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Do academic journals favor authors who share their institutional affiliation? To answer this question we examine citation counts, as a proxy for paper quality, for articles published in four leading international relations journals during the years 2000–2015. We compare citation counts for articles written by “in-group members” (authors affiliated with the journal’s publishing institution) versus “out-group members” (authors not affiliated with that institution). Articles written by in-group authors received 18% to 49% fewer Web of Science citations when published in their home journal (International Security or World Politics) vs. an unaffiliated journal, compared to out-group authors. These results are mainly driven by authors who received their PhDs from Harvard or MIT. The findings show evidence of a bias within some journals towards publishing papers by faculty from their home institution, at the expense of paper quality. 相似文献
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Carmela Briguglio 《Higher Education in Europe》2000,25(3):425-434
As transnational education continues to expand, providing countries are becoming increasingly aware of the need to offer a high-quality ''product'' in all aspects. Such provision includes not only the offering of quality courses but also the provision of the support structures that international students require. In many cases, the educational ''package'' is delivered in the English language that for many students is a second or foreign language. While the status of English as a ''world language'' makes it highly desirable to earn a higher degree in that language, the linguistic and cultural difficulties that doing so poses for many students should not be underestimated. This article discusses issues of educational support for international students and offers some suggestions based on the findings of several research projects undertaken in recent years at the Curtin University of Technology. 相似文献
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This short-term longitudinal study sought to identify the issues faced by a group of international Chinese students undertaking study in an Australian university. While the focus was on educational issues, socio-cultural and personal factors were also examined in an attempt to identify the sorts of strategies students used in settling into a new socio-cultural and educational context. Interviews conducted at the beginning and end of the first semester of study indicate a range of issues that are supported by previous studies. What has not previously been highlighted, however, is the emphasis on speaking and listening skills which students reported they needed to improve. Lack of proficiency in these areas was seen by students as hampering their active participation in class, leading to lack of confidence in approaching Australian students, and resulting in their inability to benefit from the “Australian experience”. Many existing academic support structures in Australian universities tend to emphasize support with written and study skills. While this is important because of the direct impact on assessment, it is perhaps now opportune to place some emphasis on developing strategies and programmes that will support the development of students' speaking and listening skills, with a focus on intercultural communication. 相似文献
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In the nineteenth century, imported wallpapers covered interior walls of Persian palaces and mansions, of which Vasiq-Ansari House in Isfahan, Iran, exhibits very highly elaborated examples. In this study, micro-Raman spectroscopy, scanning electron microscopy, energy dispersive X-ray spectroscopy, ultraviolet–visible spectroscopy, and light microscopy were used to identify pigments and other materials used in the wallpapers of Vasiq-Ansari House. Results indicated that chrome yellow, artificial ultramarine blue, brass metallic leaf, an organic red dyestuff (probably cochineal), and a copper-based green were used as colourants in the wallpapers. Different shades of brown were achieved by mixing various combinations of red lead, carbon black, and calcium carbonate. The white calcium carbonate was also used as a ground layer, applied to a paper support composed of bast and softwood fibres. Based on knowledge of the materials used, these wallpapers are most probably manufactured from the mid- to late-nineteenth century. 相似文献
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Martina Rinaldi Yasmen Nasr Ghada Atef Fabiano Bini Tiwana Varrecchia Carmela Conte 《European Journal of Sport Science》2018,18(6):796-805
The aims of this study were: (i) to determine kinematic, kinetic, and electromyographic characteristics of Junzuki karate punch in professional karate athletes; (ii) to identify biomechanical parameters that correlate with punch force and lead to a higher punching performance; (iii) to verify the presence of muscle co-activation in the upper limb, trunk, and lower limb muscles. Data were collected from nine experienced karatekas from the Accademia Italiana Karate e Arti Marziali during the execution of the specific punch. Mean punch forces (181.2?N) delivered to the target, the range of motion of both right and left knees (1.13 and 0.82?rad) and right elbow (1.49?rad) joints, and the angles at impact (knee: 0.81 and 0.91?rad; elbow: 1.19?rad) in the sagittal plane were computed. Furthermore, the trunk rotational angular acceleration (63.1?rad?s?2), force related to the lower limbs (550.2 and 425.1?N), and co-activation index for the upper limb (36.1% and 34.7%), trunk (24.5% and 16%), and lower limbs (16.0% and 16.1%) muscles were evaluated bilaterally. Significant positive correlations were found between the punch force and both right and left knee flexion at the instant of impact and right and left leg force. Significant negative correlation was found between the punch force and maximum trunk angular acceleration. Significant differences (p?=?.03) in the co-activation index among the upper limb, trunk, and lower limbs muscles highlighted a rostro-caudal gradient on both body sides. This research could be of use to performers and coaches when considering training preparations. 相似文献
