学术性期刊数字化组配系统应用研究     

许韦韦  胡前进 《中国科技期刊研究》2015,26(3):296-299

【目的】为优化学术性期刊组稿,使已录用的稿件与栏目进行匹配和内部排序布局更加地合理,探讨学术期刊数字化组配系统的构建和应用。【方法】以《指挥控制与仿真》为例,介绍数字化组配系统的模型结构、开发经验及应用成效。【结果】 与传统的人工组稿相比,学术性期刊数字化组配系统能够简化和优化工作流程。【结论】利用学术性期刊数字化组配系统可以提高编辑部工作效率与办公自动化水平。  相似文献   

比较视角下的中国学术期刊发展问题研究     

胡小洋  邱均平 《中国科技期刊研究》2015,26(1):11-19

[目的]对国内外学术期刊的理论研究发展进行比较归纳,以期从学术研究层面对国内学术期刊的实践发展进行揭示.[方法]以CSSCI和Web of Science数据库中1998-2013年间有关“学术期刊”主题的核心文献为研究对象,通过文献计量、可视化展示、内容分析和比较归纳法对国内外“学术期刊”主题领域有关发文数量随时间发展的趋势特征、核心研究作者和机构组成的特征、主题研究知识基础和研究热点演进的特征进行揭示和比较研究.[结果]重点挖掘出有关国内外学术期刊出版事业实践中的相关差异性,如关于学术期刊发展处于不同阶段的差异性、关于主要推进力量组成的差异性、关于各时期研究热点的差异性等,并从差异性中总结出影响国内学术期刊发展的诸多重要问题.[结论]要想快速发展中国的学术期刊出版事业,国内学术期刊管理者和办刊人必须从办刊人才、学术出版环境、学术出版平台、集群传播模式、学术期刊资源服务水平等关键方面加倍努力.  相似文献   

学术期刊编辑出版中的人文精神     

李海燕 《中国科技期刊研究》2015,26(1):20-22

[目的]探讨学术期刊承载的人文功能,体现学术期刊的人文精神.[方法]文献研究法,个案研究法.[结果]学术期刊体现人文精神的手段有:设置人文栏目、在编排过程中的细节处理及与作者的个性化沟通等.[结论]学术期刊承担着传播学术知识,交流学术观点的职能,同时,学术期刊的人文价值也应得到挖掘.  相似文献   

医学期刊学术质量分类评估的实践与分析     

王海英  吕书红  马智  刘哲峰  庞静  段斯文  王文涛 《中国科技期刊研究》2015,26(12):1325-1329

[目的]应用文献计量学指标对国家卫生和计划生育委员会主管的182种医学学术期刊学术质量进行分类评估,为提升委管期刊的整体学术质量提供指导依据。[方法]根据分学科评价学术质量的原则,采用专家调查法遴选总被引频次、影响因子、相对影响因子、他引率、平均引文数、基金论文比、综合评价总分等7项指标,采取不同的加权赋值的方法,实现总体排序。[结果]委管的182种医学学术期刊总被引频次、影响因子、相对影响因子、平均引文数均值等4项指标均高于1062种全国医药卫生类期刊平均值;按总分为25分计算,对182种期刊按照得分高低进行排序。[结论]委管182种医学学术期刊学术质量中计量学指标的整体水平较高,但两极分化显著;根据评价结果提出了提升委管期刊学术质量的对策建议。  相似文献   

学术期刊微信传播著作权侵权风险分析与防范     

赵文青  崔金贵  陈燕 《中国科技期刊研究》2015,26(11):1181-1186

[目的]探讨学术期刊微信传播中的侵权问题,以引起学术期刊对微信传播侵权行为的重视。[方法]采用网络调查法和访谈法对学术期刊微信传播著作权侵权问题进行定性研究。[结果]学术期刊微信传播的侵权风险主要来自于微信公众号论文推送以及资讯分享部分未经授权发布作品行为。而公众著作权保护意识淡薄、公众号面临的内容运营压力和微信作品侵权救济困难是学术期刊微信公众号侵权的主要原因。[结论]专业团队集约化经营,建立版权联盟,微信运营商腾讯公司简化举报流程、加强微信抄袭的鉴定分析技术是有效规避学术期刊微信传播侵权风险的手段。  相似文献   

