Academic literature on the topic 'Dissertations, Academic Use studies'
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Journal articles on the topic "Dissertations, Academic Use studies"
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Disman, Disman, Mohammad Ali, and M. Syaom Barliana. "THE USE OF QUANTITATIVE RESEARCH METHOD AND STATISTICAL DATA ANALYSIS IN DISSERTATION: AN EVALUATION STUDY." International Journal of Education 10, no. 1 (September 3, 2017): 46. http://dx.doi.org/10.17509/ije.v10i1.5566.
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Writing a dissertation is one of the requirements every postgraduate student has to accomplish in completing his/her doctorate program; and it is written based on research. This study addresses the problem concerning the pattern of weaknesses in the students’ research, particularly related to the use of research and statistical methods. Its objectives are to explore the weakness pattern of their research method and statistical data processing and analyze various causes of the pattern. The study is focused on the dissertations written by Universitas Pendidikan Indonesia’s School of Postgraduate Studies’ students that used a quantitative approach based on the review undertaken by the school’s commission from academic year 2012/2013 to 2013/2014. The study employed a qualitative approach and data analysis was done by using logical analysis of the review results. Findings of the study indicate there are various weaknesses in the students’ dissertations, particularly related to the way of thinking and inappropriate use of research method and statistical method. Inappropriate population, bias sampling technique, and inappropriate data analysis process and hypothesis testing are also found in the dissertations.
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Dastjerdi, Zahra Shirian, Helen Tan, and Ain Nadzimah Abdullah. "RHETORICAL STRUCTURE OF INTEGRATED RESULTS AND DISCUSSION CHAPTER IN MASTER’S DISSERTATIONS ACROSS DISCIPLINES." Discourse and Interaction 10, no. 2 (December 15, 2017): 61–83. http://dx.doi.org/10.5817/di2017-2-61.
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Writing a dissertation is the most challenging task for students, especially the IntegratedResults and Discussion chapter. One solution would be to offer them a template of therhetorical flow of this chapter. However, to date, a limited number of studies have beenconducted on the rhetorical movement of this chapter. Therefore, the rhetorical units ofIntegrated Results and Discussion chapters of 40 Master’s dissertations in the hard and softscience disciplines obtained from a Malaysian local public university were investigated.The findings indicated that this chapter focused predominantly on presenting the resultsfollowed by commenting on them. Disciplinary variation was observed in the use of‘referring to previous research’ and ‘making overt claims or generalizations’ which wereobserved more in the dissertations in the soft sciences. Besides, ‘invalidating results’ wasfound more in the dissertations in the hard sciences. To conclude, knowing the prevalentmoves may heighten the awareness of novice postgraduate students to align their writing tothe academic writing conventions. Furthermore, awareness on the disciplinary variationsof the use of certain rhetorical moves would sensitize novice writers to the preferreddisciplinary style of writing Integrated Results and Discussion chapter.
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Kihn, Lili-Anne, and Salme Näsi. "Emerging diversity in management accounting research." Journal of Accounting & Organizational Change 13, no. 1 (March 6, 2017): 131–60. http://dx.doi.org/10.1108/jaoc-01-2015-0005.
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Purpose Several scholars have recently highlighted the narrowness of accounting research regarding it as a threat to scholarly developments in the field. The aim of this study was to chart progress in management accounting research using a sample of doctoral dissertations published in Finland. In particular, the study examines the range and diversity of research strategic choices in Finnish dissertations over time, including the topics and methodological and theoretical approaches chosen. The authors also briefly compare findings over time and with other progress studies. Design/methodology/approach A longitudinal historical investigation was selected. All of the 80 management accounting doctoral dissertations published in Finnish business schools and departments during 1945-2015 were analysed. Findings The findings reveal that an expansion of doctoral education has led to an increasing diversity of research strategic choices in Finland. Different issues have been of interest at different times; so, it has been possible to cover a wide range of cost, management accounting and other topics and to use different methodological and theoretical approaches over time. Consequently, management accounting has become a rich and multifaceted field of scientific research. Research limitations/implications While this analysis is limited to doctoral research in Finland, the results should be relevant in advancing the understanding of the development of management accounting research. Practical implications Overall, the findings support the view that there have been, and continue to be, many ways to conduct innovative research in the field of management accounting. Social implications Dissertation research in this field has been extensive and vital enough to educate new generations of academics, guarantee continuity of the subject as an academic discipline and make management accounting a significant academic field of research. Originality/value The paper contributes to current research on management accounting change by an analysis of a sample of doctoral dissertations.