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The integration of learning across different learning sites is an important and challenging task for each vocational education and training system. Although various integrative teaching and learning models have been developed and many reforms have been undertaken, their implementation is complicated by several factors. In particular, individual ways of understanding the relationship between the learning sites could be considered filters that may potentially influence the communications and actions of protagonists in this learning context. This study aimed to explore different ways of conceptualising learning and teaching across learning sites in the Swiss vocational education and training system. Semi-structured interviews were conducted with 26 vocational school teachers, company trainers and apprentices in apprenticeship programmes in industry and business and administration in the Canton of Tessin. Data were analysed by combining data-driven (phenomenography) and theory-driven (content analysis) text analysis procedures. By adopting a phenomenographic method, four ways of conceptualising vocational learning across multiple learning sites were found: as separate learning experiences, as complementary learning experiences, as experiences mediated by intercompany training centres and as experiences integrated at the school level. Content analysis showed qualitative differences among the conceptions in relation to what extent they included socio-cultural key claims of school-workplace connectivity. Conclusions regarding potential implications for teachers, trainers and apprentices are drawn, and suggestions for future research are made. 相似文献
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Linguists generally conceive of speech as a sequence of elementary soundunits or phones. On the other hand, cognitive psychologists have established the existence of a close link between segmental awareness (SA) and alphabetic literacy: the best speech segmenters are also the best readers; conversely, the lack of SA leads to lagging in the acquisition of the written code. Studies carried out with illiterate adults and preliterate children suggest that SA does not arise outside the context of learning to read and write. Furthermore, cross-cultural studies have so far supported the hypothesis that SA is promoted by alphabetic literacy only, and not by logographic or syllabic literacy. The present study is inspired by Mann's (1986) research and aims at studying the phonological (i.e. syllabic and phonemic) analysis abilities of Japanese first-graders who are learning to read in a syllabic writing system. The relatively poor performance of subjects tends to confirm the starting hypothesis that SA is closely linked to alphabetic literacy. Moreover, the subjects apparently resorted to spelling-based strategies to accomplish the tasks presented. This comes to support the general idea that the written characters used to transcribe a language tend to exert a strong influence on the conscious perceptual representation of the phonology of this language.This study would not have been possible without the precious help of Miss T. Yamamoto for the construction of the experimental items. We are also much indebted to Mrs. A. M. Van Craen for her good advice and for having introduced one of us (Carmela Spagnoletti) to the Japanese School of Brussels. We also wish to thank the Director of the Japanese School of Brussels for his permission to carry out the experimental work with his pupils, and to all the professors for having invited the parents to cooperate and provided us with many useful information. We are especially grateful to the children who participated to the experinmental sessions as well as to their parents. The present work has been partially supported by the Belgian Fonds de la Recherche fondamentale collective (convention n° 2.4562.86) and the Ministry of scientific Policy (Action de Recherche concertée: Processus cognitifs dans la lecture). 相似文献
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Alberto A. P. Cattaneo Hans van der Meij Carmela Aprea Florinda Sauli Carmen Zahn 《Interactive Learning Environments》2019,27(4):508-529
In this article, we provide a conceptual model for the design of instructional scenarios integrating hypervideo as an instructional tool. The model provides a structural aid for making design decisions about using hypervideo in instruction. We start by introducing the theoretical rationale for hypervideo as a tool, exploiting three different interactivity functions. We then examine the cognitive and socio-cognitive theories that can inform the design and usage of hypervideo. Next, we present the instantiation of these functions and theories in a software interface, after which we present the model, which is based on the following two layers of design decisions: the first pertains to the interactivity features and the second is connected with the instructional strategy. Three main design steps are presented in the form of guidelines, corresponding to a preparation phase, a production phase, and a use phase. Finally, a set of cases exhibiting exemplary implementations of a hypervideo-based instructional scenario are described. 相似文献