Relevant bibliographies by topics / Library and Information Science Education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Library and Information Science Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Library and Information Science Education"

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Dr. J. Santhi, Dr J. Santhi. "E-Learning in Library and Information Science Education: An Overview." International Journal of Scientific Research 2, no. 8 (June 1, 2012): 218–21. http://dx.doi.org/10.15373/22778179/aug2013/72.

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Johnson, Ian M. "Library and information science education statistical report, 1988 (Association for Library and Information Science Education)." Education for Information 7, no. 1 (January 1, 1989): 72–73. http://dx.doi.org/10.3233/efi-1989-7114.

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Siddamallaiah, HS, and CR Karisiddappa. "Library and Information Science education: look beyond library and information services." Sri Lankan Journal of Librarianship and Information Management 1, no. 2 (March 24, 2009): 59. http://dx.doi.org/10.4038/sllim.v1i2.432.

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Roper, Fred W. "Distance Education in Library and Information Science Education." IFLA Journal 17, no. 3 (October 1991): 283–88. http://dx.doi.org/10.1177/034003529101700315.

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Weech, Terry, Clara M. Chu, Sandra Hirsh, Heidi Julien, Mary Anne Kennan, Diane L. Velasquez, and Bhuva Narayan. "Information science education and library and information studies education: Transnational conversations." Proceedings of the Association for Information Science and Technology 56, no. 1 (January 2019): 586–89. http://dx.doi.org/10.1002/pra2.98.

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Yanli, Qi. "Library and Information Science Education in China." Journal of Education for Library and Information Science 36, no. 2 (1995): 180. http://dx.doi.org/10.2307/40322918.

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Alnaes, T. "Library and information science education in Norway." Education for Information 6, no. 2 (April 1, 1988): 187–97. http://dx.doi.org/10.3233/efi-1988-6205.

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Wallace, Danny P., and Kathleen M. Heim. "Creativity in Library and Information Science Education:." Journal of Library Administration 10, no. 2-3 (July 31, 1989): 91–105. http://dx.doi.org/10.1300/j111v10n02_10.

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Wakhungu Olaka, Musa. "Library and information science education in Rwanda." Library Review 57, no. 4 (April 18, 2008): 298–305. http://dx.doi.org/10.1108/00242530810868733.

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Rahmatullaev, Marat, Barno Ganieva, and Akram Khabibullaev. "Library and Information Science Education in Uzbekistan." Slavic & East European Information Resources 18, no. 1-2 (April 3, 2017): 41–48. http://dx.doi.org/10.1080/15228886.2017.1322381.

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Dissertations / Theses on the topic "Library and Information Science Education"

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Buttlar, Lois, and Mont Rosemary Du. "Library and Information Science Competencies Revisited." Association of Library and Information Science Education, 1996. http://hdl.handle.net/10150/105083.

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This study ascertains the attitudes of library school alumni regarding the value of including various competencies in an M.L.S. program in order to facilitate curriculum planning. A total of 736 alumni rated a list of fifty-five competencies. Twenty-five percent of alumni had been out of library school less than three years; 60 percent had been out less than ten years. The largest category of respondents is represented by public librarians (39 percent), followed by academic librarians (20 percent), school librarians (19 percent), special librarians (10 percent), and those in nonlibrary settings (12 percent). There was a significant relationship between the type of library course taken during library school and the type of library in which the respondent found employment. Childrenâ s and young adult literature was the most poplar â type of literatureâ course taken. The five competencies ranked most frequently as essential include: knowledge of sources, collection management skills, conducting a reference interview, communicating effectively in writing, and the ability to apply critical thinking skills to library problems. Rating of competencies was also analyzed by beginning librarians. Competencies valued also differed as a function of setting. Findings were compared to those of an earlier study conducted by the authors in 1987.
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Majumder, Apurba Jyoti. "Role of Consortia on Library and Information Science Education." Allied Publisher, 2007. http://hdl.handle.net/10150/105227.