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Oliveira de Araujo, Thamiris, and Ana Amélia Amorim Carvalho. "Academic research on MALL in Brazil: a systematic review." LínguaTec 7, no. 1 (June 20, 2022): 22–35. http://dx.doi.org/10.35819/linguatec.v7.n1.5719.
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This paper aims at presenting an overview of academic research developed in Brazil on foreign language Mobile Assisted Language Learning (MALL) from 2009 to 2019. A systematic review was conducted on the Catalog of Theses and Dissertations from CAPES. The search retrieved 15 publications, mostly published from 2017 to 2019. It was revealed that the majority of studies were developed on a Language Studies program of the Southeast region and that there are more dissertations (from master studies) than theses (from PhD studies) published on the subject matter. The objectives found were: (i) evaluation of language learning applications; (ii) evaluation of other types of electronic resources related to education; (iii) development of language learning application; (iv) systematic review; (v) survey on MALL; (iv) assessment of language learning activities mediated by mobile devices at schools. The results pointed out the need for modernizing language learning applications in terms of language views, methodologies, and game elements. The use of MALL in class was fruitful to improve linguistic proficiency, collaboration, and agency.
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Hirano, Gisele Saraiva Bispo, Camila Takáo Lopes, and Alba Lucia Bottura Leite de Barros. "Development of research on nursing diagnoses in Brazilian graduate programs." Revista Brasileira de Enfermagem 72, no. 4 (August 2019): 926–32. http://dx.doi.org/10.1590/0034-7167-2018-0259.
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ABSTRACT Objective: to characterize the development of research on nursing diagnoses in nursing graduate programs and verify the application of the results of these studies according to the perception of academic advisors. Methods: documental research on dissertations and theses available from the databases of Brazilian universities with graduate programs in nursing, and exploratory survey on the practical application of their results. Results: 216 dissertations and theses were analyzed. Most of them were descriptive studies, and the most widely used diagnostic taxonomy was NANDA International. Little practical use of the knowledge produced by the dissertations and theses was identified. Conclusion: Although there has been a considerable increase in research on nursing diagnoses, the survey stage revealed scarce practical application of their results, prompting the need for further studies in order to identify the barriers in the way of transposing theory to practice.
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Johnson, Karen, J. Medgar Roberts, Mary W. Stout, Michelle Susberry Hill, and Lisa Wells. "What educational leaders should know about social media, collaboration and doctoral learning." Research on Education and Media 9, no. 2 (December 1, 2017): 32–39. http://dx.doi.org/10.1515/rem-2017-0012.
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Abstract In a global society where knowledge, degrees, and credentials cross international borders, understanding what and how doctoral students think and communicate about learning is relevant to educational leadership. An implication could be in creating new solutions to the age-old problem of students completing coursework but not a dissertation, and therefore, not graduating. United States doctoral students are taking advantage of social media platforms to create, develop, or enhance Personal Learning Networks (PLN). A team of researchers using a qualitative research methodology studied both the views and experiences of nine doctoral students, who were members of a closed Facebook group created specifically as a PLN. The results of the research study confirmed that the students use social media for academic and personal communication, emotional support, and direction through the dissertation stage of doctoral studies. Thematic results concluded that the participants sought help with questions and answers about research, guidance on the Institutional Review Board (IRB) process, and celebrating achievements. Trust was also a significant factor in ensuring the completion of dissertations. The results provide educational leaders useful information and insight into the impact of social media on teaching, research, culture, and learning environmental designs.
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Schadl, Suzanne M., and Marina Todeschini. "Cite Globally, Analyze Locally: Citation Analysis from a Local Latin American Studies Perspective." College & Research Libraries 76, no. 2 (March 1, 2015): 136–49. http://dx.doi.org/10.5860/crl.76.2.136.
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This citation analysis examines the use of Spanish- and Portuguese-language books and articles in PhD dissertations on Latin America at the University of New Mexico between 2000 and 2009. Two sets of data are presented: The first identifies the use of Spanish- and Portuguese-language books and articles across 17 academic departments; and the second analyzes how well local holdings meet demands for a select geographical area—Mexico. These local data contradict conclusions in general citation studies of the humanities, social sciences and foreign languages. They prove that preconceived ideas about foreign language usage from general citation studies do not provide reliable templates for local acquisition decisions. Librarians need to look at their research communities and local usage habits instead of relying on general studies for answers.
