Academic literature on the topic 'Academic Use studies'
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Journal articles on the topic "Academic Use studies"
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Schmidt, Diane, Elisabeth B. Davis, and Ruby Jahr. "Biology Journal Use at an Academic Library: A Comparison of Use Studies." Serials Review 20, no. 2 (June 1994): 45–64. http://dx.doi.org/10.1080/00987913.1994.10764209.
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Hartmann, Wilfried. "English: Key to International Studies and Barrier to Deepened Understanding?" Nauki o Wychowaniu. Studia Interdyscyplinarne 3, no. 2 (December 30, 2016): 199–214. http://dx.doi.org/10.18778/2450-4491.03.12.
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Following a discussion of the positive and negative aspects of the use of English in exchange programs, seven hypotheses on the use of the vernacular in academia are analyzed and conclusions drawn, leading to seeing English as one, but not as the only necessary key for international understanding in the academic world.
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Torres-Díaz, Juan-Carlos, Josep-M. Duart, Héctor-F. Gómez-Alvarado, Isidro Marín-Gutiérrez, and Verónica Segarra-Faggioni. "Internet use and academic success in university students." Comunicar 24, no. 48 (July 1, 2016): 61–70. http://dx.doi.org/10.3916/c48-2016-06.
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The use of technology is changing the way things are done, including the work in universities where the teaching and learning process are changing, and it is required to know the effect of technology on student achievement. In this research work, we present the influence of Internet use on academic success of students from five universities in Ecuador. A random sample of 4,697 people was got up and categorized in two groups: the use of Internet in academic activities and entertainment, using factor analysis and cluster analysis; the resulting categories were used as independent variables in multinomial logistic regression model which are seeking to determine if the use of Internet has impacted on academic success. The results show that people who perform interactive activities with peers and teachers or use in a balanced way the different internet tools tend to have more academic success than those who only seeks information. Regarding to the use of Internet in entertainment, a positive impact was found on academic achievement. Students who download audio, video and software, and students who use all the entertainment possibilities show less likely to fail than who using minimally Internet. In terms of gender, it has different effects for entertainment and academic purposes. El uso de la tecnología provoca cambios sociales. Esto incluye el trabajo en el ámbito universitario en donde está cambiando tanto la forma de ejercer la docencia como la forma de aprender y se requiere conocer el efecto del uso de la tecnología sobre el rendimiento del alumnado. En este trabajo se investigó la incidencia del uso de Internet sobre el éxito académico del alumnado de cinco universidades de Ecuador. Se levantó una muestra aleatoria de 4.697 personas y se las categorizó en perfiles de uso de Internet para actividades académicas y para entretenimiento, utilizando análisis factorial y análisis clúster. Las categorías resultantes se utilizaron como variables independientes en modelos de regresión logística multinomial que buscaban determinar si el uso de Internet tenía incidencia sobre el éxito académico. Los resultados muestran que quienes realizan actividades interactivas con pares y profesores o quienes utilizan de forma balanceada las distintas herramientas de Internet tienden a un mayor éxito académico que aquellos que solo buscan información. En lo referente al entretenimiento, se encontró una incidencia positiva del uso de Internet sobre el éxito académico. Los estudiantes que realizan descargas de contenido de audio, video y software, y quienes utilizan todas las posibilidades de entretenimiento, presentan menor tendencia a suspender que los estudiantes que utilizan mínimamente Internet. En cuanto al género se presentan diferencias en los usos académicos y de entretenimiento.
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STRYGA, Eleonora. "The use of speech cliches in academic English speech." Humanities science current issues, no. 50 (2022): 414–20. http://dx.doi.org/10.24919/2308-4863/50-65.
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Best, Linda M., and Daniel J. Shelley. "Academic Dishonesty." International Journal of Information and Communication Technology Education 14, no. 3 (July 2018): 1–14. http://dx.doi.org/10.4018/ijicte.2018070101.
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This article examines the effects of the social media applications Facebook, Twitter, Snap Chat/Instagram, Texting and various smartphone applications on academic dishonesty in higher education. The study employed a mixed-methods approach conducted through an emailed question-pro student survey consisting of 20 questions. The results of the study indicated that the majority of students in higher education utilize the social media applications Facebook, Twitter, Snap Chat/Instagram and Smart Phones to assist with their academic studies. Although students report utilizing these forms of social media to assist with their studies most do not use these applications for cheating or any form of academic dishonesty. There was an increased willingness to use texting, screenshots, video and audio recordings to cheat on exams and other academic requirements. In addition, the majority of participants indicated they felt any form of cheating or academic dishonesty was wrong. However, most indicated they would do little or nothing to intervene or prevent it in their particular classroom situations.
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Henry, Jo. "Academic library liaison programs: four case studies." Library Review 61, no. 7 (August 10, 2012): 485–96. http://dx.doi.org/10.1108/00242531211288236.
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PurposeThe purpose of this study is to compare and contrast four academic liaison programs.Design/methodology/approachAreas addressed include liaison subject specialization, communication methods, duties, and program evaluation.FindingsThis paper found similarities in areas of orientation meetings, library guides, and information literacy classes. Unique concepts among the four libraries studied include physical classroom embedment, use of specialized class web pages, faculty literacy classes, and concentrated faculty information literacy assistance.Originality/valueThe results presented provide insight into current academic library liaison practices and the faculty‐liaison relationship.
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Y. Antunez, Marilia, Sarah E. Toevs, and Melissa A. Gains. "Rejuvenating aging studies in academic libraries." Collection Building 33, no. 1 (December 20, 2013): 2–10. http://dx.doi.org/10.1108/cb-09-2013-0034.
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Purpose – The aim of this paper is to identify resources essential gerontology (aging studies) resources and liaison strategies that provide guidance for academic librarians working with faculty and students in this highly interdisciplinary field. Design/methodology/approach – A convenience sample of gerontology faculty was surveyed to identify important materials, including preferred journals, databases, reference books, and sources of grey literature for gerontology research and teaching. Gerontology faculty information seeking behaviors, including faculty-librarian partnership, were also examined. Findings – Results confirm that faculty teaching in gerontology use a wide variety of resources in their teaching and research. Faculty identified frequently used journals, reference materials, databases as well as sources of grey literature produced by non-profits, special interest group/lobbying organizations, educational organizations, and/or government agencies. Research limitations/implications – Surveying faculty from undergraduate gerontology programs would have likely increased the number of participants completing the online questionnaire, presumably increasing the reliability of the results. Originality/value – Few studies identify the resources that faculty in gerontology graduate programs value and what services the library can provide or improve. This paper addresses these gaps and recognizes the need to support the growing number of interdisciplinary programs in gerontology.
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García-Martín, Sheila, and Isabel Cantón-Mayo. "Use of technologies and academic performance in adolescent students." Comunicar 27, no. 59 (April 1, 2019): 73–81. http://dx.doi.org/10.3916/c59-2019-07.
