Legends in Science: from Boom to Bust     

Jaime A. Teixeira da Silva  Judit Dobránszki  Aceil Al-Khatib 《Publishing Research Quarterly》2016,32(4):313-318

In biology and medicine, a scientist’s legend is most commonly determined by their sphere of influence, either on surrounding peers, on clients in the case of medical practitioners, or on the wider scientific public in the case of research scientists. A scientific paper still constitutes the most effective portal through which ideas, knowledge and opinions can be shared among academics and scholars. Thus, legends in science are built upon a scientist’s published literature. Legend was always assumed to be safe in its final form, i.e., a published paper. Yet, a powerful movement of post-publication peer review has begun to identify that not all has been well with the vetting process that led to the publication of a tranche of the scientific literature, and that editorial oversight and weakness has prevailed in a number of cases, leading to retractions and a more critical re-assessment of the literature. One could say that the half-life of a scientific paper has only just begun once it is published. Within this context of science publishing that has given a sense of false security, legends may evolve from boom to bust within the space of weeks or even months. The legendary status of a scientist is therefore no longer safe if there are hidden or undiscovered errors, fraud or misconduct.  相似文献   

Effects of emphasising opposition and cooperation on collective movement behaviour during football small-sided games     

B. Gonçalves  R. Marcelino  L. Torres-Ronda  C. Torrents  J. Sampaio 《Journal of sports sciences》2016,34(14):1346-1354

ABSTRACT

Optimizing collective behaviour helps to increase performance in mutual tasks. In team sports settings, the small-sided games (SSG) have been used as key context tools to stress out the players’ awareness about their in-game required behaviours. Research has mostly described these behaviours when confronting teams have the same number of players, disregarding the frequent situations of low and high inequality. This study compared the players’ positioning dynamics when manipulating the number of opponents and teammates during professional and amateur football SSG. The participants played 4v3, 4v5 and 4v7 games, where one team was confronted with low-superiority, low- and high-inferiority situations, and their opponents with low-, medium- and high-cooperation situations. Positional data were used to calculate effective playing space and distances from each player to team centroid, opponent team centroid and nearest opponent. Outcomes suggested that increasing the number of opponents in professional teams resulted in moderate/large decrease in approximate entropy (ApEn) values to both distance to team and opponent team centroid (i.e., the variables present higher regularity/predictability pattern). In low-cooperation game scenarios, the ApEn in amateurs’ tactical variables presented a moderate/large increase. The professional teams presented an increase in the distance to nearest opponent with the increase of the cooperation level. Increasing the number of opponents was effective to overemphasise the need to use local information in the positioning decision-making process from professionals. Conversely, amateur still rely on external informational feedback. Increasing the cooperation promoted more regularity in spatial organisation in amateurs and emphasise their players’ local perceptions.  相似文献   

Confirmation bias in structural equation modeling     

Jaime Robles 《Structural equation modeling》2013,20(1):73-83

In this article, a theoretical and philosophical revision of the concept of fit in structural equation modeling and its relation to a confirmation bias is developed. The neutral character of the fit indexes regarding this issue is argued, yielding the conclusion that the creation of new indexes is not a viable protection against confirmation bias. This protection relies on the model modification strategy and the behavior of scientists, rather than on mathematical or computational statistics. The differentiation between two sets of overidentifying constraints and two dimensions for nested models is introduced, leading to a general model‐modification strategy based on the framework of Popper's view of science.  相似文献   

A practical approach to making accurate 3D layouts of interesting cultural heritage sites through digital models     

Pedro Martín Lerones  José Llamas Fernández  Álvaro Melero Gil  Jaime Gómez-García-Bermejo  Eduardo Zalama Casanova 《Journal of Cultural Heritage》2010,11(1):1-9

On many occasions, the graphic information handled by people working in the cultural heritage sector is still bidimensional. Layouts showing elevations and cross sections are the most widespread tools. However, there is an increased need for carefully detailing the complexity of valuable sites with an improved accuracy. This implies the measuring and handling of three-dimensional data, using both commercial and turn-key hardware and software solutions. Taking the usual traditional process as a reference, in the present paper a new effective methodology for carrying out computer assisted delineation of layouts from cultural heritage sites, using 3D digital models, is described. The proposed procedure has been tested in five intervention projects on representative churches within the “Merindad de Aguilar de Campoo” medieval area, in the north of Spain.¹ This area has the largest collection of Romanesque art in the world, and is currently under European Heritage Site and World Heritage Site declaration process by the UNESCO.  相似文献   

Reimagining Obesity     

Jaime Schultz 《Quest (Human Kinetics)》2017,69(2):236-255

This article draws on Mills’ sociological imagination (from the 1959 publication The Sociological Imagination) to consider the connections between personal trouble and social issues when it comes to the causes and consequences of obesity. These connections may be important for assuaging the “obesity bias” that pervades our discipline, particularly as it manifests in our undergraduate students and influences the ways they will act as future professionals.  相似文献   

