1 May 2014, Volume 7, Number 33

young girl waving facing the University of Virginia Rotunda MOVING TO THE NEXT STAGE IN YOUR LIFE?
If you are preparing to leave UVa, and will not be returning, you will need to determine what you need to do with your various computing-related activities such as email, data collected, etc. This checklist, Computing-Related Items to Consider When Leaving UVa, should help!


keep-calm-teach-on ALUMNI LIBRARY SERVICES
At this time of year the Curry librarians often get asked if students graduating in May will continue to have access to library resources such as databases, full text journals and ebooks. Here is the short answer.  Students who graduate in May 2014 will continue to have access from on and off-Grounds to these services until mid-August 2014.

The library contracts with many vendors who provide access to these resources that support the teaching, learning and research needs of the University and contractual stipulations restrict access to this expansive number of resources to currently enrolled students and faculty.  Therefore, the Library has joined with Alumni Services to provide access to five databases exclusively for Alumni. 

However, your Curry Librarians would be remiss not to mention other options you may want to investigate as you continue your professional careers and lifelong learning efforts.

  1. UVa Libraries.  Alumni can definitely continue to come to the libraries on-Grounds. They can borrow books, bring their laptops (just ask a librarian at the library for a guest password) or use the public computers to access the databases and the full text journal articles. They can also get assistance and advice from librarians for their research needs.
  2. Other University Libraries. Most university libraries allow the public to visit the library without charge. The public can use databases, and access full text journals (flash drives can be very handy for this). Due to legal contracts they do not allow members of the public to access resources such as full text articles or databases from off campus. Check with the web pages of these libraries or contact staff to find out about other policies such as borrowing books and photocopying.
  3. Public Libraries. By registering in person with your local public library, you will be able to borrow books.  Check their web site or ask in person about the libraries policies, resources, and services. In addition, many public libraries now have databases and ebooks the public can access from home or office once the person registers. For example, alumni who remain in the Charlottesville area can register in person with the Jefferson Madison Regional Library (JMRL). Then, they can download books and access databases JMRL purchases or leases in person or over the internet from home or office. JMRL also provides interlibrary loans for all patrons. There is a $3 processing fee per item.
  4. School Libraries. If you work at a pre-k-12 school, check with the media specialist to discover what services and resources they offer for students and staff.
  5. Check Google and Google Scholar. As more and more research is distributed as open access, Google is a go to place to see if you can get the full text access free. If you find an article you want to read, type the title into Google or Google Scholar to see if it is available full text.
  6. Free Databases.  In addition to the five full text databases available to alumni (note, these 5 databases do provide the articles full text), alumni can access the following databases without charge. Access to full text is not offered by the database providers listed below except as noted. Instead, alumni will need to investigate other options for acquiring full text articles such as visiting a public university library which has a subscription to the journal, purchasing a copy from the journal publisher, or seeing if the article was included in one of  the free full text databases offered by the UVa Office of Engagement and the University Library.
      1. ERIC
      2. PubMed
      3. PubMed Central (PMC)  All articles are available full text without cost.
      4. What Works Clearinghouse database   The reports are available full text without cost.
      5. Directory of Open Access Journals  All of the journals are full text.
      6. Directory of Open Access Books All of the books are full text.
      7. Google Scholar
      8. Google Books   While books in the public domain may be available full text, books that are under copyright will not be available.
      9. PsycINFO  If you join the American Psychological Association, you can purchase year-long individual subscriptions to their database and full text articles or you can use their “on demand” service to gain 24 hour access to the database. *
      10. Udini Search the Udini database without charge for academic research, news, and trade news from authoritative publications. Users pay per article, project or month.

7.  RefWorks and Other Bibliographic Software.   UVa Alumni continue to have free access to RefWorks software at no cost as long as UVa subscribes to RefWorks.   Here you will find information on how to transition from a student account to an alumni account.

Find @ UVa The one major difference when using RefWorks will be that the Find@UVa button does not display.  Our contract with the full text journal providers stipulates that the Library can only provide full text access to current UVa students and faculty. Alumni may be able to procure full text articles through other options including:  visiting university, public or school libraries that subscribe to the journal in print or online, purchasing copies from online suppliers and publishers, or seeing if the article was included in one of the free full text databases offered by the UVa Office of Engagement and the University Library.  Do note that if you attached articles to the citations in your RefWorks account during your student days, those will continue to be available full text.


What should you do if you consult a database and you note that some of the citation information about your article is incorrect.   Maybe your name is misspelled or the title is incorrect. Maybe, the page numbers are incorrect or your institution is listed incorrectly.   Should you discover such errors, consider a call to the publisher to have the errors corrected. For example, the Web of Science has a form called, Web of Science Data Change and Missing Article/Journal Issue form. This form notifies WOS that there is an error, so they can correct it.

