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  • × year_i:[2000 TO 2010}
  1. Hotho, A.; Bloehdorn, S.: Data Mining 2004 : Text classification by boosting weak learners based on terms and concepts (2004) 0.10 
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    Content
    Vgl.: http://www.google.de/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&ved=0CEAQFjAA&url=http%3A%2F%2Fciteseerx.ist.psu.edu%2Fviewdoc%2Fdownload%3Fdoi%3D10.1.1.91.4940%26rep%3Drep1%26type%3Dpdf&ei=dOXrUMeIDYHDtQahsIGACg&usg=AFQjCNHFWVh6gNPvnOrOS9R3rkrXCNVD-A&sig2=5I2F5evRfMnsttSgFF9g7Q&bvm=bv.1357316858,d.Yms.
    Date
    8. 1.2013 10:22:32
  2. Nicholas, D.; Huntington, P.; Jamali, H.R.; Rowlands, I.; Fieldhouse, M.: Student digital information-seeking behaviour in context (2009) 0.09 
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    Date
    23. 2.2009 17:22:41
    Source
    Journal of documentation. 65(2009) no.1, S.106-132
  3. Thompson, R.; Shafer, K.E.: Embedded Systems Experience and Views (2001) 0.07 
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    Source
    Journal of library administration. 34(2001) nos.1/2, S.127-132
  4. Lügger, J.: Über Suchmaschinen, Verbünde und die Integration von Informationsangeboten : Teil 1: KOBV-Suchmaschine und Math-Net (2000) 0.07 
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    Source
    ABI-Technik. 20(2000) H.2, S.132-156
  5. Capurro, R.: Informationsethik : eine Standortbestimmung (2004) 0.06 
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    Source
    Wechselwirkung. 25(2004) Nr.126/127, S.132-139
  6. Nyström, P.: Disciplinarity, inter-disciplinarity and postdisciplinarity : changing disciplinary patterns in the history discipline (2007) 0.06 
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    Pages
    S.123-132
  7. Halbwachs, M.: ¬Das Gedächtnis und seine sozialen Bedingungen (2006) 0.06 
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    Classification
    S 132
    SFB
    S 132
  8. Schrodt, R.: Tiefen und Untiefen im wissenschaftlichen Sprachgebrauch (2008) 0.05 
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    Content
    Vgl. auch: https://studylibde.com/doc/13053640/richard-schrodt. Vgl. auch: http%3A%2F%2Fwww.univie.ac.at%2FGermanistik%2Fschrodt%2Fvorlesung%2Fwissenschaftssprache.doc&usg=AOvVaw1lDLDR6NFf1W0-oC9mEUJf.
  9. Ziegler, C.: Deus ex Machina : Das Web soll lernen, sich und uns zu verstehen (2002) 0.05 
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    Source
    c't. 2002, H.6, S.132-137
  10. Vetere, G.; Lenzerini, M.: Models for semantic interoperability in service-oriented architectures (2005) 0.05 
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    Content
    Vgl.: http://ieeexplore.ieee.org/xpl/login.jsp?tp=&arnumber=5386707&url=http%3A%2F%2Fieeexplore.ieee.org%2Fxpls%2Fabs_all.jsp%3Farnumber%3D5386707.
