A study of 25 years of publication outputs in the German academic profession

In the weak evaluation state of Germany, full professors are involved in the traditional social governance partnership between the state, and the self-governing higher education institutions (HEI) and disciplinary associations. Literature suggests that formal and informal governance could trigger changes in academics’ publication behavior by valorizing certain publication outputs. In the article, secondary data from three surveys (1992, 2007 and 2018) is used for a multi-level study of the evolution of academics’ publication behavior. We find a trend toward the “model” of natural science publication behavior across all disciplines. On the organizational level, we observe that a strong HEI research performance orientation is positively correlated with journal articles, peer-reviewed publications, and co-publications with international co-authors. HEI performance-based funding is only positively correlated with the share of peer-reviewed publications. At the level of individual disciplines, humanities and social sciences scholars adapt to the peer-reviewed journal publication paradigm of the natural sciences at the expense of book publications. Considering how the academic profession is organized around reputation and status, it seems plausible that the academic profession and its institutional oligarchy are key contexts for the slow but steady change of academics’ publication behavior. The trend of changing academics’ publication behavior is partly related to HEI valorization of performance and (to a lesser extent) to HEI performance based-funding schemes, which are set by the strong academic profession in the weak evaluation state of Germany.

The Spirit of Node Replication

We define and study a term calculus implementing higher-order node replication. It is used to specify two different (weak) evaluation strategies: call-by-name and fully lazy call-by-need, that are shown to be observationally equivalent by using type theoretical technical tools.

Data-driven integration evaluation from the perspective of Adaboost and its application in WeChat public number ranking

The traditional comprehensive evaluation is difficult to model when dealing with large data with large parameters and complex structure, and it cannot adapt to the update of data. In order to improve this situation, this paper draws on the Adaptive Learning Adaboost perspective in statistical learning to develop a data-driven integrated evaluation model that updates the weight of sample weights and weak evaluation models with data. Three specific weak evaluation models were selected: data-driven Topsis method, principal component analysis method and factor analysis method. Taking the ranking of WeChat public account as an example, the results show that the accuracy of the integrated evaluation model is 88.57%, which is 17.14%, 31.43% and 28.57% higher than the data-driven Topsis method, principal component method and factor analysis method.

Provision of Student Leadership: An Evaluation of theCase of Lebanese Private Schools

The purpose of this study was to investigate the provision of student leadership in private school settings in Lebanon. A survey involving 60 private schools, including 60 principals and 300 teachers was administered and analyzed for perceptions bear by the two groups on the effectiveness of the educational system supported in their schools in developing and nurturing student leadership skills. Data was analyzed using SPSS 18.0. Descriptive statistics were used to describe and summarize the properties of the mass of data collected from the respondents. Percentages were calculated per each item of the survey instrument. Results indicate that both groups of respondents displayed weak evaluation of the education systems offered by their own schools in terms of promoting student leadership. Thus, leading to the conclusion that the provision of student leadership is weak. The study offers research-based description of barriers confronting student leadership development in Lebanese private schools through the lens of both principals and teachers. Recommendations for both practice and future research are offered.

The strong and the weak: evaluation in modal desideratives

<p>Modal auxiliaries can generate two desiderative readings: strong (1) and weak (2) desiderativity. These differ notably in whether they express strict preference and whether they are felicitous out of the blue.</p><p>(1) (A: Cookie anyone?) B: I would like/enjoy a cookie.</p><p>(2) #(A: Cookie anyone?) B: I would/might have/take/eat a cookie.</p><p>We provide an analysis that accounts for the contrast by introducing 1) a comparison operator ≥ as part of the subjective morphology that can be pragmatically strengthened to &gt; and 2) a criterion determining how alternative situations are introduced for comparison which allows introduction by evaluatives (<em>like</em>, <em>enjoy</em>).</p>