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NICHOLAS JOLLEY 《Philosophical Books》1984,25(4):203-204
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David NICHOLAS Anthony WATKINSON Hamid R. JAMALI Eti HERMAN Carol TENOPIR Rachel VOLENTINE Suzie ALLARD Kenneth LEVINE 《Learned Publishing》2015,28(1):15-21
The article presents one of the main findings of an international study of 4,000 academic researchers that examined how trustworthiness is determined in the digital environment when it comes to scholarly reading, citing, and publishing. The study shows that peer review is still the most trustworthy characteristic of all. There is, though, a common perception that open access journals are not peer reviewed or do not have proper peer‐review systems. Researchers appear to have moved inexorably from a print‐based system to a digital system, but it has not significantly changed the way they decide what to trust. They do not trust social media. Only a minority – although significantly mostly young and early career researchers – thought that social media are anything other than more appropriate to personal interactions and peripheral to their professional/academic lives. There are other significant differences, according to the age of the researcher. Thus, in regard to choosing an outlet for publication of their work, young researchers are much less concerned with the fact that it is peer reviewed. 相似文献
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Although there is considerable evidence that the Law School Admission Test (LSAT) and the undergraduate grade-point average (UGPA) have a useful degree of predictive validity, there is also a large variation in the magnitude of the coefficients across schools. Understanding this variation has important implications for the use and interpretation of results of a validity study conducted at an individual school. A meta analysis of the validity results and data on applicants to 154 law schools was conducted in an effort to better understand this observed variation. The standard deviation (SD) on the LSAT and the correlation between the LSAT and UGPA for accepted students at each law school accounted for 58.5% of the between-school variance in the multiple correlations of these two predictors with first-year average grade in law school. Sampling error accounted for an additional 12% of the variance. Hence, only a small fraction of the between-school variability in validities remains to be explained by other statistical artifacts of situational specificity factors. Mean validities and 90% credibility values for four adjustment procedures are reported as are the mean observed validities for different combinations of predictors. 相似文献
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NICHOLAS BURNETT 《European Journal of Education》2008,43(2):181-187
The Delors report remains a timely and challenging agenda for shaping education from the earliest years. This article reviews the status of basic education, defined as a passport to life in the report. Despite progress toward universal primary education and gender parity, countries are still far from education targets adopted in 2000. Lack of care and education programmes for young children, of literacy and life skills programmes for youth and adults, and poor education quality are undermining progress towards education for all. The article stresses the importance of building inclusive systems that reach all learners regardless of their background and circumstances and provide appropriate conditions for learning. It reviews UNESCO's actions in education, emphasising the necessity of a rights-based, holistic vision as an imperative for reducing poverty and promoting sustainable development. 相似文献
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NICHOLAS A. VACC 《Counselor Education & Supervision》1990,30(2):148-155
Presented are responses to several issues raised by Daniel Lee Randolph in his article on proposed changes in counselor education. 相似文献
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This study examined the types of information counselor supervisors do not disclose to their trainees. Results from a national sample of 90 supervisors indicated that their nondisclosures fell into 12 categories, and that there were 9 reasons associated with these 12 types of nondisclosures. 相似文献