Balancing Conflicting Service Priorities as an Academic Patent Librarian     

David Zwicky 《Public Services Quarterly》2016,12(1):77-85

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A critical perspective on a critical perspective on social science     

David K. Henderson 《Metascience》2015,24(3):457-461

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A Review of Youth Gangs,Racism, and Schooling: Vietnamese American Youth in a Postcolonial Context     

David M. Lee 《Multicultural Perspectives》2016,18(4):230-233

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Sparks and Shocks: Replicas of Historical Instruments in Museum Education     

David J. Rhees 《Interchange》2015,46(1):45-56

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Identifying needs and enhancing learning about climate change adaptation for water professionals at the post-graduate level     

David Alan George  Poh-Ling Tan  Jeffrey Frank Clewett 《Environmental Education Research》2016,22(1):62-88

Using a participatory learning approach, we report on the delivery and evaluation of a climate change and risk assessment tool to help manage water risks within the agricultural sector. Post-graduate water-professional students from a range of countries, from both developed and emerging economies were involved in using this tool. Our approach included participative learning tools – group discussion, software, and risk matrices. The materials developed met the needs of the students, allowing these students to incorporate their learning and adapt the package of materials for use in their home countries. Analysis of evaluations show that the tools and materials are particularly useful and emphasizes the need for sound learning materials and tools, funding to deliver training, and policy support to accelerate education and adoption of authentic climate change adaptation practices. The expected benefits for water professionals about climate change will be translated into improved socioeconomic and environmental outcomes if adopted.  相似文献   

Learning to Be — Do Our Education Systems Do Enough to Enable Learners to Flourish as Independent,Autonomous and Well-Balanced Individuals?     

David Puttnam 《European Journal of Education》2015,50(2):120-122

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Peripheral and central     

David Knight 《Metascience》2015,24(1):103-105

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Expertise,Regulatory Science and the Evaluation of Technology and Risk: Introduction to the Special Issue     

David Demortain 《Minerva》2017,55(2):139-159

Regulating technologies, innovations and risks is an activity that, as much as scientific research needs proofs and evidence. It is the site of development of a distinct kind of science, regulatory science. This special issue addresses the question of the standards of knowledge governing how we test, assess and monitor technologies and their effects. This topic is relevant and timely in the light of problematics of regulation of innovation, regulatory failure and capture. Given the enormous decisions and stakes regulatory science commends, it becomes crucial to ask where its standards come from and gain credibility, but also what valuations of technology and appreciations of their risks or benefits do they embed, and who controls them? This paper introduces the four contributions comprising the special issue, and outlines a perspective from which to question the construction of regulatory science or, in the terminology adopted here, the authorization and standardization of regulatory knowledge, particularly the role of networks of scientific experts therein.  相似文献   

The Last Castle: <Emphasis Type="Italic">Better Beach Books</Emphasis> Update     

David Randall 《Academic Questions》2016,29(3):311-317

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Components of Variance of Scales With a Bifactor Subscale Structure From Two Calculations of α     

David Andrich 《Educational Measurement》2016,35(4):25-30

Since Cronbach's (1951) elaboration of α from its introduction by Guttman (1945), this coefficient has become ubiquitous in characterizing assessment instruments in education, psychology, and other social sciences. Also ubiquitous are caveats on the calculation and interpretation of this coefficient. This article summarizes a recent contribution (Andrich, 2015) on the use of coefficient α which complements these many caveats. It shows that in the presence of a simple bifactor structure of a scale where unique components of variance are homogeneous in magnitude, three components of variance and the common latent common correlation among the subscales can be calculated from the ratio of two calculations of α, one at the level of the items, the other at the level of the subscales. It was suggested that these two ready calculations and their interpretation, and the reporting of all four indices in the analysis of scales with a subscale structure, would reduce the misinterpretation of this coefficient. An illustrative example of the application of the calculations is also shown.  相似文献