Does the scholarly communication system satisfy the beliefs and aspirations of new researchers? Summarizing the Harbingers research

A study from the Harbingers research project provides a comprehensive assessment of the main features of the scholarly communications system as viewed by early career researchers (ECRs) in the final year of the study (2018). Aspects covered are: discovery and access, authorship practices, peer review, publishing strategies, open access publishing, open data, sharing, collaboration, social media, metrics, impact, reputation, libraries, publishers, and scholarly transformations. Nearly 120 science and social science researchers from seven countries were questioned about these 16 aspects. It was found that some scholarly features work well for ECRs, and in this category can be included: discovery and access, authorship practices, sharing, collaboration, and publishers. Reputation, publishing strategies, and impact are more problematical, and they, in turn, cause tensions regarding some other factors – social media, open access, and open data. Of the rest, libraries are largely invisible, and ECRs have conflicting views concerning ethical behaviour. Few envisage that transformational change will take place in the next 5 years.     

Investigating the dynamics of formative assessment: relationships between teacher knowledge,assessment practice and learning

This exploratory study of elementary school science examines questions central to policy, practice and research on formative assessment: What is the quality of teachers’ content-pedagogical and assessment knowledge? What is the relationship between teacher knowledge and assessment practice? What is the relationship between teacher knowledge, assessment practice and student learning? Drawing on multiple measures, hierarchical linear modelling and path analysis, results suggest that despite weaknesses in teachers’ content-pedagogical and assessment knowledge, teachers’ formative assessment practices are positively related to student learning. Relationships between teachers’ knowledge and assessment practices are mixed. Findings underscore both the potential and challenge of bringing effective formative practice to fruition as well as the need for continued research.     

Solution of transients in active four-terminal networks

Matrix and operational methods together provide a compact, convenient and systematic solution of transients. This paper illustrates the application of these methods to the solution of active four-terminal networks. First, the matrices are written with the Laplacian operator, s, as the parameter. Second, the vacuum tube as a four-terminal network is reviewed. Third, an example is given which illustrates the use of the method.     

Factor structure of intellectual and achievement measures for learning disabled children

The purpose of this study was to explore the factor structure of intelligence and achievement for learning disabled children. WISC-R, PIAT, and WRAT scores of 183 male, learning disabled students were factor analyzed. A factor structure was obtained. The factors were identified as: (a) language achievement, (b) perceptual organization, (c) verbal educative, and (d) mathematical achievement. These findings suggest that intelligence and achievement are composed of similar traits and skills. Therefore, comparison of individual achievement test scores with traditional Verbal, Performance, or Full Scale intelligence for learning disabled children may not be logical, since analysis of these tests reveals factorially complex skills.     

Recent Publications in Natural History

Principal Review: Edwards, Stephen R., Bruce M. Bell, and Mary Elizabeth King , comps. Pest control in museums: a status report (1980). Principal Review: Dubos, René . The Wooing of Earth: new perspectives on man's use of nature.     

Informational privacy, data mining, and the Internet

Privacy concerns involving data mining are examined in terms of four questions: (1) What exactly is data mining? (2) How does data mining raise concerns for personal privacy? (3) How do privacy concerns raised by data mining differ from those concerns introduced by ‘traditional’ information-retrieval techniques in computer databases? (4) How do privacy concerns raised by mining personal data from the Internet differ from those concerns introduced by mining such data from ‘data warehouses?’ It is argued that the practice of using data-mining techniques, whether on the Internet or in data warehouses, to gain information about persons raises privacy concerns that (a) go beyond concerns introduced in traditional information-retrieval techniques in computer databases and (b) are not covered by present data-protection guidelines and privacy laws.