通过邮件精准推送实现学术论文高效传播   总被引：2，自引：2，他引：0  

郭媛媛  黄延红  侯修洲  王维 《中国科技期刊研究》2015,26(11):1227-1231

[目的]为科技期刊编辑提供学术论文邮件精准推送的经验,实现论文高效传播,提升科技期刊影响力。[方法]基于Science China-Physics, Mechanics & Astronomy(SCPMA)期刊文章邮件精准推送实践,介绍了邮件精准推送的优势、查找文章相关领域小同行的方法以及充分挖掘有效推送群体的相关经验,并提出一些切实的建议。[结果]具体实例和统计数据表明论文邮件精准推送对SCPMA文章被引频次提升有明显促进作用。[结论]邮件精准推送是高效传播学术论文、提升科技期刊影响力的重要方法,应该成为学术期刊编辑重要的工作内容之一。  相似文献   

Improving Information Literacy Skills for Psychology Majors: The Development of a Case Study Technique     

Vivian Milczarski  Amanda Maynard 《College & Undergraduate Libraries》2015,22(1):35-44

This article describes the development of a faculty–librarian collaborative project that integrated discipline-specific information literacy into an upper-level psychology class. The instruction involved a case study technique in order to increase student engagement in a content area while helping students gain needed information literacy skills that meet professional guidelines. We found that employing this approach enhanced instructor ability to more fully and meaningfully engage with students within a more comfortable classroom atmosphere. This method may be easily adapted to other disciplines as it allows for much creativity and selection of course-relevant themes.  相似文献   

Higher education teachers’ professional learning: Process and outcome     

《Studies in Educational Evaluation》2015

In this paper, we first offer an analytic perspective on the papers in this volume, framing our discussion within the context of academic development as a discipline and highlighting common lines that cut across the nine contributions. We then offer insights about the current state of research on the evaluation of academic development and suggest directions that are likely to advance our theoretical and empirical knowledge in this area and anchor us firmly in evidence-based practice. We suggest that clarifying the mechanisms of change when professional learning occurs and measuring the changes in student learning outcomes that are associated with professional learning are important avenues for future research.  相似文献   

Adverse experiences in infancy and toddlerhood: Relations to adaptive behavior and academic status in middle childhood     

《Child abuse & neglect》2018

Findings from the Adverse Childhood Experiences (ACE) study articulated the negative effects of childhood trauma on long-term well-being. The purpose of the current study is to examine the associations between ACEs experienced in infancy and toddlerhood and adaptive behavior and academic status in middle childhood. We used data collected from a sample of low-income families during the impacts study of Early Head Start (EHS). Data were collected by trained interviewers demonstrating at least 85% reliability with protocols. Data come from 1469 socio-demographically diverse mothers and children collected at or near ages 1, 2, 3, and 11. At ages 1, 2, and 3, an EHS-ACEs index was created based on interview and observation items. The EHS-ACEs indices were averaged to represent exposure across infancy and toddlerhood. At age 11, parents were asked about school outcomes and completed the Child Behavior Checklist. Across development, children were exposed to zero (19%), one (31%), two (27%), and three or more ACEs (23%). Logistic regression analyses, controlling for EHS program assignment, and parent, school, and child characteristics, showed ACEs were significantly associated with parental report of the child: having an individualized educational program since starting school and in the current school year, having been retained a grade in school, and problems with externalizing and internalizing behavior, as well as attention. Findings suggest that ACEs influence children’s behavioral and academic outcomes early in development.  相似文献   

Antecedents and consequences of social media fatigue     

《International Journal of Information Management》2019

Prior literature suggests that social media users are increasingly experiencing social media fatigue. Only recently have scholars undertaken empirical studies to investigate its antecedents and outcomes to better understand the impact of fatigue on social media users. To further this understanding, the present study has conducted a cross-sectional survey with 1552 users. The Stress-Strain-Outcome (SSO) theoretical framework is applied to examine if privacy concerns, self-disclosure, parental mediation strategies, and decrement in academic performance due to social media use correlate with social media fatigue. Two forms of fatigue are considered, namely, fatigue due to social networking site (SNS) and mobile instant messaging (MIM) use. The study results suggest that privacy concerns, self-disclosure, parental encouragement and worry significantly and positively correlate with SNS and MIM fatigue. Parental permission and parental monitoring are either not or lowly associated with fatigue. In addition to this, SNS and MIM fatigue positively correlated with the tendency to experience academic decrement due to social media use. The antecedents and consequences of social media fatigue were similar for SNS and MIM users. Moreover, students perceived their parents to be more open to their MIM use, and they had higher self-disclosure in MIM than in SNS. The study concludes with significant implications for practitioners, policy makers as well as service designers.  相似文献