The collaboration behaviors of scientists in Italy: A field level analysis     

Giovanni Abramo  Ciriaco Andrea D’Angelo  Gianluca Murgia 《Journal of Informetrics》2013,7(2):442-454

The analysis of research collaboration by field is traditionally conducted beginning with the classification of the publications from the context of interest. In this work we propose an alternative approach based on the classification of the authors by field. The proposed method is more precise if the intended use is to provide a benchmark for the evaluation of individual propensity to collaborate. In the current study we apply the new methodology to all Italian university researchers in the hard sciences, measuring the propensity to collaborate for the various fields: in general, and specifically with intramural colleagues, extramural domestic and extramural foreign organizations. Using a simulation, we show that the results present substantial differences from those obtained through application of traditional approaches.  相似文献   

The importance of accounting for the number of co-authors and their order when assessing research performance at the individual level in the life sciences     

Giovanni Abramo  Ciriaco Andrea D’Angelo  Francesco Rosati 《Journal of Informetrics》2013,7(1):198-208

Accurate measurement of research productivity should take account of both the number of co-authors of every scientific work and of the different contributions of the individuals. For researchers in the life sciences, common practice is to indicate such contributions through position in the authors list. In this work, we measure the distortion introduced to bibliometric ranking lists for scientific productivity when the number of co-authors or their position in the list is ignored. The field of observation consists of all Italian university professors working in the life sciences, with scientific production examined over the period 2004–2008. The outcomes of the study lead to a recommendation against using indicators or evaluation methods that ignore the different authors’ contributions to the research results.  相似文献   

Individual research performance: A proposal for comparing apples to oranges     

Giovanni Abramo  Tindaro Cicero  Ciriaco Andrea D’Angelo 《Journal of Informetrics》2013,7(2):528-539

The evaluation of performance at the individual level is of fundamental importance in informing management decisions. The literature provides various indicators and types of measures, however a problem that is still unresolved and little addressed is how to compare the performance of researchers working in different fields (apples to oranges). In this work we propose a solution, testing various scaling factors for the distributions of research productivity in 174 scientific fields. The analysis is based on the observation of scientific production by all Italian university researchers active in the hard sciences over the period 2004–2008, as indexed by the Web of Science. The most effective scaling factor is the average of the productivity distribution of researchers with productivity above zero.  相似文献   

Rats exhibit asymmetrical retention functions for hedonic and nonhedonic samples in many-to-one symbolic delayed matching to sample     

Angelo Santi  Sabrina Simmons  Shannon Mischler  Claire Hoover 《Learning & behavior》2013,41(2):168-178

Rats were initially trained in a symbolic delayed matching-to-sample task either to discriminate hedonic samples that consisted of food or no food or to discriminate tone samples that differed in frequency and location. The retention functions for both the hedonic and tone samples were asymmetric, with forgetting of the food sample or the high-frequency tone occurring more rapidly than forgetting of the no-food sample or the low-frequency tone. Next, many-to-one (MTO) training was given in which tone samples were added for the rats initially trained with hedonic samples, and hedonic samples were added for the rats initially trained with tone samples. For both groups, a food sample and a tone sample (tone-F) were associated with responding to one lever (e.g., stationary), and a no-food sample and a different tone sample (tone-NF) were associated with responding to the alternative lever (e.g., moving). During retention testing, we found equivalent forgetting for the food and no-food samples, but forgetting of the tone-F sample occurred more rapidly than forgetting of the tone-NF sample. This is the first MTO study to suggest that rats, like pigeons, may use hedonic samples as the basis for the common coding of nonhedonic samples in MTO delayed matching.  相似文献   

Enzyme activity and myoglobin concentration in rat myocardium and skeletal muscles after passive intermittent simulated altitude exposure     

Santi Esteva  Pere Panisello  Joan Ramon Torrella  Teresa Pagés 《Journal of sports sciences》2013,31(6):633-640