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Technologies have acquired strategic importance and have been defined as unprecedented educational tools. In this study, we analysed the use that 1,488 Spanish adolescents made of five tools (i.e. search engines, wikis, blogs, podcasts and instant messaging), and the impact that use of these tools had on their academic performance in science, mathematics, Spanish language and English. To this end, we explored frequency of use, time spent, purpose, place of use and level of satisfaction for each of the tools, as well as academic performance in the four subjects analysed, using the HEGECO instrument. Results revealed differential patterns in the use of technologies according to purpose, and in academic performance according to sex, age and use of the tools. Adolescents used search engines and wikis to carry out academic tasks, and podcasts for entertainment. In relation to academic performance, females presented better mean performance in linguistic subjects, and younger adolescents did so in all the subjects analysed. In relation to use of tools, the use of search engines was associated with better performance in science, Spanish language and English, while the use of podcasts was associated with better performance in mathematics. The implications of these results are discussed and evaluated. Las tecnologías han adquirido una importancia estratégica, llegándose a definir como herramientas educativas sin precedentes. En este estudio se analiza el uso que 1.488 adolescentes españoles hacen de cinco herramientas; motores de búsqueda, wikis, blogs, podcast y mensajería instantánea, y se estudia el impacto de dicho uso en su rendimiento académico en Ciencias, Matemáticas, Lengua Castellana e Inglés. Para ello, se explora la frecuencia de uso, el tiempo dedicado, la finalidad, el lugar de uso y el grado de satisfacción con cada herramienta, así como los logros académicos obtenidos en las cuatro asignaturas analizadas, a través del instrumento HEGECO. Los resultados muestran patrones diferenciales en el uso de las tecnologías en función de la finalidad y en el rendimiento académico en función del sexo, de la edad y del uso de herramientas. Los adolescentes utilizan herramientas como motores de búsqueda y wikis para realizar tareas académicas y el podcast para divertirse. Relativo al rendimiento académico, las mujeres presentan un rendimiento promedio superior en las áreas lingüísticas, así como los adolescentes más jóvenes en todas las asignaturas analizadas. En función del uso de herramientas, el uso de motores de búsqueda se relaciona con un mayor rendimiento en Ciencias y en las áreas lingüísticas y el uso de podcast con un mayor rendimiento en Matemáticas. En este sentido, y a la luz de los resultados se discuten y se valoran las implicaciones.
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Renzulli, Sara J. "Using Learning Strategies to Improve the Academic Performance of University Students on Academic Probation." NACADA Journal 35, no. 1 (July 1, 2015): 29–41. http://dx.doi.org/10.12930/nacada-13-043.
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One half of all students who begin college fail to complete their degrees, resulting in wasted talents, time, and resources. Through use of mixed methods, but primarily qualitative, comparative case studies, this research reveals ways a 3-week course in study strategies improved the performance of students placed on academic probation. The participating students, from a large, public university, reported benefits from the study skills course and studied for twice as many hours after participating in the intervention. A case study of 1 participant illustrates the ways students learned to use varied and effective study strategies. The findings provide empirical support for the use of diverse advising strategies, including direct, specific study-skills instruction for students struggling academically upon matriculation.
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Budge, Kylie, Narelle Lemon, and Megan McPherson. "Academics who tweet: “messy” identities in academia." Journal of Applied Research in Higher Education 8, no. 2 (April 11, 2016): 210–21. http://dx.doi.org/10.1108/jarhe-11-2014-0114.
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Purpose – The purpose of this paper is to investigate the growing use of Twitter in academic and artist practices. The authors explore commonalities, overlaps and differences within the reflections on the initial and ongoing motivations, usage and learnings the authors have encountered whilst immersed in this environment. Design/methodology/approach – The authors locate the particular inquiry by drawing on the literature surrounding digital identities, academic literacies and digital scholarship. Departing from other studies, the focus is on a narrative inquiry of the lived experiences as academics and as artists using Twitter. Findings – Academics use of Twitter plays a distinctly social role enabling communication that connects, and fostering accessible and approachable acts. It enables a space for challenging norms of academic ways of being and behaving. In addition, the authors draw conclusions about the “messiness” of the interconnected space that incorporates multiple identities, and highlight the risk taking the authors associate with using Twitter. Research limitations/implications – Academic practice is ever changing in the contemporary university. This initial study of academic and artist practices and the use of Twitter suggests future developments including participants using similar questions to elicit notions of practice to engage in a deeper understanding of motivations and behaviours. Practical implications – In using social media tools such as Twitter, individual academics and their practices are modified; the impact of this practice is visible. Originality/value – The authors contribute to emerging discussions and understandings about academics, social media and identity. The authors argue that by participating in the use of Twitter, the authors are part of the collective process of challenging what it means to be an academic and artist.
Dissertations / Theses on the topic "Academic Use studies"
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Wall, Terry K. "Studies on frequency distributions of recorded use for students using academic library collections." Thesis, Loughborough University, 1987. https://dspace.lboro.ac.uk/2134/10938.
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Frequency distributions of recorded use for students using academic libraries were analysed using statistical models not previously employed for the purpose. The suitability of the data for such analysis is discussed. Evidence suggested that frequency distributions of recorded library use reflected real differences in amounts of library use by users. A computer simulation of library use by students was used to investigate the effects of competition among users upon distributions of use. Negative binomial probability distributions were found to reproduce some of the observed patterns of user activity, but were rejected on grounds of fit and applicability. Other two and three-parameter probability distributions were considered. A novel modification of the negative binomial distribution (being a Neyman Type A-gamma distribution instead of a Poisson-gamma distribution) gave good fit to frequency distributions of recorded use from various libraries. The fitted parameters appeared to be related to statistics of use for the observed populations, but the diversity observed in reality among users was clearly simplified in a stochastic model with only three parameters. In the second part of the study, methods of using the model were explored. Given stability in two of the three parameters, the model could be scaled with time to predict future frequency distributions. The extrapolation of numbers of non-users from one set of data is described. The effect upon the uptake of titles from a library collection of distributions of activity among students was also considered. By simplifying the model, relationships between the mean use by a group of users and maximum amounts of use by individuals, and between numbers of uses and numbers of titles used are suggested. A key factor in relating user activity to uptake is the extent to which users diversify in their use of titles.
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Harrell, Charles B. "The Use of an Academic Library by University Students." Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc279070/.
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Academic librarians have for a number of decades been interested in understanding more about how and why students use libraries. This study contributes to that area of library administration by focusing on nine factors thought to be associated with student use of academic libraries.
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Irving, Kate. "Case studies in restraint use in an acute teaching hospital : a Foucauldian approach." Curtin University of Technology, School of Nursing, 2001. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12711.