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Yao, Xiaoxia, and YongChao Zhao. "Cooperative purchase and use: a study of the ProQuest full text database of dissertations and theses (PQDT)." Interlending & Document Supply 43, no. 2 (May 18, 2015): 94–97. http://dx.doi.org/10.1108/ilds-01-2015-0002.
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Purpose – To purpose of this study is to describe and to demonstrate the value of a consortium purchase of the ProQuest Dissertations and Theses full-text database (PQDT) in China. Design/methodology/approach – The authors provide a first-person account based on their professional positions at the China Academic Library & Information System Administrative Center. Findings – That the PQDT database has steadily increased the use of theses in China with more institutions subscribing every year. The PQDT full-text database has become one of the most cost effective databases cooperatively purchased in China. Originality/value – One of the few in-depth studies of the use of the PQDT database.
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Opondo, Philip R., Anthony A. Olashore, Keneilwe Molebatsi, Caleb J. Othieno, and James O. Ayugi. "Mental health research in Botswana: a semi-systematic scoping review." Journal of International Medical Research 48, no. 10 (October 2020): 030006052096645. http://dx.doi.org/10.1177/0300060520966458.
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Mental and substance use disorders are a leading cause of disability worldwide. Despite this, there is a paucity of mental health research in low- and middle-income countries, especially in sub-Saharan Africa. We carried out a semi-systematic scoping review to determine the extent of mental health research in Botswana. Using a predetermined search strategy, we searched the databases Web of Science, PubMed, and EBSCOhost (Academic Search Complete, CINAHL with Full Text, MEDLINE, MEDLINE with Full Text, MLA International Bibliography, Open Dissertations) for articles written in English from inception to June 2020. We identified 58 studies for inclusion. The most researched subject was mental health aspects of HIV/AIDS, followed by research on neurotic and stress-related disorders. Most studies were cross-sectional and the earliest published study was from 1983. The majority of the studies were carried out by researchers affiliated to the University of Botswana, followed by academic institutions in the USA. There seems to be limited mental health research in Botswana, and there is a need to increase research capacity.
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Bednyi, B. I., A. A. Mironos, and N. V. Rybakov. "How Russian Doctoral Education Fulfills Its Main Mission: Scientometric Assessments (Article 2)." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 10 (November 1, 2019): 9–24. http://dx.doi.org/10.31992/0869-3617-2019-28-10-9-24.
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Change management in the field of training and certification of academic personnel implies a reliable information support in the form of statistical and sociological data that enable the monitoring of the effectiveness of the institution of doctoral education. The current system for monitoring the activities of doctoral schools does not fully meet these requirements, thus making it difficult to assess objectively the implementation of doctoral education’s main function – the training of researchers and faculty for higher education. The article attempts to fill this information lacuna by presenting an analysis of the database created by the authors which contains information about the defense of dissertations and research results of PhD students who graduated in 2013 from nine Russian universities over the five-year period after their graduation (N = 1178). Information on the results of each graduate’s research activities was obtained from open sources: the portal of the Higher Attestation Commission, the electronic catalog of the Russian State Library, Scopus and eLibrary.ru databases, as well as the database of the Industrial Property Institute. As a result of our research, it was established that the actual timeframe of doctoral students’ advancement to their academic degree is determined by discipline-related factors. In the sample as a whole, the share of persons who defended their dissertations was 45% of the total number of graduates, which is 1.7 times higher than the share of graduates who defended their dissertations in the course of their studies at the doctoral school. Approximately 90% of graduates defend their dissertations no later than two years after graduation from the doctoral school. The quantitative data of doctoral school graduates’ retention in the academic field are given, with the breakdown by discipline. On average, more than 60% of Candidate of Sciences degree holders continue their careers in academic positions. The obtained data on Russian doctoral school graduates are in good agreement with the results of monitoring doctoral programs’ graduates in Europe and the USA. The results of this work make it possible to take a fresh look at the methodology for diagnosing the effectiveness of university doctoral schools.
Dissertations / Theses on the topic "Dissertations, Academic Use studies"
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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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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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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.
Full textAbstract:
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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Kotela, Beauty. "The use of practical activities to address grade 11 learners' conceptual difficulties in electricity and magnetism." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85788.
