Relevant bibliographies by topics / Scientific Teams

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Scientific Teams'

Author: Grafiati
Published: 26 October 2024

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Journal articles on the topic "Scientific Teams"

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Heroux, Michael A., Jeffrey C. Carver, and Sarah Knepper. "Collegeville Workshop 2021: Scientific Software Teams." Computing in Science & Engineering 24, no. 3 (May 1, 2022): 4–5. http://dx.doi.org/10.1109/mcse.2022.3180488.

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Hussinger, Katrin, and Maikel Pellens. "Scientific misconduct and accountability in teams." PLOS ONE 14, no. 5 (May 2, 2019): e0215962. http://dx.doi.org/10.1371/journal.pone.0215962.

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&NA;. "For Sports Teams—and Scientific Research Teams—Excessive Talent May Undermine Performance." Back Letter 29, no. 10 (October 2014): 113. http://dx.doi.org/10.1097/01.back.0000455806.09301.a6.

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Liu, Linlin, Jianfei Yu, Junming Huang, Feng Xia, and Tao Jia. "The dominance of big teams in China’s scientific output." Quantitative Science Studies 2, no. 1 (2021): 350–62. http://dx.doi.org/10.1162/qss_a_00099.

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Abstract Modern science is dominated by scientific productions from teams. A recent finding shows that teams of both large and small sizes are essential in research, prompting us to analyze the extent to which a country’s scientific work is carried out by big or small teams. Here, using over 26 million publications from Web of Science, we find that China’s research output is more dominated by big teams than the rest of the world, which is particularly the case in fields of natural science. Despite the global trend that more papers are written by big teams, China’s drop in small team output is much steeper. As teams in China shift from small to large size, the team diversity that is essential for innovative work does not increase as much as that in other countries. Using the national average as the baseline, we find that the National Natural Science Foundation of China (NSFC) supports fewer small teams than the National Science Foundation (NSF) of the United States does, implying that big teams are preferred by grant agencies in China. Our finding provides new insights into the concern of originality and innovation in China, which indicates a need to balance small and big teams.
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Anderson, Katharine. "Network representations of diversity in scientific teams." Proceedings of the Royal Society A: Mathematical, Physical and Engineering Sciences 476, no. 2242 (October 2020): 20190797. http://dx.doi.org/10.1098/rspa.2019.0797.

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One strength of network analysis is its ability to encapsulate social heterogeneity. Here, we leverage that strength to examine another dimension of individual heterogeneity: heterogeneity of skills, knowledge and experience. This skill heterogeneity is difficult to quantify, but is vitally important to outcomes for both individuals and teams. Complicating the matter, skill diversity can be present on multiple levels. Individuals have different kinds of skills, but they also have different degrees of specialization. Skill diversity on a team level may come from individual skill diversity or focused researchers in different areas. Here, we illustrate our network-based method for characterizing skill sets in a context of increasing importance: scientific collaboration. Using data from the field of economics, we create network-based measures of paper scope, individual specialization, coauthor alignment and team skill diversity. We then use those measures to examine the relationship between skill diversity and publication outcomes.
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Wang, Jian, and Diana Hicks. "Scientific teams: Self-assembly, fluidness, and interdependence." Journal of Informetrics 9, no. 1 (January 2015): 197–207. http://dx.doi.org/10.1016/j.joi.2014.12.006.

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Weinfurt, Kevin P. "Managing different intellectual personalities in scientific teams." Journal of Clinical and Translational Science 3, no. 2-3 (June 2019): 50–52. http://dx.doi.org/10.1017/cts.2019.388.

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Stvilia, Besiki, Adam Worrall, Michelle M. Kazmer, Charles C. Hinnant, Gary Burnett, Katy Schindler, Kathleen Burnett, and Paul F. Marty. "Composition of scientific teams and publication productivity." Proceedings of the American Society for Information Science and Technology 47, no. 1 (November 2010): 1–2. http://dx.doi.org/10.1002/meet.14504701304.

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Glushchenko, V. "The Scientific Theory of Teams and Strategic Management of Teamwork." Bulletin of Science and Practice 6, no. 4 (April 15, 2020): 272–87. http://dx.doi.org/10.33619/2414-2948/53/32.

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Subject of the article is development of scientific theory and methodology teams strategic management of teams, the object of the article is dedicated to team activities under the project approach in the economy, the aim is to increase the efficiency of strategic management of work teams in terms of project approach to achieve the goals the following tasks: study of development of methodology of team work and management of work teams (groups, schools); identify and study the function and role of teams in organizations; the method of forming a team management strategy within the project approach; forming a scientific theory of teamwork; describing the paradigm of strategic management of teamwork and its components; research sources of risks to reduce the effectiveness of teams; scientific methods in the article are the methodology of science, historical analysis, heuristic synthesis, system analysis and approach, the method of expert assessments, comparative analysis, forecasting; the scientific novelty of the article is the formation of scientific theories of teamwork, the definition of the functions and roles of command in the economy, scientific bases and a technique of formation of strategy of management by work teams within the framework of the project approach taking into account the specifics of work teams in conditions of the sixth technological structure.
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Jiahui Jin. "Knowledge Hiding of Scientific Research Teams in Colleges and Universities within the Chinese Context." Journal of Electrical Systems 20, no. 7s (May 4, 2024): 1796–99. http://dx.doi.org/10.52783/jes.3801.

