The publishing imperative: the pervasive influence of publication metrics

This article summarizes the effects of the increasing global trend towards measuring research quality and effectiveness through, in particular, publication‐based metrics, and its effects on scholarly communication. Such metrics are increasingly influencing the behaviour patterns of administrators, publishers, librarians, and researchers. Impact and citation measures, which often rely solely on Thomson Scientific data, are examined in the context of university league tables and research assessment exercises. The need to establish alternate metrics, particularly for the social sciences and humanities, is emphasized, as is an holistic approach to scholarly communication agenda.     

Validity of Self-Reported Pedometer Steps per Day in College Students

The purpose of this article was to examine the validity of self-reported pedometer steps/day. Forty-seven participants were provided a New Lifestyles NL-2000 (NL-2000; Lees Summit, MO, USA) pedometer and a physical activity (PA) diary for 3 weeks, but not informed of the data-storing capabilities. For weeks 2 and 3, each participant was given a step goal of 3,000 steps/day above week 1 average. A 2 × 3 repeated measures analysis of variance (ANOVA) was used to examine differences between reported steps/day. Bland–Altman plots assessed the mean bias and limits of agreement between reporting methods. Mean self-reported and NL-2000 steps/day were 9,264 ± 3,555 and 8,971 ± 3,590 steps/day (n = 26, p > .05). Mean biases were 216 ± 1,753 (week 1), –506 ± 1,355 (week 2), and –590 ± 1,360 (week 3) steps/day. Negative mean bias values indicate higher self-reported steps/day. Mean steps/day were similar between recording methods, but large differences were observed among individuals, suggesting self-reported steps/day may be valid for PA research at the population level, but not the individual level.     

Games and simulations: Creative educational alternatives

Summary Active participation is the foundation of learning through the media of games and simulations. The actual doing by the students is the important element. Games and simulations, if properly designed and applied, can meet a variety of classroom objectives. A vast array of educational games and simulations has been designed and many are available commercially. However, a skilled and innovative instructor can apply certain guidelines to custom design activities for the individual classroom. Involving students in the design and modification of games and simulations is recommended.     

Teacher self-efficacy moderates the relations between imposed pressure from imposed curriculum changes and teacher stress

Based on the Job Demands-resources (RD-R) model, the aim of the current study was to examine how pressure arising from imposed curriculum changes and teacher self-efficacy relate to perceived stress in teachers. Participants (839 teachers working in English schools) completed an online survey that contained questions about demographics, self-reported pressure from imposed curriculum changes, teacher self-efficacy, and perceived stress. Pressure from imposed curriculum changes was positively, and teacher self-efficacy negatively, related to perceived stress. Teacher-self efficacy moderated relations between pressure from imposed curriculum changes and perceived stress. High teacher self-efficacy was associated with lower perceived stress, relative to low teacher self-efficacy, when pressure from imposed curriculum changes was low. The differential advantage offered by high self-efficacy declined as pressure from imposed curriculum changes increased.     

Insecticidal activity of the medicinal plant, <Emphasis Type="Italic">Alstonia boonei</Emphasis> De Wild,against <Emphasis Type="Italic">Sesamia calamistis</Emphasis> Hampson

The bioactivity of the aqueous extracts of the leaf and stem bark of the medicinal plant, Alstonia boonei De Wild (Apocyanaceae), against the pink stalk borer, Sesamia calamistis Hampson (Lepidoptera: Noctuidae) was studied in a laboratory bioassay. The extracts were incorporated into artificial diet at a rate of 0.0% (control), 1.0%, 2.5%, 5.0%, and 10.0% (w/w). Both extracts significantly (P<0.01) reduced larval survival and weight in a dose dependent manner. The concentrations that killed 50% of the larvae (LC50) for the stem bark extract were 2.8% and 2.1% at 10 and 20 DAI (days after introduction), respectively, while those for the leaves extract were 5.6% and 3.5%. The weights of the larvae also varied significantly (P<0.05) between the treatments in a dose dependent manner. We conclude that both leaf and stem bark extracts of A. boonei are toxic, used as growth inhibitors to S. calamistis larvae, and hold good promise for use as alternative crop protectants against S. calamistis.     

Towards a Culture of Application: Science and Decision Making at the National Institute of Standards &; Technology

How does the research performed by a government mission agency contribute to useable technologies for its constituents? Is it possible to incorporate science policy mechanisms for increasing benefits to users in the decision process? The United States National Institute of Standards &; Technology (NIST) promises research directed towards industrial application. This paper considers the processes that produce science and technology at NIST. The institute’s policies for science provide robust examples for how effective science policies can contribute to the emergence of useful technologies. To progress towards technologies that can be years away, the agency uses several means for integrating the needs of eventual information users into the prioritization process. To accomplish this, NIST units, such as the Materials Science and Engineering Laboratory, incorporate mechanisms for considering user need and project impact into different stages of its scientific decision processes. This, and other specific strategies that the agency utilizes for connecting the supply of science to information demand, provide lessons for generating useable science.