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Thesis (MEd)--Stellenbosch University, 2013.ENGLISH ABSTRACT: This research study investigated the use of a practical activities-based approach to Physical Sciences teaching using TRAC equipment to address learner conceptual difficulties in Electricity and Magnetism (E&M). TRAC uses practical activities based on the school curriculum to complement the theory through the utilisation of data logging equipment linked to a computer. The participants in this study were a group of black Grade 11 learners (n=47) from a township school in the province of the Western Cape, South Africa. Their ages range from 16 to 21, with isiXhosa the home language of most of them. A mixed methods approach was utilized to gather the research data. Quantitative data was collected, using pre- and post-testing of learners to determine their conceptual difficulties in E&M, as well as to measure the effect of the practical activities-based approach in addressing learner conceptual difficulties in E&M. Null hypotheses were formulated for the six concepts and t-tests were used to find any statistically significant difference between the pre- and post-test. Qualitative data was obtained from the learner transcripts, as well as from the questionnaires and observation schedules. The results indicated significant improvements in learner understanding of the concepts in five out of the six tests as well as reducing commonly held misconceptions in E&M. It is recommended that careful scaffolding should be done during a practical activity in order for learners to make the connection between the domains of observables and ideas.
AFRIKAANSE OPSOMMING: Hierdie navorsingstudie het die gebruik van ‘n praktiese aktiwiteitsgebaseerde benadering tot Fisiese Wetenskappe onderrig met behulp van TRAC apparaat ondersoek. Die doel was om leerders se konseptuele haakplekke in Elektrisiteit en Magnitisme (E&M) aan te spreek. TRAC maak gebruik van ‘data logging’ apparaat om die teorie deur middel van praktiese aktiwiteite wat op die skoolkurriulum gebaseer is, te komplementeer. Die deelnemers in die studie was ‘n groep swart Graad-11 leerders (n=47) uit ‘n swart woongebied in die Westelike Provinsie, Suid Afrika. Hulle ouderdomme strek van 16 tot 21 met isiXhosa as die huistaal vir die meerderheid van hulle. ‘n Gemengde metode benadering was gebruik om die navorsingsdata te versamel. Kwantitatiewe data was deur ‘n voor- en natoets van die leerders versamel om hulle konseptuele haakplekke in E&M te bepaal. Die effek van die praktiese aktiwiteitsgebaseerde benadering om die leerders se konseptuele haakplekke in E&M aan te spreek was ook gemeet. Nul hipotese was vir die ses konsepte geformuleer en t-toetse was gebruik om statisties-beduidende verskille tussen die voor- en natoets te bepaal. Kwalitatiewe data was van die leerders se oorgeskryfde onderhoude sowel as vraelyste en observasieskedules verkry. Die resultate toon ‘n beduidende verbetering in leerders se begrip van die konsepte in vyf van die ses toetse sowel as ‘n afname in algemene wanbegrippe in E&M. Dit word aanbeveel dat versigtige opbouing gedurende die praktiese aktiwiteit gedoen moet word sodat die leerders ‘n verband tussen die domein van waarneembares en idees kan maak.
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Zelski, Robert F. "Use of the Client Oriented Scale of Improvement as a Clinical Outcome Measure in the Veterans Affairs National Hearing Aid Program." Scholar Commons, 2000. http://scholarcommons.usf.edu/etd/1550.
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In the present health care environment, there is an increased demand for audiologists to measure the outcomes of hearing aid intervention. In addition to the more traditional objective outcome measures, many subjective outcome measures have been developed in the last 20 years. Two such subjective outcome measures are the Abbreviated Profile of Hearing Aid Benefit (APHAB) and the Hearing Handicap Inventory for the Elderly (HHIE). These instruments consist of a series of pre-selected questions that may or may not be applicable to an individual. An alternative to the pre-selected question format is an open format design that allows the person with a hearing loss to designate areas of concern to them. One subjective outcome measure that uses this format is the Client Oriented Scale of Improvement (COSI) developed by Dillon and his colleagues in Australia. The COSI has been validated and may be useful for oversight with multi-clinician or for multi-clinic systems. The purpose of this study was to address tthe potential of the COSI for such oversight. Specifically, the study examined the inter-observer agreement of the classification of individually identified situations into general categories. The study also re-examined the clinical utility of the COSI as an outcome measure in individual hearing aid fittings. The results demonstrated very good inter-observer agreement for the classification of individually identified situations. In addition, the study supported the usefulness as a clinical outcome measure that had been found by Dillon and his colleagues in Australia. These results indicate that the COSI has potential for oversight of the outcomes of hearing aid intervention in hearing aid delivery organizations.