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The way and pace at which information is generated, organized and used is witnessed rapid strides in recent times. Hence, the discipline of LIS meant to manage and provide information service may not be taught effectively and practiced perfectly through a framed curriculum in the formal education steam alone. Driven by the market demands and user needs, the discipline is embracing other disciplines like computers, communication technology, cognition research etc. to continuously monitor and augment their skills to arrive at â pinpointed information from the delugeâ . Manual means of tackling information will not help the user/professional to solve emerging problems in the actual research setup and also the present day researchers expect a faster response to their information needs. Information management and servicing in a highly matured and skill intensive activity and it requires people with different educational backgrounds. Electronic access is increasingly providing a large proportion of current information instead of print and allowing access through a variety of platforms on a twenty-four hour basis. As the traditional custodians of information, librarians need to be aware of the implications of these changes and develop technological and managerial skills that will enable them to make effective use of information to meet their organization and changing needs. However, many librarians lack confidence to learn and master the skills required in adopting the increasingly sophisticated technology. It is vital that they must be kept in touch with modern developments and maintains a proactive approach to work in an ever-changing information world. Professional profiles are changing so rapidly and very radically these days impacting the librarianâ s portfolio, since libraries are becoming knowledge management organizations with librarians as their active agents. Perhaps the most important development of libraries during the current decade has been the move from organizational self-sufficiency to a collaborative survival mode as personified by the growth of library consortia. Information technology is now a level of cooperation that is much broader and deeper than ever before
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Sarrafzadeh, Maryam, Afsaneh Hazeri, and Bill Martin. "Educating future knowledge-literate library and information science professionals." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105898.

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This paper reports the core findings of an international study that examined the perceptions of LIS community towards knowledge management inclusion in the LIS education. Taking the perspectives of members of international LIS communities, we try to identify the rationale for a paradigm shift in library education towards knowledge management. We also explore the perceptions of LIS community towards the nature and content of knowledge management program in the LIS education which best meets the challenges of the knowledge management work environment.
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Wiles, Alison. "Library usability in higher education : how user experience can form library policy." Thesis, University of West London, 2015. https://repository.uwl.ac.uk/id/eprint/1473/.

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The university library has been called “the heart of a university”, but in the past has been described as being “virtually unusable”. This exploratory study is an investigation into user experience and usability in university libraries in the UK, and aims to examine the difference between users’ experience and their expectations of using their university library. It will also investigate university library policies to determine how a user experience policy can help to improve users’ experience. A user survey was carried out at three UK university libraries, using a questionnaire which asks participants to give their current opinions on their experience of 12 usability properties, and then to rate their expectations of each of the 12 properties. This means that it is then possible to calculate the gap between how the users rate the usability of the library, and how usable it should be. Additionally, a website survey of 121 UK universities was undertaken to see which types of policies UK university libraries have in place, whether a policy for user experience factors exists at these institutions, and if so what the policy covers. The findings show the areas where the largest gaps between expectations and experience occur. One of the largest gaps at the three institutions concerns the adequacy of the information that users are able to retrieve, and this can be addressed by either improving the library’s performance in this area, or by managing the expectations of library users. The website survey of library policies shows that while there is a core of seven types of library policy, user experience policies are unusual. Library user experience and usability is undoubtedly a field growing in importance in the eyes of librarians and researchers. By taking the “lived experiences” of users into account, and doing this in conjunction with a user experience policy, the university library can become a place of continuous improvement.
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Tsuji, Keita, Yuko Yoshida, Makiko Miwa, Hiroya Takeuchi, Tomohide Muranushi, and Masami Shibata. "Survey on Faculty of Library and Information Science Education in Japan." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105660.

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As a part of LIPER research, a questionnaire survey was performed on Library & Information Science instructors in Japanese universities. In quantitative terms, this research revealed the characteristics and teaching goals of LIS instructors, the similarities of librarian certification courses, and the overlap with instructors of those courses. Also, an analysis of freeform question responses about LIS education revealed the instructorâ s varied thoughts on LIS education and also revealed awareness of problems related to profession and curriculum issues and education goals.
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Islam, Md Shiful, and Mohammed Abu Khaled Chowdhury. "Library and information science education system in Bangladesh: An overall situation." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105393.

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This study has made an attempt to explore the library and information science (LIS) education system in Bangladesh. This paper also identifies the different levels of LIS education, continuing education and training facilities in Bangladesh. At the same time we have tried to find out the existing problems, which create barriers for quality education as well as professional development. In the conclusion, some necessary recommendations have been given for the development of LIS education system and professional development in Bangladesh.
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Singh, Jagtar, and Pradeepa Wijetunge. "Library and information science education in South Asia: Challenges and opportunities." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/106432.