  11. Priss, U.: Lattice-based information retrieval (2000) 0.04 
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    Source
    Knowledge organization. 27(2000) no.3, S.132-142
  12. Berg, H.-P.; Schäffler, H.; Sens, I.: Elektronische Zeitschriften in der überregionalen Literaturversorgung : Ergebnisse des DFG-Projekts EZUL (2002) 0.04 
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    Source
    Zeitschrift für Bibliothekswesen und Bibliographie. 49(2002) H.3, S.118-132
  13. Bean, C.A.; Green, R.: Relevance relationships (2001) 0.04 
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    Pages
    S.115-132
  14. Wohlkinger, B.; Pellegrini, T.: Semantic Systems Technologiepolitik in der Europäischen Union (2006) 0.04 
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    S.115-132
  15. Oberhauser, O.; Labner, J.: Aufbau und Implementierung einer Datenbank für Informationseinrichtungen : ein gesamtösterreichisches Nachweisinstrument unter Aleph 500 (2004) 0.04 
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    Source
    B.I.T.online. 7(2004) H.2, S.125-132
  16. Education for library cataloging : international perspectives (2006) 0.04 
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    Classification
    025.3/071 22
    DDC
    025.3/071 22
    Footnote
    The eternal debate in the teaching of cataloging over theory versus practice emerges in this volume. As Li Si suggests in describing cataloging education in the People's Republic of China, the matter might be laid at the door of the faculty, stating, "Although the majority of teaching faculty members in the library and information science programs have a solid theoretical foundation from their school education and training, they do not normally possess practical work experience in their field of specialty and they are not familiar with the application of technologies in the field. In order to enhance their practical skills, these faculty members should be given the opportunity to work in libraries... This way, they would be able to put theory into practice and gain rich, practical field experience, thus improving the relevance and quality of their teaching (p. 97)." One wonders how warmly faculty members would welcome that kind of opportunity! On the other hand, in many places, onthe-job training is weak, as Shoichi Taniguchi describes it in Japan, "on the job training and continuing education are neither encouraged nor promoted (p. 132)." Among the most interesting and important aspects of this book are the tables of hard data it presents. Almost every chapter reports on surveys done by the authors on the state of library education in general and/or the kinds of offerings in cataloging and classification available within their countries. Some authors also include statistics on the numbers of persons receiving certificates, diplomas, and/or master's degrees, which is useful in understanding the different levels of expertise being developed over time. While one could argue that there are gaps in coverage, with large, influential countries such as France and Italy in Europe, Brazil, Bolivia, and Chile in South America, and Thailand and Myanmar in Asia, left out of the book, for the most part there is good representation from different parts of the globe. Education for Library Cataloging is a good choice as a textbook for coursework in International Librarianship as well as a primer in what to expect if one's information center is affiliated with partners outside the United States and Canada. This book should be seen as an important "must read" for all library students and practitioners concerned about issues of increasing globalization in bibliographic control. It is highly recommended."
  17. Mas, S.; Marleau, Y.: Proposition of a faceted classification model to support corporate information organization and digital records management (2009) 0.04 
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    Footnote
    Vgl.: http://ieeexplore.ieee.org/Xplore/login.jsp?reload=true&url=http%3A%2F%2Fieeexplore.ieee.org%2Fiel5%2F4755313%2F4755314%2F04755480.pdf%3Farnumber%3D4755480&authDecision=-203.
  18. Devlin, K.: ¬Der Mathe-Instinkt (2005) 0.04 
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    Date
    22. 7.2006 20:12:41
    Footnote
    Rez. in: Wechselwirkung 27(2005) Nr.132, S.94-95: "Brachte Devlins Buch »Das Mathe-Gen« Zahlenmuffeln die Mathematik näher, so zeigt er nun, dass wir um die Mathematik überhaupt nicht herumkommen, wenn wir die Natur und uns selbst verstehen wollen: Pflanze, Tier und Mensch, jedes Lebewesen beherrscht das Spiel mit Zahlen. Auch in seinem zweiten Buch führt Keith Devlin spielerisch vor, wie man abstrakte Formelmonster der Mathematik zum Leben erweckt, ohne dass sie erschrecken. Es gibt ihn, den mathematischen Instinkt. Und Sie haben ihn auch! Wetten, dass... ? Einige Beispiele für den mathematischen Instinkt in der Natur: Warum wir mit Zahlen spielend umgehen können, wenn es sich um Euros, Zentimeter und Meter, Gramm und Kilos handelt. Warum Hunde auf dem schnellsten Weg jeden Ball und Stock fangen? Wie Katzen wieder auf den Beinen stehen, wenn sie vom Baum fallen. Wie Vögel bis zur 40.000 km jährlich zurücklegen, ohne sich zu verfliegen?"
