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1.
Rev. biol. trop ; 66(3): 1090-1100, jul.-sep. 2018. tab, graf
Article in English | LILACS, SaludCR | ID: biblio-977369

ABSTRACT

Abstract Brunei is a small tropical country -located in Southeast Asia- for which there are no previous bibliometric studies. Here we analyze papers published by Brunei scientists from 1973 to 2016 in the Science Citation Index Expanded and compare results with other tropical countries. We identified 1 547 publications and 11 document types. The most productive categories were ecology, multidisciplinary geosciences, inorganic and nuclear chemistry, and environmental sciences. Singapore Medical Journal published most of these papers, and the three most productive institutions were Universiti Brunei Darussalam, RIPAS Hospital, and Universiti Teknologi Brunei. UK and Malaysia were the most frequent collaborating countries. M.A. Ali from the Universiti Brunei Darussalam was the most prolific author and a Brunei independent article written by C.K. Morley from the Universiti Brunei Darussalam in 2002 had the highest number of citations of the whole period and the highest number in 2016. The tropical countries of Central America and Asia have a few similarities but also important differences, and both are highly heterogeneous in scientific organization and productivity. Rev. Biol. Trop. 66(3): 1090-1100. Epub 2018 September 01.


Resumen Brunei es un pequeño país tropical del sudeste asiático, sobre el cual no hay estudios bibliométricos. Aquí analizamos los artículos publicados por científicos de Brunei de 1973 a 2016 y comparamos los resultados con otros países tropicales. Examinamos los documentos del Science Citation Index Expanded en la colección principal del Web of Science. Hallamos 1 547 publicaciones de Brunei con 11 tipos de documentos, donde las categorías más productivas fueron ecología, geociencias multidisciplinarias, química inorgánica y nuclear, y ciencias ambientales. Singapore Medical Journal publicó la mayoría, y las tres instituciones más productivas fueron: Universiti Brunei Darussalam, RIPAS Hospital y Universiti Teknologi Brunei. Reino Unido y Malasia fueron los países que más colaboraron con Brunei. M.A. Ali de la Universidad Brunei Darussalam fue el autor más prolífico. El mayor número total de citas, y el mayor número de citas en 2016, correspondieron a un artículo exclusivamente de Brunei, escrito por C. K. Morley de la Universiti Brunei Darussalam en 2002. Los países tropicales de América Central y Asia tienen algunas similitudes pero también diferencias importantes, siendo heterogéneos en su organización científica y productividad.


Subject(s)
Research Personnel , Brunei , Chemistry, Inorganic/education , Bibliometrics , Ecology/education , Scientific Domains , Bibliometrics , Earth Sciences/education
2.
Sci Adv ; 3(2): e1600193, 2017 Feb.
Article in English | MEDLINE | ID: mdl-28246629

ABSTRACT

We sought to determine whether instructional practices used by undergraduate faculty in the geosciences have shifted from traditional teacher-centered lecture toward student-engaged teaching practices and to evaluate whether the national professional development program On the Cutting Edge (hereinafter Cutting Edge) has been a contributing factor in this change. We surveyed geoscience faculty across the United States in 2004, 2009, and 2012 and asked about teaching practices as well as levels of engagement in education research, scientific research, and professional development related to teaching. We tested these self-reported survey results with direct observations of teaching using the Reformed Teaching Observation Protocol, and we conducted interviews to understand what aspects of Cutting Edge have supported change. Survey data show that teaching strategies involving active learning have become more common, that these practices are concentrated in faculty who invest in learning about teaching, and that faculty investment in learning about teaching has increased. Regression analysis shows that, after controlling for other key influences, faculty who have participated in Cutting Edge programs and who regularly use resources on the Cutting Edge website are statistically more likely to use active learning teaching strategies. Cutting Edge participants also report that learning about teaching, the availability of teaching resources, and interactions with peers have supported changes in their teaching practice. Our data suggest that even one-time participation in a workshop with peers can lead to improved teaching by supporting a combination of affective and cognitive learning outcomes.


Subject(s)
Teaching/standards , Earth Sciences/education , Faculty/standards , Humans , Surveys and Questionnaires
3.
Nature ; 519(7542): 131, 2015 Mar 12.
Article in English | MEDLINE | ID: mdl-25762247
4.
Int J Environ Res Public Health ; 11(9): 9429-45, 2014 Sep 11.
Article in English | MEDLINE | ID: mdl-25216254

ABSTRACT

Many papers have been published related to the retention and advancement of women in sciences. Engineering geology is one of the professional areas where women have not yet broken the gender barrier. The research issues of this paper are focused on why female students "leak out" at the end of engineering geology studies, and what can be done to encourage them to complete their degrees with an engineering career in mind. The author has studied students' preferences of the final year project required to complete their degree at the University of Salamanca (Salamanca, Spain). It has been found that most female students are choosing a more theoretical final project instead of a practical one relevant to professional employment, contrary to their male peers. Focus group meetings with the students showed that at the end of five years of engineering geology training, many female students, unsatisfied with the content of their courses, feel that their expectations had not been met. They often have preferences for traditional geology rather than applied branches of the subject. Also, they do not feel comfortable with future job prospects in the profession. From the findings of this research it is clear that tutoring and mentoring would be valuable from the beginning of studies to allow all students to become aware of the content and the potential outcomes of engineering geology studies. In the case of female students, it is particularly important for them to know from the very start that they are about to join what is still a man's world but that they are capable of achieving just as much as men can in the profession. Most importantly, the involvement of more female engineers in professional engineering, including teaching duties, should serve as example and role models in students' education and future careers.


Subject(s)
Earth Sciences/ethics , Engineering/ethics , Interpersonal Relations , Curriculum/standards , Earth Sciences/education , Engineering/education , Female , Geology/education , Geology/ethics , Humans , Male , Spain , Students
7.
Nature ; 473(7346): 243-4, 2011 May 12.
Article in English | MEDLINE | ID: mdl-21568015
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