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101.
Yunrong Li Filippo Radicchi Claudio Castellano Javier Ruiz-Castillo 《Journal of Informetrics》2013,7(3):746-755
Wide differences in publication and citation practices make impossible the direct comparison of raw citation counts across scientific disciplines. Recent research has studied new and traditional normalization procedures aimed at suppressing as much as possible these disproportions in citation numbers among scientific domains. Using the recently introduced IDCP (Inequality due to Differences in Citation Practices) method, this paper rigorously tests the performance of six cited-side normalization procedures based on the Thomson Reuters classification system consisting of 172 sub-fields. We use six yearly datasets from 1980 to 2004, with widely varying citation windows from the publication year to May 2011. The main findings are the following three. Firstly, as observed in previous research, within each year the shapes of sub-field citation distributions are strikingly similar. This paves the way for several normalization procedures to perform reasonably well in reducing the effect on citation inequality of differences in citation practices. Secondly, independently of the year of publication and the length of the citation window, the effect of such differences represents about 13% of total citation inequality. Thirdly, a recently introduced two-parameter normalization scheme outperforms the other normalization procedures over the entire period, reducing citation disproportions to a level very close to the minimum achievable given the data and the classification system. However, the traditional procedure of using sub-field mean citations as normalization factors yields also good results. 相似文献
102.
Laura Simoni Guido Pasquini Silvia Pancani Federica Vannetti Claudio Macchi Silvia Pogliaghi 《Journal of sports sciences》2020,38(20):2321-2328
ABSTRACT Studies on running biomechanics and energetics are usually conducted on a treadmill. To ensure that locomotion on a treadmill is comparable to locomotion overground, participants need to be expert in the use of the device. This study aimed to identify the number and duration of sessions needed to obtain stable measurements for spatiotemporal and metabolic parameters in unexperienced treadmill runners. Fourteen male recreational runners performed three 15-min treadmill running trials in different days at a submaximal speed. Spatiotemporal and metabolic parameters were registered at minutes: 5, 10, 15 and their within-trial and between-trial changes were analysed using a two-way repeated measures ANOVA and Bonferroni post-hoc test. Within-trial differences were found in step frequency (decreased over time), Step Length and Contact Time (increased), reaching stability at different time points. Ventilator parameters increased, reaching stability after 5–10 min, while heart rate increased progressively over time. The only between-trial differences were an increase in step length and a decrease in step frequency at min 1, between trials 1 and 3. In conclusion, at least three running trials of 15 min are required to familiarize with the device. The last 5 min of the third trial can be regarded as stable measurements. 相似文献
103.
The Aysén Hydroelectric Project in Chilean Patagonia proposed the construction of the country’s largest power facility to supply its capital, nearly 2,000 kilometres away. We seek to explain the way science, politics, law, business and the civilian population are joined up. To this end, we analyse the project’s evolution, the construction of techno-scientific arguments by the participants and how Chilean regulations are adapting to this process. 相似文献
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105.
Capoeira, the Brazilian dance and martial art is now globalised and taught widely outside Brazil. Instruction is provided by Brazilians who are living in self-imposed exile from their homeland. The authentic capoeira that such teachers provide is a major attraction for non-Brazilian students. However, there is little research available on the motivations and strategies of overseas capoeira instructors. Building on a long term ethnographic study, this paper showcases the goals and strategies of one successful Brazilian teacher, from the Beribazu Group of Capoeira, working in the UK. This teacher reflects upon his four interlocking aims for his students and the strategies for achieving them. They should develop social cohesion, appreciate Brazilian culture, play good capoeira and learn to move their bodies acrobatically, flexibly and beautifully. Two sociologists embed the teacher's perspective on his work in an analytic framework derived from Bourdieu. 相似文献
106.