  19. Strzolka, R.: ¬Das Internet als Weltbibliothek : Suchmaschinen und ihre Bedeutung für den Wissenserwerb (2008) 0.04 
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    Footnote
    Neben Anwendungen und Beispielen aus verschiedenen Ländern belegt der Autor anhand beeindruckender Beispiele, wie wenig sinnstiftend Wort-/Wortsstammfilter sind (Seite 84 bis 91). Ein Hauptproblem in der Informations- und Wissensgesellschaft sieht er darin: »Die Bequemlichkeit der Nutzer« führe zu einer selbst auferlegten »Informationsbeschränkung« bei der Nutzung von Suchmaschinen (Seite 18 bis 21). Dementsprechend sieht Strzolka in der »fehlenden Informationskompetenz und Zensur« eine »unheilvolle Allianz« (Seite 24). »Sich auf Suchmaschinen als objektive Instanz zu verlassen«, heißt es später (Seite 56), »ist so naiv, wie die Bibel als einzige Informationsquelle für das Leben in der modernen Welt zu nutzen«. Denn: »Suchmaschinen zensieren nicht - Ihre Betreiber organisieren Zensur.« Internetzensur Auf 25 Seiten (Seite 74 bis 99) dokumentiert Strzolka mit bemerkenswerten Beispielen, wie das in der Praxis geschieht. Nach Strzolka beteiligen sich Bibliothekare auch an der (Internet-)Zensur (Seite 22 f, mit Beispielen auf Seite 34). Hier wäre eine tiefergehende Auseinsandersetzung angebracht gewesen. Beeindruckend dabei, wie Strzolka über »Zensur und Idiotenfallen« (Seite 84 bis 90) berichtet. »Das Internet ist eine ausgesprochen heterogene Datensammlung und >keineswegs die größte Bibliothek der Welt>, wie immer zu hören ist.« (Seite 25) Denn: »Informationsportale verengen den Weg in die Wissensgesellschaft [...], weil sie die Fokussierung auf gewünschte Quellen [fördern]« (Seite 25). Vor diesem Hintergrund müsse deshalb eher von »Informationsbeschränkung« als von »Informationsvielfalt« die Rede sein.
    Weitere Rez. in ZfBB 55(2008), H.5, S.317-319 (D. Lewandowski): "Suchmaschinen im Allgemeinen, und wegen ihrer großen Marktmacht vor allem die Suchmaschine Google, geraten zunehmend in die Kritik aufgrund von drei Problemfeldern. Erstens wegen ihrer Praktiken des Datensammelns (persönliche Daten sowie Suchanfragen), zweitens wegen der lntransparenz ihrer Rankingverfahren und drittens wegen der Praxis, gewisse Seiten aus ihren Indizes auszuschließen (aufgrund staatlicher Bestimmungen oder aufgrund von Willkür). Es ist zu begrüßen, dass in der letzten Zeit vermehrt Schriften erschienen sind, die sich mit diesen Themen auseinandersetzen oder doch zumindest auf diese Themen hinweisen. Denn bisher, und das lässt sich vor allem an den prominenteren Beispielen zeigen (Gerald Reischl: »Die Google-Falle«,Wien 2008; Hermann Maurer et al.: »Report on dangers and opportunities posed by large search engines, particularly Google«, www.iicm.tugraz. at/iicm_papers/dangers_google.pdf), ist es nicht gelungen, diese Themen wissenschaftlich seriös darzustellen. Aufgrund der gravierenden Mängel in diesen Schriften tun die Autoren ihrem an sich löblichen Anliegen keinen Gefallen, sondern spielen eher denen in die Hände, die solche Kritik als Verschwörungstheorien oder Ähnliches abtun. . . . Diese Aufzählung von Fehlern und Fehleinschätzungen ließe sich geradezu beliebig fortsetzen. Insofern kann das Buch leider in keiner Weise empfohlen werden und ist, wie auch schon die eingangs genannten Google-kritischen Titel, zwar thematisch interessant, jedoch in seiner Ausführung handwerklich so schlecht, dass das eigentliche Anliegen des Autors in der Fülle der Fehler untergeht. Eine genauere Recherche hätte man auf jeden Fall erwarten dürfen-schließen wir mit einer Rechercheempfehlung des Bibliothekars Strzolka: »Jemand, der Denken kann, geht beispielsweise in eine Bibliothek.« (S.132)
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    Date
    22. 1.2000 19:22:27

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