1,721,007 research outputs found
Best Practices for Field Days: 2008 Children’s Water Festival Evaluation: Presentation Skills for 29 Learning Stations
Full text linkThis archival publication may not reflect current scientific knowledge or recommendations. Current information available from the University of Minnesota Extension: https://www.extension.umn.edu.Twenty-nine stations were observed by sixteen observers. Because the research studies could not
control how many times that a station was observed, some of the stations were observed only
once, while other stations were observed more than once. The station, “Water! Science Museum”
was observed the most frequently, a total of sixteen times by sixteen different observers. The
stations observed once by the sixteen observers are: “Well,Well,Well”, “DisappearingWaterfall
Mystery”, “Streams Creatures”, “Lakes & Rivers & Oceans-Ohmy”, “BackyardWater Recycling”, and
“Groundwater on the Move.” The following stations were not observed at all: “Water!Water! From
the River to the River”and“Water Arcade.”Carlson, Stephan; Wang, Hui-Hui. (2009). Best Practices for Field Days: 2008 Children’s Water Festival Evaluation: Presentation Skills for 29 Learning Stations. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/172451
Performance and Analysis of the Spiral Representation Spatial Feature in Color-Spatial Image Retrieval System
Full text linkThe representation of spatial features is important for color-spatial based image retrieval systems for producing results that conform to human perception. The paper discusses the performance of the spiral representation of the spatial feature as proposed by Wang Hui Hui et al. (First Regional Malaysia-France Workshop on Image Processing in Vision Systems and Multimedia Commun., 2003). This novel approach addresses the issues of rotation and scaling invariance overcoming limitations of existing works
Concepts and Practices of Taiwanese Press Under Japanese Colonial Rule:The Case of Taiwan Minpao
No full text《台灣民報》是日本殖民統治時期第一份由台灣人創立的現代化報刊，該報的創辦與轉型代表當時臺灣知識分子對媒體的想像。本文從媒體的視角，並以辦報者為主體，分析《台灣民報》初期的報業觀與報業實踐。本文認為從草創《台灣青年》到《台灣民報》該報的報業觀有所轉變，依據不同的報業觀，辦報者也有不同的報業實踐。 回顧過去西方報業理論及殖民╱半殖民社會的報刊經驗，可知分析報業理念應從歷史背景、媒體需求、媒體角色著手，而報業實踐則重視報刊的營運模式、與讀者、政府與競爭者之關係。 本文以歷史文獻分析法，分析該報在《台灣青年》運動機關報時期（1920-1923）及《台灣民報》大眾報業時期（1923-1926）此兩階段創刊辭或社論中涉及媒體角色的論述，也透過分析辦報者自傳、口述歷史文獻等了解該報的報業觀及實踐。 本文發現，民族運動路線的轉移導致《台灣民報》啟迪民智報業觀的萌芽。辦報者在殖民者嚴格管制言論的環境中，為召喚青年加入民族運動創辦運動機關報《台灣青年》，發展出召喚者的媒體角色。由於朝鮮的經驗帶來的衝擊，辦報者改為進行台灣議會設置請願運動，為將報紙大量普及於台灣民眾，辦報者發展出教育者的報業觀，以啟迪民智的方式試圖改善台人的機會不平等。Taiwan Min Pao published by intellectuals in 1920s is the first modern press in Taiwan during Japanese colonial time. The founder set up this paper as a medium run by Taiwanese people , and endeavored to change it into a mass medium. This study focuses on the development of Taiwan Min Pao and elaborates the practices of 1920s Taiwan intellectuals as the owner of this press. To build a framework of the concept and practices of the Taiwan Min Pao, this study reviews major study of press theories and related literature on press under colonial rules. According to the literature review, the key factors for the construction of a press including historical contexts, social needs of media and role of media. Their practices include operation model, the relationship with colonial government, readers and competitors. This study adopts the historical approach to analyze the main discourse of the paper, mapping out the different concepts and practices in these two period of Taiwan Min Pao. According to the analysis, as the political movement of that time adjusted its aim, founders of this paper felt the needs to change role the press to enlighten people in the mean time. Under the strong control of the colonial rule, founders set up Taiwan Ching Nien(1920-1923) as a mobilizer, calling the participation of intellectuals in the movement. However, as the political movement was changed into petition for the establishment of a Taiwanese Parliament, to deliver the message into the wider Taiwanese society, founders developed Taiwan Min Pao(1923-1926) as an educator, spreading their ideas to enlighten people, trying to improve the inferior situation of the Taiwanese
A new era of science education: science teachers‘ perceptions and classroom practices of science, technology, engineering and mathematics (STEM) integration.