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Knowledge hiding is a concept corresponding to knowledge sharing, hindering knowledge integration and innovation of scientific research teams. Study on knowledge hiding is beneficial to improving the innovation ability and performance of scientific research teams. Current research on knowledge hiding behaviors of scientific research teams in colleges and universities within the Chinese context have made new progress, including but not limited to: (1) Characteristics of scientific research teams in colleges and universities within the Chinese context, and the unique knowledge hiding behavior patterns caused by such characteristics; (2) How to effectively measure knowledge hiding behaviors within the Chinese context; (3) Local factors triggering knowledge hiding behaviors; (4) Chinese leadership in scientific research teams; (5) Impact of the unique office culture in China on knowledge hiding behaviors.
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Dissertations / Theses on the topic "Scientific Teams"

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McElroy, Charles Patrick. "HOW ENVIRONMENTAL SCIENCES BUILD INTERDISCIPLINARY KNOWLEDGE CLAIMS: CYBERINFRASTRUCTURE AFFORDANCES UNDER CONFLICTING INSTITUTIONAL LOGICS." Case Western Reserve University School of Graduate Studies / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=case1493172605970172.

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Ordonez-Matamoros, Gonzalo. "International Research Collaboration, Research Team Performance, and Scientific and Technological Capabilities in Colombia: A Bottom-Up Perspective." Diss., Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/26534.

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This dissertation examines the ways international research collaboration affects the ability of Colombian research teams to produce bibliographic outputs, and to contribute to local knowledge. Research hypotheses are tested using Zero Inflated Negative Binomial Regression models to account for the effects of international research collaboration on team output while controlling for team characteristics, partner characteristics, scientific discipline, sector, the characteristics of the teams' home institution, and team location. The study uses control groups and the Propensity Score Matching approach to assess the overall impact of international research collaboration on research team performance while controlling for the effects of endogeneity and selection bias. Results show that international research collaboration is positively associated with both team output and teams' ability to contribute to local knowledge. The study shows that such effects depend on the type of collaboration chosen and the type of partner involved. Particularly, it shows that while co-authoring with colleagues located overseas or receiving foreign funding positively affects team performance, hosting foreign researchers does not seem to affect a team's productivity or its ability to contribute to local knowledge once all other variables are held constant. It also finds that collaborating with partners from the South yields greater productivity counts than collaborating with partners from the North, but that collaboration with partners from northern countries is strongly associated with a team's ability to contribute to local knowledge, while collaboration with partners from southern countries is not. Theoretical and policy implications of these and other counterintuitive findings are discussed.
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Abbonato, Diletta. "The role of artificial intelligence for societal challenges." Electronic Thesis or Diss., Strasbourg, 2024. http://www.theses.fr/2024STRAB004.

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Cette thèse examine le rôle de l'intelligence artificielle (IA) dans la résolution des problèmes sociétaux, en se concentrant sur son impact sur la recherche scientifique, le développement industriel et les perceptions du public. Chapitre 1 explore les résultats scientifiques des collaborations interdisciplinaires entre les médecins et les spécialistes de l'IA pendant la pandémie COVID-19. Chapitre 2 traite de l'impact de Transformers sur la science, en mettant l'accent sur le codéveloppement de la technologie de l'IA entre les universités et l'industrie. Chapitre 3 explore les perceptions du public sur les principales technologies de la quatrième révolution industrielle (4IR). La thèse considère l'IA comme une technologie transformatrice, appelant à une gouvernance proactive afin d'optimiser ses avantages et d'atténuer ses risques
This thesis examines the role of artificial intelligence (AI) in addressing societal challenges, focusing on its impact on scientific research, industrial development, and public perceptions. Chapter 1 explores the scientific outcome of interdisciplinary collaborations between physicians and AI specialist during the COVID-19 pandemic. Chapter 2 discusses the impact of Transformers on science, with a focus on the co-development of AI technology between universities and industry. Chapter 3 explores public perceptions on the main technologies of fourth industrial revolution (4IR). The thesis positions AI as a transformative technology, calling for proactive governance to optimize its benefits and mitigate its risks
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Mejer, Malwina. "Essays on patent systems and academic patenting." Doctoral thesis, Universite Libre de Bruxelles, 2012. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209623.

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The past decade has witnessed a second academic revolution with the new role of contributing to economic growth and social development assigned to universities. A real phenomenon embedded in this new role is the right given to universities to file for a patent protection over publicly funded research and the possibility to retain financial returns from its license or selling. The aim of this thesis is to better understand this phenomenon and its relationship to scientific production.

Starting with the role patents pay in stimulating innovation, Chapter 2 assesses the cost of rewarding and enforcing exclusive patent rights in Europe and discusses implications for patenting at universities.