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Charbonneau, Emiko. "Bridging the Gap Between Fun and Fitness: Instructional Techniques and Real-World Applications for Full-Body Dance Games." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5780.
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Full-body controlled games offer the opportunity for not only entertainment, but education and exercise as well. Refined gameplay mechanics and content can boost intrinsic motivation and keep people playing over a long period of time, which is desirable for individuals who struggle with maintaining a regular exercise program. Within this gameplay genre, dance rhythm games have proven to be popular with game console owners. Yet, while other types of games utilize story mechanics that keep players engaged for dozens of hours, motion-controlled dance games are just beginning to incorporate these elements. In addition, this control scheme is still young, only becoming commercially available in the last few years. Instructional displays and clear real-time feedback remain difficult challenges. This thesis investigates the potential for full-body dance games to be used as tools for entertainment, education, and fitness. We built several game prototypes to investigate visual, aural, and tactile methods for instruction and feedback. We also evaluated the fitness potential of the game Dance Central 2 both by itself and with extra game content which unlocked based on performance. Significant contributions include a framework for running a longitudinal video game study, results indicating high engagement with some fitness potential, and informed discussion of how dance games could make exertion a more enjoyable experience.Ph.D.
Doctorate
Computer Science
Engineering and Computer Science
Computer Science
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Dongale, Prashant. "Force-Directed Instruction Scheduling for Low Power." [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000210.
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Patterson, Nancy Muscato. "A Tutorial: Use of the WHO ICIDH-2 for Determining Aural Rehabilitation Goals." Scholar Commons, 2001. https://scholarcommons.usf.edu/etd/1541.
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The purpose of this project was to implement the newly revised International Classification of Functioning, Disability and Health (ICIDH-2) developed by the World Health Organization (WHO), to establish specific aural rehabilitation goals. Five graduate clinicians in speech language pathology and audiology interviewed ten participants with adult onset hearing loss. A modified version of the General Questions for Participation and Activities (i.e., a structured interview technique) from the ICIDH-2 Checklist, was developed. Prior to completing this checklist, the students attended a brief training session to become familiar with the major components of the ICIDH-2, specifically the ICIDH-2 Checklist. Completion of the ICIDH-2 Checklist, Version 2.1a, clinician form (prefinal draft, December 2000), allowed the students to classify and qualify disability and health according to the constructs of Activity and Participation, (i.e., what a person can and cannot do as a result of hearing loss and what a person does and does not do as a result of hearing loss, respectively). Following completion of Parts 2 (Activities and Participation) and 3 (Environmental Factors) of the Checklist for each of the ten clients interviewed, aural rehabilitation goals were developed. Four participants are highlighted to illustrate how the ICIDH-2 is used to objectify the impact of hearing loss and to establish specific treatment goals. The results support the use of the modified version of the General Questions for Participation and Activities in development of aural rehabilitation goals for clients with adult onset hearing loss. Graduate clinicians demonstrated the ability to complete the checklist with little assistance, suggesting that the use of the ICIDH-2 by experienced clinicians should be a relatively easy task. Goal development was also a relatively easy task using the checklist ratings, and the ratings related directly to the individual participant's quality of life in their current situation.
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Bergman, Gerald Rae. "Evaluation of exposure to optical radiation used in diagnostic and treatment in medicine and dentistry." Connect to full-text via OhioLINK ETD Center, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=mco1095952844.
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Thesis (M.S.)--Medical College of Ohio, 2004."In partial fulfillment of the requirements for the degree of Master of Science in Occupational Health." Major advisor: Farhang Akbar. Includes abstract. Document formatted into pages: iv, 75 p. Title from title page of PDF document. Includes bibliographical references (p. 58-68).
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Lokenberg, Renee. "Evaluation and Treatment of Tinnitus." Scholar Commons, 2000. https://scholarcommons.usf.edu/etd/1546.
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Tinnitus is defined as an auditory stimulus that is unrelated to external stimulation. There are many theories as to what causes tinnitus, therefore, there are many treatment options for tinnitus. This paper attempts to increase the audiologist's knowledge of the etiology, as well as, the most appropriate treatment for tinnitus.
