Academic literature on the topic 'HO. e-books'

Disciplinary behavior increases children's responsibility and self-control skills by encouraging mental, emotional and social growth. This behavior is also related to school readiness and future academic achievement. This study aims to look at read aloud with the media of large books in improving disciplinary behavior during early childhood. Participants were 20 children aged 5-6 years. By using qualitative methods as a classroom action research, data collection was carried out by observation, field notes, and documentation. The results of pre-cycle data showed that the discipline behavior of children increased to 42.6%. In the first cycle of intervention learning with ledger media, the percentage of children's discipline behavior increased to 67.05%, and in the second cycle, it increased again to 80.05%. Field notes found an increase in disciplinary behavior because children liked the media which was not like books in general. However, another key to successful behavior of the big book media story. Another important finding is the teacher's ability to tell stories to students or read books in a style that fascinates children. The hope of this intervention is that children can express ideas, insights, and be able to apply disciplinary behavior in their environment. Keywords: Early Discipline Behavior, Read aloud, Big Book Media References Aksoy, P. (2020). The challenging behaviors faced by the preschool teachers in their classrooms, and the strategies and discipline approaches used against these behaviors: The sample of United States. Participatory Educational Research, 7(3), 79–104. https://doi.org/10.17275/per.20.36.7.3 Anderson, K. L., Weimer, M., & Fuhs, M. W. (2020). Teacher fidelity to Conscious Discipline and children’s executive function skills. Early Childhood Research Quarterly, 51, 14–25. https://doi.org/10.1016/j.ecresq.2019.08.003 Andriana, E., Syachruroji, A., Alamsyah, T. P., & Sumirat, F. (2017). Jurnal Pendidikan IPA Indonesia Natural Science Big Book With Baduy Local Wisdom Base. 6(1), 76–80. https://doi.org/10.15294/jpii.v6i1.8674 Aulina, C. N. (2013). Penanaman Disiplin Pada Anak Usia Dini. PEDAGOGIA: Jurnal Pendidikan, 2(1), 36. https://doi.org/10.21070/pedagogia.v2i1.45 Bailey, B. A. (2015). Introduction to conscious discipline Conscious discipline: Building resilient classrooms (J. Ruffo (ed.)). Loving Guidance, Inc. Brown, E. (1970). The Bases of Reading Acquisition. Reading Research Quarterly, 6(1), 49. https://doi.org/10.2307/747048 Clark, S. K., & Andreasen, L. (2014). Examining Sixth Grade Students’ Reading Attitudes and Perceptions of Teacher Read Aloud: Are All Students on the Same Page? Literacy Research and Instruction, 53(2), 162–182. https://doi.org/10.1080/19388071.2013.870262 Colville-hall, S., & Oconnor, B. (2006). Using Big Books: A Standards-Based Instructional Approach for Foreign Language Teacher CandidatesinaPreK-12 Program. Foreign Language Annals, 39(3), 487–506. https://doi.org/doi:10.1111/j.1944-9720.2006.tb02901.x Davis, J. R. (2017). From Discipline to Dynamic Pedagogy: A Re-conceptualization of Classroom Management. Berkeley Review of Education, 6. https://doi.org/10.5070/b86110024 Eagle, S. (2012). Computers & Education Learning in the early years : Social interactions around picturebooks , puzzles and digital technologies. Computers & Education, 59(1), 38–49. https://doi.org/10.1016/j.compedu.2011.10.013 Farrant, B. M., & Zubrick, S. R. (2012). Early vocabulary development: The importance of joint attention and parent-child book reading. First Language, 32(3), 343–364. https://doi.org/10.1177/0142723711422626 Galini, R., & Kostas, K. (2014). Practices of Early Childhood Teachers in Greece for Managing Behavior Problems: A Preliminary Study. Procedia - Social and Behavioral Sciences, 152, 784–789. https://doi.org/10.1016/j.sbspro.2014.09.321 Ho, J., Grieshaber, S. J., & Walsh, K. (2017). Discipline and rules in four Hong Kong kindergarten classrooms : a qualitative case study. International Journal of Early Years Education, 1–15. https://doi.org/10.1080/09669760.2017.1316242 Hoffman, L. L., Hutchinson, C. J., & Reiss, E. (2005). Training teachers in classroom management: Evidence of positive effects on the behavior of difficult children. In The Journal of the Southeastern Regional Association of Teacher Educators (Vol. 14, Issue 1, pp. 36–43). Iraklis, G. (2020). Classroom (in) discipline: behaviour management practices of Greek early childhood educators. Education 3-13, 0(0), 1–9. https://doi.org/10.1080/03004279.2020.1817966 Kalb, G., & van Ours, J. C. (2014). Reading to young children: A head-start in life? Economics of Education Review, 40, 1–24. https://doi.org/doi:10.1016/j.econedurev.2014.01.002 Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Deakin University Press. Ledger, S., & Merga, M. K. (2018). Reading aloud: Children’s attitudes toward being read to at home and at school. Australian Journal of Teacher Education, 43(3), 124–139. https://doi.org/10.14221/ajte.2018v43n3.8 Longstreth, S., Brady, S., & Kay, A. (2015). Discipline Policies in Early Childhood Care and Education Programs : Building an Infrastructure for Social and Academic Success Discipline Policies in Early Childhood Care and Education Programs : Building an Infrastructure. Early Education and Development, 37–41. https://doi.org/10.1080/10409289.2011.647608 Mahayanti, N. W. S., Padmadewi, N. N., & Wijayanti, L. P. A. (2017). Coping With Big Classes: Effect of Big Book in Fourth Grade Students Reading Comprehension. International Journal of Language and Literature, 1(4), 203. https://doi.org/10.23887/ijll.v1i4.12583 