Design and evaluation of awareness mechanisms in CiteSeer

Awareness has been extensively studied in human computer interaction (HCI) and computer supported cooperative work (CSCW). The success of many collaborative systems hinges on effectively supporting awareness of different collaborators, their actions, and the process of creating shared work products. As digital libraries are increasingly becoming more than just repositories for information search and retrieval – essentially fostering collaboration among its community of users – awareness remains an unexplored research area in this domain. We are investigating awareness mechanisms in CiteSeer, a scholarly digital library for the computer and information science domain. CiteSeer users can be notified of new publication events (e.g., publication of a paper that cites one of their papers) using feeds as notification systems. We present three cumulative user studies – requirements elicitation, prototype evaluation, and naturalistic study – in the context of supporting CiteSeer feeds. Our results indicate that users prefer feeds that place target items in query-relevant contexts, and that preferred context varies with type of publication event. We found that users integrated feeds as part of their broader, everyday activities and used them as planning tools to collaborate with others.     

Influencing scientists’ collaboration and productivity patterns through new institutions: University research centers and scientific and technical human capital

This paper analyzes the effect of university research centers on the productivity and collaboration patterns of university faculty. University research centers are an important subject for policy analysis insofar that they have become the predominant policy response to scientific and technical demands that have not been met by extant institutions, including academic departments, private firms, and government laboratories. Specifically, these centers aim to organize researchers from across the disciplines and sectors which, collectively as a research unit, possess the scientific and technical capacity relevant to scientific and technical goals of the sponsoring agencies. In this paper, we measure the productivity and collaboration patterns of university researchers affiliated with a relatively large-scale and “mature” university research center to discern the effects, if any, of the center mechanism on individual scientists and engineers. Based on an analysis of longitudinal bibliometric data, the results from this case study demonstrate affiliation with the center to be effective at enhancing overall productivity as well as at facilitating cross-discipline, cross-sector, and inter-institutional productivity and collaborations.     

Zoos in Transition: Enriching Conservation Education for a New Generation

As zoos undertake transformations to address issues of conservation education, questions arise as to the most effective means to engage all zoo visitors. This article suggests that zoos are missing opportunities to capture the attention and involvement of the full range of zoo visitors, particularly the youngest children and teenagers, who make up approximately 17 percent of zoo visitors. This article considers the needs of these two groups and provides design guidance and examples of programs to meet those needs. The Children's Zoo Design Project (CZDP) was initiated in 1992 by Zoo Atlanta and Georgia Institute of Technology and funded by the National Endowment for the Arts. The purpose of the project was to provide a central resource to which zoos contemplating design change might turn. The article is based on the research of the CZDP and also includes surveys of zoos, site visits, and the thinking and conclusions of a workshop/seminar participated in by students, zoo professionals, and others involved in zoo design and education.     

Reconstructing the Foreign Teacher: The Nativization of David Crook in Beijing

This paper is a critical examination of the life and work of David Crook (1910–2000) as an English teacher in China from just prior to 1949 through the 1980’s. It describes Crook’s struggle to transcend attitudes of superiority commonly associated with native speaking English teachers at the time as well as his efforts to introduce innovations in English language teaching that were appropriate for the circumstances in China. The article concludes that an understanding of Edward Said’s notion of intellectual exile can assist in understanding Crook’s success at adjusting to a challenging social, political and educational environment in China and transcending the dichotomies separating native and non-native speaking teachers as well as Chinese and non-Chinese teachers.     

Exposures to temperature beyond threshold disproportionately reduce vegetation growth in the northern hemisphere

In recent decades, terrestrial vegetation in the northern hemisphere (NH) has been exposed to warming and more extremely high temperatures. However, the consequences of these changes for terrestrial vegetation growth remain poorly quantified and understood. By examining a satellite-based vegetation index, tree-ring measurements and land-surface model simulations, we discovered a consistent convex pattern in the responses of vegetation growth to temperature exposure (TE) for forest, shrub and grass in both the temperate (30°−50° N) and boreal (50°−70° N) NH during the period of 1982−2012. The response of vegetation growth to TE for the three vegetation types in both the temperate and boreal NH increased convergently with increasing temperature, until vegetation type-dependent temperature thresholds were reached. A TE beyond these temperature thresholds resulted in disproportionately weak positive or even strong negative responses. Vegetation growth in the boreal NH was more vulnerable to extremely high-temperature events than vegetation growth in the temporal NH. The non-linear responses discovered here provide new insights into the dynamics of northern terrestrial ecosystems in a warmer world.     

Identifying students' errors in administering the WAIS-R

This study was conducted to investigate specific problems caused by the traditional method of teaching students to administer the Wechsler Adult Intelligence Scale-Revised (WAIS-R). Analysis of 180 protocols provided by 26 graduate students revealed an average of 8.8 mistakes per protocol. When these errors were corrected, 81% of the Full Scale IQs were changed. The types of examiner errors most frequently made by students were identified, as were the subtests and items on which the most numerous mistakes occurred. Students' performance showed no improvement over five practice administrations, but did improve over eight. Even so, students continued to exhibit a high rate of errors. These findings suggest that traditional methods of teaching assessment specialists need to be examined.     

Development of expertise in elite and sub-elite British rugby league players: A comparison of practice experiences

Previous studies have investigated how individuals reach an expert level by counting the number of hours engaged in specific practice types. Here we sought to understand and compare the microstructure (e.g. practice tasks undertaken) of these practice hours experienced by elite and sub-elite British rugby league players. Semi-structured interviews explored the practice experiences of eight international and eight domestic level players. A two-staged thematic analysis was used to interpret the data. The analysis revealed that both player groups experienced a rich and narrow landscape of affordances and were exposed to early diversification of sports experiences during childhood. Differences were identified in domestic level players’ experiences of amateur and professional sports, where episodes of negative developmental environments were reported. International players’ practice experiences revealed differences in their professional careers, where exposure to scenario-based practice and dynamic learning environments were reported. The findings suggest that insights from ecological dynamics provide a suitable theoretical framework to guide coaches in the design of practice environments that should consider the physical, psychological, emotional and social dimensions of expertise acquisition.