There are two types of tinnitus, objective and subjective. Subjective tinnitus is more common, although it is more difficult to treat than objective tinnitus. There are many theories as to what causes tinnitus. Several disorders that have tinnitus as a symptom, such as, Meniere's disease, acoustic neuroma, and dysfunction of serotonin levels, are discussed.
Before treatment of tinnitus, the patient must undergo a medical and audiologic evaluation. Tests of tinnitus pitch, loudness, residual masking, and minimal masking are included. The implications of these tests on treatment are also discussed.
There are many treatment options available for tinnitus, such as, electrical stimulation, medications, stress and psychological therapy, tinnitus maskers, and hearing aids. This paper focuses on mainly the treatments that are most feasible for an audiologist. In addition, included is an empirical study that was conducted to examine the effects of hearing aids and circuit type on tinnitus relief.
To conclude, this paper will summarize the steps to follow in order to manage a patient that exhibits tinnitus. Although there are some treatments that seem to be more appropriate for an audiologist to utilize, (i.e., hearing aids, maskers, and Tinnitus Retraining Therapy, none have been proven to be effective in every patient. Research is still needed in this area.
Books on the topic "Dissertations, Academic Use studies"
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Roberts, Alason. Survey on the use of doctoral theses in British universities: Report on the survey. [Edinburgh?: University Theses Online Group, 1996.
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Roberts, Alason. Survey on the use of doctoral theses in British universities: Report on the survey for the University Theses Online Group. [Great Britain]: British Library Research and Innovation Centre, 1997.
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Imtiaz, Ahmad Ch, ed. Zakariya research studies: An annotated bibliography of theses, dissertations, research reports written in English language at Bahauddin Zakariya University, Multan. Multan: Library Research Forum, 1994.
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Patricia, Polansky, Shulman, Anna See Ping Leon., and Gordon, Leonard H. D., 1928-, eds. Doctoral dissertations on China and on inner Asia, 1976-1990: An annotated bibliography of studies in western languages. Westport, Conn: Greenwood Press, 1998.
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Successful dissertations: The complete guide for education and childhood studies students. New York: Continuum International Pub. Group, 2012.
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Rao, G. N. CDS M. Phil theses: 1975/76-1989/90 : a review. Thiruvananthapuram: Centre for Development Studies, 1996.
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Alan, Durant, ed. How to write essays, dissertations, and theses in literary studies. London: Longman, 1993.
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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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Akinbode, Rahmon O. History and diplomatic studies in Nigeria: A bibliography of students' long essays at Ogun State University, Ago-Iwoye, 1986-1998. Ibadan, Nigeria: Options Book and Information Services, 1999.
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1963-, Welch Nancy, ed. The dissertation & the discipline: Reinventing composition studies. Portsmouth, NH: Boynton/Cook, Heinemann, 2002.
Find full textBook chapters on the topic "Dissertations, Academic Use studies"
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Kopotev, Mikhail, Andrey Rostovtsev, and Mikhail Sokolov. "Shifting the Norm: The Case of Academic Plagiarism Detection." In The Palgrave Handbook of Digital Russia Studies, 483–500. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42855-6_27.
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AbstractThis chapter describes how academic plagiarism poses a challenge for digital humanities, when sophisticated tools make it possible to discover inappropriate academic activity. Focusing on dissertations defended in Russia in recent years, the authors discuss academic plagiarism and examine the changing norms of academic integrity. Section 27.1 introduces the questions under consideration. The next describes various types of plagiarism and computational tools used to detect them. Section 27.3 reviews available digitized resources. The activities of the Dissernet network are described in Sect. 27.4, which presents an overall picture of findings based on large-scale (more than 50%) plagiarism in dissertations. The case study described in Sect. 27.5 concerns small-scale plagiarism within the same academic genre, raising the question of academic authenticity’s shifting norms.
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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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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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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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Harutyunyan, Nikolay. "Open Source Software Governance: Distilling and Applying Industry Best Practices." In Ernst Denert Award for Software Engineering 2020, 73–90. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83128-8_5.