Chapter 3 aims to document patenting at universities in Belgium by applying the definition of university-invented patents. It challenges the ‘European Paradox’, the view that despite being good in producing science, European research institutions are not successful in transferring it to the real economy.

Chapters 4 and 5 investigate the relationship between patenting and scientific productivity. Chapter 4 questions the critique that patenting at universities may have a detrimental effect on scientific progress. Chapter 5 challenges the view that knowledge diversity increases group ability to innovate. It further enhances our understanding of how different ways of achieving diversity affect team inventive performance.


Doctorat en Sciences économiques et de gestion
info:eu-repo/semantics/nonPublished

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McCarthy, Claire Natasha. "Kinds : natural, nominal, scientific Kind terms in science and commonsense." Thesis, King's College London (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.406357.

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In this thesis I argue that science and common sense do not recognise the same kinds in nature, and hence the reference of kind terms in scientific and ordinary language differs. Therefore, a satisfactory philosophical account of natural kinds and their names should respect these differences. I begin by describing the account of natural kinds and their names offered by Putnam and Kripke, showing that their 'causal account' of reference predicts that kind terms in science and in ordinary language should agree in their extension. I then review cases from biology, chemistry, physics and the social sciences that suggest this is not the case - that the kind terms in these sciences differ from seemingly comparable terms in ordinary language. I go on to describe a notion of incommensurability devised by Thomas Kuhn, based on translatability and translation failure. I then show that the differences between science and common sense, employed to critique the causal view, show that science and common sense are incommensurable in Kuhn's sense. I take this to show that no satisfactory account of natural kinds can offer a single set of kinds and kind terms, and a single story of their nature, for both science and common sense. I then discuss accounts of kind concepts in developmental psychology, to see how these explanations of the nature and development of lay-concepts relates to the incommensurability thesis. I then deal with issues that may arise in light of the thesis; for example, explaining how the layman, steeped in common sense, can learn scientific theory. This leaves me in a position to clear the ground for a positive account of kinds and kind terms - surveying, in the light of the foregoing discussions, what must be included in, and excluded from, a satisfactory account,
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Wababa, Zola. "How scientific terms are taught and learnt in the Intermediate Phase." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2189.

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Thesis (MEd (Curriculum Studies))--University of Stellenbosch, 2009.
ENGLISH ABSTRACT: The study seeks to investigate how a language is used in teaching and learning of natural science in the intermediate phase, with specific reference to the way in which isiXhosa (learners’ home language) is used alongside English (the resource language and medium of teaching and learning). My research investigated teaching and learning practice materials in two classes and studied the roles of English and isiXhosa in mediating cognitively challenging subject content, particularly natural science concepts and terminology. In chapter two I refer to different theoreticians to advance my argument around the use of language as a tool to promote cognitive development and conceptual understanding in areas of academic learning in this case, natural science. I looked at work done internationally on cognitive development and then explored numerous research projects conducted on the same issue in an African context around the use of indigenous languages in teaching and learning. I also explored the Language in Education Policy underpinning the natural science curriculum statement, particularly the distinction between additive and subtractive bi/multilingualism. I will discuss the language of science and investigate how this highly specialised natural science jargon is used to convey understanding of science to learners who are not native speakers of English. Classroom observations and interviews with teachers are used to gain insight into the use of both isiXhosa and English in everyday teaching and learning. Teaching and learning materials such as textbooks and learners’ work are also explored. These are attempts to determine how natural science concepts and terminology are explained to learners and which language is used and for what purposes? The study concludes that the lack of materials in isiXhosa, coupled with unplanned code switching to English and the extensive use of English borrowings affect learners’ ability to understand cognitively challenging material.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek hoe taal gebruik word in die onderrig en leer van natuurwetenskap in die interim fase met spesifieke verwysing na die wyse waarop isiXhosa (die leerders se huistaal) saam met Engels (die taal van hulpbronne en van onderrig-leer). My navorsing het die onderrig en leer praktyke van en materiaal in twee klasse ondersoek en die rolle van isiXhosa en Engels bestudeer waar kognitief-komplekse leermateriaal, veral natuurwetenskap konsepte en terminologie gebruik is. In hoofstuk twee verwys ek na verskeie teoretici om my argument oor die gebruik van taal as instrument om kognitiewe ontwikkeling en konseptuele begrip van natuurwetenskap (in hierdie geval) te bevorder, te ondersteun. Ek ondersoek internasionale perspektiewe op kognitiewe en konseptuele ontwikkeling in akademiese kontekste, in hierdie geval natuurwetenskap, opgevolg deur ‘n verskeidenheid van navorsingsprojekte op dieselfde onderwerp in die konteks van Afrika, veral wat betref die gebruik van inheemse tale in leer en onderrig. Ek neem die Taal in Onderrig Beleid onderliggend aan die natuurwetenskap kurrikulumverklaring in ag, met spesifieke verwysing na die onderskeid tussen aanvullende en afbrekende twee- en meertaligheid. Die taal wat in die natuurwetenskappe gebruik word, word ook onder die loep geneem en die ondersoek fokus op die wyse waarop hierdie hoogs gespesialiseerde vaktaal gebruik word om natuurwetenskap by leerders wat nie huistaalsprekers van Engels is nie, tuis te bring. Klaskamerwaarneming en onderhoude met onderwysers is gebruik om insig te verkry in die gebruik van beide isiXhosa en Engels in daaglikse onderrig en leer. Onderrig- en leermateriaal soos handboeke en leerders se werk is ook ondersoek. Hierdie is gedoen om uit te vind hoe natuurwetenskap konsepte en terminologie aan leerders verduidelik word en watter taal gebruik word vir watter doeleindes. Die studie kom tot die gevolgtrekking dat ‘n gebrek aan onderrig- en leermateriaal saam met onbeplande kodewisseling tussen Engels en Afrikaans en die uitgebreide gebruik van leenwoorde uit Engels beïnvloed die leerders se vermoë om kognitief komplekse materiaal te verstaan.
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Malcolmson, Elaine. "Coming to terms : an investigation of free-choice learning, scientific literacy and health literacy." Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6397/.

