Analysis of single comments left for bioRxiv preprints till September 2019     

Mario Mali ki  Joseph Costello  Juan Pablo Alperin  Lauren A. Maggio 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2021,31(2)

IntroductionWhile early commenting on studies is seen as one of the advantages of preprints, the type of such comments, and the people who post them, have not been systematically explored.Materials and methodsWe analysed comments posted between 21 May 2015 and 9 September 2019 for 1983 bioRxiv preprints that received only one comment on the bioRxiv website. The comment types were classified by three coders independently, with all differences resolved by consensus.ResultsOur analysis showed that 69% of comments were posted by non-authors (N = 1366), and 31% by the preprints’ authors themselves (N = 617). Twelve percent of non-author comments (N = 168) were full review reports traditionally found during journal review, while the rest most commonly contained praises (N = 577, 42%), suggestions (N = 399, 29%), or criticisms (N = 226, 17%). Authors’ comments most commonly contained publication status updates (N = 354, 57%), additional study information (N = 158, 26%), or solicited feedback for the preprints (N = 65, 11%).ConclusionsOur results indicate that comments posted for bioRxiv preprints may have potential benefits for both the public and the scholarly community. Further research is needed to measure the direct impact of these comments on comments made by journal peer reviewers, subsequent preprint versions or journal publications.  相似文献   

The practice turn and its effect on science studies     

Durán  Juan M. 《Metascience》2016,25(2):285-288

  相似文献   

Cosmopolitanism as Education: A Philosophy for Educators in Our Time     

David T. Hansen 《Religious education (Chicago, Ill.)》2017,112(3):207-216

  相似文献   

Conditioned context aversion learning in the laboratory mouse     

Sezen Kislal  David A. Blizard 《Learning & behavior》2016,44(4):309-319

  相似文献   

Abandoning Either/Ors in Analyzing Shifts in Humanitarian Reporting     

David Nolan  Stephanie Brookes  Michelle Imison 《Journalism Practice》2020,14(1):17-33

ABSTRACT

The shifting constitution of journalists as humanitarian actors has profound implications for changing forms of journalism practice, as well as for the normative models through which journalists understand and reflect on that practice. In an effort to develop a more empirically-grounded engagement with change, this article explores the interview testimonies of Australian journalists who cover international and humanitarian issues. It argues that frameworks reliant on stark oppositions (between past and present, optimism and pessimism, or moral agency and material structure) are both empirically and practically problematic, and seeks to move beyond these. Engagement with data from semi-structured interviews offers insight into how journalists’ perceptions of and responses to change are shaped by the historical and shifting institutional relations in which they are implicated.  相似文献   

<Emphasis Type="Bold">October’s</Emphasis><Emphasis Type="BoldItalic">Sumerki</Emphasis>     

David Randall 《Academic Questions》2017,30(3):365-370

  相似文献   

Parent and Family Engagement in Higher Education     

Judy Marquez Kiyama  Casandra E. Harper  Delma Ramos  David Aguayo  Laura A. Page  Kathy Adams Riester 《ASHE Higher Education Report》2015,41(6):1-94

  相似文献   

Clayton Childress: Under the Cover: The Creation,Production, and Reception of a Novel     

David Emblidge 《Publishing Research Quarterly》2017,33(4):497-499

  相似文献   

University Admissions and the Prediction of Degree Performance: an Analysis in the Light of Changes to the English Schools’ Examination System     

Ron Johnston  David Manley  Kelvyn Jones  Richard Harris  Anthony Hoare 《Higher Education Quarterly》2016,70(1):24-42

The United Kingdom's Department for Education has recently changed the nature of the AS‐level examinations normally taken by students aspiring to enter higher education degree courses one year into their post‐compulsory education. In the face of protests from universities and other institutions that this would both harm students’ progression towards the A‐level qualifications, on which entry to English universities is normally based, and make it difficult for universities determining which of their applicants were best placed to benefit from their degree courses, the Department conducted research which it claimed showed that degree outcome could be predicted as well from the results of GCSE examinations taken one year before AS‐levels as from AS‐levels themselves. This paper critiques those analyses and their conclusions showing, through a re‐analysis and extended interpretation of the Department's data, that AS‐levels provide a more reliable predictor of degree performance in 2011 than GCSEs and that many students who performed better at AS‐level than at GCSE gained a place, and performed well, at a university with high entrance standards.  相似文献   

Count Me In! Ideas for Actively Engaging Students in the Inclusive Classroom – By Michael Shevlin and Richard Rose     

David Ryan 《Support for Learning》2011,26(1):43-43

  相似文献