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AbstractModern software architectures are becoming increasingly complex and interdependent. The days of exclusive in-house software development by companies are over. A key force contributing to this shift is the abundant use of open source frameworks, components, and libraries in software development. Over 90% of all software products include open source components. Being efficient, robust, and affordable, they often cover the non-differentiating product requirements companies have. However, the uncontrolled use of open source software in products comes with legal, engineering, and business risks stemming from incorrect software licensing, copyright issues, and supply chain vulnerabilities. While recognized by a handful of companies, this topic remains largely ignored by the industry and little studied by the academia. To address this relevant and novel topic, we undertook a 3-year research project into open source governance in companies, which resulted in a doctoral dissertation. The key results of our work include a theory of industry best practices, where we captured how more than 20 experts from 15 companies worldwide govern their corporate use of open source software. Acknowledging the broad industry relevance of our topic, we developed a handbook for open source governance that enabled practitioners from various domains to apply our findings in their companies. We conducted three evaluation case studies, where more than 40 employees at three Germany-based multinational companies applied our proposed best practices. This chapter presents the highlights of building and implementing the open source governance handbook.
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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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Mansén, Elisabeth. "Att väva samman allting: Om kontextens kontext." In Konsten att kontextualisera: Om historisk förståelse och meningsskapande, 183–203. Stockholm University Press, 2022. http://dx.doi.org/10.16993/bbt.l.
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This chapter provides an historical perspective on context and contextualisation, and studies how they were introduced as controversial terms at Swedish universities. In addition, alternative expressions and criticisms of the concepts are discussed. The chapter explores how these words are handled in dictionaries and encyclopaedias, where they are used in scientific settings and how this changes over time. This is supplemented with a study of an individual discipline, the history of ideas. The article can also be read as an example of itself, a way to contextualize the word context. Etymologically, context means weaving together. It usually refers to relations within a text, but a wider reference to ideas and events sometimes occur. The most extensive definition is found in Swedish Wiktionary, where context simply means what something is connected to. The study shows that the word context is used for at least two purposes: to expand your understanding or to limit your perspectives. The word is present in Swedish from 1671 and found in Swedish dictionaries from 1852. In the most prestigious publication (SAOL) it is included in 1900 and continuously from 1950. In Swedish dissertation titles the word context appears in 1975 but is afterwards absent until the end of the 1980s. Context is used more often from 1990 and seems most popular in social science dissertations from the first decade of the twenty-first century. An Internet study suggests an increased interest in contextualisation. Altogether, the activity of weaving everything together creates an attractive image of academic activities.
Conference papers on the topic "Dissertations, Academic Use studies"
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Eryilmaz, Önder, and Kayhan Bozgün. "The Effect of Using Cartoons on Primary School Students’ Academic Achievement in Social Studies Courses in Turkey: A Meta Analysis Study." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.49.
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The main purpose of this study is to investigate the effect of using cartoons on primary school students’ academic achievement in social studies courses in Turkey. We preferred to conduct meta-analysis instead of traditional literature review. In accordance with the purpose of the study, we analyzed experimental research such as articles, dissertations, and papers which were obtained from Web of Science, ERIC, Scopus, Proquest, Ebscohost, Google Scholar, The Turkish Council of Higher Education Thesis Center, and Dergipark databases. We used [“cartoon” OR “comic” OR “caricature” AND “social studies”] search code in order to reach convenient publications. As a result of the literature review by using search code, 25 publications that were conducted as experimental studies between 2006 and 2020, were listed. 9 publications were eliminated since they had non-parametric values in normality tests and have no standard deviation values of control and experimental group posttests. Moreover, publications that have no achievement test were eliminated as well. Finally, 16 studies were included. We used R software to analyze the data. Cohen’s d, Hedge’s g values, and sampling variances of all publications were calculated. Heterogeneity and publication bias of studies were also checked before proceeding to the main analysis. The random-effects model was performed to calculate the overall effect size. As a result of the analysis, a large effect size was found. In other words, using cartoons has a large effect on primary school students’ academic achievement in social studies courses in Turkey.
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Bermejo Ballesteros, Juan, José María Vergara Pérez, Alejandro Fernández Soler, and Javier Cubas Cano. "Mubody, an astrodynamics open-source Python library focused on libration points." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.040.
