How to detect indications of potential sources of bias in peer review: A generalized latent variable modeling approach exemplified by a gender study

The universalism norm of the ethos of science requires that contributions to science are not excluded because of the contributors’ gender, nationality, social status, or other irrelevant criteria. Here, a generalized latent variable modeling approach is presented that grant program managers at a funding organization can use in order to obtain indications of potential sources of bias in their peer review process (such as the applicants’ gender). To implement the method, the data required are the number of approved and number of rejected applicants for grants among different groups (for example, women and men or natural and social scientists). Using the generalized latent variable modeling approach indications of potential sources of bias can be examined not only for grant peer review but also for journal peer review.     

Salvatore Pasquale Angilletta: Individualisierung,Globalisierung und die Folgen für die Pädagogik

Ohne Zusammenfassung     

Human Relations: The Cornerstone of a Roeper Education

This article traces the evolution of a moral philosophy curriculum originally taught by George A. Roeper in the earliest years of The Roeper School. The first author, a student at The Roeper School in the 1960s and 1970s, describes the impact of the class George Roeper called “Human Relations” on her life. Returning to the School as a parent and trustee, she had the opportunity to re-create for current students the experience of the Human Relations class in a workshop, liberally borrowing material from a philosophy class taught by Harvard political philosopher Michael Sandel. In the second part of the article, a current English teacher at The Roeper School and attendee at that workshop discusses how she was inspired to revise her literature courses to incorporate the moral philosophy approach of George Roeper and Michael Sandel.     

Methodik und Ergebnisse einer Experimentreihe über Entwurfsmuster

Zusammenfassung.   Software-Entwurfsmuster sind eine intuitiv einleuchtende Idee, die viele Befürworter hat. Als Forscher dürfen wir die behaupteten Wirkungen von Entwurfsmustern jedoch nicht einfach glauben, sondern müssen sie gründlich prüfen. Dieser Artikel beschreibt die wichtigsten Behauptungen und entwickelt daraus zugeh?rige Forschungsfragen. Wir diskutieren die Methodik für ein Forschungsprogramm, das die Fragen beantworten soll, und skizzieren praktische Beschr?nkungen, unter denen diese Forschung ablaufen mu?. Es folgt eine kurze Beschreibung von drei kontrollierten Experimenten und den Hauptfolgerungen aus ihren Ergebnissen. So sollte man zum Beispiel die Benutzung von Entwurfsmustern in einem Entwurf genau dokumentieren und Entwurfsmuster nicht einsetzen, ohne alternative Entwürfe zu prüfen. Abschlie?end diskutieren wir ein im Rahmen des Forschungsprogramms geplantes viertes Experiment. Der Beitrag dieses Artikels liegt vorrangig in einer Beschreibung und Diskussion wichtiger methodischer Aspekte kontrollierter Experimente in der Softwaretechnik. Eingegangen am 27. Oktober 1998 / Angenommen am 13. M?rz 1999     

An evaluation of the special needs referral process for low-income preschool children with emotional and behavioral problems

The present study is an evaluation of the special needs referral system in a large urban Head Start program. To assess the validity of this system, two assessments were conducted. The first examined a representative sample of 105 children who were formally referred for special needs services. The Early Intervention Screening Profile (EISP) was used to indicate the distribution of problem behaviors of these special needs children. Two independent raters evaluated all cases. Reliable evaluations revealed that all of the referred children displayed speech and language problems, with 70% showing only speech problems and 30% showing speech plus emotional and behavioral problems. The second assessment examined reports of teachers’ concerns about children program-wide by obtaining a representative sample of 203 children nominated by teachers as most likely to be identified as having special needs. Teachers completed a modified EISP. Results indicated that over 70% of the children evidenced emotional and behavioral problems with no accompanying speech difficulties and 30% displayed emotional and behavioral problems plus speech problems. Implications of referral biases were discussed.     

Residents’ perceptions of mega sport event legacies and impacts

The purpose of this study was to examine perceptions of local residents prior to the public referendum for the 2024 Hamburg Olympic bid and to assess their level of support for the bid. The representative survey conducted amongst Hamburg residents reveals a high level of support but also a strong perception of negative legacies. A comparison between the perceived positive and negative legacies shows that the negative legacies outweigh the positive legacies. When examining factors that influence support, statistical analysis reveals the perception of positive legacies as the strongest predictor of support. The survey also indicates that residents attach great importance to the costs of the Games and feel no personal benefit from hosting them. The findings suggest that Games organizers and authorities should mostly rely on positive legacies while negative legacies ought to be mitigated.     

Bildung und Ehrenamt: Zum Einfluss von Motiven auf Investitionen in Lizenzerwerb und Lizenzverlängerung bei Übungsleitern

Volunteer coaches are an important resource for many sports clubs and their training is one of the main tasks for sports associations. Sports clubs increasingly consider the retention and recruitment of coaches as a threat to their very existence. In addition, the acquisition and extension of a coaching license requires an investment in education, which some coaches make and others do not, but which is not required at all when engaging in board positions. Using educational economics and a rational choice-based voluntary work theory, we examine the question of whether the motivational basis differs between coaches and other volunteers, whether there are differences between coaches who do invest in education and those who do not, and why coaches quit. The results confirm the assumptions underlying educational economics, but suggest that the hypotheses derived from the motivational categories in voluntary work theory are not supported. As a practical implication, it should be noted that sports clubs and sports associations can do very little to oppose the decision against a renewed investment in education and against the continuation of commitment as coaches.