15661. Who Is Talking About My Research: Introduction to Altmetrics (02:06)

Date:
2021-04-22
Main contributors:
Ramirez, Mirian, Whipple, Elizabeth C., Craven, Hannah J.
Summary:
The poster will provide a roadmap of how to track and use alternative metrics (altmetrics) to provide evidence of attention or engagement of individual research outlets. Altmetrics are non-traditional metrics proposed as an alternative/complement to citation impact metrics. They provide information about the attention and influence of research of an article or publication and are based on interactions and conversations about scholarly content that occur online, mainly on social media platforms. One of the benefits of altmetrics is that they can accrue sooner than traditional metrics (citations) as they do not depend on the long process of conventional scholarly communication. Examples of altmetrics include mentions on Twitter, in news releases, in blogs, citations in policy documents, number of downloads, and more. As altmetrics are becoming more popular than ever in the evaluation of research, you can include them in your CV, grant proposal, personal website, and your promotion and tenure dossier. This poster shows useful sources and tools to track alternative metrics.

15662. Who pays the bill? (29:31)

Date:
1958
Summary:
Uses a family discussion and a series of cartoons to explain who pays for price supports under the different kinds of programs. Explains the impact of alternative programs. (Agrafilms, Inc.) Film.

15665. Who runs the prisons? (29:16)

Date:
1958
Summary:
In this program, criminologist Joseph D. Lohman sketches the relationship of prison administration to the inmate community and the ways in which the inmates’ group influences the administration. An inmate's views about who really controls the operation of a prison are expressed during an on-location interview. Burke and Lohman explore the prisoner’s role, both legitimate and otherwise, in prison management, and discuss the redirection of this community activity into legitimate channels which a professional staff can provide. Lohman notes the need for constructive outlets for individual and group expression, without which inmate energies are directed into hostile and anti-social channels.

15666. Who Walked Here? (30:01)

Date:
1957
Summary:
Shows how animal tracks may be identified and explains how various types of tracks are classified. Demonstrates the making of track stamps through the use of potatoes. Discusses the making of plaster casts of tracks and the wiring of stories using tracks. (WGBH-TV) Kinescope.

15667. Who Wins? (22:29)

Date:
1975
Main contributors:
National Instructional Television
Summary:
Episode 2 from the series Self Incorporated, a 15-program television/film series. Self Incorporated is designed to stimulate classroom discussion of critical issues and problems of early adolescence. It aims at helping 11- to 13-year-olds cope with the physical, social, and emotional changes they are experiencing. Self Incorporated was created under the management of the Agency for Instructional Television through the resources of a consortium of 42 state and provincial educational and broadcasting agencies, with additional assistance from Exxon Corporation.

15668. Who's who in the Bronx zoo (08:36)

Date:
unknown/unknown
Main contributors:
Emerson Yorke Studio, F. Howard O'Neill, Roger Bowman, George Stoetzel, John Duncan, Solita Palmer
Summary:

15670. Why and How to Experiment in Economics (1:25:55)

Date:
2019-01-25
Main contributors:
Puzzello, Daniela
Summary:
Experimental economics uses human subjects to answer research and policy questions. This talk provides a brief discussion of the methodological guidelines adopted in economics experiments. It will also illustrate how experiments can be used to test the validity of economic theories or guide the design of market mechanisms and economic policies.

15671. Why are atoms unpredictable? (29:50)

Date:
unknown/unknown
Summary:
Demonstrates the strange and contradictory particle and wave behavior of electrons. Suggests that the atomic system seemingly hides any way by which its behavior may be understood. Explains that the scientist has had to approach the study of sub-atomic particles in an oblique manner. Discusses the "uncertainty principle" and the place of "statistical method." Suggests that because atomic behavior can be amplified, the whole world is affected by the statistical probability of atomic behavior. Dr. Teller presents his personal view that the behavior od atoms, like the future, is neither certain nor predictable. (KQED) Film.