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This thesis reports the outcomes of research into the use of restraint in the care of patients in an acute teaching hospital in Australia. The literature review undertaken for the study revealed much research into restraints showing evidence of the harm they cause, and their ineffectiveness as a safety measure. The literature indicates that the prevalence of restraint use is high - about a third of all hospital patients over the age of eighty-five years may be restrained at some time during the period of their admission.The main emphasis in my investigation was to uncover an understanding of how the use of restraints has remained possible, despite negative reports on their efficacy and questions about their possible abuse of human rights. Primarily, 1 set out to provide vide an understanding of restraint practice, and of how it is maintained and legitimised in a metropolitan teaching hospital.The study was guided by a Foucauldian approach to discourse analysis. The study reports on in depth studies of three patients. The case studies extend beyond observations of the patients to include interviews with members of the multidisciplinary team: nurses, doctors, occupational therapists and physiotherapists. Medical and nursing notes were another source of data.A discursive formation was identified by which restraint use is justified, and legitimised by the health professionals who use it. Five discourses were established, constituting: inability to 'self govern'; an appropriate environment; treatment; duty of care; and marginalisation.The study concludes that restraint use can be understood as a complex discursive practice. Through this discursive practice we can understand how staff maintain a monopoly over the truth and perpetuate claims about the inevitability of restraint use. Knowledge of these discursive practices enables an understanding of how the current ++educational approaches to restraint reduction are likely to have little immediate or sustained impact. With these understandings, we are hopefully better placed to change practice in a way that does not substitute one undesirable approach for another. If this is so, the value of this thesis will lie in its influence on practice as much as in its contribution to scholarship.
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Wu, Ya-Li. "The Use of Technology during Academic Acculturation: Case Studies of Chinese-Speaking International Doctoral Students." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1497676621865778.
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O'Brien, Shannon Jill. "Facebook and Other Internet Use and the Academic Performance of College Students." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/140419.
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Educational PsychologyPh.D.
This study explored college students' use of the Internet and Facebook as well as whether usage patterns, and perceptions about the academic effects of use, relate to time spent studying and/or academic performance. One hundred sixty undergraduate students completed an online survey designed to measure the frequency, duration, intensity, and academic impact of their Internet and Facebook use. Results indicate that students devote a significant amount of time to both academic (M = 1.82 hrs per day) and recreational (M = 2.50 hrs per day) Internet activities, and that Facebook users (n = 153, 96% of the sample) spend an average of two hours per day on the site, accounting for almost half of total time spent on the Internet and approximately 80% of recreational use. Results also show that spending more time on the Internet for academic purposes, waiting longer to check Facebook when studying or doing schoolwork, and spending less time on the Internet for fun, are all significant predictor
Temple University--Theses
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Irving, Kate. "Case studies in restraint use in an acute teaching hospital : a Foucauldian approach." Thesis, Curtin University, 2001. http://hdl.handle.net/20.500.11937/918.
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This thesis reports the outcomes of research into the use of restraint in the care of patients in an acute teaching hospital in Australia. The literature review undertaken for the study revealed much research into restraints showing evidence of the harm they cause, and their ineffectiveness as a safety measure. The literature indicates that the prevalence of restraint use is high - about a third of all hospital patients over the age of eighty-five years may be restrained at some time during the period of their admission.The main emphasis in my investigation was to uncover an understanding of how the use of restraints has remained possible, despite negative reports on their efficacy and questions about their possible abuse of human rights. Primarily, 1 set out to provide vide an understanding of restraint practice, and of how it is maintained and legitimised in a metropolitan teaching hospital.The study was guided by a Foucauldian approach to discourse analysis. The study reports on in depth studies of three patients. The case studies extend beyond observations of the patients to include interviews with members of the multidisciplinary team: nurses, doctors, occupational therapists and physiotherapists. Medical and nursing notes were another source of data.A discursive formation was identified by which restraint use is justified, and legitimised by the health professionals who use it. Five discourses were established, constituting: inability to 'self govern'; an appropriate environment; treatment; duty of care; and marginalisation.The study concludes that restraint use can be understood as a complex discursive practice. Through this discursive practice we can understand how staff maintain a monopoly over the truth and perpetuate claims about the inevitability of restraint use. Knowledge of these discursive practices enables an understanding of how the current educational approaches to restraint reduction are likely to have little immediate or sustained impact. With these understandings, we are hopefully better placed to change practice in a way that does not substitute one undesirable approach for another. If this is so, the value of this thesis will lie in its influence on practice as much as in its contribution to scholarship.
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Slagle, Daniel R. "The Use of the Cooperative Learning Strategy STAD to Promote Academic Achievement In a High School Social Studies Class." Defiance College / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=def1281640160.
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Rahman, Faizur. "An exploratory study of factors that influence student user success in an academic digital library." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5127/.
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The complex nature of digital libraries calls for appropriate models to study user success. Calls have been made to incorporate into these models factors that capture the interplay between people, organizations, and technology. In order to address this, two research questions were formulated: (1) To what extent does the comprehensive digital library user success model (DLUS), based on a combination of the EUCS and flow models, describe overall user success in a prototype digital library environment; and (2) To what extent does a combined model of DeLone & McLean's reformulated information system success model and comprehensive digital library user success model (DLUS) explain digital library user success in a prototype digital library environment? Participants were asked to complete an online survey questionnaire. A total of 160 completed and useable questionnaires were obtained. Data analyses through exploratory and confirmatory factor analyses and structural equation modeling produced results that support the two models. However, some relationships between latent variables hypothesized in the model were not confirmed. A modified version of the proposed comprehensive plus user success model in a digital library environment was tested and supported through model fit statistics. This model was recommended as a possible alternative model of user success. The dissertation also makes a number of recommendations for future research.
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Saitta, Erin Kristen Holland. "Laboratory studies to field evaluation : remediation of polychlorinated biphenyl contaminated painted surfaces through the use of activated metal treatment systems." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4606.
