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31.
Kathleen A. Amos 《Journal of the Medical Library Association》2014,102(2):87-91
This study explored national differences in plagiarism and duplicate publication in retracted biomedical literature. The national affiliations of authors and reasons for retraction of papers accessible through PubMed that were published from 2008 to 2012 and subsequently retracted were determined in order to identify countries with the largest numbers and highest rates of retraction due to plagiarism and duplicate publication. Authors from more than fifty countries retracted papers. While the United States retracted the most papers, China retracted the most papers for plagiarism and duplicate publication. Rates of plagiarism and duplicate publication were highest in Italy and Finland, respectively. Unethical publishing practices cut across nations. 相似文献
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Peer response is viewed as an important aspect of writing instruction. Several meta-studies indicated that peer response is effective. However, these studies did not focus on the specific aspects of peer response that made it effective. The present review analyzes the effects of instructional factors accompanying peer response in 26 studies on writing proficiency. Three theoretical perspectives are distinguished: a cognitive, a social-cognitive, and a genre perspective underlying the reviewed studies. In all studies, additional instruction in strategies, rules for interaction, genre knowledge, or a combination of these instructional aspects to writing with peer response is provided. Peer response with such additional instruction seems effective compared with individual writing. Recommendations for future investigations are directed to methodological issues for comparing the effects of separate instructional components for writing with peer response. In addition, it is advised to direct future studies towards more controlled research into the effects of instruction in genre knowledge on writing with peer response. 相似文献
33.
The Franklin Institute, Philadelphia, Pennsylvania, awards the 2008 Benjamin Franklin Medal in Chemistry to Professor Albert Eschenmoser for his seminal efforts in the chemical etiology of nucleic acid structure, which through systematic exploration employing chemical synthesis of potentially natural structural alternatives to DNA, demonstrated that Watson-Crick base pairing is not unique to the ribofuranosyl system, and that DNA’s structure represents an optimization of several factors rather than a maximization of base-pairing strength.In his early scientific career, Professor Albert Eschenmoser established himself as one of the premier synthetic organic chemists in the world, with the monumental achievement of two total syntheses of Vitamin B12, the first in collaboration with Professor Robert B. Woodward of Harvard University.However, since the 1980s, Professor Eschenmoser has concentrated his research interest in establishing the area of chemical etiology of nucleic acid structures to understand better the structural and functional uniqueness of the molecular basis of nature’s genetic information carrier—DNA and RNA. This systematic investigation of potential natural nucleic acid alternatives has demonstrated experimentally that Watson-Crick base pairing is not a unique property of DNA and RNA. Moreover, his research on homo-DNA revealed that the helicality of the famous double-stranded DNA is a direct outcome of the 5-membered ring nature of the deoxyribofuranose structure unit, while the study on p-RNA demonstrated that nature did not choose her genetic system by the standard of maximal base pairing strength, but instead optimization. Of equal significance, his recent design and synthesis of TNA (α-threofuranosyl nucleic acid), found to possess extraordinary base-paring properties, led to the hypothesis suggesting TNA as a possible precursor to the “RNA World”. Finally, his research on the correlation between the differences in the pKa of nucleic bases and their base-pairing strength led to a novel principal for the selection of nucleic base alternatives with proper bonding strength. 相似文献
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Reagan Curtis Yukari Okamoto Lisa Marie Weckbacher 《Early childhood research quarterly》2009,24(3):325-336
We examined preschool children's use of count information in making quantity judgments. Study 1 involved 35 children 3–5 years old using a balance-scale task to judge relative quantity with or without count information provided. Study 2 replicated and extended the exploration as 54 children 3–4 years old judged relative quantity in multiple counting contexts. Children who were given count information successfully used count information in quantity evaluation when visual cues were not useful. Limited experience of counting skills, strategy choice, and limited processing capacity are each discussed as potential explanations. Implications for early childhood practice and teacher education, as well as directions for future research are explored. 相似文献
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Effects of peer response using instruction in genre knowledge on the writing of 140 sixth-grade students are investigated. In one condition students were taught specific genre knowledge involving functions of linguistic indicators of time and place. In another condition students were taught more general aspects of communicative writing. Both conditions were compared with a baseline control, receiving regular writing education. Students were randomly assigned within classrooms to each of the three conditions. The use of indicators of time and place was positively related to writing quality. Furthermore, strong effects of the specific genre knowledge condition on the use of these linguistic features in writing and revision were found. Findings indicate that instruction in specific genre knowledge is a valuable addition to writing with peer response. 相似文献
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Amos Dreyfus Talma Kushnir Lecturers Shoshana Keiny Lecturer 《School Leadership & Management》2013,33(1):41-48
Schools are currently being asked to be in competition with each other and collaborate at the same time. The 1988 Education Reform Act and the Technical and Vocational Initiative (TVEI) seem to be promoting conflicting models of school development. This paper looks at the background to these policies and investigates how one TVEI cluster is responding to the challenge. The methodology includes the use of transcribed interviews and a reduction/display analysis method. The resulting conclusions show a great deal of support for collaborative ventures, but not a total rejection of competition. Other findings relate to cluster management and the effects of the nearby city technology college. 相似文献
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