Ken Kempner Claudio de moura Castro Daniel Bas 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1993,39(5):373-390
This paper explores the economic and cultural reasons why apprenticeship programmes imported by developing countries typically fail. The authors pursue this inquiry in a comparative manner by addressing experiences in Western Africa and by drawing on the outcomes of apprentice programmes in some industrialised countries. The authors identify major issues that explain why programmes borrowed from the West are so ineffective in Africa. Essentially, the imported apprenticeship programmes are decidedly Western and white concepts that link education to employment through certification and individual ownership of knowledge, and that clash with African cultural traditions. Individual success is central to Western-based programmes, which is opposed to more community-based conceptions of traditional African culture. Because of this inherent mismatch, the authors conclude with several options for developing apprenticeship training in Africa that are more relevant and adaptable to the prevailing cultural, educational and economic climate. They encourage programmes that improve the educational system incrementally and caution against programmes that run counter to the predominant culture.
An earlier version of this paper was presented at the American Educational Research Association Annual Meeting, Boston Massachusetts, April 1990. Opinions expressed in this paper do not represent official views of The World Bank or International Labour Office. 相似文献
Zusammenfassung In diesem Artikel werden die wirtschaftlichen und kulturellen Gründe untersucht, warum die von Entwicklungsländern importierten Ausbildungs-programme typischerweise erfolglos bleiben. Die Autoren gehen dieser Frage nach durch Vergleiche von Erfahrungen in Westafrika mit Ergebnissen von Ausbildungsprogrammen in einigen Industrieländern. Die Autoren zeigen die wesentlichen Merkmale auf, aus denen ersichtlich wird, warum vom Westen entliehene Ausbildungsprogramme in Afrika so wenig Wirkung zeigen. Hauptsächlich handelt es sich bei den importierten Ausbildungsprogrammen um auf den Westen und auf Weiße zugeschnittene Konzepte, die Bildung und Arbeitsplatz mittels Zeugnissen und individuellem Wissen miteinander verbinden und mit afrikanischen Kulturtraditionen nicht in Einklang zu bringen sind. Individueller Erfolg ist Kernpunkt westlicher Programme, die den eher gemeinschaftsbezogenen Konzeptionen traditioneller afrikanischer Kultur entgegenstehen. Wegen dieses naturgegebenen Mißverhältnisses zeigen die Autoren abschließend mehrere Möglichkeiten zur Entwicklung von Ausbildungsprogrammen für Afrika auf, die den kulturellen, erzieherischen und wirtschaftlichen Gegebenheiten in Afrika besser angepaßt sind. Sie befürworten Programme zu einer stetigen Verbesserung des Bildungssystems und warnen vor Programmen, die der prädominanten Kultur entgegenwirken.
Résumé Le présent article cherche les raisons économiques et culturelles pour lesquelles les programmes d'apprentissage importés par les pays en développement échouent généralement. Les auteurs poursuivent leur recherche d'une manière comparée en examinant les expériences faites en Afrique occidentale et en exploitant les résultats des programmes de ce genre appliqués dans certains pays industrialisés. Les auteurs définissent les problèmes majeurs qui expliquent pourquoi les programmes empruntés au monde occidental sont si peu efficaces en Afrique. Avant tout, les programmes d'apprentissage sont typiquement occidentaux, les concepts blancs lient l'éducation à l'emploi grâce à un système de certificats, et la propriété individuelle du savoir est en désaccord avec les traditions culturelles africaines. Le succès individuel qui est central dans les programmes appliqués en Occident est opposé aux conceptions davantage fondées sur la collectivité de la culture africaine traditionnelle. En raison de ce défaut d'adaptation inhérent, les auteurs concluent en proposant plusieurs options de développement de l'apprentissage professionnel en Afrique qui sont plus pertinentes et adaptables au climat culturel, éducatif et économique qui prévaut dans cette région. Ils prônent des programmes visant à améliorer progressivement le système éducatif et mettent en garde contre ceux qui vont à l'encontre de la culture prédominante.