The CLIC librarians advocate that you look on the database publisher’s website to see if they have a form that you can fill out to correct your information.  Incorrect citation information makes it difficult to accurately track your citations when documenting your impact for annual reviews and promotion and tenure.


While reading the article, The Reformation: Can Social Scientists Save Themselves? your CLIC librarians were introduced to a thought provoking website, Retraction Watch. The author of the article summarized the purpose of Retraction Watch this way.

Until recently there was no central repository of scientific error, no systematic way of tracking retractions and keeping mistakes from contaminating future research. Since 2010, the Retraction Watch website has been cataloging and reviewing retractions as they are published across thousands of journals, undertaking the Sisyphean task of digging good science out from under the avalanche of error in papers that pour forth at the rate of more than one million a year.

Retraction Watch can make for disconcerting reading. It discloses a panoply of errors ranging from the obscure and technical …, to enhanced and misleading images, to outright faking of data.

While perusing the various posts, we were interested to see that in one case, the University of Texas withdrew a scientist’s PhD  because the scientist’s data in the dissertation was found to be falsified.  The scientist was suing the university to keep her degree.


The information about Retraction Watch got your CLIC Librarians wondering, “How are retracted papers handled in subscription database  such as  ERIC, PsycInfo,  Medline, Web of Science, and the education databases Ebsco provides?  We contacted one subscription database provider, Web of Science (WOS) to find out their policy and below is their reply.

“If the item is specifically identified as a “Retraction” the following occurs:

The title of the original item is updated to include “(Retracted article….)” and to note the published retraction volume/year/page. The Retraction is indexed using the same title and authors as the original item – so that any title/author search that retrieves the original will retrieve the retraction. Finally, whether or not the retraction includes a reference to the original article, the cited reference is created so that the Cited-Reference/Times Cited data will link the original and its retraction.  

“The original item has its document type as of its indexing; the retraction will have the Doc Type “correction.”

Original article:
Title: LMX1A as a Prognostic Marker in Ovarian Mucinous Cystadenocarcinoma (Retracted article. See vol. 138, pg. 167, 2012)
Author(s): Lin, Chih-kung; Chao, Tai-Kuang; Lai, Hung-Cheng; et al.
Source: AMERICAN JOURNAL OF CLINICAL PATHOLOGY  Volume: 137   Issue: 6   Pages: 971-977   DOI: 10.1309/AJCPIX0RUO5PGLXD  
Published: JUN 2012
Times Cited: 1 (from Web of Science)

Retraction notice:
Title: LMX1A as a prognostic marker in ovarian mucinous cystadenocarcinoma (Retraction of vol 137, pg 971, 2012)
Author(s): Lin, C. K.; Chao, T. K.; Lai, H. C.
Source: AMERICAN JOURNAL OF CLINICAL PATHOLOGY  Volume: 138   Issue: 1   Pages: 167-167   DOI: 10.1309/AJCP95OCIBHVGLWJ  
Published: JUL 2012
Times Cited: 0 (from Web of Science) “

The CLIC librarians then checked  ERIC, PsycInfo,  Medline, and the education databases that Ebsco provides. We noted that all of them tag retracted articles.  We also checked the non subscription database,  Google Scholar and verified that it does not flag retractions. 

Think about how bad it would be if you based your research on an article that was later retracted! That might be a good reason to consult Retraction Watch, use subscription databases that mark retractions and are provided by the library,  always apply a critical eye to what you read,  and be cautious when using GS!


 Cover of the book, Positive Psychological Assessment: A Handbook of Models and MeasuresONLINE HANDBOOK
Title:  Positive Psychological Assessment: A Handbook of Models and Measures, 2003
Editor:  Shane J. Lopez
Overview:Positive Psychological Assessment is a primer for practitioners and researchers striving to incorporate assessment of human strengths, resources, and fulfillment into their work. Contributors examine the scientific underpinnings and practical applications of measures of hope, optimism, self-efficacy, problem-solving, locus of control, creativity, wisdom, courage, positive emotion, self-esteem, love, emotional intelligence, empathy, attachment, forgiveness, humor, gratitude, faith, morality, coping, well-being, and quality of life.”  – Publisher



Cover of the Handbook of College Science TeachingONLINE HANDBOOK
Title:  Handbook of College Science Teaching, 2006
Editors:   Joel J Mintzes and William H. Leonard
Overview:  “Are you still using 20th century techniques to teach science to 21st century students? Update your practices as you learn about current theory and research with the authoritative Handbook of College Science Teaching. The Handbook offers models of teaching and learning that go beyond the typical lecture-laboratory format and provides rationales for updated practices in the college classroom.” – Publisher



HOOS YOUR  datalights
Throughout the semester, we will be highlighting information about finding, organizing, analyzing, managing, displaying, and preserving research data. See this week’s featured data information below.


 what-statistical-analysis-testWHAT STATISTICAL ANALYSIS SHOULD YOU USE? 
Have you ever asked, “What statistical analysis should I use in my research?”  Staff at the Institute for Digital Research and Education at UCLA posted this site featuring a chart developed by Dr. James Leeper to help you decide!

