Excessively Long Editorial Decisions and Excessively Long Publication Times by Journals: Causes,Risks, Consequences,and Proposed Solutions

Editors have very complex tasks and high responsibilities. In general, they are chosen leaders and experts in a field of study. Thus, they are expected to lead a sector of that scientific community, and their function is to serve as gate-keepers of the quality of submissions to journals whose editorial boards they serve because of their ethical and professional image, and positive and open engagement with their peers. Publishing a scientific paper can be an arduous task and in some cases a lengthy one. However, any delay in this process not only serves as a form of stress for authors, it may also disadvantage them by giving their competition an unfair advantage with a head start in the publishing rat race. Consequently, editors who oversee a process that takes an excessive or unreasonable amount of time should be held accountable. In this paper, we propose some suggested time limits for each stage of the publishing process. These should be carefully monitored by the editors, in close collaboration with the publisher, to ensure a fair and timely process that is realistic and reasonable. With clearer guidelines, authors can thus reduce their stress levels by knowing when to expect decisions, and can thus make their journal selection by keeping such factors in mind, and thus hedge their risks and better manage their time. Authors who wait almost indefinitely, or for excessively long periods of time, are victims of a lack of professionalism. Furthermore, editors who fail to communicate delays, effectively or at all, or who fail to offer any sufficient or heartfelt apology should be characterized as acting with professional negligence, if not misconduct. Only when the rules of engagement are fair, strict, clear and well defined can authors expect the publishing system to progress smoothly and professionally.     

Learning from dilemmas: teacher professional development through collaborative action and reflection

This article aims at describing and analysing the interpersonal and intrapersonal dilemmas experienced by a group of five university teachers as they engaged in collaborative inquiry, including the ways in which teachers managed these dilemmas and how this contributed to their professional development. The results are based on qualitative data collected through in-depth interviews, working sessions, participant observation and teacher narratives. Our findings illustrate how interpersonal and intrapersonal dilemmas co-occur when teachers engage in collaborative inquiry. Working together towards shared goals brought to the surface differences in beliefs and expectations that generated conflict and tension, which sometimes interfered with teachers’ willingness to work together. At the same time, introducing changes to their teaching practice – a major goal of inquiry communities – challenged teachers to question and revise their personal beliefs about teaching and learning, thereby triggering intrapersonal dilemmas. Our findings also confirm the key role of critical reflection for bringing these dilemmas to the surface and benefiting from the opportunities they provide for learning and change. Areas that warrant further exploration to better understand the dilemmas within inquiry communities and how to support teachers in handling them are discussed.     

Bone mass in girls according to their BMI,VO2 max,hours and years of practice

The accumulation of bone mass during puberty is related with bone health in adulthood. This accumulation is influenced by diverse factors such as body mass index (BMI), maximal oxygen uptake (VO₂ max), hours of training and years of sport practice. For this reason, the objective of this study is to analyse the influence of these variables on bone mass in young female athletes. The sample is formed of 120 healthy girls with ages between 9 and 13 (11.32?±?1.6?years old), divided into two groups depending on their BMI, VO₂ max, hours of training and years of sport practice. The participants completed a series of tests to evaluate level of sexual development, body composition (fat mass, lean mass and bone mass) and physical condition. The results show higher values of total lean mass, total fat mass and percentage of body fat in the groups with higher BMI in prepubertal girls and pubertal girls (p?2 max, in the prepubertal group, girls with lower VO₂ max had higher values of total fat mass (p?p?2 max also showed a higher total fat mass (p?相似文献   

The peak velocity derived from the Carminatti Test is related to physical match performance in young soccer players

ABSTRACT

The aim of this study was to examine the relationship between the peak velocity derived from the Carminatti Test (T-CAR) (PV_T-CAR) and physical match performance in young soccer players. Thirty-three youth soccer players were recruited from 2 non-professional clubs. Friendly matches and small-sided game were performed. Physical match demands were assessed using Global Positioning System (GPS) technology. On a separate occasion, the players were submitted to the T-CAR. Players were categorised into 3 groups based on their T-CAR performance: Low (PV_T-CAR ≤ P33), Intermediate (P33 > PV_T-CAR < P66) and High (PV_T-CAR ≥ P66). The PV_T-CAR (15.5 ± 0.7 km·h^?1) was significantly related to high-intensity activities (HIA; r = 0.78, P < 0.001), high-intensity running (HIR; r = 0.66, P < 0.001), sprinting (r = 0.62, P < 0.001) and total distance (TD) covered (r = 0.47, P < 0.01) during friendly matches. The PV_T-CAR was strongly correlated with the amount of HIA (r = 0.81, P < 0.001), HIR (r = 0.85, P < 0.001) and TD covered (r = 0.81, P < 0.001) during small-sided game. No significant correlation was observed between the PV_T-CAR and distance of sprinting (r = 0.49, P = 0.067) during small-side game. Furthermore, players in the High group covered significantly more TD (10%) and did more HIA (42%), sprinting (31%) and HIR (25%) during friendly matches compared to the players classified as having Low performance on the T-CAR. These differences still remained after adjusting for chronological age (CA), maturity and body size. In conclusion, the current study gives empirical support to the ecological and construct validity of this novel field test (T-CAR) as an indicator of match-related physical performance in young soccer players during pubertal years.     

