21st Century Anthropology Scholarship: A Citation Analysis     

Priscilla Seaman  Sue A. Kaczor 《Behavioral & Social Sciences Librarian》2017,36(3):122-135

Abstract

A 2017 citation study looked at four scholarly anthropology journals in order to evaluate current research trends. This study examined the following journals: Current Anthropology, the American Anthropologist, the American Ethnologist, and the Journal of Anthropological Research. The results showed an average of 89.9 citations per article, which is a large increase over previous studies. The breakdown by the largest two categories showed 48.1% citations to total books, compared to 41.2% for scholarly journals. All other source types of citations comprised only 10.7% of total citations. These results were compared to a 2005 study by William Robinson and Paul Posten of the same four journals from 1999.  相似文献   

Book Reviews     

Priscilla S. MARKWOOD 《Learned Publishing》2010,23(1):72-73

Managing Global Business Strategies: A Twenty‐first‐century Perspective John McManus, Don White, and Neil Botten Oxford, Chandos Publishing, 2008, 226 pp. ISBN: 9781843343905, £39.95 pbk  相似文献   

Construct validation of physical activity surveys in culturally diverse older adults: a comparison of four commonly used questionnaires     

Moore DS  Ellis R  Allen PD  Cherry KE  Monroe PA  O'Neil CE  Wood RH 《Research quarterly for exercise and sport》2008,79(1):42-50

The purpose of this study was to establish validity evidence of four physical activity (PA) questionnaires in culturally diverse older adults by comparing self-report PA with performance-based physical function. Participants were 54 older adults who completed the Continuous Scale Physical Functional Performance 10-item Test (CS-PFP10), Physical Activity Scale for the Elderly (PASE), HAMPS Physical Activity Questionnaire for Older Adults, Yale Physical Activity Survey (YPAS), and modified Baecke questionnaire. The total PASE score, three outcome scores for the CHAMPS, and three summary indices for the YPAS were significantly correlated with total CS-PFP10 score. The modified Baecke exhibited no correlations with CS-PFP10 scores. The PASE, CHAMPS, and YPAS appear to be the most valid PA self-report questionnaires for culturally diverse older adults.  相似文献   

为什么运动员常常不在运动中补充足够的液体?如何弥补?   总被引：2，自引：0，他引：2  

艾华  史小才 《体育科学》2002,22(1):138-140,F003

(1)运动员在运动中因出汗丢失大量体液而补液不足的现象屡见不鲜，这就是所谓的“自愿脱水”，对运动员的身体健康和运动能力带来严重影响。(2)运动员补液不充分有诸多原因，包括：用饮料湿润口腔而造成的生理性渴感抑制，液体引起胃部不适，运动中不易取得饮料，饮料质量欠佳，以及缺乏对运动中补液必要性的认识，等等。(3)发生脱水后，年龄较大的运动员往往比年轻的队员补液少。(4)通过补液指导和训练，运动员能够做到在运动的前、中、后较充分地补液。(5)增进饮品的口感，可使运动中液体的补充量奇迹般增加。(6)运动员大多选择冷饮料，而选择热饮料的较少。饮品的温度对中心体温的影响一般不大。  相似文献   

An annotated bibliography for media specialists     

Priscilla Bennett  Gloria Sorrells 《TechTrends》1987,32(3):26-28

  相似文献   

Welfare-to-Work Single Mothers' Perspectives on Parent Involvement in Head Start: Implications for Parent–Teacher Collaboration     

Marilyn Bruckman  Priscilla W. Blanton 《Early Childhood Education Journal》2003,30(3):145-150

Single mothers' perspectives on selecting child care reflect their experiences of the significance of parent–teacher collaboration in a Head Start context. Mothers spoke of their motivations for selecting child care, their experiences of their relationships with Head Start teachers, and how their self-development and learning were enhanced by interactions with Head Start staff. Such collaboration has positive effects for their children, their development as parents, and their development as individuals. Implications of their perspectives for teacher best practices are drawn.  相似文献   

Shifting occupational identity: doing,being, becoming and belonging in the academy     

Priscilla Ennals  Tracy Fortune  Anne Williams  Kate D'Cruz 《高等教育研究与发展》2016,35(3):433-446

Becoming more scholarly can be challenging for many in the academy, including for those transitioning from professional roles. This paper presents the initial findings of an ongoing action research project that set out to explore and develop aspects of identity among a group of Australian occupational therapy academics. Thirteen participants committed to collaboratively address a personal desire to become more scholarly and an institutional demand to be more productive in relation to research and publication. Through this first phase of an action research process, participants explored and qualitatively defined issues impacting on their occupation. Emergent themes that were explored using an occupational lens incorporating: doing, being, becoming and belonging, highlight identity confusion and regression, mixed perceptions about the comfort and camouflage of teaching and participants' desires to become and be more scholarly. Taking an occupational lens adds to the identity conversation, illuminating how doing within a supportive group nurtures belonging, being and becoming. Our findings, of relevance to academics following non-traditional pathways into the academy, suggest optimism around using action research for the active cultivation of scholarship and occupational theory to understand how academic identity may be developed within a supportive group.  相似文献   

Curriculum-Based Measurement progress data: Effects of graph pattern on ease of interpretation     

Christine A. Espin  Nadira Saab  Ron Pat-El  Priscilla D. M. Boender  Joost van der Veen 《Zeitschrift für Erziehungswissenschaft》2018,21(4):767-792

Curriculum-Based Measurement (CBM) is a system for monitoring the progress of and evaluating instructional program effectiveness for students with learning difficulties. Although a large amount of research has been conducted on CBM, little has focused on the interpretation and use of the data for instructional decision-making, despite the fact that it is data use that leads to performance gains. In this study, we examine factors affecting the interpretation of CBM data. Specifically, we examine the effect of CBM graph patterns on ease of graph interpretation. Thirty college/university students completed a two-part study in which they viewed various slope-to-goal and slope-to-slope patterns of CBM-graphed data and answered decision-making questions. Response times and accuracy were measured. Results revealed that graph patterns differed in terms of ease of interpretation. Differences depended on the type of question. Implications for interpretation and use of CBM data for decision-making are discussed.  相似文献   

Psychological Capital,Well-being,and Distress of International Students     

Prasath  Priscilla Rose  Xiong  Yiying  Zhang  Qiyang  Jeon  Lieny 《International journal for the advancement of counseling》2022,44(3):529-549

International Journal for the Advancement of Counselling - International students continue to experience myriad of challenges, some of which further transpired disproportionately during the...  相似文献   

Supporting Students with Invisible Disabilities: A Scoping Review of Postsecondary Education for Students with Mental Illness or an Acquired Brain Injury     

Annie Venville  Margaret Mealings  Priscilla Ennals  Jennifer Oates  Ellie Fossey  Jacinta Douglas 《International Journal of Disability, Development & Education》2016,63(6):571-592

Students with invisible disabilities such as mental illness or acquired brain injury (ABI) experience multiple barriers that reduce their likelihood of postsecondary course completion. The present study conducted a systematic search of research reporting interventions for students experiencing mental illness or ABI to participate in postsecondary education. Nine databases were searched and a framework for categorising interventions and outcomes was developed. Forty-two studies revealed that most interventions were focused at the individual student level aiming to support students to build skills, grow confidence, or compensate for challenges through educational adjustments. There was wide diversity in research approaches used and a dearth of rigorous research designs. This review offers a more consistent way to define interventions and outcomes to guide future research and facilitate more meaningful comparisons between studies. The impacts of specific interventions on students’ attainment of qualifications and subsequent workforce participation need further investigation.  相似文献