Quantitative evaluation of alternative field normalization procedures

Wide differences in publication and citation practices make impossible the direct comparison of raw citation counts across scientific disciplines. Recent research has studied new and traditional normalization procedures aimed at suppressing as much as possible these disproportions in citation numbers among scientific domains. Using the recently introduced IDCP (Inequality due to Differences in Citation Practices) method, this paper rigorously tests the performance of six cited-side normalization procedures based on the Thomson Reuters classification system consisting of 172 sub-fields. We use six yearly datasets from 1980 to 2004, with widely varying citation windows from the publication year to May 2011. The main findings are the following three. Firstly, as observed in previous research, within each year the shapes of sub-field citation distributions are strikingly similar. This paves the way for several normalization procedures to perform reasonably well in reducing the effect on citation inequality of differences in citation practices. Secondly, independently of the year of publication and the length of the citation window, the effect of such differences represents about 13% of total citation inequality. Thirdly, a recently introduced two-parameter normalization scheme outperforms the other normalization procedures over the entire period, reducing citation disproportions to a level very close to the minimum achievable given the data and the classification system. However, the traditional procedure of using sub-field mean citations as normalization factors yields also good results.     

The Effects of Vertical Integration on the Release of New Films

This article both theoretically and empirically addresses how a vertical structure in the motion pictures industry determines the number of prints a distributor releases of a new film. A simple theoretical model shows that the optimal number of copies is increasing on the expected demand for the film and the revenue share of the distributor and decreasing on the cost of each copy. The model also predicts that the optimal number of copies will decrease with the number of theaters that are vertically integrated with the distributor, as long as running a cinema requires financing a non-negligible cost of capital. The theoretical results are empirically tested using a very rich dataset of films' exhibition patterns in the major Chilean markets. The empirical results show that, on average, a non-integrated distributor releases 8 more copies than an integrated distributor.     

History, Philosophy, and Science in a Social Perspective: A Pedagogical Project

Various studies have promoted instruction in the history and philosophy of science (HPS) in science classes, but the best way of putting this perspective into practice remains undetermined. To contribute to this issue, we developed a pedagogical project in some high schools in Brazil that aimed to present science content using an historical–philosophical approach focusing on the HPS from a social perspective. The content was developed broadly, highlighting the dialogues between science and the cultures in which scientific knowledge was accumulated. The results of the first stage of project implementation show that some strategies efficiently encouraged student discussion about science using an historical–philosophical approach. One successful strategy was the use of artistic material, such as movies and plays. The creative language and images in these elements allowed teachers to broaden historical–philosophical discussions without compromising science content. This project shows that a social approach to the HPS stimulates interdisciplinary discussions in science classes, enabling students to reflect on the nature of science.     

Little Evidence That Time in Child Care Causes Externalizing Problems During Early Childhood in Norway

Associations between maternal reports of hours in child care and children's externalizing problems at 18 and 36 months of age were examined in a population‐based Norwegian sample (n = 75,271). Within a sociopolitical context of homogenously high‐quality child care, there was little evidence that high quantity of care causes externalizing problems. Using conventional approaches to handling selection bias and listwise deletion for substantial attrition in this sample, more hours in care predicted higher problem levels, yet with small effect sizes. The finding, however, was not robust to using multiple imputation for missing values. Moreover, when sibling and individual fixed‐effects models for handling selection bias were used, no relation between hours and problems was evident.     

The acute effects of static stretching on peak force,peak rate of force development and muscle activity during single- and multiple-joint actions in older women

Abstract

The present study investigated the acute effects of static stretching on peak force, peak rate of force development and integrated electromyography (iEMG) in 27 older women (65 ± 4 years; 69 ± 9 kg; 157 ± 1 cm; 28 ± 4 kg · m^?2). The participants were tested during two exercises (leg press and knee extension) after two conditions: stretching and control. The data were collected on four days (counterbalanced with a 24-hour rest period). In the stretching condition, the quadriceps muscle was stretched (knee flexion) for three sets of 30 s with 30 s rest intervals. No significant difference was detected for peak force and peak rate of force development during the single- and multiple-joint exercises, regardless of the following interactions: condition (stretching and control) vs. time (pre x post x 10 x 20 x 30 minutes post; P > 0.05) and exercise vs. time (P > 0.05). Additionally, no significant interaction was found for the iEMG activity (condition vs. time; P > 0.05) in the single- and multiple-joint exercises. In conclusion, a small amount of stretching of an agonist muscle (quadriceps) did not affect the peak force, peak rate of force development and EMG activity in older women during single- and multiple-joint exercises.     

‘I'm your teacher,I'm Brazilian!’ Authenticity and authority in European capoeira

Capoeira, the Brazilian dance and martial art is now globalised and taught widely outside Brazil. Instruction is provided by Brazilians who are living in self-imposed exile from their homeland. The authentic capoeira that such teachers provide is a major attraction for non-Brazilian students. However, there is little research available on the motivations and strategies of overseas capoeira instructors. Building on a long term ethnographic study, this paper showcases the goals and strategies of one successful Brazilian teacher, from the Beribazu Group of Capoeira, working in the UK. This teacher reflects upon his four interlocking aims for his students and the strategies for achieving them. They should develop social cohesion, appreciate Brazilian culture, play good capoeira and learn to move their bodies acrobatically, flexibly and beautifully. Two sociologists embed the teacher's perspective on his work in an analytic framework derived from Bourdieu.     

