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Thesis (M.A.)--Guo li Taiwan da xue. / Includes bibliographical references and indexes.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1998. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 255-286).

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Arizona has an exceptionally rich cultural heritage, and yet only a small fraction of this legacy has been digitized and made available online through the Arizona Memory Project and other collections. With IMLS funding, the University of Arizona’s DigIn program is carrying out research (grant ending 2012) on digital collection development and digital curation activities in a diverse sampling of Tucson-area cultural heritage institutions, especially those representing underserved communities. We are gathering data on a range of factors influencing the decision to start digital projects, and the sustainability of digitization at a time of limited resources. Our goal is to assess the feasibility of new or expanded digital projects, and to define best practices for institutions pursuing small-scale digitization efforts especially. In this program we will share our preliminary results and discuss future efforts to advance the digitization of cultural heritage by librarians and information professionals across Arizona and the West.

Databases provide the foundation of most software systems. This means that system developers will inevitably need to write code to query these databases. The de facto language for querying is SQL and this, consequently, is the language primarily taught by higher education institutions. There is some evidence that learners find it hard to master SQL. These issues and concerns were confirmed by reviewing the literature and establishing the scope and context. The literature review allowed extraction of the common issues in impacting SQL acquisition. The identified issues were confirmed and justified by empirical evidence as reported here. A model of SQL learning was derived. This framework or model involves SQL learning taxonomy, a model of SQL problem solving and incorporates cross-cutting factors. The framework is used as map to the design of a proposed instructional design. The design employed pattern concepts and the related research to structure SQL knowledge as SQL patterns. Also presented are details on how SQL patterns could be organized and presented. A strong theoretical background (checklist, component-level design) was employed to organize, present and facilitated SQL pattern collection. The evaluation of the SQL patterns yielded new insight such as novice problem solving strategies and the types of errors students made in attempting to solve SQL problems. SQL patterns, as proposed as a result of this research, yielded statistically significant important in novice performance in writing SQL queries. A longitudinal field study with a large number of learners in a flexible environment should be conducted to confirm the findings of this research.

The National Library of Medicine Classification Scheme (NLMC) was developed in 1946 utilizing basic ideas from Eileen Cunningham's Medical Library Classification, a classification scheme developed from the viewpoint of teaching medicine. Three classification schemes have been developed for the organization of pharmaceutical literature: (1) Eli Lilly Company, (2) Sheppard Library at the Massachusetts College of Pharmacy, and (3) Lloyd Library, University of Cincinnati. There is no evidence in the literature that these classification schemes are kept up-to-date. Since the NLMC is the only up-to-date classification scheme available in the United States for the organization of health sciences literature, it would be an important contribution to determine how adequate the system is for organizing health sciences literature other than medicine. The purpose of this study was to examine how the structure of the NLMC accommodates pharmaceutical literature, to determine its adequacy in organizing this body of literature, and to contribute seminal knowledge on the history and development of this classification scheme. / The basic tools used in the study were a list of disciplines of the pharmacy field published by the American Association of Colleges of Pharmacy (AACP), the NLMC, the Medical Subject Headings (MeSH), six bibliographies representing the recommended resources necessary to support the pharmacy discipline, and CATLINE. The six bibliographies were merged using the computer program Pro-Cite to generate a database named Asklepios. The study was limited to an analysis of the NLMC classification numbers assigned to bibliographic records of monographs representing the body of literature on pharmacy. The study population was 1,979 records. In the NLMC pharmacy literature is accommodated in subclass QV 701-835 Pharmacy and pharmaceutics. The research revealed five fundamental categories provided in the NLMC for pharmacy literature. Ten fundamental categories were identified in the published pharmacy literature. The analysis revealed that the structure of the NLMC brought together 42 percent of the literature, 41 percent was scattered throughout the classification scheme, and 17 percent was classified in the Library of Congress Classification. / Source: Dissertation Abstracts International, Volume: 55-09, Section: A, page: 2618. / Major Professor: Doris H. Clack. / Thesis (Ph.D.)--The Florida State University, 1994.

The purpose of this study was to design and implement a media production program to determine its effectiveness in building self-esteem and improving academic behavior and reading achievement in at-risk sixth grade students. The sample population attend a middle school in Dougherty County and was randomly selected from students considered to be at-risk based on reading criteria established by the school. / The Culture-Free Self-Esteem Inventories-2 measured self-esteem, the Teacher's Report Form determined behavioral changes and the Iowa Tests of Basic Skills measured reading skills. Teacher-made tests determined any changes in reading scores. / A pretest-posttest control group design was used in this investigation. Fifty-nine at-risk sixth grade students, between 11 and 14 years of age, participated in the twelve week study that began in January 1993 and was completed in April 1993. Thirty-one students formed the experimental group and twenty-eight comprised the control group. / An independent t-test was run to determine if a significant difference existed between pre and posttests for both groups on reading skills, academic self-esteem, school behavior and reading scores from teacher-made tests. There was no significant difference on reading skills, self-esteem or reading scores for either group. / A significant difference was indicated on the pretest for academic behavior. The experimental group averaged 45.39 compared to 38.43 for the control group. This difference was significant at less than the.01 level of error. A significant difference was also observed at the posttest on academic behavior. The experimental group averaged 41.32 compared to 46.21 for the control group. This difference between the two groups at the posttest was significant at less than a 1 percent probability of error. / A correlated t-test was employed to determine the changes taking place on self-esteem, academic behavior and on teacher-made tests for the experimental and control group between pre and posttests. Neither group changed significantly in self-esteem or on teacher-made tests. The experimental group improved significantly on academic behavior, while the control group changed significantly in the opposite direction. / Source: Dissertation Abstracts International, Volume: 55-04, Section: A, page: 0782. / Major Professor: Thomas L. Hart. / Thesis (Ph.D.)--The Florida State University, 1994.