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Polychlorinated Biphenyls (PCBs) are a group of 209 congeners that are regulated under the Toxic Substance Control Act. They enter the environment as a result of industrial processes and can travel long distances. PCBs are environmentally persistent and bioaccumulate in animal populations. Painted surfaces are a common point source for PCBs and there are few options for remediating structures painted with PCB-contaminated paint. Removal of the paint can often spread contamination and disposing or burning of large structures is expensive. Experiments employing reductive dehalogenation through the use of a bimetal have shown that PCBs can be degraded in mild laboratory conditions. This dissertation describes the process of developing an application media that will enable the degradation process reported in literature to be used in a field application. An environmentally friendly reaction environment had to be established as well as the treatment's operating parameters. In collaboration with researchers at the National Aeronautics Space Administration (NASA), Kenney Space Center (KSC), researchers at the University of Central Florida (UCF) developed a bimetallic treatment system (BTS) that can remove and degrade PCBs from painted surfaces. The technology was evaluated during a field demonstration at a decommissioned Department of Defense facility in Badger, Wisconsin. Samples of treatment paste, paint and concrete were analyzed over a three week period. The PCB concentrations in both the paint and concrete dropped dramatically as a result of the demonstration, and in many instances, were lowered below the EPA action limit of 50ppm. In the laboratory, additional studies were conducted to further the degradation in the treatment system. Through this process, a novel degradation system was established containing zero-valent magnesium and ethanol acidified with acetic acid.; The use of acidified ethanol permitted the degradation to occur with just magnesium powder and eliminated the use of a bimetal and therefore palladium. The technology was incorporated into a modified treatment system termed Activate Metal Treatment System (AMTS). The AMTS was used on samples from a second field site where paint chips from an manufacturing warehouse in New York state were degraded to thousands of mg/kg (ppm) below their starting concentrations.ID: 030423442; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2010.; Includes bibliographical references (p. 115-120).
Ph.D.
Doctorate
Department of Chemistry
Sciences
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Marumo, Tshipinare Renard. "A survey of the information seeking behaviour of the dental faculty lecturers and students at the University of the Western Cape's Oral Health Centre Library, in Mitchell's Plain." Thesis, University of the Western Cape, 2000. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8949_1213362632.
Full textBooks on the topic "Academic Use studies"
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Prabha, Chandra Gopalan. Nonfiction book use by academic library users. Dublin, Ohio: OCLC Online Computer Library Center, Office of Research, 1988.
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West, Christopher. Measuring user satisfaction: A practical guide for academic libraries. London: SCONUL, 2001.
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West, Christopher. Measuring user satisfaction: A practical guide for academic libraries. London: SCONUL, 2001.
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Steele, Patricia Ann. Extended library hours: A SPEC kit. Washington, D.C: Association of Research Libraries, Office of Leadership and Management Services, 2001.
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Peter, Hernon, ed. Users of academic and public GPO depository libraries. Washington, DC: U.S. Government Printing Office, Superintendent of Documents, 1989.
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DeCandido, GraceAnne A. Issues and innovations in after the user survey, what then? Edited by Blixrud Julia C. 1954- and Association of Research Libraries. Office of Management Services. Washington, DC: Association of Research Libraries, Office of Management Services, 1997.
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DeCandido, GraceAnne A. Issues and innovations in after the user survey, what then? Edited by Blixrud Julia C. 1954- and Association of Research Libraries. Office of Management Services. Washington, DC: Association of Research Libraries, Office of Management Services, 1997.
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Sandø, Kari. Brukerundersøkelse ved skranke- og veiledningstjenesten, Universitetsbibliotek i Trondheim. Trondheim: Universitetsbiblioteket i Trondheim, 1996.
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H, Miller Arthur, Trochim William M. K, and Association of Research Libraries. Office of Management Studies., eds. Measuring the book circulation use of a small academic library collection: A manual. Washington, D.C: Office of Management Studies, Association of Research Libraries, 1985.
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Alemna, Anaba A. African journals: An evaluation of the use made of African-published journals in African universities. London: Department for International Development, 1999.
Find full textBook chapters on the topic "Academic Use studies"
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Neff, JoAnne, and Caroline Bunce. "The use of small corpora for tracing the development of academic literacies." In Studies in Corpus Linguistics, 63–84. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/scl.45.07aer.
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Csomay, Enikó. "A corpus-based study of academic word use in EFL student writing." In Studies in Corpus Linguistics, 10–32. Amsterdam: John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/scl.95.01cso.
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Schmitz, Sigrid. "On the Use of Innovation Arguments for Getting Gender Research into STEM." In Gender Studies and the New Academic Governance, 129–52. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-19853-4_7.
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Okamura, Akiko. "2. Common features and variations in the use of personal pronouns in two types of monologic academic speech." In Dialogue Studies, 33–44. Amsterdam: John Benjamins Publishing Company, 2013. http://dx.doi.org/10.1075/ds.21.06oka.
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Stefano, Domenico De, Luka Kronegger, Valerio Leone Sciabolazza, Maria Prosperina Vitale, and Susanna Zaccarin. "Social Network Tools for the Evaluation of Individual and Group Scientific Performance." In Teaching, Research and Academic Careers, 165–89. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07438-7_7.
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AbstractOver the past few decades, scientific collaboration has been widely considered an important driver of research innovation. By collaborating together, scientists can benefit from both methodological and technological complementarities and synergy, improving the quality and quantity of their research outputs. As evidence of this, collaboration among scientists is increasing in all disciplines and government policies in international exchange programs are aimed at promoting collaboration among researchers. Collaboration among scientists can be represented as a network, usually adopting co-authorship as linkages. In this view, Social Network Analysis provides a useful theoretical and methodological approach because collaboration features can be related to the topological characteristics of the network. Recently, several empirical studies have found positive associations between researchers’ position in the co-authorship network and their productivity, although the results can be different depending on the discipline, scientific performance measure, and data source retrieved to construct the co-authorship networks. In this contribution, we propose the use of SNA tools for scientific evaluation purposes. Network indices at the individual and subgroup levels will be introduced to analyze the relation with both the individual research productivity and scientific output quality measure provided by the Italian academic researchers involved in VQR from the period 2011–2014.
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Dahbi, Mohammed, and Hassane Darhmaoui. "University as State Agent or Social Actor: Al Akhawayn University and Social Responsibility." In Knowledge Studies in Higher Education, 181–93. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_12.
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AbstractUniversity Social Responsibility (USR) has been addressed in the academic literature and in professional educational meetings only in the last 10–15 years, but it is far from being unanimously accepted as part of a university’s mission. A university is all about serving society anyway; its mission has always been to educate people, to train professionals, and to prepare young men and women for their roles as good citizens of their countries and of the world. So, what other social role is a university to serve that it does not? This issue becomes more acute and compelling when society’s expectations of service from higher education institutions has to do with K-12 school education, as is the situation for the Covid-19 pandemic. The chapter considers the case of Al Akhawayn University (AUI) in Ifrane, Morocco (AUI), a university that has been established by the State as the first public, autonomous, non-governmental institution of higher education in the country. We describe several social roles that the university has taken on in its host region as well as nationally, most notably during the Covid-19 pandemic, and we argue that AUI has been able to do so because of its autonomy and its special legal status. We claim that non-autonomous state universities are not able to use the full potential of their sophisticated faculty and staff to contribute to the development of the country, and we call for the transformation of state universities into autonomous institutions that are able to serve their full Social Actor role and comply with their University Social Responsibility duties.
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Dahbi, Mohammed, and Hassane Darhmaoui. "University as State Agent or Social Actor: Al Akhawayn University and Social Responsibility." In Knowledge Studies in Higher Education, 181–93. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_12.