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All is not good with Library and Information Science (LIS) Education in South Asia. Out of the seven countries in South Asia; India, Pakistan, Sri Lanka, and Bangladesh have provision for Library and Information Science Education, whereas Nepal, Bhutan, and the Maldives depend upon outside support for educating and training people for looking after their professional turf. Existing body of literature shows that in India there is a mushroom growth of Library and Information Science Departments. There is no professional accreditation, though institutional accreditation is in place in India. Many departments have failed to respond adequately to the ICT-based developments. Nomenclature of the courses offered has changed but the course contents are not consistent with the nomenclature in many cases. Moreover, these departments are seriously suffering from insufficient infrastructure, inadequate faculty, lack of quality research and document support. The course contents are not informed by the emerging employment opportunities in the corporate sector. Even today, the focus is on technical services. Academic Librarianship and Literature survey in social sciences are the only options offered by majority of LIS Programmes in India. Whereas, the core is still stuck to classification, cataloguing, indexing, and vocabulary control, the emerging themes, such as information literacy, knowledge management, elearning, ICT application, use of networks in teaching, and teaching about networks have not been adequately integrated in the curricula. On the top of it, there is limited Internet connectivity available in these departments. Attitude of authorities is also not that encouraging as these departments, being small, are considered liabilities. Above all, these departments have not, till today, internalized the concept and practice of cooperation and collaboration. Globalization and privatization of LIS education under GATS is another threat to the developing countries as it will lead to competition among the unequal. In fact, LIS education in majority of the departments in South Asia is in shambles.
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Raber, Douglas, and Lynn Silipigni Connaway. "Two Cultures, One Faculty: Contradictions of Library and Information Science Education." Association for Library and Information Science Education, 1996. http://hdl.handle.net/10150/106456.

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Library and information science faculty must live within two competing cultures that have very different values and interests: the academic and the practicing profession. This difference causes these cultures to exert competing expectations and demands upon library and information science education. While the university's value is increasingly judged by its demonstrated utility, its central legitimating value is still intellectual achievement and the creation of knowledge. While the need for a knowledge base is recognized, the central legitimating value of the profession is demonstrated utility in terms of service to users. This is necessarily dominated by technical rather than reflective aspects and the need for immediate solutions to practical problems that include the education and continuing education of professionals. This article addresses the problems that result from the collisions of these two cultures: applied versus pure research, theoretical versus practical education, and competing definitions of service. It explores the applicability of Ernest Boyer's model of higher education as a means of solving problems.
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Peterson, Lorna. "Alternative Perspectives in Library and Information Science: Issues of Race." Association of Library and Information Science Education, 1996. http://hdl.handle.net/10150/106445.

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Since the 1970s, most disciplines and schools of professional studies have developed their areas of curriculum, research, and theory construction by including race and ethnic studies. At the same time, library and information studies has lagged in providing a broader understanding of race and librarianship. Although attempts have been made to fill the racial-understanding gap, most of the work is characterized as exceptional/pioneer biography, with little attention given to broader social constructs of race and racism. This article explores how library and information science education falls short in contributing to the literature on race and racism. The current multicultural movement in library science is to be addressed.
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Rath, Pravakar. "Preparing library and information professionals for the 21st century: Issues and challenges for library and information science educators in India." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105129.

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Professional developments and initiatives both at international and national level have necessitated library and information professionals in general and library and information educators in particular to prepare themselves and meet the challenges of changing information scenario. Emergence, growth and popularity of knowledge society, digital libraries, library networks and consortia, content development in electronic environment, web based learning, knowledge commission and knowledge centers of which some of the new initiatives have been undertaken by Government of India have compelled to revamp and reorient library and information science education offered by schools of library and information studies in India. The paper discusses the present scenario of library and information science education in India, recent trends and developments in the library and information profession and more specifically the role of library and information science educators to address these issues and meet the challenges in the new millennium.
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Books on the topic "Library and Information Science Education"

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Tariang, Bikika Laloo. Essays on library and information science education. New Delhi: Ess Ess Publications, 2012.

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Library, Illinois State. Library & information science training grants. Springfield, Ill.]: [The Library], 1999.

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Shrivastava, B. P. Library and information science education in Indian universities. New Delhi: Commonwealth Publishers, 2002.

