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Information literacy is a mosaic of attitudes, understandings, capabilities and knowledge about which there are three myths. The first myth is that it is about the ability to use ICTs to access a wealth of information. The second is that students entering higher education are information literate because student centred, resource based, and ICT focused learning are now pervasive in secondary education. The third myth is that information literacy development can be addressed by library-centric generic approaches. This paper addresses those myths and emphasises the need for information literacy to be recognised as the critical whole of education and societal issue, fundamental to an information-enabled and better world. In formal education, information literacy can only be developed by infusion into curriculum design, pedagogies, and assessment.
Navigating information, facilitating knowledge: the library, the academy, and student learning
(2004)
Understanding the nature and complementarity of the phenomena of information and knowledge lend not only epistemological clarity to their relationship, but also reaffirms the place of the library in the academic mission of knowledge transfer, acquisition, interpretation, and creation. These in turn reassert the legitimacy of the academic library as necessary participant in the teaching enterprise of colleges and universities. Such legitimacy induces an obligation to teach, and that obligation needs to be explored and implemented with adequate vigor and reach. Librarians and the academy must, however, concede that the scope of the task calls for a solution that goes beyond shared responsibilities. Academic libraries should assume a full teaching function even as they continue their exploration and design of activities and programs aimed at reinforcing information literacy in the various disciplines on campus. All must concede that need for collaboration cannot provide grounds for questioning the desirability of autonomous teaching status for the academic library in information literacy education
Damping cells for the higher order modes are necessary for the S-band linear collider to minimize BBU (Beam-Break-Up). The construction of the damper cells has to take into account the different field geometries of the higher order modes. So two different types of dampers have been designed: a wall slotted an an iris slotted cell. In order to optimize the two types of damping cells with respect to damping strength, impedance matching between coupling system and waveguide dampers and between damping cell and undamped cells and the tuning system, damping cells of both types have been built and examinated.
To reach high luminosities in future linear colliders short range wakes havea to be controlled in the range of X-band frequencies or higher. Rectangular irises can be used to introduce strong focusing quadrupole-like rf-fields. Even circular irises in iris-loaded accelarator structures have the capability of focusing if the particle velocity differs from phase velocity. Theoretical investigations concerning the focusing strength to be expected are presented. Their applicability for linear colliders is discussed.
A new method of measuring quality factors in cavities is presented. This method is well suited to measure quality factors in undamped cavities as well as in heavily damped cavities, and in addition this method provides a possibility of separating modes and measuring quality factors especially in cases of overlapping modes. Measurements have been carried out on HOM-damped cavities for the DESY/THD linear collider project. Results are presented.
Due to the additional need of very short bunches for the FEL operation with the TESLA-machine strong wakefield effects are expected. One third of the total wakefield energy per bunch is radiated into the frequency region above the energy gap of Cooper pairs in superconducting niobium. The energy of the cooper pairs in superconducting niobium at 2 K corresponds to a frequency of 700 GHz. An analytical and experimental estimation for the overall energy loss of the FEL bunch above energy gap is presented. The analytical method is based on a study from R. B. Palmer [1]. The results of the wakefield estimations are used to calculate possible quality factor reduction of the TESLA cavities during FEL operation. Results are presented.
While science claims to be universal, the notion of universality actually covers two very different facets: on the one hand, it refers to the universal value of the epistemological claims of science while, on the other hand, it addresses the issue of how fully the process of scientific communication is presently globalized. How the issue of open access crosses that of the globalization of scientific communication will be the theme of this presentation. The conclusion will be that, without open access, the globalization of scientific communication will lead to increased knowledge and digital divisions.