No full textUniversity of Minnesota Ph.D. dissertation. January 2012. Major: Education, Curriculum and Instruction. Advisors: Gillian H. Roehrig, Tamara J. Moore. 1 computer file (PDF); xiii, 303 pages, appendices A-F.Quality STEM education is the key in helping the United States maintain its lead in global competitiveness and in preparing for new economic and security challenges in the future. Policymakers and professional societies emphasize STEM education by legislating the addition of engineering standards to the existing science standards. On the other hand, the nature of the work of most STEM professionals requires people to actively apply STEM knowledge to make critical decisions. Therefore, using an integrated approach to teaching STEM in K–12 is expected. However, science teachers encounter numerous difficulties in adapting the new STEM integration reforms into their classrooms because of a lack of knowledge and experience. Therefore, high quality STEM integration professional development programs are an urgent necessity. In order to provide these high quality programs, it is important to understand teachers‘ perceptions and classroom practices regarding STEM integration.
A multiple-case study was conducted with five secondary school science teachers in order to gain a better understanding of teachers‘ perceptions and classroom practices in using STEM integration. This study addresses the following research questions: 1) What are secondary school science teachers‘ practices of STEM integration? 2) What are secondary science teachers‘ overall perceptions of STEM integration? and 3) What is the connection between secondary science teachers‘ perceptions and understanding of STEM integration with their classroom practices? This research aims to explore teachers‘ perceptions and classroom practices in order to set up the baseline for STEM integration and also to determine STEM integration professional development best practices in science education. Findings from the study provide critical data for making informed decision about the direction for STEM integration in science education in K–12.Wang, Hui-Hui. (2012). A new era of science education: science teachers‘ perceptions and classroom practices of science, technology, engineering and mathematics (STEM) integration.. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/120980
A Comparative Analysis of Agriculture and Science Teachers\u27 Perceived Approach and Efficacy Teaching Problem-Solving
No full textThe need for STEM employees is on the rise in direct relation with the changing needs of our globe (Jang, 2015). There are gaps to be filled not only in the workforce and industry, but also by academia and government (Jang, 2015). K-12 STEM education has the ability to address 21st century problems, in particular, the need for more highly skilled workers in STEM fields by focusing on developing students’ 21st century skills. A critical skill for students to develop to be able to properly collaborate on teams and engage in the STEM workforce is problem solving. Problem solving is thought of as being the most important cognitive goal of education in every educational context: formal, informal, public schools, universities, and everything in between (Jonassen, 2010). In order to properly assess students, and know where improvements could be made, it is vital that we examine teachers first. By exploring how teachers approach problem-solving, and how self-efficacious they feel teaching problem-solving, then we can determine how to better assist both teachers and students. The current study sought to address this gap in the literature through surveying three states agriculture and science teachers using two established instruments. The survey was distributed online via Qualtrics and was available to participants for three weeks during the month of January 2020. The survey is divided into three major sections with the first two sections being the instruments used: (1) Problem Solving Inventory, (2) Teaching Science as Inquiry, and (3) Demographics. Demographics was placed at the end of the survey following recommendations from Dillman et al. (2014).The final response rate for the survey was 9.04% for agriculture teachers and 13.4% for science teachers, a total of 22.44% (n = 504). After data cleaning there is a total of 4.3% of useable responses from agriculture and 5.58% for science resulting in a usable response rate of 9.88% (n = 205). A little more than half of the participants were female (59%) with the remainder being male (39.5%) and a small percentage (1.5%) elected not to respond or selected “prefer not to say”. The largest population that responded to the survey were between the ages of 44 and 54 (43.1%) and teaching for 21-25 years (19%). The survey found that teachers thought of themselves as being confident problem-solvers but used a more avoidance-style. Teachers also felt they had less control or had more negative feelings in regard to problem-solving. Overall, teachers from both agriculture and science viewed themselves as being moderate to high problem-solvers in general. The instrument was not intended to measure problem-solving relating to the classroom. The second instrument, the Teaching Science as Inquiry, measured how efficacious they felt teaching problemsolving. Teachers from both science and agriculture perceived themselves as being very selfefficacious and had high expectancy outcomes. ANOVA tests were conducted between the two groups to determine if there were differences in their responses and no statistically significant differences were found. A correlation was conducted in order to determine which variables from the two instruments held relationships. The correlation suggests that the two instruments have several strong relationships between the variables like personal self-efficacy and expectation outcomes. research should focus on refining the instruments to reduce the number of questions and survey more individuals to capture more generalizable results
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
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