https://scholarlypublications.universiteitleiden.nl/access/item%3A2975288/view

Evidence of Open Access of scientific publications in Google Scholar: a large-scale analysis

With the accumulating evidence of changing disturbance regimes becoming increasingly obvious, there is potential for disturbance ecology to become the most valuable lens through which climate-related disturbance events are interpreted. In this paper, I revisit some of the central themes of disturbance ecology and argue that the knowledge established in the field of disturbance ecology continues to be relevant to ecosystem management, even with rapid changes to disturbance regimes and changing disturbance types in local ecosystems. Disturbance ecology has been tremendously successful over the past several decades at elucidating the interactions between disturbances, biodiversity, and ecosystems, and this knowledge can be leveraged in different contexts. Primarily, management in changing and uncertain conditions should be focused primarily on the long-term persistence of that native biodiversity which has evolved within the local disturbance regime, and is likely to go extinct with rapid changes to disturbance intensity, frequency, and type. Where possible, conserving aspects of natural disturbance regimes will be vital to preserving functioning ecosystems and to that native biodiversity that requires disturbance for its continued existence, though these situations may become more limited over time. Finally, scientists must actively propose management policies that incorporates knowledge of disturbance ecology. Successful policies regarding changing disturbance regimes for biodiversity will not merely be reactive, and will recognize that for natural ecosystems as for human society, not all desired outcomes are simultaneously possible.

/pdf/disturbance-ecology-in-the-anthropocene-44tbyh6wli.pdf

Disturbance Ecology in the Anthropocene

Healthcare represents a paradox. While change is everywhere, performance has flatlined: 60% of care on average is in line with evidence- or consensus-based guidelines, 30% is some form of waste or of low value, and 10% is harm. The 60-30-10 Challenge has persisted for three decades. Current top-down or chain-logic strategies to address this problem, based essentially on linear models of change and relying on policies, hierarchies, and standardisation, have proven insufficient. Instead, we need to marry ideas drawn from complexity science and continuous improvement with proposals for creating a deep learning health system. This dynamic learning model has the potential to assemble relevant information including patients’ histories, and clinical, patient, laboratory, and cost data for improved decision-making in real time, or close to real time. If we get it right, the learning health system will contribute to care being more evidence-based and less wasteful and harmful. It will need a purpose-designed digital backbone and infrastructure, apply artificial intelligence to support diagnosis and treatment options, harness genomic and other new data types, and create informed discussions of options between patients, families, and clinicians. While there will be many variants of the model, learning health systems will need to spread, and be encouraged to do so, principally through diffusion of innovation models and local adaptations. Deep learning systems can enable us to better exploit expanding health datasets including traditional and newer forms of big and smaller-scale data, e.g. genomics and cost information, and incorporate patient preferences into decision-making. As we envisage it, a deep learning system will support healthcare’s desire to continually improve, and make gains on the 60-30-10 dimensions. All modern health systems are awash with data, but it is only recently that we have been able to bring this together, operationalised, and turned into useful information by which to make more intelligent, timely decisions than in the past.

/pdf/the-three-numbers-you-need-to-know-about-healthcare-the-60-1a6vvbomnz.pdf

The three numbers you need to know about healthcare: the 60-30-10 Challenge

Scientific progress is built on research that is reliable, accurate, and verifiable. The methods and evidentiary reasoning that
underlie scientific claims must be available for scrutiny. Like other fields, the education sciences suffer from problems such
as failure to replicate, validity and generalization issues, publication bias, and high costs of access to publications—all of
which are symptoms of a nontransparent approach to research. Each aspect of the scientific cycle—research design, data
collection, analysis, and publication—can and should be made more transparent and accessible. Open Education Science is
a set of practices designed to increase the transparency of evidentiary reasoning and access to scientific research in a domain
characterized by diverse disciplinary traditions and a commitment to impact in policy and practice. Transparency and accessibility are functional imperatives that come with many benefits for the individual researcher, scientific community, and
society at large—Open Education Science is the way forward.