Training policies in the World Bank

Taught at the Catholic University of Rio de Janeiro, the Vargas Foundation, the University of Chicago, the University of Brasilia, the University of Geneva and the University of Burgundy (Dijon). Was the Technical Co-ordinator of the research project on education in the framework of the Programme of Joint Studies on Latin American Economic Integration (ECIEL), was the director of CAPES (Brazilian Agency for Postgraduate Education) and was the Executive Secretary of CNRH (the Brazilian social policy institute of the Planning Secretariat). At present is the Chief of the Training Policies Branch of the International Labour Office (Geneva). Has published over twenty books and over 150 scholarly articles.     

Modeling and predicting heart rate dynamics across a broad range of transient exercise intensities during cycling

Prior studies have investigated heart rate dynamics from a variety of perspectives, but are often inadequate for predicting heart rate responses across a broad range of transient exercise intensities. The aim of this study was to develop a nonlinear model to describe the heart rate response of an individual during cycling and to investigate whether heart rate is more accurately predicted by a combination of power output and cadence than by power output alone. The proposed model can account for the transient fluctuations of an individual’s heart rate while they participate in exercise that varies in intensity. The participants for this study each performed a fifty minute bout of cycling on an electric-braked cycle ergometer in the laboratory. The testing protocol for the cycling bout was designed to challenge the predictive capabilities of the model and the participants therefore abruptly changed their power outputs and cadences throughout the tests, which resulted in significant transient fluctuations in their heart rate responses. Due to the nonlinear nature of the proposed heart rate model, a heuristic algorithm was developed to perform the parameter estimation. The model predictions for heart rate matched very well with the experimental heart rate responses for each of the participants, especially when considering the challenges inherent to predicting abrupt transient behavior in the heart rate response. Model comparisons also indicated that heart rate is more accurately predicted by a combination of power output and cadence than by power output alone.     

Apprenticeship — The perilous journey from Germany to Togo

This paper explores the economic and cultural reasons why apprenticeship programmes imported by developing countries typically fail. The authors pursue this inquiry in a comparative manner by addressing experiences in Western Africa and by drawing on the outcomes of apprentice programmes in some industrialised countries. The authors identify major issues that explain why programmes borrowed from the West are so ineffective in Africa. Essentially, the imported apprenticeship programmes are decidedly Western and white concepts that link education to employment through certification and individual ownership of knowledge, and that clash with African cultural traditions. Individual success is central to Western-based programmes, which is opposed to more community-based conceptions of traditional African culture. Because of this inherent mismatch, the authors conclude with several options for developing apprenticeship training in Africa that are more relevant and adaptable to the prevailing cultural, educational and economic climate. They encourage programmes that improve the educational system incrementally and caution against programmes that run counter to the predominant culture.

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Zusammenfassung In diesem Artikel werden die wirtschaftlichen und kulturellen Gründe untersucht, warum die von Entwicklungsländern importierten Ausbildungs-programme typischerweise erfolglos bleiben. Die Autoren gehen dieser Frage nach durch Vergleiche von Erfahrungen in Westafrika mit Ergebnissen von Ausbildungsprogrammen in einigen Industrieländern. Die Autoren zeigen die wesentlichen Merkmale auf, aus denen ersichtlich wird, warum vom Westen entliehene Ausbildungsprogramme in Afrika so wenig Wirkung zeigen. Hauptsächlich handelt es sich bei den importierten Ausbildungsprogrammen um auf den Westen und auf Weiße zugeschnittene Konzepte, die Bildung und Arbeitsplatz mittels Zeugnissen und individuellem Wissen miteinander verbinden und mit afrikanischen Kulturtraditionen nicht in Einklang zu bringen sind. Individueller Erfolg ist Kernpunkt westlicher Programme, die den eher gemeinschaftsbezogenen Konzeptionen traditioneller afrikanischer Kultur entgegenstehen. Wegen dieses naturgegebenen Mißverhältnisses zeigen die Autoren abschließend mehrere Möglichkeiten zur Entwicklung von Ausbildungsprogrammen für Afrika auf, die den kulturellen, erzieherischen und wirtschaftlichen Gegebenheiten in Afrika besser angepaßt sind. Sie befürworten Programme zu einer stetigen Verbesserung des Bildungssystems und warnen vor Programmen, die der prädominanten Kultur entgegenwirken.

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Résumé Le présent article cherche les raisons économiques et culturelles pour lesquelles les programmes d'apprentissage importés par les pays en développement échouent généralement. Les auteurs poursuivent leur recherche d'une manière comparée en examinant les expériences faites en Afrique occidentale et en exploitant les résultats des programmes de ce genre appliqués dans certains pays industrialisés. Les auteurs définissent les problèmes majeurs qui expliquent pourquoi les programmes empruntés au monde occidental sont si peu efficaces en Afrique. Avant tout, les programmes d'apprentissage sont typiquement occidentaux, les concepts blancs lient l'éducation à l'emploi grâce à un système de certificats, et la propriété individuelle du savoir est en désaccord avec les traditions culturelles africaines. Le succès individuel qui est central dans les programmes appliqués en Occident est opposé aux conceptions davantage fondées sur la collectivité de la culture africaine traditionnelle. En raison de ce défaut d'adaptation inhérent, les auteurs concluent en proposant plusieurs options de développement de l'apprentissage professionnel en Afrique qui sont plus pertinentes et adaptables au climat culturel, éducatif et économique qui prévaut dans cette région. Ils prônent des programmes visant à améliorer progressivement le système éducatif et mettent en garde contre ceux qui vont à l'encontre de la culture prédominante.

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An earlier version of this paper was presented at the American Educational Research Association Annual Meeting, Boston Massachusetts, April 1990. Opinions expressed in this paper do not represent official views of The World Bank or International Labour Office.