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AbstractUniversity Social Responsibility (USR) has been addressed in the academic literature and in professional educational meetings only in the last 10–15 years, but it is far from being unanimously accepted as part of a university’s mission. A university is all about serving society anyway; its mission has always been to educate people, to train professionals, and to prepare young men and women for their roles as good citizens of their countries and of the world. So, what other social role is a university to serve that it does not? This issue becomes more acute and compelling when society’s expectations of service from higher education institutions has to do with K-12 school education, as is the situation for the Covid-19 pandemic. The chapter considers the case of Al Akhawayn University (AUI) in Ifrane, Morocco (AUI), a university that has been established by the State as the first public, autonomous, non-governmental institution of higher education in the country. We describe several social roles that the university has taken on in its host region as well as nationally, most notably during the Covid-19 pandemic, and we argue that AUI has been able to do so because of its autonomy and its special legal status. We claim that non-autonomous state universities are not able to use the full potential of their sophisticated faculty and staff to contribute to the development of the country, and we call for the transformation of state universities into autonomous institutions that are able to serve their full Social Actor role and comply with their University Social Responsibility duties.
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Best, Linda M., and Daniel J. Shelley. "Academic Dishonesty." In Research Anthology on Applying Social Networking Strategies to Classrooms and Libraries, 1038–51. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-7123-4.ch056.
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This article examines the effects of the social media applications Facebook, Twitter, Snap Chat/Instagram, Texting and various smartphone applications on academic dishonesty in higher education. The study employed a mixed-methods approach conducted through an emailed question-pro student survey consisting of 20 questions. The results of the study indicated that the majority of students in higher education utilize the social media applications Facebook, Twitter, Snap Chat/Instagram and Smart Phones to assist with their academic studies. Although students report utilizing these forms of social media to assist with their studies most do not use these applications for cheating or any form of academic dishonesty. There was an increased willingness to use texting, screenshots, video and audio recordings to cheat on exams and other academic requirements. In addition, the majority of participants indicated they felt any form of cheating or academic dishonesty was wrong. However, most indicated they would do little or nothing to intervene or prevent it in their particular classroom situations.
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Stuckart, Daniel W. "Philosophical Guidelines for the Social Studies." In Academic Knowledge Construction and Multimodal Curriculum Development, 53–70. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4797-8.ch004.
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The purpose of this chapter is to place the use of Digital Tools and Artifacts (DTAs) within the context of John Dewey’s philosophy, and along the way, articulate guidelines for integrating technology in the Social Studies. Despite persistent calls for the integration of DTAs, social studies researchers still report low-level cognitive uses and overwhelmingly traditional teaching methods. By constructing a philosophical framework based on Deweyan thought, one can test research and ideas, perhaps leading to the more purposeful and effective use of these tools and artifacts in teaching and learning. Philosophy is an instrument for criticizing and reconstructing human activities, and scholars belatedly credit Dewey as a pioneer in the technology branch.
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Ünnü, Nazlı Ayşe Ayyıldız, and Burcu Şentürk. "All-in-One Academics." In Advances in Psychology, Mental Health, and Behavioral Studies, 69–87. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1052-0.ch004.
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The changing nature of higher education systems and academic work all around the world generally and in Turkey specifically highlight the need for academics to use, analyze, and process so much information simultaneously, and deliver results at a specific period of time, which cause them mental workload. Thus, this chapter addresses the problem of understanding and exploring the dynamics of mental workload in Turkish academic setting. The main data for the analysis comes from a wide field research, including 505 questionnaires and 45 in-depth interviews with academics in various universities of Turkey. The mixed methods research revealed that growing publication pressures, administrative work, teaching and supervision hours, the unpredictability of academic positions, the curse of flexibility, and the bureaucratic nature of universities are some of the factors, leading to mental workload in Turkish academia. The other dynamics, such as academic incentive system, demanding nomination/promotion criteria, lack of family-work life balance, were also explored.
Conference papers on the topic "Academic Use studies"
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Peters, Alex, and Ethan Harstad. "Zero Pressure Balloons for use in Undergraduate Studies." In 2013 Academic High Altitude Conference. Iowa State University Digital Press, 2013. http://dx.doi.org/10.31274/ahac.5594.
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Kim, Daeyoung, and Shanton Chang. "The use of WeChat in higher education: Investigation of Chinese students in Australia." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0133.
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With the increasing popularity of social technologies, many Chinese students use WeChat for their studies in Australia. However, there have been limited studies about how students effectively use WeChat for their academic activities and the impacts on students' academic achievements. Therefore, this study focuses on the relationship between WeChat usage and academic activities of university students in Australia. Using a modified Delphi technique, we conducted three online focus groups of 16 university students who had an experience of WeChat. A thematic analysis revealed that the usage of WeChat could impact their academic performance, and many international students had challenges to be familiarised with a new digital environment in Australia. The findings contribute to much clear understanding of how students utilise WeChat for academic activities to provide a better usage of social media for university students.
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Calixto, Nicole Melo, Juliana Ferreira Leal, Julyanna Lucas Nascimento, and Jean Colacite. "Prevalence of methylphenidate use without medical prescription among university students: a review of the current reality." In XIII Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1516-3180.565.
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Introduction: Methylphenidate is a neuropsychotropic agent, indicated for the treatment of Attention Deficit / Hyperactivity Disorder (ADHD) and narcolepsy, and is commonly prescribed for school and university age patients. The growing prescription of the drug and the misuse of methylphenidate by academics without a diagnosis of ADHD and / or narcolepsy have raised concerns on the part of medical societies of psychiatry. The over-the-counter use of this substance causes potential dependence and adverse effects such as hallucinations, anxiety, dry mouth and visual disturbances. Unfortunately, there is a precarious amount of epidemiological data on the use of methylphenidate without prescription by university students. In view of this reality. Objectives: The present study proposed to review the assessment of the prevalence of methylphenidate consumption without medical prescription in university environments worldwide, with sources published between 2016-2021. Methods: To perform this research, the PubMed (https://pubmed.ncbi. nlm.nih.gov/) and Scielo (https://www.scielo.org/) databases were used as a search tool, using the Key words “non-medical”, “methylphenidate” and “university students”. Results: So far, 10 articles related to the study (carried out in China, Australia, Brazil, South Africa, Iran, Israel, Pakistan and the United States) have been identified, with 8 articles obtained from PubMed and 2 articles acquired from Scielo. The selected articles show that in 6 of these articles the groups of academics studied were undergraduate and graduate students in general areas, and 4 articles in medical students. The studies present cases of students who confirmed the use of methylphenidate without a prescription, with the justification that it improves academic performance even in healthy students. Conclusion: Therefore, further studies on epidemiology and effects on academic performance with the improper consumption of this drug are recommended.