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Mubody is an astrodynamics open-source Python library focused on the libration points. Such points result from the equilibrium of the gravitational forces between two massive bodies as the Sun and Earth, for example. The library is mainly intended for the generation of orbits in these regions, which is not a straightforward process, specially if perturbations are considered. Currently, the library allows to generate Lissajous orbits in the second Lagrange point of the Sun-Earth system under the influence of perturbations such as the Earth orbit eccentricity. The next milestone, as a result of a master student work, is the incorporation of Halo orbits and the expansion to all three collinear libration points from any two massive bodies of the Solar System. This tool has been developed as part of a PhD, motivated by the need of performing mission analysis in libration point regions. Nevertheless, since its creation it has also proven to be an excellent academic tool for both enhancing the library itself and using its results for further studies (collision risk, thermal analysis, formation flight control, etc). As a result, the tool has rapidly evolved, building onto the knowledge and experience that the students gather while working on their academic projects (bachelor’s degree dissertations, master theses, subjects, internships). The participation on the library development provides students with experience in orbital mechanics, software design, version control and it compels them to ensure that their work can be readily used by others as it is properly documented. The project is hosted in GitLab under a MIT licence
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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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Gallent Torres, Cinta, and Rubén Comas Forgas. "Prévalence et évolution des conduites frauduleuses chez les étudiants de master et doctorat : la vision des responsables académiques." In 2ème Colloque International de Recherche et Action sur l’Intégrité Académique. « Les nouvelles frontières de l’intégrité ». IRAFPA, 2022. http://dx.doi.org/10.56240/cmb9915.
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We present the results of a questionnaire administered to 237 academic heads of studies in a Spanish university. They were asked about the perceived prevalence and evolution of 24 dishonest practices that postgraduate students may engage in, which are related to: inappropriate behavior during examinations, improper behavior in the preparation of academic papers and dissertations, dishonest practices of a general nature and, finally, fraudulent behavior in research. The results of the study show that the most prevalent and increased practices are related to fraudulent practices in the preparation and submission of academic work and research. The results obtained highlight the areas in which possible interventions to prevent, detect and sanction improper and dishonest behavior in master’s and doctoral studies should be focused.
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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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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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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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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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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 "Dissertations, 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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Abreu, Rodrigo, Catarina B. Oliveira, Júlio Costa, João Brito, and Vítor Hugo Teixeira. Effect of dietary supplements on athletic performance in elite soccer players: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, June 2022. http://dx.doi.org/10.37766/inplasy2022.6.0088.
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Review question / Objective: The aim of this systematic review is to evaluate the effect of dietary supplements on athletic performance in elite soccer players. Eligibility criteria: This review will be conducted based on the PRISMA guidelines and the PICOS approach. Articles were eligible if they were published or in-press in peer-reviewed journals (i.e., abstracts published in conference proceedings, books, theses, and dissertations will not be considered), published in English language with available abstract for screening. The PICOS approach will be established as follows: Population: highly trained or elite, adult (>18 years old) male or female soccer players; Intervention: use of one or more dietary supplements for performance; Comparison: same conditions with placebo or without dietary supplements; Outcome: athletic or soccer-related performance outcomes; Study design: intervention in parallel groups or with crossover, blind or double-blind, and randomized controlled trials (experimental studies).
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Owens, Janine, G. Hussein Rassool, Josh Bernstein, Sara Latif, and Basil H. Aboul-Enein. Interventions using the Qur'an to protect and promote mental health: A systematic scoping review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, July 2022. http://dx.doi.org/10.37766/inplasy2022.7.0065.
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Review question / Objective: The aim of the study is to to identify interventions using the Qur'an to support mental health in Muslims. The question is How do interventions use the Qur'an to reduce psychological distress and promote mental health and wellbeing in Muslims? Eligibility criteria: Inclusion criteria: Evidence up to 31/03/22; Intervention studies; RCTs, quasi-experimental, longitudinal, cross-sectional and qualitative studies in English, French, or Arabic; Adults ≥18 years, Pregnant females attaining marriageable age ≥14; Studies focusing on the Qur’an, hadith and/or surah as a primary mental health intervention or Studies focusing on the Qur’an, hadith and/or surah as an additional form of therapy for mental health interventions. Exclusion criteria: Commentaries, narratives, editorial communications, opinion pieces, conference papers, government reports, guidance documents, book reviews, theses and dissertations, systematic, scoping, rapid and literature reviews, case studies; evidence in languages other than English, French or Arabic; Other types of studies focusing on children or adolescents; Studies excluding interventions using the Qur’an, hadith or surah or failing to differentiate between these areas and other interventions; Studies mentioning Qur’an, hadith or surah as an afterthought in the discussion.
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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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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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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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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.
Full textAbstract:
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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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.
Full textAbstract:
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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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.seal2010.
Full textAbstract:
The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.promise2010.
Full textAbstract:
The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.