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Nina L. Kringen Genevieve N. Healy Elisabeth A. H. Winkler 《Measurement in physical education and exercise science》2016,20(3):159-166
This study examined the accuracy of self-attachment of the activPAL activity monitor. A convenience sample of 50 participants self-attached the monitor after being presented with written material only (WMO) and then written and video (WV) instructions; and completed a questionnaire regarding the acceptability of the instructional methods. Participants positioned the monitor lower than the instructed position on the thigh (WMO ?5.15 ± 2.75 cm, WV ?4.16 ± 2.15 cm; p = .008 difference) and approximately 2 cm laterally from the thigh midline (WMO 1.90 ± 0.92 cm; WV 2.08 ± 1.24 cm). The orientation of the device was positioned correctly along the midline (within < 1° of vertical). Acceptability was high for both instructional methods although preference was shown for the WV instruction. In conclusion, participants consistently self-attached the activPAL close to the intended placement with either instructional method. The addition of video instruction produced a slightly more accurate attachment and was preferred by the participants. 相似文献
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Peer review feedback, developed to assist students with increasing the quality of group reports and developing peer review skills, was added to a master’s level Climate Change Policy and Planning unit. A pre- and post-survey was conducted to determine whether students found the process a valuable learning opportunity: 87% of students responding to the post-review survey indicated they saw benefit in both developing and receiving peer review feedback. Peer review design minimising the potential for plagiarism resulted in low levels of student concern surrounding plagiarism. Marks allocated by students were valid (consistent with the lecturer) and were generally reliable; however, distribution of marks had a higher variance where group report quality was low. Training on completing the peer review template could result in more reliable feedback. Consistent with the literature, the feedback developed during the peer review process focused on style and presentation preferentially to content. Seven out of eight group reports improved between report submissions, with all groups responding to peer review feedback. Peer review feedback and changes made to group reports indicated students had limited capacity to judge the quality of referencing and critical analysis. 相似文献
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Thomas E. Gaston Francesca Ounsworth Tessa Senders Sarah Ritchie Emma Jones 《Learned Publishing》2020,33(2):154-162
Previous research has found that researchers rank journal reputation and impact factor (IF) amongst the key selection criteria when choosing where to submit. We explored the actual effect upon submission numbers of several possible factors. We retrieved 10 years of submission data from over a thousand journals, as well as data on IF, retractions, and other factors. We performed statistical analysis and identified correlations. We also undertook case study research on the 55 most significant submission decreases. We found a statistically significant correlation between changes in IF, ISI percentage ranking, and changes in submissions numbers in subsequent years. We also found a statistically significant effect on submission numbers in the year following the publication of a retraction. Our case studies identified other factors, including negative feedback on the peer review process. Our findings regarding IF confirm previous indications about the significance of IF on submissions. We explain the correlation with retractions through the concept of ‘peer review reputation’. These results indicate that editors and publishers need to focus on a journal's peer review practices, as well as a journal's IF, if they are to maintain and grow submissions. 相似文献
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Genevieve E. Maricle 《Minerva》2011,49(1):87-111
No matter one’s wealth or social position, all are subject to the threats of natural hazards. Be it fire, flood, hurricane,
earthquake, tornado, or drought, the reality of hazard risk is universal. In response, governments, non-profits, and the private
sector all support research to study hazards. Each has a common end in mind: to increase the resilience of vulnerable communities.
While this end goal is shared across hazards, the conception of how to get there can diverge considerably. The earthquake
and hurricane research endeavors in the US provide an illustrative contrast. The earthquake community sets out to increase
resilience through a research process that simultaneously promotes both high quality and usable – preparedness-focused - science.
In order to do so, the logic suggests that research must be collaborative, responsive, and transparent. Hurricane research,
by contrast, largely promotes high quality science – predictions - alone, and presumes that usability should flow from there.
This process is not collaborative, responsive, or transparent. Experience suggests, however, that the latter model – hurricane
research - does not prepare communities or decision makers to use the high quality science it has produced when a storm does
hit. The predictions are good, but they are not used effectively. Earthquake research, on the other hand, is developed through
a collaborative process that equips decision makers to know and use hazards research knowledge as soon as an earthquake hits.
The contrast between the two fields suggests that earthquake research is more likely to meet the end goal of resilience than
is hurricane research, and thus that communities might be more resilient to hurricanes were the model by which research is
funded and conducted to change. The earthquake research experience can provide lessons for this shift. This paper employs
the Public Value Mapping (PVM) framework to explore these two divergent public value logics, their end results, and opportunities
for improvement. 相似文献
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Kenneth Tobin Leonie Rennie Grady Venville Hye-Eun Chu Peter Fensham James Gallagher Reinders Duit Wolfgang Graeber Ed van den Berg Brian Hand Stephen Ritchie Justin Dillon 《Cultural Studies of Science Education》2011,6(3):783-793
For almost a half century David F. Treagust has been an exemplary science educator who has contributed through his dedication and commitments to students, curriculum development and collaboration with teachers, and cutting edge research in science education that has impacted the field globally, nationally and locally. A hallmark of his outstanding career is his collaborative style that inspires others to produce their best work. 相似文献
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Genevieve M. Negrón-Gonzales 《Journal of Latinos & Education》2014,13(1):62-70
This article draws on my experience as an adjunct professor in the Master's program of the Department of Mexican-American Studies at a large public university in California. Seeing my students’ struggles with writing, I conceived of a set of practices of writing mentorship anchored by a series of writing workshops held in Summer 2012. In this article, I document the pedagogy and content of these writing workshops in order to think about the unique struggles and opportunities Chicana/o Master's students face in the writing process and to provide an outline for other instructors interested in developing a practice of writing mentorship. 相似文献