Why should inquiry--the engine for independent, curiosity- and interest-driven, life-long learning--be a curricular imperative, and its presence a criterion for excellent education? Is it possible to teach inquiry skills systematically and to engage learners in being inquirers across elementary, secondary, and post-secondary schooling?
In 1982 the Kanazawa Institute of Technology Library Center inaugurated an international seminar program and invited noted scholars from all over the world to participate. This volume brings together distinguished papers presented over the past ten years. Thirty-three papers organized into five broad subject areas--research libraries in the Twenty-first century; information access in the new era; new technology, new media, and library buildings; library education; preservation of research materials; the technological university library; and managing knowledge in the twenty-first century--deal with topics considered to be of greatest interest to those involved with the future evolution of research libraries.
Contrasts are statistical procedures for asking focused questions of data. Researchers, teachers of research methods and graduate students will be familiar with the principles and procedures of contrast analysis included here. But they, for the first time, will also be presented with a series of newly developed concepts, measures, and indices that permit a wider and more useful application of contrast analysis. This volume takes on this new approach by introducing a family of correlational effect size estimates. By returning to these correlations throughout the book, the authors demonstrate special adaptations in a variety of contexts from two group comparison to one way analysis of variance contexts, to factorial designs, to repeated measures designs and to the case of multiple contrasts.