130,922 research outputs found
What Do We Mean When We Talk about the 'Political Class'?
No full textThis is the peer reviewed version of the following article: Allen, Peter, and Paul Cairney. "What Do We Mean When We Talk about the ‘Political Class’?." Political Studies Review (2015), which has been published in final form at http://dx.doi.org/10.1111/1478-9302.12092. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving
Policy Convergence, Transfer and Learning in the UK under Devolution
No full textThis paper explores the policy transfer and learning process within the UK since 1999, examining the conditions in which transfer takes place among central and devolved governments. We distinguish among concurrent policies, policy competition, coercive transfer and policy learning. Policy transfer can be more or less coercive and constrained, while policy learning is voluntary. Mechanisms for transfer include financial instruments, political parties, the civil service and policy communities. Transfer can take place from centre to periphery, from periphery to centre and across the periphery. There is also transfer at the European and international levels. As it is England that has tended to break with older policies, notably on public service provision, the pressure has been to follow its lead, with the devolved administrations resisting or conforming. The UK government has paid much less attention to possible learning from the devolved territories and sometimes has sought to insulate England from debates there, especially where politically sensitive matters or large resources are at stake. Learning among the devolved territories is only now really beginning
Pathways to Literacy
No full textThis text recognizes that there is no simple way to develop literacy. It begins with the central premise that literacy is not simply a cognitive process, but a set of social practices used in socio-cultural contexts, and argues that literacy learners come to school with unique social histories that need to be recognised in the programmes devised to facilitate learning. Cairney claims that literacy is not a unitary social practice and suggests that there are many forms of literacy, each with specific purposes and contexts in which they are used. The author provides a look at the many practical classroom strategies and practices that are necessary to recognize multiple pathways to literacy.Intro -- Contents -- Foreword -- Introduction -- 1 Towards a Sociocultural Understanding of Literacy -- 2 Making Connections: The Importance of Community to Literacy Learning -- 3 The Teacher, the Student, the Text -- 4 Creating Literacy Environments -- 5 Developing Readers Who Read -- 6 Developing Writers Who Write -- 7 Assessing Literacy Learning -- 8 Programming for Literacy Instruction -- 9 Tackling the Tough Questions -- References -- Name Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- R -- S -- T -- V -- W -- Subject Index -- A -- B -- C -- D -- E -- F -- G -- I -- J -- K -- L -- M -- N -- O -- P -- Q -- R -- S -- T -- U -- V -- W -- ZThis text recognizes that there is no simple way to develop literacy. It begins with the central premise that literacy is not simply a cognitive process, but a set of social practices used in socio-cultural contexts, and argues that literacy learners come to school with unique social histories that need to be recognised in the programmes devised to facilitate learning. Cairney claims that literacy is not a unitary social practice and suggests that there are many forms of literacy, each with specific purposes and contexts in which they are used. The author provides a look at the many practical classroom strategies and practices that are necessary to recognize multiple pathways to literacy.Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, YYYY. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries
MeSH term explosion and author rank improve expert recommendations
No full textInformation overload is an often-cited phenomenon that reduces the productivity, efficiency and efficacy of scientists. One challenge for scientists is to find appropriate collaborators in their research. The literature describes various solutions to the problem of expertise location, but most current approaches do not appear to be very suitable for expert recommendations in biomedical research. In this study, we present the development and initial evaluation of a vector space model-based algorithm to calculate researcher similarity using four inputs: 1) MeSH terms of publications; 2) MeSH terms and author rank; 3) exploded MeSH terms; and 4) exploded MeSH terms and author rank. We developed and evaluated the algorithm using a data set of 17,525 authors and their 22,542 papers. On average, our algorithms correctly predicted 2.5 of the top 5/10 coauthors of individual scientists. Exploded MeSH and author rank outperformed all other algorithms in accuracy, followed closely by MeSH and author rank. Our results show that the accuracy of MeSH term-based matching can be enhanced with other metadata such as author rank
A diamond in the rough: digging up and polishing Harold D. Lasswell's decision functions
No full textAs part of Harold D. Lasswell’s policy sciences, the decisions functions emerged to explore and understand comparative policy processes. The decision functions specified different categories of purposes, roles, and responsibilities performed, to various extents and ways, by all governments. These included intelligence, recommendation, prescription, invocation, application, appraisal, and termination. Additionally, the decision functions were not necessarily sequenced or in any government unit. Over time, the decision functions morphed in meaning and use, eventually supplanted by the policy cycle. This commentary digs up and polishes the decision functions and argues for their inclusion in contemporary policy process theories and research. We end with new questions and paths for advancing knowledge and contributing to Lasswell’s vision in realizing greater human dignity
Going Beyond Counting First Authors in Author Co-citation Analysis
No full textThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Comparison of indices of clinically meaningful change in child and adolescent mental health services: difference scores, reliable change, crossing clinical thresholds and "added value" - an exploration using parent rated scores on the SDQ
No full textBackground Establishing what constitutes clinically significant change is important both for reviewing the function of services and for reflecting on individual clinical practice. A range of methods for assessing change exist, but it remains unclear which are best to use and under which circumstances. Method This paper reviews four indices of change [difference scores (DS), crossing clinical threshold (CCT), reliable change index (RCI) and added value scores (AVS)] drawing on outcome data for 9764 young people from child and adolescent mental health services across England. Results Looking at DS, the t-test for time one to time two scores indicated a significant difference between baseline and follow up scores, with a standardised effect size of d = 0.40. AVS analysis resulted in a smaller effect size of 0.12. Analysis of those crossing the clinical threshold showed 21.2% of cases were classified as recovered, while 5.5% were classified as deteriorated. RCI identified 16.5% of cases as showing reliable improvement and 2.3% of cases as showing reliable deterioration. Across RCI and CCT 80.5% of the pairings were exact (i.e., identified in the same category using each method). Conclusions Findings indicate that the level of agreement across approaches is at least moderate; however, the estimated extent of change varied to some extent based on the index used. Each index may be appropriate for different contexts: CCT and RCI may be best suited to use for individual case review; whereas DS and AVS may be more appropriate for case-mix adjusted national reporting
"Closing the R&D Gap, Evaluating the Sources of R&D Spending"
No full textBoth spending and tax policies have been implemented in the United States with the goal of stimulating private sector research and development (R&D). Karier questions whether current R&D policy, especially the research and experimentation tax credit, can contribute to closing the gap between nondefense expenditures on R&D in the United States and such expenditures in other countries, such as Japan and Germany. He also explores possible changes to our current R&D policy to make it more effective.
Supplemental_material – Supplemental material for Examining the Effectiveness of a Pilot Physical Literacy–Based Intervention Targeting First-Year University Students: The PLUS Program
No full textSupplemental material, Supplemental_material for Examining the Effectiveness of a Pilot Physical Literacy–Based Intervention Targeting First-Year University Students: The PLUS Program by Matthew Y. W. Kwan, Jeffrey D. Graham, Chloe Bedard, Emily Bremer, Cierra Healey and John Cairney in SAGE Open</p
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