Two modifications to the Pao procedure for testing Lotka's law are proposed and applied to 15 samples drawn from the humanities, social sciences, and sciences

Empirical validation of Lotka's law

Lotka's law, previously applied to Brazilian national literature on ten different areas, were replicated. Minimum square and maximum likelihood estimators were used. From those ten national literatures analyzed, only literatures in medicine, iron & steel, jackfruit, and library science did fit the generalized inverse power model when the method of minimum squared were used. All of them but two literatures (Veterinary and Getulio Vargas' private letters) did not fit the inverse power model when the maximum likelihood estimator were used. For these literatures different models were tested. Veterinary literature did fit better to the negative binomial distribution, and Getulio Vargas' private letters did fit better to the Gaussian-Poisson Inverse Generalized distribution.

/pdf/a-lei-de-lotka-na-bibliometria-brasileira-2xjiyi2ud8.pdf

A Lei de Lotka na bibliometria brasileira

Designed to provide library service for two or more different groups of library users In one library facl I Ity. shared-use or Joint-use libraries are a unique aspect of library library Florida resources sharing. Thirteen examples of shared-use collections In shared or Joint-use library facl I Itles In were examined In this Investigation. Special focus was placed on the perceptions of librarians who work In these libraries In order to determine how wei I the libraries meet the Information needs of users and how successful the libraries are In conserving financial resources as a result of combined collections. A design of a special resource collection for one of the Institutions participating In a shared-use library was formulated to demonstrate the plan~lng process for collection sharing. Guidelines and contractual agreements relative to collection development that exist between the various shared-use libraries In Florida were evaluated and used to develop a model for agreements Four types Included In and a mission statement for shared-use libraries. of shared-use library facl I Itles In Florida were the study: community col lege/school libraries, community col lege/public libraries. community col lege/university libraries and school/public libraries.

Resource Sharing: A Study of Florida's Shared-Used Library Collections

STANDARDS APPLICABLE TO two-year colleges are at the same time the oldest and the most recent of the current academic library standards. This seeming paradox is possible because the current standards were approved in 1972 (prior to either the present college or the university library standards), and because they were supplemented by quantitative standards in 1979 and underwent a review process for the basic document in 1981. The 1972 date is significant for two-year institutions, because the statement which was then adopted represented cooperation in development and endorsement by the three national associations most concerned. The American Association of Community and Junior Colleges and the Association of College and Research Libraries (ACRL) started the process which resulted in the basic standards statement in 1967. Their representatives were joined several years later by members of a task force appointed by the Association for Educational Communications and Technology (AECT), who made significant contributions to the final document. Public hearings were conducted at the national meetings of all three associations before the final acceptance. It was not until 1972 that each association completed the approval process for the “Guidelines for Two-Year College Learning Resources Programs,” as the statement was designated.’ The name reflects the difference in philosophy and organizational structure between the two-year institution and other academic library standards.

https://www.ideals.illinois.edu/bitstream/handle/2142/7245/librarytrendsv31i1d_opt.pdf?sequence=1

Two-Year College Learning Resources Standards.

THE DESIGN OF THE FUTURE is sketched on an invisible canvas whose linear dimensions extend into the very outreaches of space. Our ability to view and discern this design today is enhanced by our knowledge of the historical past and of the global present, a knowledge whose scope was severely limited in past epochs. The transmission of ideas, facts and feelings from one organism to another to sustain life is the greatest achievement of mankind. The evolution from oral to written communication, spurred by the need to transmit information in an independent, objective format, is a history well known. The printing press, which increased the flow of information, popularized knowledge and encouraged literacy, now appears as a part of the continuum of knowledge transfer rather than as a new technology. The computer, with its functions of memory, computation and control, provides an awesome extension of mind power. The linkage of computers and communications technology is an art-science, feeding upon its association in a symbiotic relationship. Computer/communications technology is shaping the future while at the same time it is providing mankind with the power to control and configure the design. Societal transformations are the inevitable results of this revolutionary technology which has vastly increased human ability to originate, store, manipulate, control, interpret, and transfer information. Perhaps the most significant difference between the mass distribution era (fostered by the printing press) and the contemporary computer/

http://www.ideals.illinois.edu/bitstream/handle/2142/7398/librarytrendsv33i4i_opt.pdf?sequence=1

Forecasting the Future of Community College Learning Resources Centers

THETWO-YEAR COLLEGE is a distinctively American contribution to higher education. At present more than fifty years after the organization of the American Association of Junior Colleges in 1920, the role of these colleges in American higher education continues to be redefined as they seek to meet new demands placed upon them. In such dynamic institutions the difficulties inherent in providing for learning resources adequately, as the basic institutional objectives change requires that standards be reviewed, even rewritten, more frequently than for other types of academic institutions. The two-year colleges are also unique in that the latest document was developed and endorsed cooperatively by three national associations. This latest achievement indicates the most recent trend in two-year college standards. The curriculum in the first junior colleges to be established was limited usually to the provision of courses parallel and directly comparable to those offered in senior colleges and universities in the freshman and sophomore years. No real difference in this regard can be found between those junior colleges which developed as upward extensions of a high school and those which from the beginning were organized as lower division colleges. Both types of junior colleges had their advocates during the earlier years; this codict in the question of identification with secondary or with higher education had an effect on library development. The upward extension of the high school to include the first two years of college most frequently occurred in public high schools where other public institutions of higher education were not easily accessible. Such junior colleges were identified administratively with the high school. The public school codes of the various states governed the organization, finances, and operations of these junior colleges. Since the same instructors were frequently utilized in both high school and junior

James O. Wallace

Papers

Two-Year College Learning Resources Standards.

Two-Year College Library Standards.