Publisher and author partnerships: a changing landscape     

John J. Regazzi  Nicole A. Caliguiri 《Learned Publishing》2006,19(3):183-192

This article discusses the changing relationships of authors and publishers, the current trends and challenges they face, and the direction of these relationships in the future. As the STM publishing industry finds itself in the midst of significant technological and economic changes, this article provides background to these changes and looks at the key elements, including open access business development, institutional repository trends, and emerging public financing policies in the future.  相似文献   

Extended Test Time and postsecondary Students with Learning Disabilities: A Model for Decision Making     

Nicole S. Ofiesh  Charles Hughes  Sally S. Scott 《Learning disabilities research & practice》2004,19(1):57-70

The most frequently requested accommodation among students with learning disabilities (LD) in postsecondary settings is extended test time. The frequency with which this accommodation is requested and granted compels disability service providers to become knowledgeable about the factors that influence the need for, and appropriateness of, the accommodation. Moreover, the synthesis of these factors becomes the basis for determining if the accommodation is reasonable under federal law. The purpose of this article is to present a step‐by‐step model to be used as a decision‐making process when considering the accommodation of extended test time for postsecondary students with LD. The model is designed to assist disability service providers in the analysis and synthesis of information collected from (1) the student's diagnostic evaluation, (2) the course or classroom test to be accommodated, and (3) student interviews. A list of diagnostic tests from the four most frequently administered test batteries used with adults is provided, along with a concise explanation of how characteristics of LD impact reading, writing, and math, and relate to the need for extended time. This information can be used to determine if extended test time is a reasonable accommodation and to estimate how much additional time to provide.  相似文献   

Faculty Members Who Teach Online: A Phenomenographic Typology of Open Access Experiences     

A.M. Salaz  Nicole Johnston  Clare Pickles 《The Journal of Academic Librarianship》2018,44(1):125-132

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Shared Entertainment,Shared Opinions: The Influence of Social TV Comments on the Evaluation of Talent Shows     

Stephan Winter  Nicole C. Krämer  Brenda Benninghoff  Christine Gallus 《广播与电子媒介杂志》2018,62(1):21-37

The present research investigated whether co-viewer comments in social TV interactions are able to enhance or weaken media effects. With the example of talent shows, the valence of co-viewer comments (pro/contra/none) as well as the type of content (antisocial behavior vs. conventional performance) were varied in an experiment (N = 117). Results showed that participants’ own comments and their private attitudes about the judges varied in line with comment valence. Findings suggest that social TV viewers are prone to social influence of their co-viewers, which might amplify problems regarding the portrayal of antisocial behavior in reality TV.  相似文献   

The potential role of citizen conservation in re-shaping approaches to murals in an urban context     

Caroline Kyi  Nicole Tse  Sandra Khazam 《文物保护研究》2016,61(3):98-103

Public visual spaces, populated by a blend of community murals, unauthorised street art, and historic painted mercantile signs, are often the mark of an urban environment that is both progressive and eclectic. Changes in the aesthetic and cultural value of these urban mural forms have led to an increase in the appreciation and, in some instances, promotion of their artistic merit and cultural significance as examples of public art. However, examining the significance of these works, with a view to implementing a conservation approach is problematic. This is due to a number of practical and theoretical considerations that are primarily a result of the ephemeral existence of urban murals outside conventional exhibition spaces, and issues associated with their often fragmented ownership and uncertain authorship. Consequently, larger thinking on the interpretation, conservation assessment, and advocacy for the conservation of urban murals are required. Key to defining and implementing such strategies is contextualising the public visual spaces that these murals occupy and, as part of this, the local and wider communities’ perception of these murals as culturally significant objects as well as fostering awareness and understanding of appropriate measures aimed at their conservation. This paper examines the role of citizen science, or crowd-sourcing, of local community members in establishing a conservation dialogue and generating conservation- relevant data on urban murals. It looks specifically at a project involving a collection of in situ historic painted mercantile signs — also known as ghost signs — in the City of Port Phillip, Melbourne, Australia. The project fostered the establishment of an informed and open dialogue between conservation specialists and participants from the local community on the significance of local ghost signs whilst transferring knowledge on conservation processes and assessment methods. Working directly with community members, a programme was designed in which conservation and community knowledge of these urban art forms, could be collected and exchanged across digital platforms. This enabled researchers to examine how citizen science can be utilised as a research tool as well as a means to advocate for the conservation of collections of urban murals. It created the opportunity to consider the role of non-specialists and shared authorities in the collection and collation of conservation- relevant data and how information generated from what we call citizen conservation projects, can inform the way in which conservators evaluate and prioritize the conservation of urban cultural heritage. The data gathered and interpreted proved to be the most effective means of ‘conserving’ these often ephemeral forms of cultural material.  相似文献   