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The term free-choice learning has received relatively recent support, having been favoured by John Falk from around 2001. Free-choice learning can be described most simply as “the type of learning that occurs most frequently outside of school” (Falk, 2001, p.6). Free-choice science learning has connections with the research areas of science communication, the public understanding of science, public engagement with science and, in particular, informal learning. Additionally, Falk introduced the idea of working knowledge of science as, “knowledge generated by the learner’s own interests and needs” (Falk, Storksdieck and Dierking, 2007, p.464). This thesis explored the terms free-choice learning and working knowledge of science in order to gain a better understanding of their meaning and their importance. The work was carried out to address the following research questions: 1. Can the BodyWorks exhibits be used as a tool to provide evidence of free-choice learning and working knowledge? 2. Can the BodyWorks exhibits be used as a tool to gain a better understanding of free-choice learning and working knowledge? 3. What can be gained from revisiting scientific and health literacy concepts from the perspective of free-choice learning and working knowledge? 4. Can best practice with regards to free-choice learning and working knowledge be shared between the fields of scientific and health literacy? Glasgow Science Centre’s BodyWorks exhibits were used as a tool to empirically investigate free-choice learning and working knowledge. Data were gathered using semi-structured interviews and staff diaries. It was found that 93% of participants referred to some type of free-choice learning experience when discussing the BodyWorks exhibits. A better understanding of free-choice learning and working knowledge was achieved. Free-choice learning and working knowledge were used as a lens through which to revisit the concepts and definitions of scientific literacy and health literacy. This theoretical work provided an insight to key themes developing in this literature and directions for future research. The results of both the empirical and theoretical parts of this thesis combined to produce implications for free-choice learning providers, formal education, the health sector and society. Most importantly the results presented ideas on how these groups could utilise free-choice learning and working knowledge to their benefit.
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Zylberstein, Jonathan. "Translating terms and cultural aspects from English to Swedish in a social scientific text about gastronomy." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-26447.

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The present study deals with the translation of a text about tourism and gastronomy. The analysis focuses on the translation of cultural words and terminology. The aim of the study was to analyse the translation problems that may arise in an academic text dealing with tourism and gastronomy, and see what strategies are usable to handle these problems. The translation strategies that are used in the analysis are Vinay & Darbelnet’s (2008) and Newmark’s (1988). A number of different translation problems were addressed, for instance how to deal with borrowings and with cultural adaptations.
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Ngobeni, Mkateko Melidah. "An analysis of zero equivalence in the translation of scientific terms from English into Northern Sotho." Thesis, University of Limpopo (Turfloop Campus), 2013. http://hdl.handle.net/10386/1130.

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Thesis (M.A. (African Languages)) --University of Limpopo, 2013
This study entails the translation of scientific terms from English into Northern Sotho. The reason one conducted this study is because translators experience difficulties in finding the correct equivalent terms, especially in Northern Sotho. Consequently, borrowing and transliteration of terms becomes their last resort. However, that does not help users of dictionaries to achieve their communicative goal. The study highlights that, the borrowing of terms leads to language shift and death as users no longer consider other equivalents. In addition, the study indicates that the constant usage of the borrowed terms causes the terms to lose meaning and function. The way in which people translate idiomatic expressions is a huge problem as well. Mostly, people end up using literal translation and subsequently, the whole meaning of a text is lost or misunderstood.
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Eriksson, Rebecca. "Differences in Applying the Terms “Sex” and “Gender” Across Scientific Authors Active in English and Non-English Speaking Countries." Thesis, Umeå universitet, Institutionen för psykologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-184141.