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Conference on Curriculum Design for the Information MarketPlace (1992 University of Tromsø). Library/information science education for the 21st century. Edited by Rugaas Bendik. New York: Neal-Schuman Publishers, 1993.

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Griffiths, José-Marie. New directions in library and information science education. Westport (Conn.): Greenwood Press [for] American Society for Information Science, 1986.

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Griffiths, José-Marie. New directions in library and information science education. White Plains, N.Y: Published by Knowledge Industry Publications for the American Society for Information Science, 1986.

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Change and challenge in library and information science education. Chicago: American Library Association, 1992.

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Schniederjürgen, Axel, ed. World Guide to Library, Archive and Information Science Education. Berlin, New York: Walter de Gruyter – K. G. Saur, 2007. http://dx.doi.org/10.1515/9783598440298.

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Shillinglaw, Noel. The information society. Craighall: Ad. Donker, 1988.

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Wenborn, Neil. Careers in librarianship and information science. 2nd ed. London: Kogan Page, 1987.

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Book chapters on the topic "Library and Information Science Education"

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Zhang, Lian-feng, Rui-jin Zhou, Li-ping Sui, and Guo-qing Wu. "Construction of Library Management Information System." In Advances in Computer Science, Environment, Ecoinformatics, and Education, 467–71. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23357-9_83.

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Chu, Clara M., and Jaya Raju. "Prioritizing diversity in Library and Information Science (LIS) education." In Humanizing LIS Education and Practice, 77–91. Milton Park, Abington, Oxon; New York, NY: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429356209-6.

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Li, Changqing. "Qualitatively Maintaining Library and Information Science Education in China." In Quality Assurance in LIS Education, 71–87. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-6495-2_5.

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Xu, Ning. "Cogitation of Information Technology Construction in University Library." In Advances in Computer Science and Education, 63–69. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-27945-4_9.

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Yang, LiYan. "Construction of Library Information Resources Depending on Internet Environment." In Advances in Computer Science and Education, 107–10. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-27945-4_16.

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Padmini, K. "Vitalising Library and Information Science Education: A Challenge in the Digital Information Environment." In Lecture Notes in Computer Science, 524. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-36227-4_68.

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Crumpton, Michael A. "Library and information science education." In Strategic Human Resource Planning for Academic Libraries, 59–68. Elsevier, 2015. http://dx.doi.org/10.1016/b978-1-84334-764-4.00006-x.

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Frederiksen, Linda. "Library and Information Science Education." In The Copyright Librarian, 63–74. Elsevier, 2016. http://dx.doi.org/10.1016/b978-0-08-100172-1.00006-x.

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Kumar, Naresh. "Digital Library Education." In Advances in Library and Information Science, 94–109. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2500-6.ch009.

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This chapter talks about the meaning of digital library and covers the various features of digital libraries. A brief overview of digital library education through various mediums like online education and formal education is given in this chapter. The chapter provides a list of Indian universities that conduct PG Diploma in digital library with its duration and admission eligibility, etc. Some of the foreign universities that provide digital library education are discussed. The whole chapter revolves around digital library education. The chapter highlights the various course curriculums adopted in Indian as well as foreign universities. A list of projects carried out in digital libraries around the globe with all details such as purpose of project, funding agency, and period of project are represented in this chapter. It also covers the latest issues and challenges in digital library education.
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Fulkerson, Diane M. "Distance Education and Library Services." In Advances in Library and Information Science, 1–16. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0234-2.ch001.

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Remote access technologies for library collections are the result of the growth of distance education programs in higher education. With the increased demand for online education, students needed a way to access library collections without coming to campus. As technology improved, the ability for students to use a library’s database without coming to a physical campus became a reality. Through such technologies as virtual private networks (VPN) and EZProxy, students could use their ID and password to gain access to library collections. Distance education was the driving force behind the need to provide remote access to collections. As a result, students now have the ability to search a library’s catalog or find articles in a database without coming to campus, anytime of the day or night. Librarians also have the opportunity to promote library resources and teach synchronous instruction sessions in online classes. Remote access technologies provide students, faculty, and librarians with the opportunity to meet user needs regardless of whether or not they are on campus. This chapter examines the growth of distance education programs at post-secondary schools, a trend expected to continue for the near future.
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Conference papers on the topic "Library and Information Science Education"

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Zhang, Jinchao, and Bo Luo. "Development of MOOCs in library and information science education." In iConference 2019. iSchools, 2019. http://dx.doi.org/10.21900/iconf.2019.103377.

