Community problem-solving framed as a distributed information use environment: bridging research and practice by Joan C. Durrance, Maria Souden, Dana Walker, Karen E. Fisher

Subjects: “…This article results from a qualitative study of 1) information behavior in community problem-solving framed as a distributed information use environment and 2) approaches used by a best-practice library to anticipate information needs associated with community problem solving.…”
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SOURCES THAT MANAGERS PREFER FOR BUSINESS INFORMATION NEEDS by Çiğdem Baskıcı

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RESULTS OF THE STUDY OF THE ETHNIC IDENTITY OF SOUTH OSSETIANS by A. B. Gagloeva

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Mining the ocean floor vs mining the Moon: what can we learn from our past experiences? by Joseph N. Pelton, Nishith Mishra, Martina Elia Vitoloni

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Inclusive education in the Barents region by Tatiana V. Kuzmicheva

Subjects: “…children with special educational needs…”
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Juridical facts in housing law by V. A. Kroitor

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ENTREPRENEURSHIP EDUCATION IN RUSSIA: DIAGNOSIS OF THE PROBLEM by Yuriy B. Rubin

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The IIR evaluation model: a framework for evaluation of interactive information retrieval systems by Borlund Pia

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ACADEMIC WRITING: RELEVANT CONTENT FOR RUSSIA by Elina S. Chuikova

Subjects: “…abstract. social and political changes bring the interest to academic writing into life, however, educational realia specify the content of academic writing that is relevant for russia. teaching predominantly non-academic students could be distinguished as the first factor that determines specific content in native tradition. the second factor deals with the structuring of the educational process: teaching academic writing is a two-staged process abroad while in russia we miss one of the stages (generally the initial one). practical teaching experience enables to single out an additional factor, i.e. a leading approach to teaching academic writing. in case with the genre-based approach, a number of genres of academic texts are on the focus. if one tends to a process-oriented writing, then some rhetorical elements could be included into the content. in the article the author specifies and systematizes both genres and rhetorical elements relevant for russian educational needs. they overlap if we pay attention to sociocultural peculiarities of the genres and their rhetorical structure in english. introduction of the sociocultural aspect reflects the needs of person oriented approach as it motivates students to academic writing learning.…”
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