15672. Why Are Eye Exams So Important? (09:56)

Date:
2020-04-24
Main contributors:
James, Jessica
Summary:
Why is it so important to get your eyes examined? What happens during an eye exam? When should someone see their doctor? Most people think the purpose of an eye exam is to update prescriptions and get new, trendy glasses, but the full purpose is much more extensive. Throughout an exam, patients will be tested for early onset and even undiagnosed diseases as well as be treated for vision loss. Experts in the field concur that it is important to see your optometrist every two to three years, depending on your age, to maintain your eye health and prevent vision loss at a later age. Through a review of current literature, the paper will analyze why patients should see their optometrist regularly and clarify the benefits that come with maintaining good eye health habits.

15673. Why Bother? (Finding Alternatives) (15:22)

Date:
1979
Main contributors:
National Instructional Television
Summary:
Episode 1 of Thinkabout, a series of sixty programs to help students in 5th and 6th grade become independent learners and problem solvers by strengthening their reasoning skills and reviewing and reinforcing their language arts, mathematics and study skills. The series is broken up into thirteen themes: Finding Alternative, Estimating & Approximating, Giving & Getting Meaning, Collecting Information, Finding Patterns, Generalizing, Sequence and Scheduling, Using Criteria, Reshaping Information, Judging Information, Communicating Effectively and Solving Problems.

15674. Why communication satellites? (12:25)

Date:
1963
Summary:
Uses animation and live-action photography to explain the need for satellites in long distance radio and television communication. Compares three types of communication satellites which have been launched--Echo, Telstar, and Syncom--explains their capabilities, and suggests future uses of satellites for space communication.

15675. Why Competition? Market Structure (22:28)

Date:
1982
Main contributors:
National Instructional Television
Summary:
Episode 12 from the Agency for Instructional Television series Give & Take, an educational program on economics designed for grades 8-10.

15676. Why do things differ? (29:35)

Date:
1957
Summary:
Dramatizes the questions raised in Darwin's mind on his return to England from his famous voyage. Discusses why animals differ when found in different locations, why and how species arise, and if new forms appear suddenly. Uses graphic illustrations, slides, and live animals to explain simple concepts of the origin of the species. (WGBH-TV) Kinescope.

15678. Why is Japan of grave importance to the United States? (29:38)

Date:
1955
Summary:
This program stresses two main points: The internal problems of Japan and Japan’s position in the Far East as it affects the United States. A film segment suggests highlights of the history of Japan since World War II, and a second film clip illustrates the conditions of life in Japan, pointing up the great difficulty of such a small country in providing enough food for such an enormous population. It is agreed that the key issue of American policy is how to convert a defeated, completely demilitarized enemy into a strong ally against Communism.

15679. Why Johnny reads junk (29:38)

Date:
1958
Summary:
Dr. Maria Piers names some of the reasons children should read. She explores what books are best for different age groups and delves into reasons children do not read..

15680. Why Money (Voluntary Exchange) (20:37)

Date:
1978
Main contributors:
National Instructional Television
Summary:
Episode 9 of Trade-offs, a series in economic education for nine to thirteen year-olds that consists of fifteen 20-minute television/film programs and related materials. Using dramatizations and special visuals, the series considers fundamental economic problems relevant to everyday life. In its first year, Trade-offs was used by approximately 500,000 students and their teachers in about 25.000 fifth and sixth grade classrooms. This more than quadrupled the amount of teaching of economics as a subject. Trade-offs was produced under the direction of AIT by the Educational Film Center (North Spring-field. Virginia), The Ontario Educational Communications Authority, and public television station KERA, Dallas. Programs were available on film, videocassette, and broadcast videotape. Trade-offs was developed cooperatively by the Joint Council on Economic Education, the Canadian Foundation for Economic Education, the Agency for Instructional Television, and a consortium fifty-three state and provincial education and broadcasting agencies.