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The aim of this present study was to examine whether scientific authors active in English-speaking countries differ from those in non-English-speaking countries in their use of the terms ‘sex’ and ‘gender’. Based on earlier science, findings have shown that the first language (L1) and second language (L2) differ in the neural processes of the brain and working memory. Research has also shown that women tend to communicate in a more polite and involved manner compared to men. Based on such findings, we compare authors’ tendency to use the terms sex and gender correctly, as a function of their sex and whether they were affiliated to a country with English as first language (EFL) or English as second language (ESL). The hypothesises of this study were (1) scientists affiliated to universities located in EFL countries are more likely to use the terms sex and gender correctly, compared to scientists affiliated to universities in ESL countries, and (2) female scientists are more likely to use the term gender, when they are actually referring to sex, than male scientists and are also less likely to use the term sex when they are referring to gender, compared to male scientists. Results supported the first but not the second hypothesis. Further results are analyzed and discussed based on theories from cognitive science.
Syftet med denna studie var att undersöka om vetenskapliga författare som är verksamma i engelsktalande länder skiljer sig från dem i icke-engelsktalande länder när det gäller att använda de engelska termerna ”sex” och ”gender”. Baserat på tidigare vetenskap har fynd visat att första språket (L1) och andraspråket (L2) skiljer sig åt i arbetsminne och hjärnans neurala processer. Forskning har också visat att kvinnor tenderar att kommunicera på ett mer artigt och involverat sätt jämfört med män. Baserat på sådana resultat jämför vi författarnas tendens att använda termerna kön och kön korrekt, som en funktion av deras kön och om de var affilierade till ett land med engelska som första språk (EFL) eller engelska som andraspråk (ESL). Hypoteser i denna studie var (1) forskare som är anslutna till universitet i EFL-länder är mer benägna att använda termerna kön och kön korrekt, jämfört med forskare som är anslutna till universitet i ESL-länder, och (2) kvinnliga forskare är mer benägna att använda begreppet gender, när de faktiskt menar sex, än manliga forskare och är också mindre benägna att använda termen sex när de menar gender, jämfört med manliga forskare. Resultaten stödde den första men inte den andra hypotesen. Ytterligare resultat analyseras och diskuteras utifrån teorier från kognitionsvetenskap.
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Books on the topic "Scientific Teams"

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Fruton, Joseph Stewart. Contrasts in scientific style: Research groups in the chemical and biological sciences. Philadelphia: American Philosophical Society, 1990.

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Adams, James D. Scientific teams and institutional collaborations: Evidence from U.S. universities, 1981-1999. Cambridge, MA: National Bureau of Economic Research, 2004.

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1953-, James Geoffrey, ed. Scientific selling: Creating high performance sales teams through applied psychology and testing. Hoboken, NJ: Wiley, 2012.

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United States. Department of Agriculture. Office of International Cooperation and Development. Research and Scientific Exchanges Division. China Program Staff. A Guide for U.S.D.A. scientific exchange teams traveling to the People's Republic of China. [Washington, D.C: OICD], 1993.

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United States. Department of Agriculture. Office of International Cooperation and Development. Research and Scientific Exchanges Division. China Program Staff. A Guide for U.S.D.A. scientific exchange teams traveling to the People's Republic of China. Washington, D.C: The Division, 1992.

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Sulaiman, Mustafa. Scientific terms dictionary. [Kurdistan, Iraq?: s.n.], 2001.

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Mombushō, Japan, ed. Japanese scientific terms: Chemistry. Tokyo: chemical Society of Japan, 1986.

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Geological Survey (U.S.), ed. The Scientific Assessment and Strategy Team. [Reston, VA]: U.S. Dept. of the Interior, U.S. Geological Survey, 1999.

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Geological Survey (U.S.), ed. The Scientific Assessment and Strategy Team. [Reston, VA]: U.S. Dept. of the Interior, U.S. Geological Survey, 1999.

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al-ʻIrāqī, Majmaʻ al-ʻIlmī. Scientific terms in dairy products: English-Arabic. Baghdad: Academy of Sciences Press, 1999.

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Book chapters on the topic "Scientific Teams"

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Blonder, Benjamin Wong, Ja'Nya Banks, Austin Cruz, Anna Dornhaus, R. Keating Godfrey, Joshua S. Hoskinson, Rebecca Lipson, Pacifica Sommers, Christy Coverdale Stewart, and Alan Strauss. "Facilitating Teams and Resolving Conflict." In Place-Based Scientific Inquiry, 97–135. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003367192-6.

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Pilar, Gomez-Miranda, Romero-Lujambio Jose-Fausto, Aguíñiga-García Sergio, and Garay-Jimenez Laura-Ivoone. "Scientific Information Management System for Multidisciplinary Teams." In Communications in Computer and Information Science, 199–215. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-45316-8_14.

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Kuranowski, Wojciech, Marcin Paprzycki, Maria Ganzha, Maciej Gawinecki, Ivan Lirkov, and Svetozar Margenov. "Agents as Resource Brokers in Grids — Forming Agent Teams." In Large-Scale Scientific Computing, 484–91. Berlin, Heidelberg: Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-78827-0_55.

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Monkevičienė, Ona, and Alvyra Galkienė. "Theoretical and Methodological Validation of the Action Research: Methodology of the Scientific Study." In Inclusive Learning and Educational Equity, 59–69. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_3.

