical studies to provide a more comprehensive understanding of interdisciplinary scientific research collaboration within the natural sciences in academia. Data analysis confirmed factors previously identified in various literatures and yielded new factors. A total of twenty factors were identified, and classified into four categories: personal, resources, motivation and common ground. These categorie s and their factors are described, and implications for academic policies and practices to facilitate and sustain interdisciplinary collaboration are discussed.
|
|
| 2190. |
|
|
