Author ranking evaluation at scale

We evaluate author impact indicators and ranking algorithms on two publication databases using large test data sets of well-established researchers. The test data consists of (1) ACM fellowship and (2) various life-time achievement awards. We also evaluate different approaches of dividing credit of papers among co-authors and analyse the impact of self-citations. Furthermore, we evaluate different graph normalisation approaches for when PageRank is computed on author citation graphs.We find that PageRank outperforms citation counts in identifying well-established researchers. This holds true when PageRank is computed on author citation graphs but also when PageRank is computed on paper graphs and paper scores are divided among co-authors. In general, the best results are obtained when co-authors receive an equal share of a paper's score, independent of which impact indicator is used to compute paper scores. The results also show that removing author self-citations improves the results of most ranking metrics. Lastly, we find that it is more important to personalise the PageRank algorithm appropriately on the paper level than deciding whether to include or exclude self-citations. However, on the author level, we find that author graph normalisation is more important than personalisation.     

Four pitfalls in normalizing citation indicators: An investigation of ESI’s selection of highly cited papers

InCites Essential Science Indicators is becoming increasingly used to identify top-performing research and evaluate the impact of institutes. Unfortunately, our study shows that ESI indicators, as well as other normalized citation indicators, have the following flaws. First, the publication month and the online-to-print delay affect a paper’s probability of becoming a Highly Cited Paper (HCP). Papers published in the earlier months of the year are more likely to accumulate enough citation counts to rank at the top 1% compared with those published in later months of the year. Papers with longer online-to-print delays have an apparent advantage for being selected as HCPs. Research field normalizations lead to the third pitfall. Different research fields have different citation thresholds for HCPs, making research field classification important for a journal. In addition, the uniform thresholds for both articles and reviews in ESI affect the reliability of HCP selection because, on average, reviews tend to have higher citation rates than articles. ESI’s selection of HCPs provides an intuitive feel for the problems of normalized citation impact indicators, such as those provided in InCites and SciVal.     

温州经济发展存在的问题及对策——基于温杭甬台绍金经济指标的比较

温州经济发展面临着“追兵渐近、标兵渐远”的态势。通过温杭甬台绍金在总量指标、质量指标、投资指标、出口指标和消费指标五大经济指标的比较分析发现，温州经济发展存在高商务成本、投资生态圈未戍形、中心城市扩容窄、物流平台拓展落后、深陷民间借贷和联保等问题。在当前重大转型升级期，温州应采取打好互保链这张牌，改善软环境，借城市经济“外推”服务业等切实有效的措施，用以助推温州经济进一步发展。     

跳舞毯锻炼对老年女性身体灵敏性的影响效果

目的观察跳舞毯锻炼对老年女性身体灵敏素质的影响效果。方法从无健身锻炼习惯且身体灵活性较差的老年女性中筛选50例受试者,随机分成实验组和对照组,每组25例,对照组采用太极拳、实验组则采用跳舞毯训练的方式进行有氧健身锻炼,于锻炼前及经3个月锻炼后,分别对两组受试者的反应速度、身体稳定性及身体灵活性指标进行检测和比较。结果经3个月锻炼后,两组入选者的各检测指标较锻炼前分别有不同程度改善,且以实验组改善效果更显著,尤其反应速度及身体灵活性指标改善效果均明显优于对照组,均P<0.05。结论与太极拳锻炼相比较,跳舞毯锻炼对老年人身体稳定性的改善效果无明显优势,但反应速度及身体灵活性的改善效果明显优于太极拳锻炼,对老年人总体灵敏素质的提高效果更显著。     

比较法测高电阻

介绍用灵敏电流计测量高电阻的原理和方法;在两次测量中,利用光标偏转格数相同,用比较法得到被测电阻的阻值,并进行误差分析,发现由回路灵敏度不足产生的误差不可忽略,提出了减小误差的措施。     

欧盟国家教育质量的框架、进展及其启示

欧盟把教育作为其社会发展的基石之一,提高教育质量被认为是教育最核心的部分。为此,欧盟制定了衡量教育质量的框架,它包括16项核心指标以及5项可以量化的基准,并进一步利用科学有效的数据系统,对过去十年教育所取得的进展进行了有效的分析。尤其是,这一框架清晰地描述了欧盟整体以及各个国家在5项基准上的完成情况。在此基础上,欧盟提出了下一个十年欧盟教育继续发展的整体目标。欧盟在提升教育质量上的理念和措施为我国教育发展与改革提供了可资借鉴的经验。     

Teaching imaginary children: University students’ narratives about their Latino practicum children

This study investigates the dialogic processes involved in how teachers talk about their students and what consequences their ways of talking (i.e., “narratives”) may have for their guidance. We take a sociocultural perspective on learning as transformation of students’ subjectivity. Teaching, as a process of guiding and facilitating learning, cannot be effective if the teacher does not actively seek how the student perceives and understands reality. We borrow and adapt from Bakhtin (1999) four narrative ways of talking about others: objectivizing, subjectivizing, problematizing and finalizing. The presence of these narratives in web discussion postings of our pre-service teachers about the Latino children they worked with in a community center are analyzed. We then compare their ways of talking about children with print- and web-based discussions about children made by in-service teachers, model teachers and our pre-service teachers in a school-based practicum. Using mixed quantitative and qualitative methodologies, we found an overwhelming predominance of objectivizing and finalizing in our pre-service teachers’ narratives about the children with whom they work that seems to define a certain pedagogical regime that we call here “teaching imaginary children/students.” This “way of talking” about children seems to be characterized by unchecked speculations guiding instruction that are not tested by finding out from the children themselves how they understand the instruction and the world. These speculations, in turn, can lead to a dogmatic approach towards children.     

The contribution of PISA to the convergence of education policies in Europe

The international comparative studies on students’ outcomes have initiated analyses that have had a growing influence on national and sub‐national education policies in industrialised and developing countries. It is particularly the case of the OECD's Programme for International Student Assessment (PISA) which started in 2000 and has organised surveys every 3 years, so that the 2015 survey was the 6^th. Its influence has been particularly important for several reasons: 1) it assesses the basic competences in reading literacy, maths and science of 15 year‐olds students, i.e. around the end of compulsory education in many countries; 2) the assessment is based on a reliable methodology and the tests are completed by qualitative surveys and studies; 3) and the results lead to recommendations and are amplified by the media in most countries. However, it is not easy to evaluate the real impact of PISA because of the existence of other international studies such as IEA's TIMSS and, particularly in Europe, the influence of the recommendations and benchmarks of the EU that has been growing steadily in the last 25 years. Our analysis of the impact of PISA and EU policy focuses on the evolution of the education policy in France, but also studies its evolution in a few other European countries. Finally, we underline the limits of the influence of PISA and international standards in education towards a convergence of education systems because of the importance of their specific historic and cultural contexts.