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Koehler, Wallace, and Vera Blair. "Distance Education in Library and Information Science Discipline: The Valdosta State University Case." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2621.

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The library and information science discipline in the United States has thoroughly embraced distance education to deliver its courses and other curricular offerings. Courses have been or are offered through a variety of mechanisms, some with deep historical roots, others are dependent upon new and emerging Internet technologies. Different distance education methods offer different opportunities but also diffe rent problems. This paper discusses the approach taken at one university - asynchronous Web course delivery - and the lessons we have learned from those experiences. Given our circumstances and opportunities, we have at times adopted alternatives to technological solutions, including hybrid courses and cross-listing of courses at sister institutions to meet student needs.
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Weech, Terry. "Multidisciplinarity in Education for Digital Librarianship." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3061.

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As information resources of all types and disciplines are being stored and retrieved in digital form, libraries are responding to the demands for more effective retrieval of such documents and to provide even more digital access to scholarly and recreational library materials. This has led schools of library and information science to develop special programs, degrees, and certificates in digital librarianship. These programs vary from one school to another, but they all demonstrate the multidisciplinarity of education for librarians who will work specifically with digital librarianship. Library and Information Science education has always had a multidiscipline orientation, with traditional faculty consisting of those with degrees in the fields of sociology, communications, history, public administration, education, engineering, and computer science, as well as advanced degrees in library and information science. But with the advent of special programs in digital librarianship, the curriculum has begun to switch to a multidiscipline curriculum content which may be evolving into a sub-specialization in the field. These trends are examined in this paper and recommendations are made regarding future research needed to determine the advisability and sustainability of this trend.
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Singh Brar, Iqbal. "Digital Information Literacy among Health Sciences Professionals: A Case Study of GGS Medical College, Faridkot, Punjab, India." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2149.

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This paper is basically a case study and an attempt has been made to highlight the information literacy skills among the health science professionals i.e. teachers and postgraduate students of Guru Gobind Singh Medical College (constitute college of Baba Farid University of Health Sciences), Faridkot. The information literacy has various parts such as Computer Literacy, Library Literacy, Media Literacy, Network Literacy and Digital Literacy. The present study is only focused on the assessment of digital information literacy among the health sciences professionals within the scope of the study. The data for the study was collected by using a questionnaire and interviews were also conducted to fill up the gap of the area in health domain special reference to Baba Farid University of Health Sciences, Faridkot.
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Chen, Yuecong. "The Analysis of Chinese Authors' Papers in Library and Information Science." In 2016 International Conference on Economy, Management and Education Technology. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemet-16.2016.279.

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Marie Rudasill, Lynne, Katherine McNeill-Harman, and James Jacobs. "The Inexact Science of Informing Ourselves." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2568.

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Advances in information technology provide opportunities to inform users in ways that were only imagined twenty years ago. However, information providers need to inform themselves concerning the best way to deliver resources tc these users. Often assumptions are made about users that are inaccurate and untrue. With a view to these shortcomings, a team came together to collect information from users to assist in the redevelopment of a departmental library homepage at a major U.S. university. Methods used by social science researchers and by businesses to ascertain customer preferences were employed to increase understanding of the needs and desires of library users. Applying the tools of qualitative research improved understanding of the inexact science one must practice in dealing with diverse groups. This paper is a report of the findings, some surprising, some expected, but all relevant to the shape "Informing Science" takes in one library.
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Fadaie, Gholamreza. "Changing the Approach: Library and Information Science (LIS) Weaknesses Will Turn into Strength." In InSITE 2012: Informing Science + IT Education Conference. Informing Science Institute, 2012. http://dx.doi.org/10.28945/1642.

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Yuan, Liyan, Zhijun Han, and Liqiang Gao. "Study on the postgraduate information literacy education in the library." In 2013 International Conference on Advances in Social Science, Humanities, and Management. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/asshm-13.2013.84.

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Wang, Xinyu. "Research of University Library Subject Information Commons." In 2016 3rd International Conference on Management, Education Technology and Sports Science (METSS 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/metss-16.2016.67.