Unpacking the roles of the facilitator in higher education professional learning communities

ABSTRACT

Facilitators are central for the success of professional learning communities (PLCs). Yet, their specific roles in supporting teacher learning remain still largely underexplored. To address this gap, the current multiple case study examines the roles of 4 university PLC facilitators, the strategies they used to support teacher learning, and the challenges they experienced in their work. Data were collected through in-depth interviews and document analysis of facilitators’ reflective journals and annual reports. Our findings revealed that the roles of PLC facilitators must continuously adapt to the needs of the community. Facilitators’ tasks ranged from organizing group work and supporting community building to generating opportunities for teacher learning by stimulating reflection and by providing access to relevant resources and continuous feedback. Challenges associated with their roles included time limitations, the need to avoid the image of experts, and keeping a critical stance whilst building a close relationship with the PLC.     

Sustainability and distance learning: a diverse European experience?

Higher Education (HE) is experiencing disruption from technologies, demographics, the globalising world and longer life expectancy. Historically Higher Education has had a legacy of being seen as the requirement for an educated ‘elite’, there has been a policy ambition set in various countries (including the UK) for it to become the expectation for much wider segments of the population as a whole. As students become ‘everyone’ and learning becomes ‘all the time’ Distance Teaching and Research Institutions have a tremendous opportunity but there are also many disruptions and barriers to overcome. Higher Education institutions have an important role within Education for Sustainable Development and sustainable lifestyles; one of the important goals and targets of the United Nations Sustainable Development goals for 2030. Higher Education can contribute to sustainability in many ways – social, technical and environmental; globally and locally. In particular distance-learning universities due to the flexibility in the learning process, use of technologies, and inter-disciplinary approach to teaching and learning, constitute key factors in education for sustainable development. But what will this contribution look like? In this paper, the responses from senior leaders in four major European distance-learning universities are presented, compared and discussed. The tentative conclusions draw out some strategic imperatives for sustainable higher education in the twenty first century.     

Prediction of abandonment in Spanish fitness centres

Research question: The increase of physical exercise in fitness centres has turned these facilities in important active lifestyle promoters. However, only between 30% and 60% of subscribers still linked to the sports centre after a year. The aim of this study is to design a model to predict the drop out in fitness centres. Research methods: Monthly data corresponding to the actual behaviour of 14,522 members of three sport centres in Spain were recorded over the course of one year. In order to calculate the likelihood of drop out, logistic regressions were used to create predictive models for each centre. Results and findings: It was possible to predict abandonment of users of sport centres from their historical behaviour, although the predictive models obtained for each centre were not completely coincident. The effectiveness of the models was around 70%. Implications: The analysis of users’ behaviour in a fitness centre can allow to avoid the drop out and therefore the abandonment of physical activity. Segmenting the customers based on the likelihood of drop out may be useful for improving the effectiveness of the strategies of loyalty and for optimizing the organization of human and material resources.     

Human capital, R&D, trade, and long-run productivity. Testing the technological absorption hypothesis for the Portuguese economy, 1960-2001

An important characteristic of the role of foreign trade in the technological catch-up of countries is the complementary nature with technological change, human capital development and local R&D efforts. Using cointegration techniques, evidence based on Portuguese long-run growth suggests that by investing in certain capacity-building activities, namely human capital and local R&D efforts, countries can improve their ability to identify, value, assimilate, and apply (or exploit) knowledge that is developed in other (more developed) countries. Although human capital has a stronger direct impact on total factor productivity than internal R&D efforts, the latter's indirect impact, by means of machinery and equipment imports, is tremendous. Trade also emerges as a powerful direct contributor to long-term total factor productivity, especially in its embodied form, through the acquisition of advanced machinery and equipment from more developed countries. The (smaller) productivity enhancing effect of licenses and FDI seems to be strongly dependent on institutional circumstances, namely those related to human capital investments and incentives.     

Attitudes towards inclusion in higher education in a Portuguese university

In this article, we present data concerning the inclusion of students with disabilities in higher education (HE) at a Portuguese university. This research is part of a wider project designed to understand the trajectories and experiences of students with disabilities at the University of Algarve. This exploratory study raises questions about inclusion and discusses this concept based on the perspectives of academic and non-academic staff. A qualitative approach was used to provide an informative exploration of attitudes towards inclusive education and recommendations for promoting best practices therein. Data were collected using semi-structured interviews. We found positive perceptions of university staff members about the inclusion of the students with disabilities. However, more effort is needed to provide these students with opportunities to continue their academic career in HE and to promote inclusion, personal development and participation in social and economic life. Although inclusive education is on political and educational agendas, the perception of disabilities as deficits prevails. The findings of this study, therefore, reveal that changes must be implemented to effectively adopt the social and educational model of disability.