/pdf/open-education-science-31cpkquxgz.pdf

Open Education Science

In this communication, the author defines ecopracticology as a legitimate field of scholarly inquiry, discusses its theoretical independence and interdependence, introduces Socio-Ecological Practice Research (SEPR) as its home journal, and pays tribute to those who contributed to the field’s development. In compliance with journal’s requirements for the article type Communication, presentations are concise; footnotes are used as needed to compensate brevity.

Ecopracticology : the study of socio-ecological practice

Free to All

A commentary published recently in The Journal of Wildlife Management argued that open access publication has strong negative implications for the future of science. Unfortunately, that commentary was founded in serious and deep misconceptions about the distinctions between open access, commercial, and society publications, and the rigor of peer review in open access journals. To the contrary, open access responds more appropriately than traditional closed publishing venues to the needs and participation of an increasingly global scholarly research community, and peer review by a broader community may in many cases be more rigorous, responding to the increasingly interdisciplinary nature of modern research. We respectfully suggest that The Wildlife Society consider a transition from closed access to open access for The Journal of Wildlife Management, as a means of optimizing and maximizing its role in communications in the field. © 2017 The Wildlife Society.

https://wildlife.onlinelibrary.wiley.com/doi/pdf/10.1002/jwmg.21216

How open access is crucial to the future of science

INTRODUCTION Scholarly communication has arisen as a core academic librarianship competency, but formal training on scholarly communication topics in LIS is rare, leaving many early career practitioners underprepared for their work. METHODS Researchers surveyed practitioners of scholarly communication, as defined by the Association of College and Research Libraries (ACRL), regarding their attitudes toward and experiences with education in scholarly communication, job responsibilities, location within their academic libraries, and thoughts about emerging trends in scholarly communication librarianship. results Few scholarly communication practitioners felt well-prepared by their graduate training for the core set of primary and secondary scholarly communication responsibilities that have emerged. They deploy a range of strategies to fill the gap and would benefit from support in this area, from more robust education in graduate programs and through continued professional development. discussion The results of this survey support the assertion that as academic libraries and academic library work have increasingly recognized the importance of scholarly communication topics, library school curricula have not developed correspondingly. Respondents indicated a low level of formal pedagogy on scholarly communication topics and generally felt they were not well-prepared for scholarly communication work, coming at a significant opportunity cost. CONCLUSION Scholarly communication practitioners should create and curate open teaching and learning content on scholarly communication topics for both continuing education as well as adoption within LIS curricula, and LIS programs should develop accordingly, either through “topics” courses or by integrating scholarly communication into and across curricula as it intersects with existing courses.

https://www.iastatedigitalpress.com/jlsc/article/12859/galley/12543/download/

Finding Our Way: A Snapshot of Scholarly Communication Practitioners' Duties & Training

/pdf/open-access-week-2013-final-report-1923ugw868.pdf

Open Access Week 2013 Final Report

Comment on “Sensitivity of seaf oor bathymetry to climate-driven f uctuations in mid-ocean ridge magma supply” Peter Huybers, Charles Langmuir, Richard F. Katz, David Ferguson, Cristian Proistosescu, Suzanne Carbotte Olive et al. (Reports, 16 October 2015, p. 310) argue that ~10% fl uctuations in melt supply do not produce appreciable changes in ocean ridge bathymetry on time scales less than 100,000 years and thus cannot refl ect sea level forcing. Spectral analysis of bathymetry in a region they highlight as being fault controlled, however, shows strong evidence for a signal from sea level variation. Full text at http://dx.doi.org/10.1126/science.

/pdf/subsidizing-truly-open-access-175yvp0ueo.pdf

Josh Bolick

Papers

Free to All

How open access is crucial to the future of science

Finding Our Way: A Snapshot of Scholarly Communication Practitioners' Duties & Training

Open Access Week 2013 Final Report

Subsidizing truly open access.