‘The constant rejections hurt’: Skills and personal attributes needed to successfully complete a thesis by publication     

Margaret K. Merga  Shannon Mason  Julia E. Morris 《Learned Publishing》2019,32(3):271-281

The thesis by publication (TBP) is an increasingly popular approach to doctoral education that sees candidates publishing their research during their candidature, and including these outputs in their final thesis submission. Responsive to the realities of modern academia, a TBP provides doctoral candidates with opportunities to engage in the scholarly publication process, and to build their research portfolio. As the TBP gains further traction in many fields and countries, there is a need to better understand the skills and attributes needed to complete a TBP successfully. This paper draws on the views of 246 recent doctoral graduates of Australian universities to identify the skills and attributes they felt supported their success. Their responses have implications for the development and refinement of institutional policies and programs that are sensitive to the needs and experiences of doctoral candidates seeking to publish during candidature and create a TBP. As editors, peer‐reviewers, and publishers see a growing influx of papers sole‐ or co‐authored by doctoral candidates in response to the trend toward TBP, they may find themselves involved in supporting students to develop the skills and attributes needed to successfully publish during candidature.  相似文献   

Fine Motor Control is Related to Cognitive Control in Adolescents with Down Syndrome     

Chih-Chia Chen  Shannon D.R. Ringenbach  Andrew Albert  Keith Semken 《International Journal of Disability, Development & Education》2014,61(1):6-15

The connection between human cognitive development and motor functioning has been systematically examined in many typical and atypical populations; however, only a few studies focus on people with Down syndrome (DS). Twelve adolescents with DS participated and their cognitive control, measured by the Corsi-Block tapping test (e.g., visual working memory), the Auditory Memory span test (e.g., verbal working memory) and the Tower of London test (e.g., cognitive planning), and motor control, measured by the Purdue Pegboard (e.g., fine motor control), were measured in this study. Results indicate that if people with DS have better performance in fine manual dexterity, they will have better performance in cognitive planning and verbal working memory abilities. The co-activation hypothesis of the prefrontal area and the cerebellum may support this positive relationship. Hence, it is suggested people with DS will obtain benefits in cognitive control by participating in further motor intervention.  相似文献   

Introducing e-portfolios to pre-service teachers as tools for reflection and growth: lessons learnt     

Grace Oakley  Mark Pegrum  Shannon Johnston 《Asia-Pacific Journal of Teacher Education》2014,42(1):36-50

E-portfolios are being introduced into initial teacher education programmes internationally to help pre-service teachers build records of their learning journeys and develop into reflective practitioners; to allow them to assemble collections of evidence of their achievements against graduate standards, which can function as digital CVs; and to facilitate the seeding of personal learning networks that will support lifelong learning after graduation. Despite certain tensions between these aims, the potential benefits of e-portfolios make them an increasingly popular choice in teacher education. In this article, we discuss the introduction of Wi-Fi-based e-portfolios into a Master of Teaching programme at an Australian university. These served primarily as developmental e-portfolios, or personal learning environments (PLEs), and were designed to place particular emphasis on reflective practice. We describe how the e-portfolios were perceived and used by pre-service teachers in the first year of their implementation, and indicate the challenges and limitations encountered. Lessons learnt from the implementation are outlined and recommendations are proposed.  相似文献   

The polyadenylation code: a unified model for the regulation of mRNA alternative polyadenylation   总被引：3，自引：2，他引：1  

Ryan DAVIS  Yongsheng SHI 《Journal of Zhejiang University. Science. B》2014,15(5):429-437

The majority of eukaryotic genes produce multiple mRNA isoforms with distinct 3′ ends through a process called mRNA alternative polyadenylation (APA). Recent studies have demonstrated that APA is dynamically regulated during development and in response to environmental stimuli. A number of mechanisms have been described for APA regulation. In this review, we attempt to integrate all the known mechanisms into a unified model. This model not only explains most of previous results, but also provides testable predictions that will improve our understanding of the mechanistic details of APA regulation. Finally, we briefly discuss the known and putative functions of APA regulation.  相似文献   

Improving Teaching and Learning Through Evaluation: A Special Issue on the National Evaluation Institute     

Marco A. Mu?oz  Douglas R. Davis  Consortium for Research on Educational Accountability  Teacher Evaluation 《Journal of Personnel Evaluation in Education》2007,20(3-4):111-116

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Handicap--or hand-in-the-cap?     

M Davis 《Special education: forward trends》1978,5(4):25-28

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Where will technology put the library of the 21st century?     

R M Davis 《Bulletin of the Medical Library Association》1987,75(1):1-6

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Defending Atlanta: Press Reactions to a Movie on the Missing and Murdered Children     

Jacqueline Boles  Phillip W. Davis 《Journal of American culture (Malden, Mass. : 2003)》1988,11(3):61-66

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II. Appropriate technology for a crowded world     

John D. Davis 《Higher Education Quarterly》1977,32(1):25-36

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International perceptions across the sea: Patterns in Japanese young adults     

Kaoru Yamamoto  O.L. Davis  Gail McEachron-Hirsch 《Int J Intercult Relat》1983,7(1):69-78

The international perceptions of Japanese young adults were explored in 172 professional education students in two Tokyo colleges. They classified 30 nations according to their “current” and “future” affinity to Japan. Little difference was detected in the Q-sorts between institutions arid sexes, while the “current” and “future” sorts correlated .96 with each other. In cluster analyses, many two-nation units (e.g., Czechoslovakia-Yugoslavia) were found to be the building blocks for the overall pattern. The total configuration consisted of three broad groups: mostly Western European nations, problematical nations (China, Russia, Israel, Egypt, etc.), and remote and neutral nations. Structurally, the results were similar to those for American young adults, but the contents were different. The notion of cultural metastereotypes thus received tentative support.  相似文献