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排序方式: 共有290条查询结果,搜索用时 15 毫秒
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Eti Herman David Nicholas David Clark Chérifa Boukacem-Zeghmouri Blanca Rodríguez-Bravo Abdullah Abrizah David Sims Anthony Watkinson Jie Xu Galina Serbina Marzena Świgoń Hamid R. Jamali Carol Tenopir Suzie Allard 《Learned Publishing》2023,36(2):141-155
Presents findings from a study into the attitudes and practices of pandemic-era early career researchers (ECRs) in regard to obtaining access to the formally published scholarly literature, which focused on alternative providers, notably ResearchGate and Sci-Hub. The study is a part of the Harbingers project that has been exploring the work lives and scholarly communication practices of ECRs in pre-pandemic times and during the pandemic, and utilizes data from two rounds of interviews with around 170 ECRs from the sciences and social sciences in eight countries. Findings show that alternative providers, as represented by ResearchGate and Sci-Hub, have become established and appear to be gaining ground. However, there are considerable country- and discipline-associated differences. ECRs' country-specific level of usage of the alternative providers is partly traceable to the adequacy of library provisions, although there are other factors at play in shaping ECRs' attitudes and practices, most notably convenience and time saving, as well as the fact that these platforms have become embedded in the scholarly dashboard. There is a dearth of evidence of the impact of the pandemic on ECRs' ways of obtaining scholarly papers. 相似文献
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Central in this study is the degree to which the pedagogical‐didactical approach in undergraduate programmes aligns with the pedagogical‐didactical approach in secondary schools, and how this is related to first‐year achievement. Approaches to teaching at secondary schools and in first‐year university programmes were examined by interviewing school management, school teachers and university lecturers. The teaching approaches found within the schools were contrasted against the academic teaching approaches, resulting in four types of fit. With multiple regression analysis the relationships between these four types of fit, gender, prior achievement and first‐year achievement were examined. The results showed that prior performance is positively related to first‐year achievement, as well as a fit characterised by more student‐centred teaching in the first year compared to the approach to teaching at secondary school. 相似文献
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Patrick C.Y.WOO Samson S.Y.WONG Jade L.L.TENG Kit-Wah LEUNG Antonio H.Y.NGAN Herman TSE Susanna K.P.LAU Kwok-Yung YUEN 《Journal of Zhejiang University. Science. B》2010,11(6):391-401
A straight, non-sporulating, Gram-variable bacillus (HKU24T) was recovered from the blood culture of a patient with metastatic breast carcinoma. After repeated subculturing in BACTEC Plus Anaerobic/F blood culture broth, HKU24T grew on brucella agar as non-hemolytic, pinpoint colonies after 96 h of incubation at 37 °C in an anaerobic environment and aerobic environment with 5% CO2. Growth was enhanced with a streak of Staphylococcus aureus. HKU24T was non-motile and catalase-negative, but positive for alkaline phosphatase, β-glucosidase, and α-glucosidase. It hydrolyzed phenylphosphonate and reduced resazurin. 16S rRNA, groEL, gyrB, recA, and rpoB sequencing showed that HKU24T occupies a distinct phylogenetic position among the Leptotrichia species, being most closely related to Leptotrichia trevisanii. Using HKU24T groEL, gyrB, recA, and rpoB gene-specific primers, fragments of these genes were amplified from one of 20 oral specimens. Based on phenotypic and genotypic characteristics, we propose a new species, Leptotrichia hongkongensis sp. nov., to describe this bacterium. 相似文献
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Chaya Herman 《Higher Education》2010,59(4):489-506
This paper examines the relationship between political change and epistemologies and methodologies employed at doctorate level.
It does so by analysing the range of topics, questions and methodologies used by doctoral students at the University of Pretoria’s
Faculty of Education between 1985 and 2005—a time-frame that covers the decade before and the decade after South Africa’s
historical transition to democracy in 1994. During this period the composition of doctoral students at that faculty changed
from being largely white and male to a more diverse population in terms of gender and race. A crucial shift took place after
2000 with the arrival of a Black dean who sought to introduce a transformational shift. The paper makes use of Karmon’s notion
of epistemic environment, which refers to the way knowledge is conceptualised at institutional level. The data shows how the
authoritarian and regulated epistemic environment that shaped the conception of knowledge at the faculty until 2000 created
doctoral dissertations that aimed to correct and guide the society but lacked critical discourse and relevance to South Africa’s
political, social and educational context. While the transition to democracy in 1994 produced merely semantic changes, if
any, the strong internal initiative to change the research culture from 2000 onwards has managed to shift basic notions of
truth and knowledge and the understanding of the role and nature of research. This movement was, however, constrained by the
institution’s long-established epistemic environment. 相似文献
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For some 5-year-olds, delayed kindergarten enrollment may result in long-term academic benefits. Although waiting an additional year allows for further development prior to the start of formal education, the economic costs of the next best alternatives can be significant. This study examines the impact of short-term economic fluctuations on a household's kindergarten enrollment decision. I find that during economic downturns kindergarten enrollment increases. To explore a potential mechanism through which this effect may arise, I propose an instrumental variables approach to identify the causal effect of fluctuations in household resources due to the business cycle on the timing of kindergarten enrollment. 相似文献
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