Mapping the Final Frontier: A Publisher’s Experience Launching an Open Access Journal in the Burgeoning Mixed Access Economy

This article describes a program session that focused on publishers’ experiences launching Open Access (OA) journals and lessons learned. The speakers discussed the current journal marketplace, current journal business models, and the possible shape of the OA landscape and marketplace in the future.     

Analysis of Peer‐, Self‐ and Staff‐assessment in Group Project Work

Group projects were carried out by a class of 130 first‐year undergraduate students in biosciences. Seven possible sources of assessment at three stages of the projects were identified and practical considerations allowed four of these to be undertaken: peer‐assessment by the students of contributions towards (i) the practical work and (ii) towards the preparation of a scientific poster; (iii) peer assessment of poster presentations by other groups; (iv) assessment by staff of the poster presentations. These assessments provided complementary information to that obtained from more traditional methods of assessment, such as formal examinations. Peer (student)‐assessments appeared to provide more norm‐referenced assessments than corresponding staff‐assessments, although significant ‘assessor‐based’ variation was evident in both. Variations in the projects themselves also influenced the assessments made.     

Asia-born New Zealand-educated business graduates' transition to work

In 2008 the Asia New Zealand Foundation commissioned a three-year project examining Asia-born New Zealand-educated business graduates' study to work transitions. Data were collected through annual online surveys and in-depth interviews. Graduates were asked to discuss their post-study experiences, reflections on studying in New Zealand, and perceptions of their New Zealand business education. Participants included 171 (phase one), 76 (phase two) and 41 (phase three) students and recent graduates. All except one were based in New Zealand or the Asia region. In this paper we draw on “engaged pedagogy” and “functional capabilities” perspectives to consider phase two and three participants' accounts of their study to work transition pathways. Specifically, we examine two “functional capabilities” that participants discussed in relation to their post-study experiences: having economic opportunities and developing a sense of affiliation. We highlight some barriers to each “capability” that emerged in participants' accounts and consider how participants envisaged their role in fostering ongoing Asia-New Zealand connections. We conclude with some suggested implications for policy and practice in New Zealand and in internationalized HE more generally.     

School-age child care: A review of five common arguments

During the past decade, parents and educators have increasingly expressed concern over the potential safety and developmental risks associated with children in self-care, or the care of another child (Garbarino, 1984; Harris, Kagay, & Ross, 1987; Robinson, Rowland, & Coleman, 1986; 1989; Zigler & Ennis, 1988). One result has been a growing interest in school-age child care (SACC) programs.Mick Coleman is Assistant Professor, Child and Family Development, and Extension Human Development Specialist, University of Georgia, Hoke Smith Annex, Athens, Ga. Bryan E. Robinson and Bobbie H. Rowland are both Professor of Human Services, University of North Carolina, Charlotte, NC     

Is the Child Making Expected Progress? Measuring Change in Rate of Development With Young Children

Early interventionists seek to document the effectiveness of their efforts with children with developmental delays. In order to do so, they need to have available as many techniques as possible to ascertain a comprehensive view of the child's progress. One tool that has been used effectively in efficacy research, but has not been widely employed in program evaluation designs is the rate of change in development index. This article presents the rate of change in development index as a useful tool for early interventionists who are attempting to interpret and evaluate child progress. A model for the use of a rate of change index is described which uses the Proportional Change Index developed by Wolery (1983). The model is illustrated through a case study. Applications and limitations of the rate of change index are also discussed.     

A Comparison of Heart Rate Responses in Females by Player Position in Standard and Zoneless Ringette

Abstract

The purpose of this study was to examine the relationship between game heart rates by player position during two types of ringette rules: standard rules and experimental rules which did not include zone restrictions (zoneless). Two hundred twenty-five female ringette players (104 standard rules and 121 zoneless rules) were monitored during regular league and tournament play during the 1985 ringette season. This included over 50 games, approximately half played under each set of rules; and included at least five games played in each of five age categories. Field measurement of the game heart rates was conducted by use of an EST Sport-Tester heart rate monitor, which recorded the average of each 30 s heart rate profile. An analysis of variance (ANOVA) with repeated measures was performed to determine the significance of the difference by player position and rules in the mean peak heart rates for six shifts on the ice, the first three and the last three. There were significant differences (p < .05) between mean peak heart rates for forwards and defenders between standard and zoneless rules, but there were no differences between centers. Significance tests were also conducted by position and age division, and the differences in the heart rates of the defenders were significant in the junior belles (13–14) and belles (15–17) age divisions.     

An attempt to make a difference: Overlooked disadvantaged gifted Appalachian children

Thirty disadvantaged gifted children in Appalachian regions of East Tennessee attended the Summer Institute for Gifted Children at Lincoln Memorial University in Harrogate, Tennessee, at the Cumberland Gap. Home visits were conducted before and after the camp experience to determine the impact of the camp experience on the lives of these children. Findings indicate that these children benefit from both the social and academic aspects of this enriching program. The author has established a non‐profit foundation to continue the work of this project.     

Giving Till it Helps? Alumnae Giving and Children’s College Options

This paper examines whether donations to colleges and universities are partly motivated by the desire of alumni to increase their children’s admissions probabilities. The paper uses data from a single-sex college, so that only alums with a daughter would evince this motive. We find that alums with a teenage daughter, as opposed to a teenage son, are more likely to make donations of at least $5,000. The same relationship is not evident for smaller donations, or when children are older than 18. Further, we find evidence that this difference in the probability of a donation by alums with teenage daughters and teenage sons does not exist when acceptance rates are higher in an earlier period.     

远程教育的知识管理策略

在过去的这个世纪里,大量信息的涌现、信息通讯技术的发展给信息社会的前进带来极大的动力,使得人们能够相对容易地进行交互和共享数字信息。互联网就是例证之一。