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Michael J. Kurtz Guenther Eichhorn Alberto Accomazzi Carolyn Grant Markus Demleitner Edwin Henneken Stephen S. Murray 《Information processing & management》2005,41(6):1395-1402
It has been shown (Lawrence, S. (2001). Online or invisible? Nature, 411, 521) that journal articles which have been posted without charge on the internet are more heavily cited than those which have not been. Using data from the NASA Astrophysics Data System (ads.harvard.edu) and from the ArXiv e-print archive at Cornell University (arXiv.org) we examine the causes of this effect. 相似文献
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National stakeholders are becoming increasingly concerned about the inability of college graduates to think critically. Research shows that, while both faculty and students deem critical thinking essential, only a small fraction of graduates can demonstrate the thinking skills necessary for academic and professional success. Many faculty are considering nontraditional teaching methods that incorporate undergraduate research because they more closely align with the process of doing investigative science. This study compared a research-focused teaching method called community-based inquiry (CBI) with traditional lecture/laboratory in general education biology to discover which method would elicit greater gains in critical thinking. Results showed significant critical-thinking gains in the CBI group but decreases in a traditional group and a mixed CBI/traditional group. Prior critical-thinking skill, instructor, and ethnicity also significantly influenced critical-thinking gains, with nearly all ethnicities in the CBI group outperforming peers in both the mixed and traditional groups. Females, who showed decreased critical thinking in traditional courses relative to males, outperformed their male counterparts in CBI courses. Through the results of this study, it is hoped that faculty who value both research and critical thinking will consider using the CBI method. 相似文献
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Learning to improve: using writing to increase critical thinking performance in general education biology 总被引：2，自引：1，他引：1
Increasingly, national stakeholders express concern that U.S. college graduates cannot adequately solve problems and think critically. As a set of cognitive abilities, critical thinking skills provide students with tangible academic, personal, and professional benefits that may ultimately address these concerns. As an instructional method, writing has long been perceived as a way to improve critical thinking. In the current study, the researchers compared critical thinking performance of students who experienced a laboratory writing treatment with those who experienced traditional quiz-based laboratory in a general education biology course. The effects of writing were determined within the context of multiple covariables. Results indicated that the writing group significantly improved critical thinking skills whereas the nonwriting group did not. Specifically, analysis and inference skills increased significantly in the writing group but not the nonwriting group. Writing students also showed greater gains in evaluation skills; however, these were not significant. In addition to writing, prior critical thinking skill and instructor significantly affected critical thinking performance, whereas other covariables such as gender, ethnicity, and age were not significant. With improved critical thinking skill, general education biology students will be better prepared to solve problems as engaged and productive citizens. 相似文献
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Browning RC Kurtz RN Kerherve H 《Sports biomechanics / International Society of Biomechanics in Sports》2012,11(1):73-84
Snowshoeing is a popular form of winter recreation due to the development of lightweight snowshoes that provide flotation, traction, and stability. The purpose of this study was to determine the effects of snowshoes on lower extremity kinematics during level walking. Twelve adults (6 males, 6 females, body mass = 67.5 +/- 10.7kg) completed six 3-minute level walking trials. Subjects walked overground without snowshoes and on packed snow using conventional and flexible tail snowshoes. We placed lightweight inertial/gyroscopic sensors on the sacrum, thigh, shank, and foot. We recorded sensor orientation and calculated hip, knee, and ankle joint angles and angular velocities. Compared to level overground walking, subjects had greater hip and knee flexion during stance and greater hip flexion during swing while snowshoeing. Ankle plantarflexion began during late swing when snowshoeing vs. heel strike during overground walking. Lower extremity kinematics were similar across snowshoe frame designs during level walking. Our results show that snowshoeing on packed snow results in a more flexed leg compared to overground walking and may reflect a strategy to limit the effects of walking with an extended heel. 相似文献
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The papers that comprise this symposium are adapted from remarks delivered on 31 May 2002 in Washington, DC, at the NAS's tenth national conference titled "Higher Education and Democracy in Peace and War." 相似文献
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Walton Partrick D. Bowden Michael E. Kurtz Shelly L. Angus Mary 《Reading and writing》2001,14(3-4):229-264
The utility of teaching reading using rime-based readingstrategies with prereaders was examined. Two experiments are presentedthat studied the effects of a rime-based reading program with FirstNations prereaders; one experiment with Shuswap kindergartners andthe other with Heiltsuk Grade 1 children. Rhyming, phoneme identity,letter-sound knowledge, phonological working memory, First Nationslanguage speaking ability, and reading were measured. In the Shuswapgroup, the reading program increased the abilities that werespecifically taught, rhyming, initial phoneme identity, letter-sounds,and word reading by rime-analogy, compared to the control group.Children also developed abilities that were not specifically taught,final phoneme identity and reading by letter recoding, and could use therime-analogy strategy to read words with unfamiliar rime endings.Phonological working memory remained unchanged. The Heiltsuk childrengained in reading compared to a Grade 1 comparison group. Pretestletter-sound knowledge and rhyming were related to later reading butphoneme identity and First Nations language ability were not. Progressin phonological awareness and word reading can be enhanced in prereadersby adding experience with rime-based strategies to the readingprogram. 相似文献
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Edwin A. Henneken Michael J. Kurtz Alberto Accomazzi Carolyn S. Grant Donna Thompson Elizabeth Bohlen Stephen S. Murray 《Journal of Informetrics》2009,3(1):1-8
In this paper we present a number of metrics for usage of the SAO/NASA Astrophysics Data System (ADS). Since the ADS is used by the entire astronomical community, these are indicative of how the astronomical literature is used. We will show how the use of the ADS has changed both quantitatively and qualitatively. We will also show that different types of users access the system in different ways. Finally, we show how use of the ADS has evolved over the years in various regions of the world. 相似文献
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Twenty students enrolled in Ph.D. programmes were interviewed to examine the role of gender in their academic experiences. Gender was examined in three ways: gender of the student, gender of the student’s faculty supervisor and gender make‐up of the faculty within the student’s department or academic unit. All students reported the importance of supportive faculty mentors and that financial worries, time pressure and the uncertainty of future employment were sources of stress. Family formation and striving toward personal as well as professional goals were particularly of concern for women, as were perceptions of differential treatment. Women students valued women faculty mentors, although female faculty were perceived as less supportive than male faculty of family concerns when these women had themselves sacrificed family formation for the sake of their careers. Both men and women experienced less stress and reported greater career commitment when faculty in their departments exhibited less traditional values regarding the balancing of personal and professional goals. The implications of these findings for reducing doctoral student attrition rates and for creating a more supportive environment for Ph.D. students are discussed. 相似文献
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Robert S. Kurtz 《广播与电子媒介杂志》2013,57(3):243-254
One of the most complex problem areas of broadcast programing is where a person's “right to privacy” meets the public's (or the broadcaster's) “right to know.” Guidelines through this area are difficult to find, resting as they do upon a highly technical body of law. Textbooks in broadcasting suggest the broadcaster use caution whenever the right to privacy might become an issue, but fail to give clear instruction (apart from the need to obtain a release in some unspecified form) on the best methods of avoiding a law suit. The average newsman and other program production personnel are ill‐equipped to analyze a difficult legal question without help and with little time. The following article, written for a graduate seminar at Michigan State University under the direction of Dr. Walter Emery, is designed to provide the non‐lawyer broadcaster with some guides for minimizing the influence of the “right to privacy” on the “right to know.” 相似文献