Multivariate Meta-Analysis as Structural Equation Models     

Mike W.-L. Cheung 《Structural equation modeling》2013,20(3):429-454

Multivariate meta-analysis has become increasingly popular in the educational, social, and medical sciences. It is because the outcome measures in a meta-analysis can involve more than one effect size. This article proposes 2 mathematically equivalent models to implement multivariate meta-analysis in structural equation modeling (SEM). Specifically, this article shows how multivariate fixed-, random- and mixed-effects meta-analyses can be formulated as structural equation models. metaSEM (a free R package based on OpenMx) and Mplus are used to implement the proposed procedures. A real data set is used to illustrate the procedures. Formulating multivariate meta-analysis as structural equation models provides many new research opportunities for methodological development in both meta-analysis and SEM. Issues related to and extensions on the SEM-based meta-analysis are discussed.  相似文献   

The Empire Writes Back…Back: Postcolonial Studies in an Age of Autogenic War     

Mike Hill 《Culture, Theory & Critique》2013,54(1):59-82

This essay attempts to disclose a uniquely volatile nexus that implicates – and perhaps, reinvigorates – a postcolonial analytics of insurgency. This nexus includes three strands of inquiry: the first is the so-called Revolution in Military Affairs (RMA), which really is – albeit in a qualified sense – revolutionary. War is doing new things with time and space through culture, media, and data technology, and in the process is mutating not only what it means to be a part of this or that national group but is also changing what it means to be human. The second strand of inquiry focuses on the legacy of postcolonial studies, particularly the notion of ‘writing back’ which, I contend, is an apposite starting point for writing critically about the RMA. Apposite though it is, there are limits to postcolonial studies in the contemporary war context. This is so because while the divisions of individual difference are shifting, the coherence of the nation state itself is undergoing radical change. Moving outward in scope to a planetary scale, the human being per se is no longer a primary category by and for which war is happening today. Thus the third strand of inquiry is focused on the residual anthropomorphic tendencies within postcolonial studies that too narrowly limit discussions of violence and collective belonging. The concept of the human being per se remains reliant on early models of technology and media (namely, writing and literature, usually novels). Therefore, in the context of an ever-expanding global war machine, ‘writing back’ is a concept that requires fine-tuning and revision.  相似文献   

The art and artifice of early sports photography     

Mike O’Mahony 《Sport in Society》2019,22(5):785-802

Abstract

The rise of modern sport in the mid-nineteenth century coincided with the emergence of photography as a new image-making medium. Thus, both practices developed in parallel. Notably, many early photographers turned to sport as a subject for their work, despite the early technological limitations of the medium. Histories of photography have, however, tended to overlook this. Similarly, sport historians have tended to regard these early photographs simply as illustrative material rather than important innovations in the formation of new visual conventions for the representation of sport. This paper seeks to redress this by exploring, in close detail, examples of sports photography produced in the mid- to late-nineteenth century. More importantly, it examines the visual vocabularies deployed by these early photographers within the context of contemporary art practices, demonstrating how artistry and artifice were deployed in the production of some of the earliest, and finest, examples of sports photography ever produced.  相似文献   

Literacy and Children Who Are Blind and Who Have Additional Disabilities— the challenges for teachers and researchers     

Steve McCall  Mike McLinden 《International Journal of Disability, Development & Education》2001,48(4):355-375

This paper considers the challenges that confront teachers wishing to develop literacy skills in children with complex needs and the issues which face those wishing to research this area. The article is based upon work undertaken by the authors in the United Kingdom into the use of the Moon tactile code to provide access to literacy for children who are blind and who have additional disabilities. Moon has become established as an option for developing the literacy of children who are blind in the UK and it has been estimated that around 100 children are using Moon in their schoolwork. A general overview of the use of Moon by children in the UK is reported upon in McCall and McLinden (2001) and a full report of the Moon research project and its outcomes can be found in McCall (2000). Here the authors reflect on some of the challenges that have emerged during their 10 years of investigation in this area. The reflections are presented under four broad headings: "Resourcing Literacy," "Defining the Population," "Defining Literacy," and "Evaluating Literacy." Each of these headings represents a cluster of issues that the authors consider that those with an interest in the development of literacy for children with complex educational needs will need to address.  相似文献   

Acting with technology – By Victor Kaptelinin & Bonnie Nardi     

Mike Johnson   《British journal of educational technology : journal of the Council for Educational Technology》2008,39(1):184-185

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Control and constraint in e‐learning: Choosing when to choose – By Jon Dron     

Mike Johnson 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(6):1135-1136

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BOOK REVIEWS     

Geoff Teece  Dr Rosemary Preston  Mike McLinden  Merike Darmody  Michael Crossley 《比较教育学》2008,44(1):111-119

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Using teacher stories to reveal quality educational practice: An Eastern Cape experience     

Kathryn Paige  Mike Chartres  Alan Kenyon 《International Journal of Educational Development》2008,28(5):524-533

The University of Fort Hare Distance Education Project set out to improve qualifications of primary teachers in rural and township schools in the Eastern Cape of the Republic of South Africa. At the culmination of an 11-year AUSAid collaboration between the University of Fort Hare and University of South Australia a research project to reveal quality educational practice was undertaken. Using oral histories as the methodology, teacher stories were gathered through a sequence of interviews and classroom observations. This collection of oral histories constitutes the basis for the paper. Its research focus has been the science and mathematics practices of eight teachers who typify the many hundreds who participated in the project. This paper explores the use of oral history as a methodology for documenting quality educational practice.  相似文献   

Mathematical models for academic webs: Linear relationship or non-linear power law?     

Nigel Payne  Mike Thelwall 《Information processing & management》2005,41(6):1495-1510

Previous studies of academic web interlinking have tended to hypothesise that the relationship between the research of a university and links to or from its web site should follow a linear trend, yet the typical distribution of web data, in general, seems to be a non-linear power law. This paper assesses whether a linear trend or a power law is the most appropriate method with which to model the relationship between research and web site size or outlinks. Following linear regression, analysis of the confidence intervals for the logarithmic graphs, and analysis of the outliers, the results suggest that a linear trend is more appropriate than a non-linear power law.  相似文献   

The use of intelligent technology at home and at school: what do parents think?     

Mike Van  Duuren 《British journal of educational technology : journal of the Council for Educational Technology》1994,25(3):231-232

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