Explaining match outcome in elite Australian Rules football using team performance indicators     

Sam Robertson  Nicole Back  Jonathan D. Bartlett 《Journal of sports sciences》2016,34(7):637-644

The relationships between team performance indicators and match outcome have been examined in many team sports, however are limited in Australian Rules football. Using data from the 2013 and 2014 Australian Football League (AFL) regular seasons, this study assessed the ability of commonly reported discrete team performance indicators presented in their relative form (standardised against their opposition for a given match) to explain match outcome (Win/Loss). Logistic regression and decision tree (chi-squared automatic interaction detection (CHAID)) analyses both revealed relative differences between opposing teams for “kicks” and “goal conversion” as the most influential in explaining match outcome, with two models achieving 88.3% and 89.8% classification accuracies, respectively. Models incorporating a smaller performance indicator set displayed a slightly reduced ability to explain match outcome (81.0% and 81.5% for logistic regression and CHAID, respectively). However, both were fit to 2014 data with reduced error in comparison to the full models. Despite performance similarities across the two analysis approaches, the CHAID model revealed multiple winning performance indicator profiles, thereby increasing its comparative feasibility for use in the field. Coaches and analysts may find these results useful in informing strategy and game plan development in Australian Rules football, with the development of team-specific models recommended in future.  相似文献   

Kindergarten Transition Preparation: A Comparison of Teacher and Parent Practices for Children with Autism and Other Developmental Disabilities     

Nicole Quintero  Laura Lee McIntyre 《Early Childhood Education Journal》2011,38(6):411-420

The transition to kindergarten represents an important developmental milestone for children and may pose unique challenges to children with disabilities, their families, and teachers. The primary goal of the current study was to investigate teacher concerns regarding the transition to kindergarten as well as teacher and parent-reported transition preparation practices and involvement for a sample of children with autism spectrum disorders (n = 19) and children with other developmental disabilities (n = 76). Teachers reported significantly more concerns for children in the ASD group than for children in the DD group, although there was no difference in total involvement in transition practices between groups. Although teacher and parent involvement in transition preparation was generally high, generic less individualized practices often were utilized. Study findings are discussed in the context of future research directions to help facilitate kindergarten transitions for young children with disabilities.  相似文献   

Stability in Mother-Child Interactions from Infancy through Adolescence     

Else-Quest NM  Clark R  Owen MT 《Parenting, science and practice》2011,11(4):280-287

OBJECTIVE: The current study examines homotypic stability in mother-child interactions, applying similar rating scales of mother-child interactions at 1 and 4.5 years, and heterotypic stability from 1 to 13 years and 4.5 to 13 years, using conceptually similar but not identical rating scales at age 13. DESIGN: We coded videotaped mother-child interactions in 202 families when children were 1, 4.5, and 13 years of age during age-appropriate and developmentally salient structured tasks for relationship quality. RESULTS: Multiple regression analyses controlled for the effects of child birth order and gender as well as maternal age and education. Maternal and dyadic, but not child, mother-child interaction qualities at 1 year significantly predicted similar or equivalent constructs at 4.5 and 13 years. Heterotypic stability from 1 to 13 years was partially or fully mediated by the same constructs at 4.5 years. CONCLUSIONS: Maternal behaviors showed a pattern of homotypic and heterotypic stability, whereas dyadic behaviors were somewhat less stable. Child behaviors showed evidence of both homotypic and heterotypic instability.  相似文献   

Web & Wild     

J. Myron Atkin  Jeremy Kilpatrick  Julie A. Bianchini  Jenifer V. Helms  Nicole I. Holthuis 《TechTrends》2001,45(6):52-52

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Limitations to teaching children 2 + 2 = 4: typical arithmetic problems can hinder learning of mathematical equivalence   总被引：1，自引：0，他引：1  

McNeil NM 《Child development》2008,79(5):1524-1537

Do typical arithmetic problems hinder learning of mathematical equivalence? Second and third graders (7–9 years old; N= 80) received lessons on mathematical equivalence either with or without typical arithmetic problems (e.g., 15 + 13 = 28 vs. 28 = 28, respectively). Children then solved math equivalence problems (e.g., 3 + 9 + 5 = 6 + __), switched lesson conditions, and solved math equivalence problems again. Correct solutions were less common following instruction with typical arithmetic problems. In a supplemental experiment, fifth graders (10–11 years old; N= 19) gave fewer correct solutions after a brief intervention on mathematical equivalence that included typical arithmetic problems. Results suggest that learning is hindered when lessons activate inappropriate existing knowledge.  相似文献