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AbstractThis chapter presents the theoretical and methodological substantiation of the action research, which was used by collaborating research teams from Poland, Lithuania, Finland and Austria for the study “Improving Inclusive Education Through Universal Design for Learning”. The chapter discusses different sociocultural contexts in the participating countries and what led to the research question, which asks “How does the implementation of universal design for learning enrich the practice of inclusive education in different educational contexts”. This question was looked at in terms of its relevance to the four above-mentioned countries. It can be argued that the action research is favourable for the development of theory and that inclusive education can be changed and reflected by it. The types of action research chosen by the research teams are discussed, those being collaborative, and critical participatory. The cycles of action research and their goals are also presented. Seeking to substantiate the choices of research teams regarding the process and methods of action research, this chapter elaborates on the aspects of action research organisation that are interpreted differently by the researchers: Can the action research be conducted only by the researcher–teachers or can it be carried out by teachers in cooperation with researchers? Is it possible to use a combination of qualitative and quantitative research? The problem with quality and validity of action research is discussed.
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Chernova, T. F., N. V. Titova, and D. Ciric. "Motivation of Project Teams in the Conditions of Remote Work." In Proceedings of the International Scientific Conference “Smart Nations: Global Trends In The Digital Economy”, 160–66. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94870-2_22.

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Zhao, Wei, and Haoxiang Xia. "Analysis of Social Network Data Analysis Technology in the Evolutionary Law of Scientific Research Teams." In The 2021 International Conference on Machine Learning and Big Data Analytics for IoT Security and Privacy, 667–74. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-89511-2_86.

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Gren, Lucas. "Understanding Work Practices of Autonomous Agile Teams: A Social-psychological Review." In Agile Processes in Software Engineering and Extreme Programming – Workshops, 227–35. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58858-8_23.

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Abstract The purpose of this paper is to suggest additional aspects of social psychology that could help when making sense of autonomous agile teams. To make use of well-tested theories in social psychology and instead see how they replicated and differ in the autonomous agile team context would avoid reinventing the wheel. This was done, as an initial step, through looking at some very common agile practices and relate them to existing findings in social-psychological research. The two theories found that I argue could be more applied to the software engineering context are social identity theory and group socialization theory. The results show that literature provides social-psychological reasons for the popularity of some agile practices, but that scientific studies are needed to gather empirical evidence on these under-researched topics. Understanding deeper psychological theories could provide a better understanding of the psychological processes when building autonomous agile team, which could then lead to better predictability and intervention in relation to human factors.
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Abu Ahmad, Raia, Ekaterina Borisova, and Georg Rehm. "FoRC@NSLP2024: Overview and Insights from the Field of Research Classification Shared Task." In Lecture Notes in Computer Science, 189–204. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-65794-8_12.

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AbstractThis article provides an overview of the Field of Research Classification (FoRC) shared task conducted as part of the Natural Scientific Language Processing Workshop (NSLP) 2024. The FoRC shared task encompassed two subtasks: the first was a single-label multi-class classification of scholarly papers across a taxonomy of 123 fields, while the second focused on fine-grained multi-label classification within computational linguistics, using a taxonomy of 170 (sub-)topics. The shared task received 13 submissions for the first subtask and two for the second, with teams surpassing baseline performance metrics in both subtasks. The winning team for subtask I employed a multi-modal approach integrating metadata, full-text, and images from publications, achieving a weighted F1 score of 0.75, while the winning team for the second subtask leveraged a weakly supervised X-transformer model enriched with automatically labelled data, achieving a micro F1 score of 0.56 and a macro F1 of 0.43.
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Orlova, Nadezhda, Evgenia Serova, Vladimir Popov, and Marina Petukhova. "Key Areas of the Agricultural Science Development in Russia in the Context of Global Trends and Challenges." In Science and Innovations for Food Systems Transformation, 799–812. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-15703-5_42.

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AbstractThe modern Russian agrifood industry is a steadily developing sector of the national economy. The production of a number of goods has reached historically high levels. Russia has a strong position in the export of agricultural raw material commodities, while the country remains dependent on imports from other countries. This chapter examines critical areas of scientific research in Russia that will create opportunities for increasing competitiveness in the transition of the world food systems from conventional agriculture to Agriculture 4.0. Science and technology-based innovations for transforming food systems in Russia include productivity growth through breeding technologies and improved genetics, in combination with technologies that will ensure optimal realization of this potential (feed additives, fertilizers, plant protection products, animal health, and other so-called “package” solutions). The introduction of digital technologies and cross-platform solutions in agriculture, to reduce the gaps in labor productivity, will increase overall productivity and reduce food losses. Diversification of food products includes priorities for high-margin segments of healthy, functional and personalized nutrition, and the deep processing of agricultural commodities. The paper explores closed farming systems (including “urban farming”) that are independent of external climatic and biological factors. Development of the agricultural waste recycling sector is a priority too. Russia lags behind its competitors in terms of the scientific quality of its production. This is due to a lack of efficiency in the financing of agricultural science, as well as an imbalance within its structure. An increasingly acute problem of the transition of Russian food systems to the innovative path is the reduction of human resources. This trend is typical both in the scientific sector, where it is expressed in a decrease in the number of researchers and an aging staff (which threatens the continuity in the established scientific schools and the viability of research teams) and in agriculture as a whole.
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Engmann, Birk. "Explanations of Scientific Terms." In Near-Death Experiences, 131–34. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-03728-8_9.

