1,720,996 research outputs found
Young children’s approaches to additive missing number equations: A longitudinal study
No full textThis doctoral research explores young children’s solving approaches for additive missing number equations, during their first and second years of formal school instruction (Year 1 aged five to six years, and Year 2 aged six to seven years, in England). A context for age-related expectations is provided by the inclusion of additive missing number equations in the Statutory Guidance for Mathematics: Addition and Subtraction in the National Curriculum for England, for Year 1. Central to this study is the qualitative longitudinal research design and the holistic approach taken. This research project explores how the same participant group of ten children approached additive missing number equations through qualitative, individual, task-based interviews. Data were collected at three collection points: when the children were at the end of Year 1, halfway through Year 2 and again at the end of Year 2. An analytical framework was developed to analyse the data, which came from audio-visual recordings and children’s written work and jottings. A holistic view of ‘solving approaches’ was operationalised to include observable solving behaviours, including verbal utterances and any use of mathematical models and manipulatives during each task solution. Areas of mathematics drawn on by the participants were quantitative relations, knowledge of part-whole structure and relations, addition and subtraction principles and interpretations of the equals sign and the notion of equivalence. The thread that runs through this study is mathematical structure. How participants read aloud the equation revealed that reading aloud the equation syntax incorrectly was not necessarily associated with an incorrect solution. When the surface structure (syntax) of canonical and non-canonical equations was verbally reordered, conserving the underlying part-whole relations underpinned successful solving approaches. From the finegrained analysis of the observed solving behaviours, the study found that the use of mathematical models and manipulatives provided evidence of structuring part-whole relations, and addition and subtraction counting strategies. From the holistic approach, a key finding was that children generally drew on combinations of mathematical knowledge during a solving approach, further, that convincing evidence of drawing on knowledge of part-whole relations and structure underpinned correct solutions, even when evidence of drawing on other aspects of mathematical knowledge was less strong. These findings remained true over time and reflected individual differences. Changes in participants’ solving approaches over time were analysed individually. Unsuccessful solutions for equation tasks, particularly for those with the structure ‘missing whole and using the symbol ‘-‘ for subtraction, showed evidence of the recall of associated incorrect number triplets, also backwards working in tasks with a non-canonical syntax. Early algebraic reasoning has roots in aspects of mathematics encountered in preformal learning experiences. The outcomes of this study bring to the fore the strength of evidence of early algebraic reasoning in solving missing number equations. Convincing knowledge of part-whole structure and relations was important, and evidence of drawing on combinations of mathematical knowledge was observed in successful solving approaches
Clinical competencies for the care of hospitalized patients with alcohol use disorders
Full text linkAIMS: The UK government aims to develop alcohol care teams (ACTs) that provide care for alcohol dependence in general hospital settings. Service descriptors have been identified to support the development of ACTs. The aim of this study was to use Delphi panel principles to identify the clinical competencies required to provide these elements of service.METHODS: We formed an expert consensus panel of 24 senior clinical alcohol practitioners, leaders and experts by experience drawn from all regions of England. The study was divided into three distinct phases: (a) a review and synthesis of current literature in this area, (b) a face-to-face meeting of the expert panel and (c) subsequent iterations to refine the competencies until consensus was reached.RESULTS: Our initial search strategy resulted in 555 competency statements being extracted from a range of national clinical professional and occupational standards and other sources. The research team refined these statements to 98 competencies in advance of the expert meeting. The panel identified 14 additional statements and reduced the number of competencies to 78. Subsequent iterations finalized 72 competencies across the 8 service descriptors.CONCLUSIONS: Drawing on the existing published resources and clinical experience, the expert panel has provided consensus on the core clinical competencies required for alcohol care teams in caring for hospitalized patients with alcohol use disorders. Whilst it is acknowledged that the range of current provision is variable, these competencies provide a template for clinical practice and the development of multidisciplinary ACTs.</p
Campaign for 21st Century Literacies
Full text link2 PDF files: Project summary and PosterPresident's Emerging Leaders Program, 2009-2010Bunn, Holly; Christy, Justin; Jenkins, Jeremy; Marchiafava, Jason; Porter, Amy. (2010). Teaching 21st Century Literacies. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/163316
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe 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
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
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