University of New South Wales

About: University of New South Wales is a education organization based out in Sydney, New South Wales, Australia. It is known for research contribution in the topics: Population & Poison control. The organization has 51197 authors who have published 153634 publications receiving 4880608 citations. The organization is also known as: UNSW & UNSW Australia.

Meta-analysis and the science of research synthesis

Abstract: Meta-analysis is the quantitative, scientific synthesis of research results. Since the term and modern approaches to research synthesis were first introduced in the 1970s, meta-analysis has had a revolutionary effect in many scientific fields, helping to establish evidence-based practice and to resolve seemingly contradictory research outcomes. At the same time, its implementation has engendered criticism and controversy, in some cases general and others specific to particular disciplines. Here we take the opportunity provided by the recent fortieth anniversary of meta-analysis to reflect on the accomplishments, limitations, recent advances and directions for future developments in the field of research synthesis.

Nomenclature and nosology for neuropathologic subtypes of frontotemporal lobar degeneration: an update

Abstract: Nomenclature and nosology for neuropathologic subtypes of frontotemporal lobar degeneration : an update

What the Student Does: teaching for enhanced learning

Abstract: Many teachers see major difficulties in maintaining academic standards in today's larger and more diversified classes. The problem becomes more tractable if learning outcomes are seen as more a function of students' activities than of their fixed characteristics. The teacher's job is then to organise the teaching/learning context so that all students are more likely to use the higher order learning processes which “academic” students use spontaneously. This may be achieved when all components are aligned, so that objectives express the kinds of understanding that we want from students, the teaching context encourages students to undertake the learning activities likely to achieve those understandings, and the assessment tasks tell students what activities are required of them, and tell us how well the objectives have been met. Two examples of aligned teaching systems are described: problem-based learning and the learning portfolio.

Does conversion of forest to agricultural land change soil carbon and nitrogen? a review of the literature

Abstract: Soil carbon is a large component of the global carbon cycle and its management can significantly affect the atmospheric CO2 concentration. An important management issue is the extent of soil carbon (C) release when forest is converted to agricultural land. We reviewed the literature to assess changes in soil C upon conversion of forests to agricultural land. Analyses are confounded by changes in soil bulk density upon land-use change, with agricultural soils on average having 13% higher bulk density. Consistent with earlier reviews, we found that conversion of forest to cultivated land led to an average loss of approximately 30% of soil C. When we restricted our analysis to studies that had used appropriate corrections for changes in bulk density, soil C loss was 22%. When, from all the studies compiled, we considered only studies reporting both soil C and nitrogen (N), average losses of C and N were 24% and 15%, respectively, hence showing a decrease in the average C : N ratio. The magnitude of these changes in the C : N ratio did not correlate with either C or N changes. When considering the transition from forest to pasture, there was no significant change in either soil C or N, even though reported changes in soil C ranged from −50% to +160%. Among studies that reported changes in soil N as well as soil C, C : N ratios both increased and decreased, with trends depending on changes in system N. Systems with increasing soil N generally had decreased C : N ratios, whereas systems with decreasing soil N had increased C : N ratios. Our survey confirmed earlier findings that conversion of forest to cropland generally leads to a loss of soil carbon, although the magnitude of change might have been inflated in many studies by the confounding influence of bulk-density changes. In contrast, conversion of forest to uncultivated grazing land did not, on average, lead to loss of soil carbon, although individual sites may lose or gain soil C, depending on specific circumstances, such as application of fertiliser or retention or removal of plant residues.