Book reviews     

Friedrich Edding  G. W. Parkyn  Renzo Titone  Oskar Anweiler  Frederic Lilge  John Vaizey  Werner Levi  B. Magierska  Walter Schultze  Mary Ewen Ulich  Ben Morris  Ignacy SzAniawski  G. de Landsheere  M. L. Kellmer Pringle  W. Lenz  Rudolf Haas  John Bradley  Josip Lukatela  M. J. Langeveld  S. Wiegersma  H. H. Stern  H. P. Rickman 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1963,8(3-4):471-498

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Open publishing     

Sally Morris 《Learned Publishing》2003,16(3):171-176

There is increasing pressure from academia to make the results of publicly funded research freely available to all. Preprint archives have grown up in some disciplines, and institutional archives are now being developed. While openly accessible preprints seem to have damaged publishers less than was originally feared, the final published versions of articles – when combined with sophisticated retrieval software – may turn out to be a different matter. Publishers have already done much to make their content more accessible through bundling, consortia licensing, access for less‐developed countries, more liberal customer and author agreements, and collective licensing. Some are experimenting with open access journals, although this may not work in all disciplines. It seems clear, however, that there are elements of value in journals themselves, and in the functions performed by journal publishers, which should survive.  相似文献   

Making Space for Place: Mapping Tools and Practices to Teach for Spatial Justice     

Laurie H. Rubel  Maren Hall-Wieckert  Vivian Y. Lim 《学习科学杂志》2017,26(4):643-687

This article presents a set of spatial tools for classroom learning about spatial justice. As part of a larger team, we designed a curriculum that engaged 10 learners with 3 spatial tools: (a) an oversized floor map, (b) interactive geographic information systems (GIS) maps, and (c) participatory mapping. We analyze how these tools supported learning using notions of politicization. The floor map fed conceptual understandings of the map as a representational text and served as the terrain for an embodied activity to support proportional reasoning about inequitable distributions of resources. The data-rich GIS maps and their zoomability allowed for coordinating across multiple variables to connect patterns in inequities to other social processes. The participatory mapping enabled learners to make discoveries about, connect, and share beyond the individual classroom counterstories from people in the lived streets of their neighborhood. In aggregate, this set of spatial tools produced a complex, hybrid view of the city’s space, which contributed to learners’ political formation.  相似文献   

Superoxide dismutase and catalase activities and their correlation with malondialdehyde in schizophrenic patients     

Rukmini M. S.  Benedicta D'Souza  Vivian D'Souza 《Indian journal of clinical biochemistry : IJCB》2004,19(2):114-118

Free radical mediated pathological processes may have a role in schizophrenia. Free radicals (oxy radicals, such as superoxide, hydroxyl ions and nitric oxide) cause cell injury, when they are generated in excess or when the antioxidant defense is impaired. Both these processes seem to be affected in schizophrenia. In this study we investigated erythrocyte superoxide dismutase (SOD) and catalase (CAT) activities as antioxidant enzymes, malondialdehyde (MDA) as a sign of lipid peroxidation in schizophrenic patients. Activities of superoxide dismutase, catalase and malondialdehyde were greater in patients compared with the control group which may reflect increased oxidative stress in the brain tissue of schizophrenics. In the patient group erythrocyte SOD and CAT activities were weakly negative correlated with MDA concentration. These data reveal that antioxidant defense mechanisms might be impaired in schizophrenic patients. These findings also provide a theoretical basis for the development of novel therapeutic strategies, such as antioxidant supplementation.  相似文献   

Age related changes in lipid peroxidation and antioxidants in elderly people     

Akila V. Prashant  H. Harishchandra  Vivian D'souza  Benedicta D'souza 《Indian journal of clinical biochemistry : IJCB》2007,22(1):131-134

Advanced age is associated with an accumulation of free radical damage, which leads to physiological and clinical modifications. Age related changes resulting from free radical reactions include increasing levels of lipid peroxides, alterations in enzyme activities and greater osmotic fragility. The present study was conducted to estimate the level of lipid peroxidation product-Malondialdehyde and antioxidants Catalase and Glutathione in elderly people. An increase in lipid peroxidation and decrease in antioxidants was observed in normal elderly people. Highly significant increase in MDA and decrease in antioxidants was observed in elderly people when complicated with diabetes and hypertension. Supplementation of antioxidants may prevent further oxidative injury in elderly people.  相似文献   

<Emphasis Type="Italic">Chalk Talk</Emphasis>: Teaching Tips from the UGA Teaching Academy     

Libby V. Morris 《Innovative Higher Education》2011,36(1):1-2

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The Quest for Innovative Strategies to Increase Productivity     

Libby V. Morris 《Innovative Higher Education》2011,36(4):215-216

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Neurocognitive predictors of reading outcomes for children with reading disabilities     

Frijters JC  Lovett MW  Steinbach KA  Wolf M  Sevcik RA  Morris RD 《Journal of learning disabilities》2011,44(2):150-166

This study reports on several specific neurocognitive process predictors of reading outcomes for a sample of 278 children with reading disabilities. Three categories of response (i.e., poor, average, and good) were formed via growth curve models of six reading outcomes. Two nested discriminant function analyses were conducted to evaluate the predictive capability of the following models: (a) an intervention and phonological processing model that included intervention group, phonological awareness, and rapid naming and (b) an additive cognitive neuropsychological model that included measures of memory, visual processes, and cognitive or intellectual functioning. Over and above the substantial explanatory power of the base model, the additive model improved classification of poor and good responders. Several of the cognitive and neuropsychological variables predicted degree of reading outcomes, even after controlling for type of intervention, phonological awareness, and rapid naming.  相似文献   

Developing teaching self-efficacy in research institutions: A study of award-winning professors     

David B. Morris  Ellen L. Usher 《Contemporary educational psychology》2011,36(3):232-245

The purpose of this study was to assess the sources of award-wining research professors’ (six women; six men) teaching self-efficacy through the framework of Bandura’s (1986) social cognitive theory. Semi-structured interviews revealed that mastery experiences and social persuasions were particularly influential sources of self-efficacy and that these sources tended to be closely related. Professors reported that their self-efficacy had generally stabilized within their first few years of assuming a tenure-track position. Participants framed negative events in adaptive ways that had little cost to their teaching self-efficacy.  相似文献   

‘The constant rejections hurt’: Skills and personal attributes needed to successfully complete a thesis by publication     

Margaret K. Merga  Shannon Mason  Julia E. Morris 《Learned Publishing》2019,32(3):271-281

The thesis by publication (TBP) is an increasingly popular approach to doctoral education that sees candidates publishing their research during their candidature, and including these outputs in their final thesis submission. Responsive to the realities of modern academia, a TBP provides doctoral candidates with opportunities to engage in the scholarly publication process, and to build their research portfolio. As the TBP gains further traction in many fields and countries, there is a need to better understand the skills and attributes needed to complete a TBP successfully. This paper draws on the views of 246 recent doctoral graduates of Australian universities to identify the skills and attributes they felt supported their success. Their responses have implications for the development and refinement of institutional policies and programs that are sensitive to the needs and experiences of doctoral candidates seeking to publish during candidature and create a TBP. As editors, peer‐reviewers, and publishers see a growing influx of papers sole‐ or co‐authored by doctoral candidates in response to the trend toward TBP, they may find themselves involved in supporting students to develop the skills and attributes needed to successfully publish during candidature.  相似文献