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1.
Many studies demonstrate differences in the coverage of citing publications in Google Scholar (GS) and Web of Science (WoS). Here, we examine to what extent citation data from the two databases reflect the scholarly impact of women and men differently. Our conjecture is that WoS carries an indirect gender bias in its selection criteria for citation sources that GS avoids due to criteria that are more inclusive. Using a sample of 1250 U.S. researchers in Sociology, Political Science, Economics, Cardiology and Chemistry, we examine gender differences in the average citation coverage of the two databases. We also calculate database-specific h-indices for all authors in the sample. In repeated simulations of hiring scenarios, we use these indices to examine whether women's appointment rates increase if hiring decisions rely on data from GS in lieu of WoS. We find no systematic gender differences in the citation coverage of the two databases. Further, our results indicate marginal to non-existing effects of database selection on women's success-rates in the simulations. In line with the existing literature, we find the citation coverage in WoS to be largest in Cardiology and Chemistry and smallest in Political Science and Sociology. The concordance between author-based h-indices measured by GS and WoS is largest for Chemistry followed by Cardiology, Political Science, Sociology and Economics. 相似文献
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Mathias Weske Jens Hündling Dominik Kuropka und Hilmar Schuschel 《Informatik - Forschung und Entwicklung》1998,13(4):179-195
Zusammenfassung. Dieser Beitrag enth?lt die wesentlichen konzeptionellen überlegungen zur Entwicklung eines flexiblen Workflow-Management-Systems.
Ausgehend von einer Diskussion m?glicher Modellierungsalternativen wird unter Verwendung objektorientierter Modellierungstechniken
ein Workflow-Meta-Schema entwickelt, das die relevanten Entit?ten klassifiziert und ihre Beziehungen abbildet. Anhand eines
Beispiels werden die getroffenen Entwurfentscheidungen ausführlich begründet. Schlie?lich werden Zust?nde und Zustandsüberg?nge
von Workflow-Instanzen beschrieben, und es wird diskutiert, wie dynamische Ver?nderungen von Workflows zur Laufzeit durchgeführt
werden k?nnen, um laufende Workflows dynamisch an ver?nderte Umweltbedingungen anzupassen.
Eingegangen am 20. Dezember 1997 / Angenommen am 24. Juli 1998 相似文献
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Tony Monnet Mathias Samson Anthony Bernard Laurent David Patrick Lacouture 《Sports Engineering》2014,17(3):171-181
Current trends in swimming biomechanics are focused on accurate measurements. Nowadays, reliable calibration methods have been proposed to reach an accuracy of about 1 mm on rigid structure. But the question remains about the final accuracy for three-dimensional hand kinematics measurement during the underwater phase of front crawl swimming. Furthermore, most research is based on manual tracking with two or more cameras. In this paper we propose a protocol to acquire three-dimensional hand kinematics when swimming in a specific pool with a motion analysis system behind windows. Results highlight the benefits of using such a system in terms of accuracy and feasibility: the time allowed for post-processing is ten times lower and the quantified improved accuracy is better than with manual tracking. 相似文献
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Many computer users are happy to be oblivious of the workings within the machine and yet on some level it is important to know what is occurring therein. This paper discusses an unusual type of surveillance software which may be installed in many computers. The strange aspect of this software is that it has often been downloaded and installed by the user, but without her knowledge. The software is mainly designed to collect information about the user of the computer and relay this information back to the software manufacturer. The download, installation, data collection and data transfer all take place within the users own computer but very seldom with the users knowledge. It is the intention of this paper to describe the technology involved and thereafter discuss how this new technology is affecting the online privacy debate. The paper continues to discuss the basis for legitimacy of technology and also the current level of technological deterrents available. The paper concludes with a comparison of two approaches at resolving the current problem, via legislation or the market approach. 相似文献
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One concern for teachers and schools is how to implement inclusion. This paper examines its implementation at the teacher and class level in Styria, (a state in Austria). To do so, a qualitative study with expert interviews was conducted. Twenty-five experts from seven schools and four Centres for Inclusion and Special Education were interviewed. This paper highlights four areas: (1) teachers’ attitudes; (2) co-teaching; (3) individualised instruction; and (4) classroom composition. The results showed that for the inclusion process to be successful, positive attitudes towards inclusion of children with special educational needs are critical. Furthermore, negative attitudes towards inclusion can change if resources and support systems are available. Like every change process, high reliability is necessary to promote inclusion. The special education teacher was seen as an important resource, thus meaningful cooperation between the general and special education teacher was considered as a first step in implementing inclusive education. The use of differentiated teaching methods, along with individual initiatives, were other indispensable practices. According to the experts, these differentiated teaching instructions are implemented better in heterogeneous classrooms, meaning that a classroom composition that corresponds to the normal heterogeneity of the student population is seen as an essential part of teaching. 相似文献
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Despite the importance of scientific inquiry in science education, researchers and educators disagree considerably regarding what features define this instructional approach. While a large body of literature addresses theoretical considerations, numerous empirical studies investigate scientific inquiry on quite different levels of detail and also on different theoretical grounds. Here, only little systematic research has analysed the different conceptualisations and usages of the overarching construct of scientific inquiry in detail. To close this gap, a review of the research literature on scientific inquiry was conducted based on a widespread approach to defining scientific inquiry as activities that students engage in. The main goal is to provide a systematic overview about the range and spectrum of definitions and operationalisations used with regard to single activities of the inquiry process in empirical studies. The findings from the review first and foremost illustrate the variability in the ways these activities have been operationalised and implemented. For each activity, studies differ significantly not only with respect to the focus, explicitness and comprehensiveness of their operationalisations but also with regard to the consistency of their implementation in the form of instructional or interventional components in the study and/or in the focus of the assessment of student performance. This has significant implications regarding the validity and comparability of results obtained in different studies, e.g. in the context of discussions concerning the effectiveness of inquiry-based instruction. In addition, the interrelation between scientific inquiry, scientific knowledge and the nature of science seems to be underexplored. The conclusions make the case for further theoretical work as well as empirical research. 相似文献
10.
Mathias Krammer Angela Gastager Paleczek Lisa Barbara Gasteiger-Klicpera Peter Rossmann 《Educational studies》2018,44(1):99-114
Scholars have studied collective teacher efficacy mainly at the school level. The present study also focuses on collective teacher efficacy expectations, but it emphasises the collaborative teaching of two teachers working together in one classroom. This study investigates personal, contextual, and systemic factors (e.g. experience, gender, class composition, pleasure with Co-teaching and its standards, knowledge about specific Co-teaching skills, the way how the team partner was chosen, etc.) that may influence collective self-efficacy expectations of Co-teacher teams. For the present study, 264 teachers who were part of a Co-teaching team finished an online questionnaire. Results from multiple regression analysis indicated that team characteristics influenced the subjective evaluation of efficacy expectations in teams much more than individual characteristics or the social context in which Co-teaching teams worked. 相似文献