Plan S,self‐publishing,and addressing unreasonable risks of society publishing     

Quan‐Hoang Vuong 《Learned Publishing》2020,33(1):64-68

Key points

• Societies face increasing pressure to contain costs and retain revenues, which are threatened by open access mandates.
• Funders and other science publishing campaigns need to recognize the value of learned societies and work with them to sustain the production of quality knowledge.
• Self‐publishing via preprint servers may threaten the quality of academic research.
• Societies can reinforce their value proposition through a model of academic entrepreneurship, including research activities, media engagement, and consultancy.

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Dynamic object recognition in pigeons and humans     

Spetch ML  Friedman A  Vuong QC 《Learning & behavior》2006,34(3):215-228

We investigated the role of dynamic information in human and pigeon object recognition. Both species were trained to discriminate between two objects that each had a characteristic motion, so that either cue could be used to perform the task successfully. The objects were either easy or difficult to decompose into parts. At test, the learned objects could appear in their learned motions, the reverse of the learned motions, or an entirely new motion, or a new object could appear in one of the learned motions. For humans, any change in the learned motion produced a decrement in performance for both the decomposable and the nondecomposable objects, but participants did not respond differentially to new objects that appeared in the learned motions. Pigeons showed the same pattern of responding as did humans for the decomposable objects, except that pigeons responded differentially to new objects in the learned motions. For the nondecomposable objects, pigeons used motion cues exclusively. We suggest that for some types of objects, dynamic information may be weighted differently by pigeons and humans.  相似文献   

Mother-child bookreading in low-income families: correlates and outcomes during the first three years of life   总被引：1，自引：0，他引：1  

Raikes H  Pan BA  Luze G  Tamis-LeMonda CS  Brooks-Gunn J  Constantine J  Tarullo LB  Raikes HA  Rodriguez ET 《Child development》2006,77(4):924-953

About half of 2,581 low-income mothers reported reading daily to their children. At 14 months, the odds of reading daily increased by the child being firstborn or female. At 24 and 36 months, these odds increased by maternal verbal ability or education and by the child being firstborn or of Early Head Start status. White mothers read more than did Hispanic or African American mothers. For English-speaking children, concurrent reading was associated with vocabulary and comprehension at 14 months, and with vocabulary and cognitive development at 24 months. A pattern of daily reading over the 3 data points for English-speaking children and daily reading at any 1 data point for Spanish-speaking children predicted children's language and cognition at 36 months. Path analyses suggest reciprocal and snowballing relations between maternal bookreading and children's vocabulary.  相似文献   

Great solutions through action learning – success every time     

Eileen Henderson 《Action Learning: Research and Practice》2016,13(1):92-94

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Adding scents to symbols: using food fragrances with deafblind young people making choices at mealtimes     

Heather Murdoch  Anne Gough  Eileen Boothroyd  Kate Williams 《British Journal of Special Education》2014,41(3):249-267

This article is written by Heather Murdoch, research consultant for the Seashell Trust, Anne Gough, deputy headteacher at Royal School Manchester/Seashell Trust, Eileen Boothroyd, consultant for the Seashell Trust, and Kate Williams, a creative perfumer for Seven (PZ Cussons). It describes the use of food fragrances with deafblind students who are making lunchtime meal choices. The fragrances were added to picture symbols or objects of reference used to represent different menu options. A multiple case study, mixed methods design was used to evaluate three students' choice‐making before and after the introduction of the fragrances. Case study was chosen because of the complex and diverse needs created by deafblindness and because the project was an exploratory study of a new approach. The methods included semi‐structured interviews with students' 1:1 keyworkers and other staff, direct and videotaped observations of students' choice‐making, and written diary records of students' food choices and responses. The findings are necessarily tentative but support the use of food fragrances to assist students' understanding of mealtime choice‐making and their engagement with the process. The practicalities of using olfaction to support other sensory inputs are discussed, together with priorities for future research and practice in this area.  相似文献   

Images of a new sub-culture in the Australian university: Perceptions of non-nurse academics of the discipline of nursing     

Eileen T. Sellers 《Higher Education》2002,43(2):157-172

It is crucial to the development and credibility of the nursing profession that its knowledge base be recognised as legitimate scholarly endeavour by established members of academia. For that reason, this report concerns examination of the attitudes and values of a group of non-nurse academics employed in universities in Melbourne, Victoria, Australia and the degree to which they view nursing as an epistemic entity. Perceptions are considered within the dual contexts of recent major changes in nursing education and in academia. Naturalistic Inquiry, informed by a hermeneutic attitude, is employed as a heuristic to examine the sub-culture of nursing within the broad culture of academia. Analysis of extensive interview data provided by the contemplation of study participants provides emergent themes. Several metaphors are chosen to explicate the findings that nursing is largely perceived to be nebulous, atheoretical, and subservient to the medical profession. Implications are discussed and recommendations are made with the view to encourage modernisation of the university through improving internal communication and challenging traditional models of operations within the tertiary sector.  相似文献   

Diversity Knowledge in Science Teacher Education-Translating Concept to Instruction: An Example Specific to African Americans     

Eileen Carlton Parsons  Stephanie Foster  Crystall Travis Gomillion  Jamila Smith Simpson 《Journal of Science Teacher Education》2008,19(1):69-83

Science education reforms promote access to quality science education for all students. Outcome disparities in various measures indicate that such access remains elusive for African Americans. Cultural incongruence is one among many explanations for this previously described inaccessibility. The intent of this article is not to report additional research findings, but to translate the information provided in the literature into an instructional form that science teacher educators can employ in the preparation of prospective science teachers or the further development of practicing ones. Pivoting around a role play, the authors discuss communication within African American communities, its incongruence with the discourse patterns typically valued and reinforced in school science, and the importance of such knowledge for science teacher educators. Lieutenant Colonel Stephanie Foster is now product manager in the U.S. Army Research Development and Engineering Command.

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Eileen Carlton ParsonsEmail:

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Making meaningful decisions about time,workload and pedagogy in the digital age: the Course Resource Appraisal Model     

Eileen Kennedy  Diana Laurillard  Bernard Horan  Patricia Charlton 《Distance Education》2015,36(2):177-195

This article reports on a design-based research project to create a modelling tool to analyse the costs and learning benefits involved in different modes of study. The Course Resource Appraisal Model (CRAM) provides accurate cost-benefit information so that institutions are able to make more meaningful decisions about which kind of courses—online, blended or traditional face-to-face—make sense for them to provide. The tool calculates the difference between expenses and income over three iterations of the course and presents a pedagogical analysis of the learning experience provided. The article draws on a CRAM analysis of the costs and learning benefits of a massive open online course to show how the tool can illuminate the pedagogical and financial viability of a course of this kind.  相似文献   

In practice: The multimedia CD as a new approach to first‐year reading programs     

Kerran L. Sanger  Janet E. Ramsey  Eileen Naughton Merberg 《About Campus》2008,13(1):7-9

Buffalo State College's search for a text for its common reading ended not in the selection of a book but in the creation of a CD.The CD is now being used to spark conversations across the campus.  相似文献   

An evaluation of a leadership development programme     

Leonie Warren  Eileen O'Connor 《Irish Educational Studies》2013,32(1):163-174

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