title: Metadatapedia: A proposal for aggregating metadata on data archiving

authors: Nichols, David M.

subjects: computer science

abstract: The open access movement has highlighted the barriers that exist for users to gain access to significant portions of the research literature. The open data approach seeks to extend the principles of open access to the data and code that supports the published scholarly record. Current metadata is inadequate to allow information researchers to evaluate claims made about data archiving practices. Assessing current archiving practice and understanding the impact of archiving policies requires improved metadata. We propose that information researchers create an infrastructure for the collection of metadata about data use in the research literature, and that infrastructure should itself be open. The availability of metadata on data use would enable the calculation of archiving indices, just as citation data enables the calculation of the h-index.

text: Metadatapedia: A proposal for aggregating metadata on data archiving The open access movement has highlighted the barriers that exist for users to gain access to significant portions of the research literature. The open data approach seeks to extend the principles of open access to the data and code that supports the published scholarly record. Current metadata is inadequate to allow information researchers to evaluate claims made about data archiving practices. Assessing current archiving practice and understanding the impact of archiving policies requires improved metadata. We propose that information researchers create an infrastructure for the collection of metadata about data use in the research literature, and that infrastructure should itself be open. The availability of metadata on data use would enable the calculation of archiving indices, just as citation data enables the calculation of the h-index.

year: 2012

title: Work placement reports: Student perceptions

authors: Lay, Mark C.

subjects: engineering

abstract: Engineering students complete work placement reports after being on placement in industry, the aim is to increase work place learning and to increase students understanding about the placement, themselves, career direction and skills obtained. Third and fourth year engineering students perceptions on their report writing experience, academic feedback quality, and the effect of completing work placement reports on their learning and report writing ability, were surveyed. Third year students enjoyed the experience more than fourth year students and perceived greater benefits. Fourth year student opinion was mixed, reflecting greater experience and cynicism. Fourth year students rated feedback from academics higher than the third years, perhaps because their reports were more interesting for the academics. The fourth year students were more cynical on the benefits of reflecting and reviewing what they had learned, and many considered this was not important for being an engineer.

text: Work placement reports: Student perceptions Engineering students complete work placement reports after being on placement in industry, the aim is to increase work place learning and to increase students understanding about the placement, themselves, career direction and skills obtained. Third and fourth year engineering students perceptions on their report writing experience, academic feedback quality, and the effect of completing work placement reports on their learning and report writing ability, were surveyed. Third year students enjoyed the experience more than fourth year students and perceived greater benefits. Fourth year student opinion was mixed, reflecting greater experience and cynicism. Fourth year students rated feedback from academics higher than the third years, perhaps because their reports were more interesting for the academics. The fourth year students were more cynical on the benefits of reflecting and reviewing what they had learned, and many considered this was not important for being an engineer.

year: 2008

title: The social meaning potential of loanwords: Empirical explorations of lexical borrowing as expression of (social) identity

authors: Zenner, Eline

abstract: The use of loanwords is not merely a lexical act (filling a lexical gap in a given language, or using a shorter word in place of a longer expression) but also a socially meaningful one – a contextual expression of self, social identity and language regard. Recent lexical borrowing research has drawn attention to this social meaning potential of loanwords. What motivates language users to select a borrowed form over a receptor language equivalent, what is the (perceived) social meaning of this choice and how can we empirically address these questions? This special issue seeks to bring into debate the interface between speakers (the social dimension) and language (the linguistic dimension) with regard to lexical borrowing, and to probe how language regard and speaker identity influence and explain the use of loanwords. In a bid to better understand this complex interface, the special issue includes papers that explore a range of empirical methodologies drawn from different subfields of (socio)linguistics and closely related scientific domains (linguistic anthropology, conversation analysis, corpus linguistics, social psychology and psycholinguistics) and documents a variety of contact situations: English loans into French and Finnish, Māori loanwords into New Zealand English, German loans into Dutch. Together, the different perspectives presented in this issue help advance our understanding of the relationship between lexical change on the one hand, and language regard and (social) identity on the other hand.

text: The social meaning potential of loanwords: Empirical explorations of lexical borrowing as expression of (social) identity The use of loanwords is not merely a lexical act (filling a lexical gap in a given language, or using a shorter word in place of a longer expression) but also a socially meaningful one – a contextual expression of self, social identity and language regard. Recent lexical borrowing research has drawn attention to this social meaning potential of loanwords. What motivates language users to select a borrowed form over a receptor language equivalent, what is the (perceived) social meaning of this choice and how can we empirically address these questions? This special issue seeks to bring into debate the interface between speakers (the social dimension) and language (the linguistic dimension) with regard to lexical borrowing, and to probe how language regard and speaker identity influence and explain the use of loanwords. In a bid to better understand this complex interface, the special issue includes papers that explore a range of empirical methodologies drawn from different subfields of (socio)linguistics and closely related scientific domains (linguistic anthropology, conversation analysis, corpus linguistics, social psychology and psycholinguistics) and documents a variety of contact situations: English loans into French and Finnish, Māori loanwords into New Zealand English, German loans into Dutch. Together, the different perspectives presented in this issue help advance our understanding of the relationship between lexical change on the one hand, and language regard and (social) identity on the other hand.

year: 2019