Destination,Imagination and the Fires Within: Design Thinking in a Middle School Classroom     

Maureen Carroll  Shelley Goldman  Leticia Britos  Jaime Koh  Adam Royalty  Michael Hornstein 《The International Journal of Art & Design Education》2010,29(1):37-53

The purpose of the Taking Design Thinking to Schools Research Project was to extend the knowledge base that contributes to an improved understanding of the role of design thinking in K‐12 classrooms. The ethnographic qualitative study focused on the implementation of an interdisciplinary design curriculum by a team of university instructors in a public charter school. Three questions framed the study. How did students express their understanding of design thinking classroom activities? How did affective elements impact design thinking in the classroom environment? How is design thinking connected to academic standards and content learning in the classroom?  相似文献   

Going the Distance: The Road to the 1984 Olympic Women's Marathon     

Jaime Schultz 《国际体育史杂志》2015,32(1):72-88

The 1984 Los Angeles Games hosted, for the first time in Olympic history, a women's marathon race. It took the efforts of several important factions to accomplish the event. First, women runners demonstrated that they were capable of running great distances in increasingly faster times. Second, the popular media publicised those performances, often mitigating athletic commentary with observations about the runners' femininity, attractiveness and relationships with men. Finally, commercial sponsors joined the ranks in this marathon battle to finance important events, running circuits and advocacy groups while simultaneously promoting their own brands of commodity feminism. In the end, it took the coming together of the physical activists, media advocates and corporate champions to accomplish this milestone in sport history.  相似文献   

Teachers’ Perspectives on a Professional Development Intervention to Improve Science Instruction Among English Language Learners     

Okhee Lee  Karen Adamson  Jaime Maerten-Rivera  Scott Lewis  Constance Thornton  Kathryn LeRoy 《Journal of Science Teacher Education》2008,19(1):41-67

Our 5-year professional development intervention is designed to promote elementary teachers’ knowledge, beliefs, and practices in teaching science, along with English language and mathematics for English Language Learning (ELL) students in urban schools. In this study, we used an end-of-year questionnaire as a primary data source to seek teachers’ perspectives on our intervention during the first year of implementation. Teachers believed that the intervention, including curriculum materials and teacher workshops, effectively promoted students’ science learning, along with English language development and mathematics learning. Teachers highlighted strengths and areas needing improvement in the intervention. Teachers’ perspectives have been incorporated into our on-going intervention efforts and offer insights into features of effective professional development initiatives in improving science achievement for all students.

Scott LewisEmail:

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Gender Microaggressions and Learning Environments: The Role of Physical Space in Teaching Pedagogy and Communication     

Jaime Lester  Aoi Yamanaka  Brice Struthers 《Community College Journal of Research & Practice》2016,40(11):909-926

Career and technical education (CTE) programs account for a large proportion of student enrollments in community colleges each year. While women tend to dominate CTE enrollments overall, they remain concentrated in historically feminized fields contrary to nontraditional occupations in which less than 25% of workers are females. Drawing on the emerging research on microaggressions and classroom learning environments, this classroom observation research project of more than 80 hours of observations with supplemental student interviews sought to further an understanding of why women are underrepresented in specific CTE fields. The findings of this study indicated two distinct aspects of the classroom environment that helped stew a culture of gender microaggressions: the instructor pedagogy and communication style, and the impact of physical space. Physical structure, instructor pedagogy, and communication create an environment that often emphasizes and perpetuates social norms connecting men and masculinity to CTE and science, technology, engineering, and math education (STEM), which historically have been male-dominated environments. Results from this study extend the research on microaggressions and learning environments and fill a significant gap on gender and CTE.  相似文献   

Effects of duration of feedback on signaled avoidance     

Antonio Cändido  Antonio Maldonado  Jaime Vila 《Learning & behavior》1991,19(1):81-87

Two experiments were carried out to study vertical jumping avoidance learning in rats. In particular, we examined the effects of the duration of a feedback stimulus and of the interval between the end of the feedback stimulus and the start of the next trial on acquisition and extinction of avoidance. In Experiment 1, the duration of feedback was manipulated while intertriai interval (feedback plus no-feedback) was held constant. Animals with feedback lasting more than 1 sec needed fewer trials to reach the acquisition criteria than did animals with no feedback or with 1-sec feedback. No differences were observed in extinction. In Experiment 2, the durations of both feedback and no-feedback were manipulated. Animals without feedback needed more trials to reach the acquisition criterion than did animals with feedback, but the performance of the feedback animals did not differ as a function of feedback duration, no-feedback duration, or total intertrial interval. Again, no differences were observed in extinction. These results indicate that the presentation of feedback improves the acquisition of vertical jumping avoidance, but that this effect is independent of the temporal characteristics of feedback.  相似文献