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Conference papers on the topic "Scientific Teams"

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Hinnant, Charles C., Besiki Stvilia, Shuheng Wu, Adam Worrall, Kathleen Burnett, Gary Burnett, Michelle M. Kazmer, and Paul F. Marty. "Data curation in scientific teams." In the 2012 iConference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2132176.2132263.

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Haris, Iyus Akhmad, I. Nyoman Sujana, and I. Wayan Suwendra. "Subak as A Scientific Learning Model." In Proceedings of the International Conference on Tourism, Economics, Accounting, Management, and Social Science (TEAMS 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/teams-18.2019.14.

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Haris, Iyus Akhmad, and Nyoman Sujana. "Development of the Designing Capability of Scientific Approach-Based Learning Tools." In Proceedings of the International Conference on Tourism, Economics, Accounting, Management, and Social Science (TEAMS 19). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/teams-19.2019.59.

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Han, Hongqi, Xiaorui Zhai, Jingpeng Han, and Yaxin Ran. "Discovering Research Teams from Scientific Papers and Patents." In the 3rd International Conference. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3331453.3362040.

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Leuko, Ferenc. "The Narratives of Sales Teams." In MultiScience - XXX. microCAD International Multidisciplinary Scientific Conference. University of Miskolc, 2016. http://dx.doi.org/10.26649/musci.2016.141.

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Li, Yuyao, Yong Tang, Jiemin Chen, Guohua Chen, and Jiacheng Liang. "Dynamic transition of scientific teams based on time slicing." In 2017 IEEE 21st International Conference on Computer Supported Cooperative Work in Design (CSCWD). IEEE, 2017. http://dx.doi.org/10.1109/cscwd.2017.8066670.

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Reis, Leonilde, Clara Silveira, and Renato Duarte. "SUSTAINABILITY FACTORS IN INTERNATIONAL PROJECT TEAMS." In 6th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/eraz.2020.271.

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Today almost all organizations, according with their business specificities, support their business activity within the Information Systems. In this sense, the most common business processes of organizations are supported by generic software products, also called Enterprise Resource Planning. In this paper are referred a set of good practices for the implementation/configuration of generic software products, in international projects. The methodology adopted focuses on the literature review in the thematic of Sustainability factors in International Project Teams, as well as on the presentation of good practices based on the lessons learnt from proven methodology. The contributions of this work focus on considerations in the area of project implementation procedures, and requirements of the business processes, the system configuration, as well as training. The paper’s conclusions emphasize the importance of applying good support management in international project teams, including concerns of sustainable development objectives in the economic, technical, social, human/individual and environmental aspects.
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Šāblis, Aivars, and Darja Šmite. "Agile Teams in Large-Scale Distributed Context." In XP '16 Workshops: Scientific Workshop Proceedings of XP2016. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2962695.2962705.

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Deloso, Kerri Ann, and Mary R. Webster. "23 Coaching insights from supporting multidisciplinary teams during a QI collaborative." In 2021 IHI Scientific Symposium. British Medical Journal Publishing Group, 2021. http://dx.doi.org/10.1136/bmjoq-2021-ihi.23.

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Cai, Hongxia, Zhishu Liu, and Cheng Wang. "Intelligent recommendation system based on knowledge graph for scientific research teams." In 2021 13th International Conference on Intelligent Human-Machine Systems and Cybernetics (IHMSC). IEEE, 2021. http://dx.doi.org/10.1109/ihmsc52134.2021.00054.

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Reports on the topic "Scientific Teams"

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Jin, Ginger Zhe, Benjamin Jones, Susan Feng Lu, and Brian Uzzi. The Reverse Matthew Effect: Catastrophe and Consequence in Scientific Teams. Cambridge, MA: National Bureau of Economic Research, October 2013. http://dx.doi.org/10.3386/w19489.

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Adams, James. Scientific Teams and Institution Collaborations: Evidence from U.S. Universities, 1981-1999. Cambridge, MA: National Bureau of Economic Research, July 2004. http://dx.doi.org/10.3386/w10640.

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Sims, Benjamin Hayden. Enabling coordinated, distributed development of scientific software: A research agenda for adapting a team of teams approach. Office of Scientific and Technical Information (OSTI), November 2019. http://dx.doi.org/10.2172/1575765.

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Robasky, Kimberley, Rebecca Boyles, Kira C. Bradford, Margaret Gold, W. Christopher Lenhardt, Shannon McKeen, Sandy Skipper, and Stan Ahalt. How to Launch Transdisciplinary Research Communication. RTI Press, April 2020. http://dx.doi.org/10.3768/rtipress.2020.rb.0022.2004.

