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Trends and Opportunities in Computer Science OER Development

-educational-resources-movement-needs-move-beyond-voluntarism-essay 41. Frydenberg, J., G. Matkin, D. L. Center. Open Textbooks: Why? What? How? When? Menlo Park, CA, The William and Flora Hewlett Foundation, 2007. 42. Fixing the Broken Textbook Market Report by U.S. PIRG Education Fund., January 2014. http://www.uspirg.org/sites/pirg/files/reports/NATIONAL%20Fixing%20Broken%20Textbooks%20Report1.pdf 43. Open Assembly Beta: OER Meets Web 2.0. blog.openassembly.com/2014/12/03/open-assembly-oer-meets-web-20/ 44. Characteristics and Potential of Github for Education. Open Tapestry, 02/19/2013. blog

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A Review on Artificial Bee Colony Algorithms and Their Applications to Data Clustering

., M. Kamber. Data Mining: Concepts and Techniques. Second Edition. Morgan Kaufmann Publishers, California, USA, 2006. 24. Kumar, Y., G. Sahoo. A Charged System Search Approach for Data Clustering. – Progress in Artificial Intelligence, Vol. 2 , 2014, No 2, pp. 153-166. 25. Day, W. H. E., H. Edelsbrunner. Efficient Algorithms for Agglomerative Hierarchical Clustering Methods. – Journal of Classification, Vol. 1 , 1984, pp. 7-24. 26. Michaud, P. Clustering Techniques. – Future Generation Computer Systems, Vol. 13 , 1997, pp. 135-147. 27

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Current Practices, Trends and Challenges in K-12 Online Learning

://www.inacol.org/cms/wp-content/uploads/2012/11/iNCL_NationalPrimerv22010-web1.pdf 11. Bakia, M., L. Shear, Y. Toyama, A. Lasseter. Understanding the Implications of Online Learning for Educational Productivity Washington DC: Department of Education Office of Educational Technology, 2012. http://www.tonybates.ca/2012/03/20/a-report-on-educational-productivitydisappointed/#sthash.2wf70xMj.dpuf 12. Watson, J., A. Murin, L. Vashaw, B. Gemin, C. Rapp. Keeping Pace with K-12 Online Learning: An Annual Review of Policy and Practice. Evergreen, CO: Evergreen Education Group, 2010

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An Automatic Method to Identify Citations to Journals in News Stories: A Case Study of UK Newspapers Citing Web of Science Journals

series of 39 surveys in the United States from 1996 through 2002 (showed that 42% of adults claimed to follow health news stories in the mass media ( Brodie, 2003 ). It is therefore reasonable for universities and scholars to seek press coverage to promote their work. From a scientometric perspective, newspaper coverage of research may also be used as evidence of the wider impact of the cited papers ( Fogg-Rogers, Grand, & Sardo, 2015 ) in addition to reflecting or causing (by publicity) its greater value within academia (e.g., Fanelli, 2013 ). It is important for

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Methods and Practices for Institutional Benchmarking based on Research Impact and Competitiveness: A Case Study of ShanghaiTech University

.97% 76.91% 10.40% 0.54% 57.80% 148 40.7 4.14 Univ F 22.79% 72.08% 5.80% 0.29% 59.00% 178 28.2 2.81 Univ G 6.41% 68.13% 2.60% 0.11% 75.00% 58 17.9 1.98 Univ H 8.92% 69.39% 4.90% 0.00% 47.10% 88 29.2 2.55 Median 12.70% 70.90% 5.10% 0.34% 58.40% 97 27 2.63 Domestic Univ I 2.83% 61.61% 2.70% 0.00% 58.40% 53 15.9 1.84 Univ J 8.38% 55.39% 1.20% 0.00% 46.40% 56 12.6 1.35 Univ K 10.68% 50.51% 0.70% 0.03% 37.10% 57 9

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A comparison of citation disciplinary structure in science between the G7 countries and the BRICS countries

countries. country Dist ( V Pi2013 , V Ci2013 ) Mean ( V Pi2013 ) Mean ( V Ci2013 ) United States 2.1 19.2 25.3 Russia 1.9 2.6 1.1 Brazil 1.3 2.5 1.5 India 1.2 3.6 2.4 China 1.0 14.8 13.8 United Kingdom 0.8 4.3 5.4 Japan 0.8 4.6 3.6 Germany 0.7 5.0 5.9 France 0.5 3.9 4.4 Italy 0.4 3.5 3.8 South Africa 0.4 0.6 0.4 Canada 0.3 2.9 3.2 Most G7 countries, with United States as an exception, have lower

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Identification and Analysis of Multi-tasking Product Information Search Sessions with Query Logs

average consumers, we removed users who had too many sessions as belonging to businesses. Figure 2 shows the distribution of the users by the number of sessions. Figure 2 Distribution of users by number of sessions. The x -axis in Figure 2 is the number of sessions, and the y -axis shows the number of users who had a particular number of sessions. The secondary axis of y -axis shows the accumulative percentage of the users. We remove users who belong to the upper 2.5% (with more than 33 sessions), those who were likely to be shop owners rather

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Document Type Profiles in Nature, Science, and PNAS: Journal and Country Level

, K., Adachi, J., Aoki, M., Masuda, T., Midorikawa, N., Tanimura, A., & Yamazaki, S. (1988). A comparison between the journals Nature and Science . Scientometrics, 13(3–4), 125–153. 10.1007/BF02017179 Kaneiwa K. Adachi J. Aoki M. Masuda T. Midorikawa N. Tanimura A. Yamazaki S. 1988 A comparison between the journals Nature and Science Scientometrics 13 3–4 125 153 Lewison, G. (2009). The percentage of reviews in research output: A simple measure of research esteem. Research Evaluation, 18(1), 25–37. 10.3152/095820209X410406 Lewison G. 2009 The

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An Accurate and Impartial Expert Assignment Method for Scientific Project Review

qualifications: (1) sufficient knowledge of the area/field under review; (2) enough front-line research experience to grasp the area/field’s key research points and frontiers to better guarantee an accurate understanding of the project proposal quality; and (3) few or no interest associations with the applicant to ensure the fairness of the project review. Interest association in this context refers to (a) the applicants’ academic association (e.g. same organization, co-authored/co-funded works, and other relationships/links, past or present) with the review experts, and (b

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Redesigning the Model of Book Evaluation in the Polish Performance-based Research Funding System

://doi.org/10.1007/s11192-017-2563-z Ministerstwo Nauki i Szkolnictwa Wyższego. (2017). Narodowy Kongres Nauki. 19–20 września 2017 r. Ministerstwo Nauki i Szkolnictwa Wyższego 2017 Narodowy Kongres Nauki 19–20 września 2017 Ministerstwo Nauki i Szkolnictwa Wyższego. (2018a). Ewaluacja jakości działalności naukowej – przewodnik. Retrieved from https://www.nauka.gov.pl/g2/oryginal/2018_08/6e48e5dd4e469616354f861c105e25f6.pdf Ministerstwo Nauki i Szkolnictwa Wyższego 2018a Ewaluacja jakości działalności naukowej – przewodnik Retrieved from https://www.nauka.gov.pl/g

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