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Johnson, Jane Helen, and Mariangela Picciuolo. "Interaction in spoken academic discourse in an EMI context: the use of questions." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11018.
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Studies on metadiscourse (Hyland 2005) have focussed on engagement as interaction. An example of engagement is asking questions (Hyland 2009: 112) and indeed the importance of questioning for content learning has been researched extensively in pedagogical studies as fundamental in co-constructing meaning (Dafouz Milne & Sanchez Garcia 2013: 130). Research in an English Mediated Instruction (EMI) context found that teachers’ usage of questions in the classroom was affected by low levels of language competence and in these cases, strategies such as questioning could easily be underused or even misused, thus affecting the teaching and learning of content (Drljaca Margic & Vodopija-Krstanovic 2018: 32). Our study examines lecturer questioning at an Italian University by triangulating face-to-face surveys of lecturers, student questionnaires, and transcribed lecture recordings. Findings have practical applications for providing targeted coaching for non-native EMI lecturers with regard to appropriate linguistic strategies to encourage interaction, and also have implications for research into linguistic strategies used within EMI.
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Pryputniewicz, Ryszard J. "MEMS Design Education by Case Studies." In ASME 2001 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2001. http://dx.doi.org/10.1115/imece2001/de-23291.
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Abstract Advances in microelectromechanical systems (MEMS) technology are based on understanding of the issues involved in design, analysis, fabrication, characterization, and use of the finished products. Although this understanding is being developed “on the job” to satisfy immediate needs of rapid advances in the emerging MEMS technology, there is also growing demand for “academic” education in MEMS. Whether on-the-job or academic, development of the required understanding is no easy task because the MEMS field is very multidisciplinary. Those involved should be able to work simultaneously with topics relating to physics, chemistry, materials, computer science, engineering, as well as other relevant disciplines. To facilitate preparation of future engineers for work with MEMS, we have developed undergraduate and graduate courses addressing some of the crucial issues relating to MEMS. These courses are based on case studies that we have developed in our laboratories. The courses include lectures, laboratory experiments, student projects, and presentations. This paper describes selected case studies used in our courses as they relate to design education with MEMS.
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Hinchcliff, Mercedez, and Pranit Anand. "Embedding a culture of academic integrity: A two-pronged approach." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0143.
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While universities have instituted use of various forms of technologies to help identify instances of academic integrity compromises, these tools are unable to detect cases where students get someone else to do their academic work for them. This paper discusses a two-stage approach to addressing academic integrity at a postgraduate business studies course where students were engaged in understanding what academic integrity means within their context and explore various forms of unethical behaviours. They were also made aware about various institutional policies and procedures for academic integrity breaches. This was followed with a post-assessment, ad-hoc feedback from students about their submitted work. Although a thorough evaluation is planned at a later stage, this paper shares some initial results about the effectiveness of this approach to countering academic misconduct behaviours. The paper will be of interest to other teaching academics interested in developing a culture of academic integrity.
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Ponsa Asensio, Pere, and Sebastián Tornil Sin. "Exploring the practical use of a collaborative robot for academic purposes." In Annual Conference of The European Society for Engineering Education. European Society for Engineering Education (SEFI), 2022. http://dx.doi.org/10.5821/conference-9788412322262.1284.
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This article presents a set of experiences related to the setup and exploration of potential educational uses of a collaborative robot (cobot). The basic principles that have guided the work carried out have been three. First and foremost, study of all the functionalities offered by the robot and exploration of its potential academic uses both in subjects focused on industrial robotics and in subjects of related disciplines (automation, communications, computer vision). Second, achieve the total integration of the cobot at the laboratory, seeking not only independent uses of it but also seeking for applications (laboratory practices) in which the cobot interacts with some of the other devices already existing at the laboratory (other industrial robots and a flexible manufacturing system). Third, reuse of some available components and minimization of the number and associated cost of required new components. The experiences, carried out following a project-based learning methodology under the framework of bachelor and master subjects and thesis, have focused on the integration of mechanical, electronic and programming aspects in new design solutions (end effector, cooperative workspace, artificial vision system integration) and case studies (advanced task programming, cybersecure communication, remote access). These experiences have consolidated the students' acquisition of skills in the transition to professional life by having the close collaboration of the university faculty with the experts of the robotics company.
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Padilha, TPP, and R. Catrambone. "USE OF THE TENSORFLOW FRAMEWORK TO SUPPORT EDUCATIONAL PROBLEMS: A SYSTEMATIC MAPPING." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7133.
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The Google framework called TensorFlow has been widely used for decision making in several areas, including Education. Predicting student risk and optimizing a student’s learning path are, for example, two traditional educational problems that have been explored for years but there are a myriad of different data mining approaches involved. This paper’s goal is to illustrate the results of a systematic mapping process conducted on educational data mining studies using the TensorFlow framework. Furthermore, this paper will assist in illustrating what kind of problems to focus on (which can paradoxically be seen as opportunities), identify, demonstrate, and catalogue all the academic studies that have discussed it, and the approaches leveraged (neural network, decision tree, natural language processing, and so on). The mapping process followed five phases with rigor, returning a set of 32 relevant papers in the study area with detailed information related to the research questions. The outcome of this systematic study will be of benefit to academic managers, researchers, and students who use this framework as support to solve educational problems. Keywords: systematic mapping; Educational problems; TensorFlow; data mining
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Allan Johnston, Kevin, and Susan Benvenuti. "News You Can Use." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3241.
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It is widely accepted that assessment determines learning: what is learnt, how the learning takes place, the extent to which the learning is retained, and the extent to which that learning can be further developed or applied (Biggs, 2003; Boud, Cohen, & Sampson, 1999; Entwistle & Entwistle, 1997; Rowntree, 1992). This paper examines an assessment intervention undertaken independently by two South African Universities in their first year Information Systems Courses, aimed at improving both the learning of content and the development of academic and career skills, within the constraints of curriculum, large classes and under-preparedness of students. Departing from a similar concept, the two universities designed and implemented the assessment tasks independently, with each experiencing different successes and challenges. Representing a first cycle in an Action Research study, the underlying rationale behind the interventions is presented, together with a detailed analysis of the two case studies and their shared lessons learned from the experience.
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Fernanda Pereira de Oliveira Souza, Layla, Anthone Mateus Magalhães Afonso, and Teresa Claudina de Oliveira Cunha. "The use of Technologies based on social networks for the dissemination of scientific studies and papers." In 7th International Congress on Scientific Knowledge. Perspectivas Online: Humanas e Sociais Aplicadas, 2021. http://dx.doi.org/10.25242/8876113220212447.
