Consensus formation in science modeled by aggregated bibliographic coupling

The level of consensus in science has traditionally been measured by a number of different methods. The variety is important as each method measures different aspects of science and consensus. Citation analytical studies have previously measured the level of consensus using the scientific journal as their unit of analysis. To produce a more fine grained citation analysis one needs to study consensus formation on an even more detailed level – i.e. the scientific document or article. To do so, we have developed a new technique that measures consensus by aggregated bibliographic couplings (ABC) between documents. The advantages of the ABC-technique are demonstrated in a study of two selected disciplines in which the levels of consensus are measured using the proposed technique.     

The effects of open access on un-published documents: A case study of economics working papers

The use of scholarly publications that have not been formally published in e.g. journals is widespread in some fields. In the past they have been disseminated through various channels of informal communication. However, the Internet has enabled dissemination of these un-published and often unrefereed publications to a much wider audience. This is particularly interesting seen in relation to the highly disputed open access advantage as the potential advantage for low visibility publications has not been given much attention in the literature. The present study examines the role of working papers in economics during a 10-year period (1996–2005). It shows that working papers are increasingly becoming visible in the field specific databases. The impact of working papers is relatively low; however, high impact working paper series have citation rate levels similar to the low impact journals in the field. There is no tendency to an increase in impact during the 10 years which is the case for the high impact journals. Consequently, the result of this study does not provide evidence of an open access advantage for working papers in economics.     

Teachers’ assessment practices in mathematics: classrooms in the context of reform

This article responds to calls that have been made for research into how teachers incorporate new assessment ideas into their practice. We draw on a large‐scale study that examined the implementation of reform in mathematics in grades 7–10 in Ontario, Canada. We present teacher questionnaire data, and focus on data gathered from case studies for details of what new assessment practices look like in classrooms. We show teachers using a variety of forms of assessment and using assessment to improve student learning. Observed assessment practices went beyond tests to include the use of journals, observation, questioning, self‐assessment and unique forms of ‘quizzes’. These practices allowed teachers to examine students’ mathematical thinking and provided feedback to students and teachers to improve student learning. We also observed the important role of collaboration, coherence, and the teachers’ beliefs in supporting new assessment practices.     

What is in a name? Credit assignment practices in different disciplines

The paper reviews the literature on disciplinary credit assignment practices, and presents the results of a longitudinal study of credit assignment practices in the fields of economics, high energy physics, and information science. The practice of alphabetization of authorship is demonstrated to vary significantly between the fields. A slight increase is found to have taken place in economics during the last 30 years (1978–2007). A substantial decrease is found to have taken place in information science during the same period. High energy physics is found to be characterised by a high and stable share of alphabetized multi-authorships during the investigated period (1990–2007). It is important to be aware of such disciplinary differences when conducting bibliometric analyses.     

The Influence of Ernst Mach in the Teaching of Mechanics

We present Newton's main ideas for the formulation of classical mechanics as given in the Principia. Then we discuss Ernst Mach's criticisms of Newtonian mechanics as contained in his book The Science of Mechanics. We analyze the influence of Mach's ideas in the teaching of classical mechanics considering five representative textbooks: those of Kittel, Knight and Ruderman; Marion and Thornton; Symon; Feynman, Leighton and Sands; and Goldstein. We conclude that the influence of Mach's ideas has been very great, being incorporated in the textbooks, although not always with the deserved acknowledgment.     

Reasons Not to Cheat,Academic-Integrity Responsibility,and Frequency of Cheating

The authors investigated the relations among reasons students gave for why they would not cheat in response to a cheating vignette, self-reported cheating, and the extent to which students take responsibility for promoting academic integrity. The authors surveyed 1,086 graduate and undergraduate students. Students who said they would not cheat because of punitive consequences were more likely to report that they cheated in classes and took less responsibility for promoting academic integrity. Students whose reasons related to the value of learning, personal character, and/or it being simply not right reported less cheating and took more responsibility for academic integrity. Academic-integrity responsibility correlated with less cheating. Results are discussed in terms of the effectiveness of punishment and the significance of internalizing integrity standards.     

冬奥会滑雪项目的历史演变

一、高山滑雪在5000年前,人们就开始使用雪橇了。挪威人被尊奉为滑雪运动的始祖,他们首次把滑雪当作在大雪覆盖的地方狩猎的工具。高山滑雪作为一项运动,与越野滑雪的传播相似,从斯堪的那维亚半岛到俄国都得到了发展。高山滑雪是在越野滑雪的基础上形成的。19世纪50年代,第一次