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Transdisciplinary research teams are essential to scientific advancement, and successful transdisciplinary teams rely on effective communication. Overcoming barriers to foster productive team dynamics requires communication strategies and tools. We combine our practical experience to offer a succinct protocol, including only the essentials, to help teams quickly establish an agile communication platform during project start-up (https://doi.org/10.17605/OSF.IO/N5GFP).
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Johnson-Lawrence, Vicki, Rodlescia Sneed, Kenyetta Dotson, Margaret Njoroge, and Pamela Pugh. Trauma-Informed Approaches and Community Engagement: Community Engaged Research (CEnR) and Programming for Public Health and Health Inequities. RTI Press, March 2024. http://dx.doi.org/10.3768/rtipress.2024.rb.0037.2403.

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In communities heavily affected by trauma, trauma-informed approaches (TIAs) are essential to minimize unintended consequences and harm associated with receiving clinical, social, and other support services. The visibility of traumatic events continues to increase. In turn, public health teams must build capacity and integrate TIAs into public health research and practice, particularly for communities managing multiple health inequities. Community-engaged approaches have become increasingly common in public health to address health inequity. Community-engaged research (CEnR) is a TIA that public health researchers use to serve traumatized individuals and communities meaningfully and respectfully. CEnR is often intended to address health disparities and inequities, and public health program developers can use similar engagement strategies. Community-engaged public health teams usually include partners from community, research, and other professions, and they often work in minoritized and vulnerable communities. In CEnR and program design, the team can use the principles of TIAs to guide the development and decision-making processes; they can also use feedback during the process to enhance the community benefit of the research and programs being offered. The team can benefit from training to understand and use TIAs to support their work. Finally, community-engaged public health teams can enhance CEnR by building upon the scientific literature about TIAs to extract strategies and practices to extend their impacts on the people they serve and their own organizations.
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Shyshkina, Mariya P., and Maiia V. Marienko. Augmented reality as a tool for open science platform by research collaboration in virtual teams. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3755.

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The provision of open science is defined as a general policy aimed at overcoming the barriers that hinder the implementation of the European Research Area (ERA). An open science foundation seeks to capture all the elements needed for the functioning of ERA: research data, scientific instruments, ICT services (connections, calculations, platforms, and specific studies such as portals). Managing shared resources for the community of scholars maximizes the benefits to society. In the field of digital infrastructure, this has already demonstrated great benefits. It is expected that applying this principle to an open science process will improve management by funding organizations in collaboration with stakeholders through mechanisms such as public consultation. This will increase the perception of joint ownership of the infrastructure. It will also create clear and non-discriminatory access rules, along with a sense of joint ownership that stimulates a higher level of participation, collaboration and social reciprocity. The article deals with the concept of open science. The concept of the European cloud of open science and its structure are presented. According to the study, it has been shown that the structure of the cloud of open science includes an augmented reality as an open-science platform. An example of the practical application of this tool is the general description of MaxWhere, developed by Hungarian scientists, and is a platform of aggregates of individual 3D spaces.
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Sousa, Honorato, Filipe Manuel Clemente, Élvio Rúbio Gouveia, Adam Field, and Hugo Sarmento. Effects of changing the head coach on soccer team’s performance: A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, June 2022. http://dx.doi.org/10.37766/inplasy2022.6.0060.

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Review question / Objective: The aim of this systematic review is to analyze the effects of changing the soccer head coach on the overall team’s performance, locomotor demands of players, technical/tactical responses of players, and psychological responses of players. Eligibility criteria: P: Among professional soccer players what is the effect of head-coach replacement; E: Exposure to the change of the head-coach; C: Last weeks of the fired head-coach compared with the first weeks of the new head-coach; O: locomotor performance, sports results, mental health metrics. Inclusion criteria will be: (1) articles written in English; (2) carried out in professional football teams. Studies will be excluded if: (1) written in another language other than the one selected; (2) in the case of theses, books and non-scientific articles.
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Norsworthy, Marcelo, Jennelle Thompson, and Emma Näslund-Hadley. IDB Briefly Noted: No. 7 : December, 2010: Building a Future of Inquisitive Scientists in Peru. Inter-American Development Bank, December 2010. http://dx.doi.org/10.18235/0008214.

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Peru's Ministry of Education has partnered with the Inter-American Development Bank (IDB) and LEGO Education to develop a program that helps children improve their ability to solve scientific problems using a set of curriculum materials that is affordable and can be brought to a national scale. Working in teams on problems that capture their interest, students devise solutions, reflect on what they build while solving the problem, and apply what they have learned to new challenges. This brief describes a pilot initiative and its evaluation design and baseline.
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Church, J. P. Advanced Scientific Computing Environment Team. Office of Scientific and Technical Information (OSTI), July 1992. http://dx.doi.org/10.2172/10156481.

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Church, J. P. Advanced Scientific Computing Environment Team. Office of Scientific and Technical Information (OSTI), January 1992. http://dx.doi.org/10.2172/7046495.

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