Abstract

We studied the effect of intermittent hypobaric hypoxia exposure on lactate dehydrogenase and citrate synthase activities, together with myoglobin content, of rat myocardium, tibialis anterior, and diaphragm muscles. The intermittent hypoxia exposure programme consisted of daily 4-h sessions in a hypobaric chamber (5000 m) over a period of 22 days. Samples were taken at the end of the programme, and 20 and 40 days later, and compared with those of control animals. In myocardium, lactate dehydrogenase activity was significantly depressed in animals 20 days post-exposure (314.6 ± 15.3 IU · g^?1) compared with control animals (400 ± 14.3 IU · g^?1), while citrate synthase activity and myoglobin concentration showed a significant stepwise increase from control animals (88.2 ± 3.6 IU · g^?1 and 4.38 ± 0.13 μm · mg^?1) to animals 20 days (104.7 ± 3.7 IU · g^?1 and 5.01 ± 0.17 μm · mg^?1) and 40 days post-exposure (108.8 ± 6.5 IU · g^?1 and 5.11 ± 0.22 μm · mg^?1). In contrast, no differences were found in diaphragm and tibialis anterior muscles. Our results show that intermittent hypobaric hypoxia exposure increased the oxidative character of myocardium even 20 days after the hypoxic stimulus has ceased, and that this effect lasts for more than 40 days for citrate synthase activity and myoglobin concentration. These findings support our previous results on skeletal and cardiac muscle capillarization after passive intermittent simulated altitude exposure, thus providing morphofunctional and biochemical evidence for increased cardiac aerobic efficiency.  相似文献   

Pre-service teachers’ perceptions of middle school students     

Kevin J. O’Connor  Christina M. D’Angelo 《Educational studies》2013,39(5):548-551

This report shares a study that explored the perceptions pre-service teachers have of middle school students. Participants were asked to complete the Adjective Checklist (ACL) by endorsing the words they considered most characteristic of a typical middle school student. Items most frequently endorsed indicated a predominantly negative perception (e.g. “awkward”, “confused” and “emotional”). Implications for pre-service teacher training are discussed.  相似文献   

National Science Education Standards in the United States: A Process and A Product     

Angelo Collins 《Studies in Science Education》2013,49(1):7-37

  相似文献   

Initial Structuring of Online Discussions to Improve Learning and Argumentation: Incorporating Students’ Own Explanations as Seed Comments Versus an Augmented-Preset Approach to Seeding Discussions   总被引：2，自引：2，他引：0  

Douglas B. Clark  Cynthia M. D’Angelo  Muhsin Menekse 《Journal of Science Education and Technology》2009,18(4):321-333

  相似文献   

At school with the avant-garde: European architects and the modernist project in England     

Ian Grosvenor  Angelo Van Gorp 《History of education》2018,47(4):544-563

‘New people create new buildings, but new buildings also create New people’, so wrote the German art critic Fritz Wichhert in The New Building: Art as Educator in 1928. The social and psychological legacy of the First World War was deeply profound and affected how people thought about the future. Children were seen to symbolise a new and better future and Modernist architects saw their role as helping to build a new society, a society where the design of schools was seen as an agent of social change. The focus of this article is on the role of the avant-garde in this reforming social project and its impact on school design. It is organised into four sections. The first section introduces the terms modernism and avant-garde in relation to (school) architecture, particularly British modernism. The second section focuses in on the experiences of émigré architects in conservative 1930s England, and in particular the support they received from refugee organisations and their treatment by the state as war in Europe became a reality. The third section discusses the role of these architects in the construction of modernist schools in England. In the fourth and final section the impact of émigré architects on modernist schools in England is discussed along with the concepts of transnational history and cultural transfer.  相似文献   

Supporting presence in teacher education: The connection between the personal and professional aspects of teaching     

Paulien C. Meijer  Fred A.J. Korthagen  Angelo Vasalos 《Teaching and Teacher Education》2009

This study follows one individual student teacher during a period of one single school year in which she was supported in developing ‘presence’ while teaching. The notion of ‘presence’ was formulated by the teacher herself, and coincides with the growing interest in this aspect in psychology, and in theories about becoming a teacher. In her supervision, the so-called core reflection approach was used, which strongly builds on the concept of presence and on positive psychology. Based on analyses of audio taped supervisory sessions, six stages were identified in the teacher's development. These stages are described and related to theories about positive psychology and core reflection. The supervisor's interventions leading to the transitions between the stages were identified, analysed, and related to key principles of core reflection. It appeared that the teacher's growth not only led to experiencing ‘presence’ while teaching, but also to a greater use of her personal qualities. Taken together, it appeared that after the supervision the teacher was much more ‘in flow’, and that she was more effective as a teacher. In this article, both the teacher's growth and the supervisor's interventions are described in detail, and illustrated using quotations from supervisory sessions, logbooks, and interviews. A case is made for connecting professional and personal aspects in supervising student teachers.  相似文献