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Chenwei, Chen. "Current Library and Information Science Education and Job Market’s Requirements in Mainland China." In 6th International Conference on Humanities and Social Science Research (ICHSSR 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200428.113.

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Reports on the topic "Library and Information Science Education"

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Tonn, B. E. Using the National Information Infrastructure for social science, education, and informed decision making. Office of Scientific and Technical Information (OSTI), January 1994. http://dx.doi.org/10.2172/10116429.

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Shapovalov, S. M., ed. Marine expedition research on R/V of the Ministry of Science and Higher Education of the Russian Federation in 2019. Shirshov Institute Publishing House, November 2020. http://dx.doi.org/10.29006/0149-2019-0016.

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The volume contains brief information on sea expeditions carried out in 2019 on research vessels operated by organizations subordinate to the Ministry of Science and Higher Education of the Russian Federation. Information selected from preliminary reports from expedition leaders. The goals and objectives of the expeditions are included, the areas of work and the location of the sections and stations are shown, the scientific equipment used in the expeditions is listed, and the main results of the expeditions are given.
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Kud, A. A. Figures and Tables. Reprinted from “Comprehensive сlassification of virtual assets”, A. A. Kud, 2021, International Journal of Education and Science, 4(1), 52–75. KRPOCH, 2021. http://dx.doi.org/10.26697/reprint.ijes.2021.1.6.a.kud.

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Figure. Distributed Ledger Token Accounting System. Figure. Subjects of Social Relations Based on the Decentralized Information Platform. Figure. Derivativeness of a Digital Asset. Figure. Semantic Features of the Concept of a “Digital Asset” in Economic and Legal Aspects. Figure. Derivativeness of Polyassets and Monoassets. Figure. Types of Tokenized Assets Derived from Property. Figure. Visual Representation of the Methods of Financial and Management Accounting of Property Using Various Types of Tokenized Assets. Figure. Visual Representation of the Classification of Virtual Assets Based on the Complexity of Their Nature. Table. Comparison of Properties of Various Types of Virtual Assets of the Distributed Ledger Derivative of the Original Asset. Table. Main Properties and Parameters of Types of Tokenized Assets. Table. Classification of Virtual Assets as Tools for Implementing the Methods of Financial and Management Accounting of Property.
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Shen, Dong, Zhuang Xiong, Yangyang Liu, Yan Leng, Houbo Deng, Song Wang, Xiangtong Meng, and Tiejun Liu. Efficacy and safety of Chinese herbal medicine combined with Sorafenib in the treatment of primary liver cancer: A protocol for systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, September 2021. http://dx.doi.org/10.37766/inplasy2021.9.0024.

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The aim of this systematic review is to compare Chinese herbal medicine combined with Sorafenib in terms of efficacy and acceptability in the primary liver cancer to better inform clinical practice. To this end, the proposed systematic review will address the following question: Which is the best choice to reduce Efficacy and safety in Patients with primary liver cancer, Chinese herbal medicine combined with Sorafenib or Sorafenib.this systematic review and meta-analysis will evaluate the efficacy and Sorafenib combined with Chinese herbal medicine in the treatment of PLC. Information sources: We will search the following databases from inception up to September 8, 2021: PubMed, Web of Science, Embase, AMED, Cochrane Library, CNKI, VIP, CBM, and Wanfang. There will be no restrictions regarding publication date or language. We will apply a combination of medical keywords and words, including "Sorafenib", "Chinese herbal medicine" and "primary liver cancer". Additionally, we will manually search all reference lists from relevant systematic reviews to find other eligible studies.
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Taylor, Karen, Emily Moynihan, and Information Technology Laboratory (U S. ). Information Science and Knowledge Management Branch. The Forefront : A Review of ERDC Publications, Spring 2021. Engineer Research and Development Center (U.S.), June 2020. http://dx.doi.org/10.21079/11681/40902.