An earlier version of this paper was presented at the American Educational Research Association Annual Meeting, Boston Massachusetts, April 1990. Opinions expressed in this paper do not represent official views of The World Bank or International Labour Office. 相似文献
107.
Alexandra Okada Raquel Pasternak Glitz Kowalski Claudio Kirner Patrícia Lupion Torres 《Interactive Learning Environments》2019,27(3):324-335
Responsible Research and Innovation (RRI) is a contemporary approach to promote science with and for society for aligning scientific innovations with societal needs. Literature about education for RRI is limited because it is not a widespread practice at the moment. To explore this gap, this study examines teachers’ views about a novel inquiry game with Augmented Reality to foster inquiry skills for RRI. This game about Genetic-Modified food was used by 18 educators from Secondary and Higher Education who engaged 390 students to form opinions about risks and benefits of GM cereal. The thematic analysis of qualitative data: semi-structured questionnaires, teaching reports and focus groups, revealed motivations and practices that influence teachers’ adoption of OER created with new technologies. Findings revealed that the 3-phase-model approach used in the game engaged students to “CARE” about global issues, “KNOW” science concepts and “DO” actions through an active open schooling network. The key drivers for educators’ adoption of AR inquiry games are to make learning more meaningful and engaging through students-centred approaches and topical resources for them to develop scientific knowledge and skills. However, the key requirements for that are easy-to-use technologies and pedagogical strategies for identifying learner’s achievements and difficulties. 相似文献
108.
Xenia Schmalz Kristina Moll Claudio Mulatti Gerd Schulte-Körne 《Scientific Studies of Reading》2019,23(1):64-76
ABSTRACTPrevious studies found a relationship between performance on statistical learning (SL) tasks and reading ability and developmental dyslexia. Thus, it has been suggested that the ability to implicitly learn patterns may be important for reading acquisition. Causal mechanisms behind this relationship are unclear: Although orthographic sensitivity to letter bigrams may emerge through SL and facilitate reading, there is no empirical support for this link. We test 84 adults on two SL tasks, reading tests, and a bigram sensitivity task. We test for correlations using Bayes factors. This serves to test the prediction that SL and reading ability are correlated and to explore sensitivity to bigram legality as a potential mediator. We find no correlations between SL tasks and reading ability, SL and bigram sensitivity, or between the SL tasks. We conclude that correlating SL with reading ability may not yield replicable results, partly due to low correlations between SL tasks. 相似文献
109.
110.
Eloisa Limonta Emiliano Cè Massimiliano Gobbo Arsenio Veicsteinas Claudio Orizio 《Journal of sports sciences》2016,34(2):133-142
The aim of the study was to evaluate, by an electromyographic (EMG) and mechanomyographic (MMG) combined approach, whether years of specific climbing activity induced neuromuscular changes towards performances related to a functional prevalence of fast resistant or fast fatigable motor units. For this purpose, after the maximum voluntary contraction (MVC) assessment, 11 elite climbers and 10 controls performed an exhaustive handgrip isometric effort at 80% MVC. Force, EMG and MMG signals were recorded from the finger flexor muscles during contraction. Time and frequency domain analysis of EMG and MMG signals was performed. In climbers: (i) MVC was higher (762 ± 34 vs 512 ± 57 N; effect size: 1.64; confidence interval: 0.65–2.63; P < 0.05); (ii) endurance time at 80% MVC was 43% longer (34.2 ± 3.7 vs 22.3 ± 1.5 s; effect size: 1.21; confidence interval: 0.28–2.14; P < 0.05); (iii) force accuracy and stability were greater during contraction (P < 0.05); (iv) EMG and MMG parameters were higher throughout the entire isometric effort (P < 0.05). Collectively, force, EMG and MMG combined analysis revealed that several years of specific climbing activity addressed the motor control system to adopt muscle activation strategies based on the functional prevalence of fast resistant motor units. 相似文献