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This action research explored the use of structured writing formats including writing frames and writing guides to improve high school student historical writing.

Collected data involved the result of a pre-test and post-test comparing writing scores of students before and after the intervention, students' survey and co-teacher's interview.

The findings indicated that the intervention of writing frames and writing guides had a positive effect on student writing performances. Discussions and implications for further studies were also included.

The findings informed the teacher that general writing skills could be applied across the curriculum.

The purpose of this study is to determine the extent to which first-year writing course guides contain instructional content and whether the ACRL Framework for information literacy has been addressed in these guides.

First-year writing course guides were identified from American Research Libraries websites and examined for instructional elements. These elements were categorized using a rubric that mapped the Framework to instructional content. Qualtrics was used to organize and analyze the data.

Most first-year writing course guides include instructional content, but less than half incorporate the Framework in some way. Guides that do incorporate the Framework focus on “searching as strategic exploration” and “research as inquiry”.

This paper provides librarians with practical information on first-year writing guides and includes examples of how the Framework might be addressed.

This study contributes to the literature on research guide content and is the first to invent first-year writing course guides.

While many librarians have celebrated the pedagogical inspiration offered by the ACRL Framework, some have raised concerns about the comprehensibility and accessibility of its language, particularly for students. The authors sought to understand if introducing the language of the frames explicitly – in addition to using them as the implicit foundation of our teaching – resonated with these undergraduates. This case study investigates how undergraduates at a liberal arts institution interpreted the Framework’s language and concepts in relation to their independent research.

In this case study, the authors analyzed 25 undergraduates’ reflections on their information literacy learning guided by recommendations for thematic analysis of qualitative data from Braun and Clarke (2006) and Castleberry and Nolen (2018). These steps included closely reading the reflections, disassembling and reassembling by frame, coding for themes, and finding trends and patterns.

The authors’ analysis of students’ reflections offers insight into how these students interpreted the Framework’s language and related it to their own experience. By noting language that seemed to resonate in this instance, the authors suggest ways in which educators could effectively use the Framework’s language with undergraduates.

Other studies in this area have generally been conducted with semester-long general education courses. This case study explores if explicit use of the Framework’s language outside of the classroom setting can resonate with undergraduates. Expanding research into different academic contexts enhances our understanding of how librarians may use the Framework as an explicit pedagogical tool.

THE American magazine Business Week recently dealt with the problem of work study in white collar areas and in the course of the article made the following comment: ‘The real impact of computer technology on work measurement and performance standards will come when it can take over more of the functions of the industrial engineer.’

It is more than a decade since Skinner's first publication on programmed instruction. In the interim period American schools and colleges have adopted the technique with characteristic enthusiasm and vigour, whilst in the USSR there has been a similar ready realisation of its educational value at many levels of teaching.

In 1964, the West Riding Education Authority took the decisive and imaginative step of setting up its own Programmed Learning Unit. This unit, which is a distinct physically cohesive one, is housed at the Whitwood Mining and Technical College, Castleford, Yorks.

Many early programs were designed to teach either routine operations that could be broken down into easily learned, consecutive steps, or elementary levels of academic subjects like mathematics, basic science or foreign languages. For a long time programmed instruction was not thought suitable for conceptual subjects at a more advanced level, but the appearance of programs to teach subjects like advanced mathematics or computer programming suggested that it was not so much a matter of suitable subjects as of methodology. This is not the place for an examination of conventional attitudes towards academic disciplines and their teaching, but it might be observed that programmed instruction offers yet another confirmation of the growing realization that difficult subjects can be explained in a simple and even enjoyable manner without in any way lowering the level or dignity of those subjects.

A suspended wheeled mobile robot (SWMR) that consists of one or more manipulators can be exploited in various environmental conditions such as uneven surfaces. The purpose of this paper is to discuss the requirements for stable motion planning of such robotic systems to perform heavy object manipulation tasks.

First, a systematic procedure for dynamics modelling of such complicated systems for planar motion is presented and verified using ADAMS simulation software. Next, based on the new dynamic moment‐height stability (MHS) measure, the stability of such systems will be investigated using the obtained dynamics. To this end, introducing the concept of a virtual frame, the obtained model of SWMR has been employed for investigating the effect of the base suspension characteristics as well as terrain roughness on the stability of the system. Next, the stability evaluation of the system is investigated after toppling down which has been rarely addressed in the literature. In addition, using the aforementioned model, the effect of stiffness is examined after instability.

First, a systematic procedure for dynamics modelling of such complicated systems for planar motion is presented and verified using ADAMS simulation software. Next, based on the new dynamic MHS measure, the stability of such systems will be investigated using the obtained dynamics. To this end, introducing the concept of a virtual frame, the obtained model of SWMR has been employed for investigating the effect of the base suspension characteristics as well as terrain roughness on the stability of the system. Next, the stability evaluation of the system is investigated after toppling down which has been rarely addressed in the literature. In addition, using the aforementioned model, the effect of stiffness is examined after instability.

A general procedure for dynamics modelling of SWMRs is presented. To verify the obtained dynamics model, another model for the considered system has been developed by ADAMS software. Next, using the obtained dynamics, the postural stability of such systems is investigated, based on the new postural MHS measure extended for SWMRs. The obtained simulation results show that by decreasing the stiffness coefficients of suspension subsystem the stability of the system weakens.

Recent events have shown that earnings management is a significant problem in the business world and that the culture in place in many organizations may encourage managers to manipulate earnings. While prior research has shown that earnings management exists at the corporate level, it has not examined whether managers at the divisional level are motivated to manage earnings. The purpose of this study is to examine whether divisional managers will be more inclined to manage earnings in order to maximize personal wealth. The secondary research objective is to examine whether the information frame will impact discretionary management accounting decisions. Members of the Institute of Management Accountants participated in an earnings management study in which two conditions were manipulated. First, the annual compensation of subjects was contingent on whether target income was met or not met. Second, information about a potentially obsolete inventory item was framed as either positive or negative. Subjects were asked the likelihood they would write off the potentially obsolete inventory. Research findings support the earnings management hypothesis and indicate that managers are less likely to write off obsolete inventory when their compensation is impacted by the write-off. Study results also reveal that the manner in which the inventory information is framed may affect managers’ write-off decision. These results are important as they may indicate that earnings management is more pervasive throughout the organization than previously shown.

The study aims to explore collaborations between writing centers and libraries which create opportunities for providing information literacy intervention for students doing researched writing. This case study gathered data from writing center logs to uncover if and how information literacy activity was occurring during consultations.

A representative sample of writing center logs recorded between September of 2013 and May 2014 was mined for frequencies of library and information literacy terms. Transaction logs were coded and analyzed according to the frames in the Association of College and Research Libraries Framework for Information Literacy for Higher Education.

Information literacy is discussed in only 13 per cent of consultations. Referrals to librarians accounted for less than 1 per cent of all transactions. Students most commonly asked for assistance in formatting citations, but deeper information literacy conversations did occur that provide opportunities for engagement with the Framework for Information Literacy for Higher Education.

Transactions were examined from one university. Although findings cannot be generalized, the results were applicable to local services, and this study provides a model useful for libraries and writing centers.

This study provides ample direction for future collaborations that will take advantage of the intersections of information literacy and writing instruction to improve student research skills.

Although much has been written about partnerships between libraries and writing centers, this study uniquely demonstrates a model for data sharing across institutional boundaries and how one library mined existing data from a writing center.