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This study examines aspects of scholarly journal publishing in the Nordic countries. On average half of Nordic journals publish online. In most Nordic countries, commercial publishers predominate; however, in Finland the majority are society publishers. The number of open access journals is low, in line with international figures. There is concern to maintain local languages in journal publishing. A majority of the journals publishing in local languages are within social science, humanities, and arts; the STM sector publishes in English. English‐language publications are favoured in research assessments, international recognition, and impact, while the visibility of local‐language scholarly journals in international databases is low. The Nordbib program supports Nordic scholarly journals and fosters co‐operation with publishing companies and learned societies over migration to e‐publishing; it also supports open access. The article discusses future challenges for journal publishing, pointing out the problems of small journal publishers and the need for co‐operation between stakeholders. 相似文献
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Turid Hedlund Eija Airio Heikki Keskustalo Raija Lehtokangas Ari Pirkola Kalervo Järvelin 《Information Retrieval》2004,7(1-2):99-119
In this study the basic framework and performance analysis results are presented for the three year long development process of the dictionary-based UTACLIR system. The tests expand from bilingual CLIR for three language pairs Swedish, Finnish and German to English, to six language pairs, from English to French, German, Spanish, Italian, Dutch and Finnish, and from bilingual to multilingual. In addition, transitive translation tests are reported. The development process of the UTACLIR query translation system will be regarded from the point of view of a learning process. The contribution of the individual components, the effectiveness of compound handling, proper name matching and structuring of queries are analyzed. The results and the fault analysis have been valuable in the development process. Overall the results indicate that the process is robust and can be extended to other languages. The individual effects of the different components are in general positive. However, performance also depends on the topic set and the number of compounds and proper names in the topic, and to some extent on the source and target language. The dictionaries used affect the performance significantly. 相似文献
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This paper contributes to the research field of classroom research by offering an empirical analysis of classroom instruction on the level of lesson structure. The research questions are: What are the typical combinations of instructional activities in the lessons of eight teachers in four Norwegian Secondary schools? And how can the content-treatment of these structures be explained considering relevant pedagogical traditions? The method of the study is qualitative non-participatory observation in four Norwegian Secondary schools, with a total dataset of 79 lessons. We found that the most typical combination of instructional activities in the data was the plenary conversation-seatwork-structure. When the content-treatment was analyzed, an ‘expository-practice’-structure was revealed. This lesson structure is explained by the influence of progressive-constructivist pedagogical theories in Scandinavia, foremost Bildung-centred general didactics and Vygotsky-inspired socio-cultural theory. From the perspective of the hidden curriculum, we call this discourse ‘sociability before individuality’. 相似文献
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Turid Trebbi 《The American journal of distance education》2013,27(3):152-161
Abstract This article both analyzes and synthesizes eleven articles from four volumes (eight issues) of the journal Distances et Savoirs published between 2003 and 2008. The authors of these articles present their research on several topics related to learners, learning, and tutoring in distance education while also working on innovation and access to knowledge. In the current article, the author has organized the syntheses/analyses around three major themes highly visible in the articles and then offers a few ideas for future research. 相似文献
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The present study was designed to investigate the longitudinal covariation of attitude toward subject matter and achievement during a course in general psychology. Five measures of attitudes toward psychology and five measures of achievement were obtained at intervals of 20 percent through the course. Subjects included 866 freshmen and sophomores at Colorado State University and the University of Missouri. The data indicated a consistent improvement in achievement throughout the course but relatively little change in attitudes. It was concluded that the cognitive and affective outcomes were independent of each other. 相似文献
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This longitudinal study focused on the effects of two different principles of intervention in children at risk of developing dyslexia from 5 to 8 years old. The children were selected on the basis of a background questionnaire given to parents and preschool teachers, with cognitive and functional magnetic resonance imaging results substantiating group differences in neuropsychological processes associated with phonology, orthography, and phoneme-grapheme correspondence (i.e., alphabetic principle). The two principles of intervention were bottom-up (BU), "from sound to meaning", and top-down (TD), "from meaning to sound." Thus, four subgroups were established: risk/BU, risk/TD, control/BU, and control/TD. Computer-based training took place for 2 months every spring, and cognitive assessments were performed each fall of the project period. Measures of preliteracy skills for reading and spelling were phonological awareness, working memory, verbal learning, and letter knowledge. Literacy skills were assessed by word reading and spelling. At project end the control group scored significantly above age norm, whereas the risk group scored within the norm. In the at-risk group, training based on the BU principle had the strongest effects on phonological awareness and working memory scores, whereas training based on the TD principle had the strongest effects on verbal learning, letter knowledge, and literacy scores. It was concluded that appropriate, specific, data-based intervention starting in preschool can mitigate literacy impairment and that interventions should contain BU training for preliteracy skills and TD training for literacy training. 相似文献