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The main objective of this research is to identify the digital social networks used as a tool for disseminating scientific papers.The focus of this study and investigation is to assess the contribution of online environments to maximize the publication of scientific research. The research population involved 119 professors who work in higher education institutions.It is a mixed methods research, as far asit combined and integrated quantitative and qualitative data. Therefore, anonline questionnaire was used as data collection instrument, containing open, closed and multiple choice questions. Theresultsich highlight indicators and important subsidies for the research problem questions: digital social networks for scientific dissemination, science and network communication. The analysis and integration of data made it possible to understand the role of digital social networks in contemporary society in terms of making the publicizing of science more dynamic, as well as the construction of a network of teaching and scientific research, integrating professors and student researchers. One can also understand the social representation of the meaning and importance of “scientific research” and its “contribution to academic training
Reports on the topic "Academic Use studies"
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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.
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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.
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Hicks, Jacqueline. Donor Support for ‘Informal Social Movements’. Institute of Development Studies, April 2022. http://dx.doi.org/10.19088/k4d.2022.085.
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“Social movements” are by definition informal or semi-formal, as opposed to the formal structure of a stable association, such as a club, a corporation, or a political party. They are relatively long lasting over a period of weeks, months, or even years rather than flaring up for a few hours or a few days and then disappearing (Smelser et al., 2020). There is a substantial and growing body of work dedicated to social movements, encompassing a wide range of views about how to define them (Smelser et al., 2020). This is complicated by the use of other terms which shade into the idea of “social movements”, such as grass-roots mobilisation/ movements, non-traditional civil society organisations, voluntary organisations, civic space, new civic activism, active citizenship, to name a few. There is also an implied informality to the term “social movements”, so that the research for this rapid review used both “social movement” and “informal social movement”. Thus this rapid review seeks to find out what approaches do donors use to support “informal social movements” in their programming, and what evidence do they base their strategies on. The evidence found during the course of this rapid review was drawn from both the academic literature, and think-tank and donor reports. The academic literature found was extremely large and predominantly drawn from single case studies around the world, with few comparative studies. The literature on donor approaches found from both donors and think tanks was not consistently referenced to research evidence but tended to be based on interviews with experienced staff and recipients.
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Goncharenko, Tatiana, Nataliia Yermakova-Cherchenko, and Yelyzaveta Anedchenko. Experience in the Use of Mobile Technologies as a Physics Learning Method. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4468.
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Swift changes in society, related to sciences technicians’ development, technologies, by the increase of general volume of information, pull out new requirements for maintenance, structure, and quality of education. It requires teachers to diversify a tool in the direction of the increase in possibilities of the use of mobile technologies and computer systems. Lately in the world, more attention spared to the use of mobile learning, which in obedience to «Recommendations of UNESCO on the questions of a policy in the area of mobile learning» foresees the use of mobile technology, both separate and together with other by informational computer technologies. [1]. Mobile learning allows using the open informational systems, global educational networks, unique digital resources which belong to different educational establishments and co-operate with each other. The use of existent educational resources and creation of own, based on the academic resources from informative space, allows to promote the interest of students to the study of physics, to take into account the individual features, and also features of region and framework of society of the country. During the last years in Ukraine competency-based approach to the organization of studies certainly one of basic. The new Education Act addresses the key competencies that every modern person needs for a successful life, including mathematical competence; competence in natural sciences, engineering, and technology; innovation; information and communication competence [2]. This further emphasizes the importance of providing students with quality physical education and the problems associated with it. Using mobile technology in professional teaching work, the teacher has the opportunity to implement the basic principles of the competence approach in teaching physics. An analysis of the data provided in the official reports of the Ukrainian Center for Educational Quality Assessment showed that the number of students making an external independent assessment in physics and choosing a future profession related to physics has decreased significantly. This is due to the loss of students' interest in physics and the complexity of the content of the subject, as well as the increase in the amount of information that students need to absorb. In this article, we explore the possibilities of mobile technology as a means of teaching physics students and give our own experience of using mobile technology in the process of teaching physics (for example, the optics section in primary school).
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Khan, Mahreen. The Environmental Impacts of War and Conflict. Institute of Development Studies, March 2022. http://dx.doi.org/10.19088/k4d.2022.060.
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In modern warfare, the first widely acknowledged scientific study and documented case of environmental damage during conflict was the (direct and deliberate) use of Agent Orange and other toxic chemicals by US forces, from 1961-1971, during the Vietnam War in a policy known as herbicide. The Vietnam War has been relatively well documented for the sheer horror and magnitude of the devastation to natural habitats and because it was the first war where television and global media brought vivid images and accounts into people’s homes, making the war a matter of political and public conscience This helped stir academic and scientific interest and facilitated evidence collection and documentation of environmental damages. This helpdesk report is a rapid literature review on the main environmental impacts of war and conflict, drawing primarily on academic, and peer reviewed literature and only some policy and practitioner sources, as per the request. Where current situations are discussed, such as the ongoing Ukraine war, a few blogs are referred to. Within the literature focused on the environmental impacts of conflict, common case studies include: the North Atlantic Treaty Organisation (NATO) bombing of Kosovo (1999), and the conflict in the Donbas region of Ukraine (2014). Interestingly there is comparatively less literature on the conflicts in Afghanistan (2001-2021), the Iraq-Iran War (1980-1988), the Gulf Wars (1991 and 2003), the Yemeni civil war (2014 – present) and the ongoing war in Syria (since 2011) despite their relatively greater severity, intensity and duration.
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Hardani, Rika, Diana Setiyawati, and Yuli Fajar Susetyo. The Effect of Emotion Self-Regulation on Academic Achievement During Adolescence: a Protocol for a Systematic Literature Review And Meta-Analyses. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, March 2022. http://dx.doi.org/10.37766/inplasy2022.3.0073.
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Review question / Objective: The research uses the PICOS method to determine the topic and research objectives. PICOS stands for population, intervention, comparison, outcomes and study. PICOS is one of the guidelines that is often used in quantitative research in systematic research literature reviews (Eriksen & Frandsen, 2018). This study intends to determine how the influence of adolescent self-regulation of emotions on academic achievement. Condition being studied: In the process of achieving high academic achievement, apart from the role of cognitive factors, non-cognitive factors also play an important role. In psychology, there are non-cognitive variables called emotion self-regulation. Many previous studies have investigated this matter. However, researchers have not found a systematic literature review that discusses the effect of emotion self-regulation on adolescent academic achievement.
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Cristia, Julian P., Paulo Bastos, Kim Beomsoo, and Ofer Malamud. Good schools or good students?: evidence on school effects from universal random assignment of students to high schools. Inter-American Development Bank, August 2022. http://dx.doi.org/10.18235/0004380.
