Benchmarking scientific journals from the submitting author's viewpoint     

Bo‐Christer Bjrk  Jonas Holmstrm 《Learned Publishing》2006,19(2):147-155

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Metaphysics     

Simon Bostock 《Philosophical Books》2004,45(3):245-248

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Health science libraries in Sweden: new directions,expanding roles          下载免费PDF全文

Lotta Haglund  Annikki Roos  Petra Wallgren‐Björk 《Health information and libraries journal》2018,35(3):251-255

Librarians in Sweden are facing huge challenges in meeting the demands of their organisations and users. This article looks at four key areas: coping with open science/open access initiatives; increasing demands from researchers for support doing systematic reviews; understanding user experiences in Swedish health science libraries; and the consequences of expanding roles for recruitment and continuing professional development. With regard to changing roles, there is an increasing shift from the generalist towards the expert role. The authors raise the issue as to how to prepare those new to the profession to the changing environment of health science libraries.  相似文献   

EFFECTS OF TEACHER–STUDENT RELATIONSHIPS ON PEER HARASSMENT: A MULTILEVEL STUDY     

Beatriz Lucas‐Molina  Ariel A. Williamson  Rosa Pulido  Alicia Prez‐Albniz 《Psychology in the schools》2015,52(3):298-315

Peer harassment is a major social problem affecting children and adolescents internationally. Much research has focused on student‐to‐student harassment from either an individual or a multilevel perspective. There is a paucity of multilevel research on students’ relationships with the classroom teacher. The purpose of this study was to use a socioecological perspective to examine the relationships between individual student‐level characteristics, problematic teacher–student relationships, and student‐reported peer harassment. A total of 1,864 children (50.7% female) aged 8 to 13 years (M = 9.82, SD = 1.24), nested in 27 schools (58.2% public) in Spain, participated in the study. Ninety‐four homeroom teachers reported on teacher–student relationships, and students completed self‐report measures related to peer harassment and teacher–student relationships. Multilevel models showed that relationships between students and teachers exerted a varying degree of influence on classroom levels of peer harassment. Specifically, student‐reported teacher support was associated with diminished student‐reported peer victimization, whereas direct and indirect student‐reported teacher‐to‐student aggression was associated with increased peer victimization. Additionally, student‐reported student‐to‐teacher aggression and teacher‐to‐student aggression were associated with increased student‐reported peer aggression. Teacher‐reported variables at the classroom level, however, contributed little to student‐reported outcomes. Results are discussed in the context of future research on relationships between teachers and students.  相似文献   

Finding the common ground: Teachers' and employers' representations of English in an assessment context          下载免费PDF全文

Simon Child  Martin Johnson  Sanjana Mehta  Annabel Charles 《English in Education》2015,49(2):150-166

There has been a long‐standing debate about how ‘English’ can be defined. Educational policy changes have typically been driven by differing representations of the subject, and have ranged from broad ‘aesthetic’ definitions to more narrow ‘functional’ views. The present study aims to analyse areas of consensus and contention in stakeholders' discourse regarding English. A questionnaire‐based survey and focus groups were used to explore how teachers and employers viewed English as a subject. Their views were conceptualised into three themes: the importance of functional English; English as atomistic versus holistic study; and English as critical thought. These themes are discussed in relation to historical definitions of ‘English’, and their implications for the future reform of English qualifications.  相似文献   

Generational differences in the ranking pathways of top 100 ranked golfers     

Aaron Koenigsberg  Jarred Pilgrim  Joseph Baker 《Journal of sports sciences》2020,38(18):2047-2053

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Wigwam Tonic and Other Medicines     

Simon  Jonathan 《Metascience》2020,29(2):221-224

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The Metamorphosis of Industrial Designers from Novices to Experts     

Ju‐Joan Wong  Po‐Yu Chen  Chun‐Di Chen 《The International Journal of Art & Design Education》2016,35(1):140-153

Professional training for designers is crucial in the field of design studies. The characteristics of novices versus those of expert designers have been identified in the literature; however, studies exploring the issue of professional training processes in the actual workplace are not well developed. Our study addresses the topic by using qualitative research methods along with flexible design. Collected data from the interviewees with different work experience were analysed by open, axial and selective coding. Herein, we argue that the processes by which a designer transforms from a novice into an expert in the industry are constructed through the interaction of several complicated factors. The re‐learning inherent in design professions is implemented through knowledge transfer gained from participation in design projects, particularly regarding tacit knowledge. Also, the novice's process of learning and training yields the characteristics and skills that companies and firms require of designers; this process involves a series of disciplinary sub‐processes, from destructive to reconstructive, implemented by employers. In these sub‐processes, the subjectivity of designers is neglected, leading to the suppression of imaginative expression and feelings of alienation among these workers.  相似文献   

A Situationist Lesson for Character Education: Re‐conceptualising the Inculcation of Virtues by Converting Local Virtues to More Global Ones          下载免费PDF全文

Yi‐Lin Chen 《Journal of Philosophy of Education》2015,49(3):399-417

Inspired by the debate about character between situationism and virtue ethics, I argue that John Doris's idea, ‘local trait’, offers a fresh insight into contemporary character education. Its positive variant, ‘local virtue’, signals an inescapable relay station of the gradual development of virtue, and serves as a promising point of departure for advanced growth. The idea of converting local virtues to more global ones is accordingly proposed to represent an empirically more realistic way of conceiving how to approach the ethical ideal of global virtues. It helps to direct our gaze to the great intermediate developmental stages of virtue, which mark out a whole spectrum of virtues of varying degrees that fall short of full virtue. This new notion works together with the traditional Aristotelian account to provide a full account of how to effectively undertake the age‐old educational business of the inculcation of virtues.  相似文献   

Higher Education and Public Good     

Simon Marginson 《Higher Education Quarterly》2011,65(4):411-433

Policy debate about whether to maintain public subsidies for higher education has stimulated reconsideration of the public mission of higher education institutions, especially those that provide student places conferring private benefits. If the work of higher education institutions is defined simply as the aggregation of private interests, this evaporates the rationale for higher education institutions as distinctive social foundations with multiple public and private roles. The private benefits could be produced elsewhere. If that is all there is to higher education institutions, they could follow the Tudor monasteries into oblivion. But what is ‘public’ in higher education institutions? What could be ‘public’? What should be ‘public’? The paper reviews the main notions of ‘public’ (public goods in economics, public understood as collective good and Habermas' public sphere) noting the contested and politicised environment in which notions of ‘public’ must find purchase. A turn to global public goods offers the most promising strategy for re‐grounding the ‘public’ character of higher education.  相似文献