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The Engineer Research and Development Center (ERDC) is the premier civil works engineering and environmental sciences research and development arm of the U.S. Army Corps of Engineers (USACE). As such, it partners with the Army, Department of Defense (DoD), federal agencies, and civilian organizations to help solve our Nation’s most challenging problems in civil and military engineering, geospatial sciences, water resources, and environmental sciences. A special government knowledge center, ERDC Information Technology Laboratory’s Information Science and Knowledge Management (ISKM) Branch is critical to ERDC’s mission, fulfilling research requirements by offering a variety of editing and library services to advance the creation, dissemination, and curation of ERDC and USACE research knowledge. Serving as the publishing authority for the ERDC, ISKM publishes all ERDC technical publications to the Digital Repository Knowledge Core, sends a copy to the Defense Technical Information Center (DTIC) and creates a press release about each publication on the ERDC website. The Forefront seeks to provide an additional mechanism for highlighting some of our technical publications to the ERDC, USACE, Army, and DoD communities. This publication also encourages those outside ERDC to contact us about using ERDC editing services. For more information regarding the reports highlighted in this publications or others that ERDC researchers’ have created, please contact the ISKM virtual reference desk at erdclibrary@ask-a-librarian.info or visit the ISKM’s online repository, Knowledge Core, at https://erdc-library.erdc.dren.mil/ .
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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
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Jones, Nicole S. 2018 Impression, Pattern and Trace Evidence Symposium. RTI Press, May 2018. http://dx.doi.org/10.3768/rtipress.2018.cp.0006.1805.

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From January 22 to 25, 2018, RTI International, the National Institute of Justice (NIJ) and the Forensic Technology Center of Excellence (FTCoE) held the 2018 Impression, Pattern and Trace Evidence Symposium (IPTES) in Arlington, VA, to promote collaboration, enhance knowledge transfer, and share best practices and policies for the impression, pattern, and trace evidence forensic science communities. NIJ and FTCoE are committed to improving the practice of forensic science and strengthening its impact through support of research and development, rigorous technology evaluation and adoption, effective knowledge transfer and education, and comprehensive dissemination of best practices and guidelines to agencies dedicated to combating crime. The future of forensic sciences and its contribution to the public and criminal justice community is a motivating topic to gather expertise in a forum to discuss, learn, and share ideas. It’s about becoming part of an essential and historic movement as the forensic sciences continue to advance. The IPTES was specifically designed to bring together practitioners and researchers to enhance information-sharing and promote collaboration among the impression, pattern, and trace evidence analysts, law enforcement, and legal communities. The IPTES was designed to bring together practitioners and researchers to enhance information sharing and promote collaboration among impression, pattern, and trace evidence analysts, law enforcement, and legal communities. This set of proceedings comprises abstracts from workshops, general sessions, breakout sessions, and poster presentations.
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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.
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Shaping the COVID decade: addressing the long-term societal impacts of COVID-19. The British Academy, 2021. http://dx.doi.org/10.5871/bac19stf/9780856726590.001.

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In September 2020, the British Academy was asked by the Government Office for Science to produce an independent review to address the question: What are the long-term societal impacts of COVID-19? This short but substantial question led us to a rapid integration of evidence and an extensive consultation process. As history has shown us, the effects of a pandemic are as much social, cultural and economic as they are about medicine and health. Our aim has been to deliver an integrated view across these areas to start understanding the long-term impacts and how we address them. Our evidence review – in our companion report, The COVID decade – concluded that there are nine interconnected areas of long-term societal impact arising from the pandemic which could play out over the coming COVID decade, ranging from the rising importance of local communities, to exacerbated inequalities and a renewed awareness of education and skills in an uncertain economic climate. From those areas of impact we identified a range of policy issues for consideration by actors across society, about how to respond to these social, economic and cultural challenges beyond the immediate short-term crisis. The challenges are interconnected and require a systemic approach – one that also takes account of dimensions such as place (physical and social context, locality), scale (individual, community, regional, national) and time (past, present, future; short, medium and longer term). History indicates that times of upheaval – such as the pandemic – can be opportunities to reshape society, but that this requires vision and for key decisionmakers to work together. We find that in many places there is a need to start afresh, with a more systemic view, and where we should freely consider whether we might organise life differently in the future. In order to consider how to look to the future and shape the COVID decade, we suggest seven strategic goals for policymakers to pursue: build multi-level governance; improve knowledge, data and information linkage and sharing; prioritise digital infrastructure; reimagine urban spaces; create an agile education and training system; strengthen community-led social infrastructure; and promote a shared social purpose. These strategic goals are based on our evidence review and our analysis of the nine areas of long-term societal impact identified. We provide a range of illustrative policy opportunities for consideration in each of these areas in the report that follows.
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