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How much do schools differ in their effectiveness? Recent studies that seek to answer this question account for student sorting using random assignment generated by central allocation mechanisms or oversubscribed schools. However, the resulting estimates, while causal, may also reflect peer effects due to differences in peer quality of non-randomized students. We exploit universal random assignment of students to high schools in certain areas of South Korea to provide estimates of school effects that may better reflect the effects of school practices. We find significant effects of schools on scores in high-stakes college entrance exams: a 1 standard deviation increase in school quality leads to 0.06-0.08 standard deviations higher average academic achievement in Korean and English languages. Analogous estimates from areas of South Korea that do not use random assignment, and therefore include the effects of student sorting and peer effects, are substantially higher.
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Hicks, Jacqueline. Environmental Challenges of Digital Transformation in Developing Countries. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/k4d.2021.107.
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This rapid review synthesises the literature on the environmental risks of four different aspects of digital transformation in developing countries: ICT adoption, digitally-enabled energy efficiency, ride-hailing apps, and big data use. The overall message which runs throughout the diverse literatures and results is that it is not digital technologies that create environmental risks or opportunities, but how they are used. Efficiency gains derived from digital transformation may yet lead developing countries down existing unsustainable development paths if not accompanied by careful, context-dependent policy. For policy-makers seeking to mitigate environmental risks, this means putting the context of digital use at the centre of analysis rather than the technologies themselves. However, the research literature covers more specific aspects of digital transformation. In practice, this report defines digital transformation as: ICT adoption, digitally-enabled energy efficiency, ride-hailing apps, and big data use. These topics were chosen after an initial scoping review of available literature, and because they exemplify a range of the different types of potential digital effects. The literature on the environmental risks of digital transformation is huge and conflicting. This is problematic because it could be easy to cherry pick preferred research results. Several studies noted that there is less research on developing countries than developed countries, but the evidence base is still large. As an evidence review, this report focused on the academic literature, but there is also a large grey literature. Some of the literature has a gender aspect, not covered in this report.
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Malek, Mohammad Abdul, Aiko Kikkawa, Yasuyuki Sawada, and Abdul Kalam Azad. Rural Development in Bangladesh Over Four Decades: Findings from Mahabub Hossain Panel Data and the Way Forward. Asian Development Bank Institute, December 2022. http://dx.doi.org/10.56506/ppxg8315.
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The Mahabub Hossain Panel Data (MHPD) was initiated in 1988 and maintained by and named after the late Mahabub Hossain, a well-known agricultural and development economist who led a number of reputed organizations in Bangladesh (Bangladesh Institute of Development Studies and BRAC) and in the region (International Rice Research Institute). We portray the historical context, sampling evolution, survey structure and methodology, and academic and policy contributions of the MHPD with some lessons learned for the next step forward. The MHPD has tracked rural households for a period of over 3 decades (1988–2014) with five waves of household surveys covering over 2,800 households and has collected a wide range of information on household composition, schooling of household members, assets, cropping intensity and patterns including cost and return, employment and income, consumption, participation in different government and nongovernment programs. We reviewed several books and journal articles authored by Mahabub Hossain and related academic papers and documents and collated information on MHPD, including (i) mapping out information on past and ongoing panel or cross-sectional household survey data series in Bangladesh; (ii) undertaking the review of all past rounds of MHPD survey documents, such as survey implementation plans, questionnaires, codebooks, databases, and processed data; (iii) consulting relevant stakeholders, including the past implementers of the surveys and the users of the data as needed to validate documented information; (iv) taking stock of the contribution of MHPD to academic literature and policy development; and (v) drawing a number of lessons learned for future data collection and policy making. The report aims to (i) serve as a comprehensive reference document for scholars and policy makers who wish to understand MHPD for possible use in their research; and (ii) provide a comprehensive baseline from which we can consider ways to enhance MHPD further to continue contributing to understanding the economic and social issues of today and near future. By compiling all associated research work based on MHPD, we offer a historical landscape of Bangladesh’s social and economic development and a credible explanation for the Bangladesh development model for global comparison.
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Oleksiuk, Vasyl P., Olesia R. Oleksiuk, Oleg M. Spirin, Nadiia R. Balyk, and Yaroslav P. Vasylenko. Some experience in maintenance of an academic cloud. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4436.
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The article is devoted to the systematization of experience in the deployment, maintenance and servicing of the private academic cloud. The article contains model of the authors’ cloud infrastructure. It was developed at Ternopil Volodymyr Hnatiuk National Pedagogical University (Ukraine) on the basis of the Apache CloudStack platform. The authors identify the main tasks for maintaining a private academic cloud. Here they are making changes to the cloud infrastructure; maintenance of virtual machines (VM) to determine the performance and migration of VM instances; work with VMs; backup of all cloud infrastructure. The analysis of productivity and providing students with computing resources is carried out. The main types of VM used in training are given. The number and characteristics of VM that can be served by a private academic cloud are calculated. Approaches and schemes for performing backup are analysed. Some theoretical and practical experience of using cloud services to perform backup has been studied. Several scripts have been developed for archiving the platform database and its repositories. They allow you to upload backups to the Google Drive cloud service. The performance of these scripts for the author’s deployment of private cloud infrastructure was evaluated.
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Acred, Aleksander, Milena Devineni, and Lindsey Blake. Opioid Free Anesthesia to Prevent Post Operative Nausea/Vomiting. University of Tennessee Health Science Center, July 2021. http://dx.doi.org/10.21007/con.dnp.2021.0006.
Full textAbstract:
Purpose The purpose of this study is to compare the incidence of post-operative nausea and vomiting (PONV) in opioid-utilizing and opioid-free general anesthesia. Background PONV is an extremely common, potentially dangerous side effect of general anesthesia. PONV is caused by a collection of anesthetic and surgical interventions. Current practice to prevent PONV is to use 1-2 antiemetics during surgery, identify high risk patients and utilize tracheal intubation over laryngeal airways when indicated. Current research suggests minimizing the use of volatile anesthetics and opioids can reduce the incidence of PONV, but this does not reflect current practice. Methods In this scoping review, the MeSH search terms used to collect data were “anesthesia”, “postoperative nausea and vomiting”, “morbidity”, “retrospective studies”, “anesthesia, general”, “analgesics, opioid”, “pain postoperative”, “pain management” and “anesthesia, intravenous”. The Discovery Search engine, AccessMedicine and UpToDate were the search engines used to research this data. Filters were applied to these searches to ensure all the literature was peer-reviewed, full-text and preferably from academic journals. Results Opioid free anesthesia was found to decrease PONV by 69%. PONV incidence was overwhelming decreased with opioid free anesthesia in every study that was reviewed. Implications The future direction of opioid-free anesthesia and PONV prevention are broad topics to discuss, due to the nature of anesthesia. Administration of TIVA, esmolol and ketamine, as well as the decision to withhold opioids, are solely up to the anesthesia provider’s discretion. Increasing research and education in the importance of opioid-free anesthesia to decrease the incidence of PONV will be necessary to ensure anesthesia providers choose this protocol in their practice.