Their description of this resource reads, “The following table shows general guidelines for choosing a statistical analysis. We emphasize that these are general guidelines and should not be construed as hard and fast rules. Usually your data could be analyzed in multiple ways, each of which could yield legitimate answers…The table then shows one or more statistical tests commonly used given these types of variables (but not necessarily the only type of test that could be used) and links showing how to do such tests using SAS, Stata and SPSS.”


Sage publisher’s  Quantitative Applications in the Social Sciences (QASS) series (often referred to as the “little green books”) helps students, instructors, and researchers learn cutting-edge quantitative techniques.  The library has 196 of these “little green books” in our collection including Meta-Analysis, Survey Questions,  and Methods of Randomization in Experimental Design.

Sage is now actively looking to expand this series. If you have an idea for a volume on a topic that you feel is missing from the series, please a brief outline to Helen Salmon, Acquisitions Editor (helen.salmon@sagepub.com) and John Fox (jfox@mcmaster.ca). For advice on putting together a prospectus for a new volume, please download our proposal guidelines here.   A template and author style guidelines  can be found online.


United States Census Bureau LogoREPORT AND DATA TOOL
Social Studies teachers, you may find this report and online data tool from the U.S. Census Bureau to be of use in your classroom.  The report, Young Adult Voting: An Analysis of Presidential Elections, 1964-2012 uses data collected by the Current Population Survey and provides a detailed 50-year historical portrait of voters with a specific focus on young adults.  In addition to the report, the Census Bureau released an interactive Voting Report that provides comparisons of voting and registration patterns by demographic, social and geographic characteristics for the U.S. and states.


ICPSR building in Ann Arbor MichiganFREE SUMMER DATA COURSE
TOPIC:  “Maximizing the Head Start Impact Study: New Third Grade Follow-Up Data, Contextual Variables, and Approaches to Understanding Variation in Impacts”
DATES: July 16 – 18, 2014
LOCATION: ICPSR in Ann Arbor, Michigan
DESCRIPTION:   Join ICPSR for a course looking at the Head Start Impact Study (HSIS) dataset. Course participants are expected to have a basic understanding of secondary data, fundamental data analysis skills including multi-level modeling, knowledge of SPSS, SAS, or Stata, and a substantive interest in early care and education.  The course sessions will include time to work on-site with all of the available data.
APPLICATION INFORMATION:  The workshop is free, but enrollment is limited. Researchers interested in using this dataset to answer policy relevant questions in child development and early care and education are encouraged to apply. Admitted graduate students, post-doctoral scholars, and junior faculty/researchers will be considered for one of a limited number of stipends to help with travel and housing costsFor more information here. or to apply, please visit the workshop course page at  http://www.icpsr.umich.edu/icpsrweb/sumprog/courses/0183


First page of the NCEE Evaluation Brief, State Requirements for Teacher Evaluation Policies Promoted by Race to the TopREPORT ON RACE TO THE TOP INITIATIVE
The National Center for Education Evaluation and Regional Assistance (NCEE) brief report, State Requirements for Teacher Evaluation Policies Promoted by Race to the Top,  describes the extent to which states required teacher evaluation policies to be aligned with the Race to the Top (RTT) initiative as of spring 2012. Although teacher evaluation policies appear to be rapidly evolving, documenting policy requirements in the early years of RTT implementation can help inform policymakers about the pace of policy innovation nationally. This brief examines the presence of state-level requirements for certain practices but not the actual district- or school-level implementation of such practices

National Center for Education Statistics logoPUBLIC HIGH SCHOOL GRADUATES & DROPOUTS REPORT 
The National Center for Education Statistics (NCES) report, Public High School Four-Year On-Time Graduation Rates and Event Dropout Rates: School Years 2010–11 and 2011–12, includes four-year on-time graduation rates and dropout rates for school years 2010-11 and 2011-12.  This report includes national and state-level Averaged Freshman Graduation Rates, which NCES has been producing for many years as an estimator for on-time graduation. The Adjusted Cohort Graduation Rate data have been incorporated into NCES’s existing report on graduation and dropout statistics for the first time starting with this report. The report also includes information on the Averaged Freshman Graduation Rate and the NCES calculated event dropout rate for the same 2 school years.


 This newsletter is produced by the CLIC librarians, Kay Buchanan and Carole Lohman.

The newsletter is intended to support  faculty and students at the Curry School of Education who are engaged in scientifically based research, evaluation, and teaching by keeping them up-to-date on scholarly resources, trends, and opportunities so they can make a positive impact on education.

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