Martha Efirlin, Fadillah, M. (2012). Penanaman Perilaku Disiplin Anak Usia 5-6 Tahun di TK Primanda Untan Pontianak. Pendidikan Anak Usia Dini, 1–10. Merga, Margaret K. (2017). Becoming a reader: Significant social influences on avid book readers. School Library Research, 20(Liu 2004). Merga, Margaret Kristin. (2015). “She knows what I like”: Student-generated best-practice statements for encouraging recreational book reading in adolescents. Australian Journal of Education, 59(1), 35–50. https://doi.org/10.1177/0004944114565115 Merga, Margaret Kristin. (2017). Interactive reading opportunities beyond the early years: What educators need to consider. Australian Journal of Education, 61(3), 328–343. https://doi.org/10.1177/0004944117727749 Milles;, M. B., & Huberman, M. (2014). Qualitative Data Analysis. Sage Publications. Moberly, D. A., Waddle, J. L., & Duff, R. E. (2014). Journal of Early Childhood Teacher Education The use of rewards and punishment in early childhood classrooms The use of rewards and punishment in early childhood classrooms. Journal of Early Childhood Teacher Education, 37–41. https://doi.org/10.1080/1090102050250410 Mol, S. E., & Bus, A. G. (2011). To Read or Not to Read: A Meta-Analysis of Print Exposure From Infancy to Early Adulthood. Psychological Bulletin, 137(2), 267–296. https://doi.org/10.1037/a0021890 Pegg, L. A., & Bartelheim, F. J. (2011). Effects of daily read-alouds on students’ sustained silent reading. Current Issues in Education, 14(2), 1–8. Penno, J. F., Wilkinson, I. A. G., & Moore, D. W. (2002). Vocabulary acquisition from teacher explanation and repeated listening to stories: Do they overcome the Matthew effect? Journal of Educational Psychology, 94(1), 23–33. https://doi.org/10.1037/0022-0663.94.1.23 Septyaningrum, A., & Mas’udah. (2015). Pengaruh metode bercerita berbasis dongeng terhadap kedisiplinan anak. Fakultas Ilmu Pendidikan, 1–5. Swanson, E., Vaughn, S., Wanzek, J., Petscher, Y., Heckert, J., Cavanaugh, C., Kraft, G., & Tackett, K. (2011). A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties. Journal of Learning Disabilities, 44(3), 258–275. https://doi.org/10.1177/0022219410378444 Turan, F., & Ulutas, I. (2016). Using storybooks as a character education tools. Journal of Education and Practice, 7(15), 169–176. Turuini Ernawati, Rasdi Eko Siswoyo, Wahyu Hardyanto, T. J. R. (2018). Local- Wisdom-Based Character Education Management In Early Childhood Education. The Journal Of Educational Development. Westbrook, J., Sutherland, J., Oakhill, J., & Sullivan, S. (2019). ‘Just reading’: the impact of a faster pace of reading narratives on the comprehension of poorer adolescent readers in English classrooms. Literacy, 53(2), 60–68. https://doi.org/10.1111/lit.12141 Yılmaz, S., Temiz, Z., & Karaarslan Semiz, G. (2020). Children’s understanding of human–nature interaction after a folk storytelling session. Applied Environmental Education and Communication, 19(1), 88–100. https://doi.org/10.1080/1533015X.2018.1517062 Zachos, D. T., Delaveridou, A., & Gkontzou, A. (2016). Teachers and School “Discipline” in Greece: A Case Study. European Journal of Social Sciences Education and Research, 7(1), 8. https://doi.org/10.26417/ejser.v7i1.p8-19

A Review of: Lau, K. P., Chiu, D. K. W., Ho, K. K. W., Lo, P., & See-To, E. W. K. (2017). Educational usage of mobile devices: Differences between postgraduate and undergraduate students. The Journal of Academic Librarianship, 43(3), 201-208. https://doi.org/10.1016/j.acalib.2017.03.004 Abstract Objective – To discover how undergraduate (UG) and graduate (G; “postgraduate” [PG] in the original article) students of library and information science (LIS) use mobile devices and to understand preferences and perceived barriers to educational use. Design – Survey questionnaire. Setting – University in Japan. Subjects – Ninety undergraduate students (30 male, 60 female) and 30 graduate students (13 male, 17 female). Nineteen additional recruits were excluded from the study due to incomplete surveys. Almost all subjects (>98%) were born between 1982 and 2002. Methods – Subjects were recruited without incentives from one LIS department. An online survey was conducted with the purpose of gathering information on how often devices were used for various activities, perceived barriers to mobile learning (m-learning), and demographic data. The survey was modeled on a 2015 study of LIS students in Hong Kong, Japan, and Taiwan (Ko, Chiu, Lo, & Ho, 2015). The Mann-Whitley U test was used to investigate possible significant differences between UG and G responses. Main Results – 94.2% of participants had smartphones with Internet access; both UG and G subjects reported weekly to daily use for social communications (email, short message service [SMS], chat, and social media) and for querying search engines. Both UG and G subjects reported using finance and banking services less than once a month. Other activities (shopping, finding locations, entertainment, sports, tools and productivity software, casual reading, academic reading, accessing reference materials, accessing libraries) for both groups fell within the range of less than once per month to weekly use. Unlike G subjects, UG subjects reported significant (p < 0.05) engagement with social media and marginal (p < 0.10) engagement with accessing libraries, and productivity tools. In terms of educational use, neither UG nor G subjects reported daily m-learning behaviors, instead reporting monthly to weekly browsing of online information and social networking sites, with far less (i.e., less than once a month) engagement with professional articles, e-books, learning management platforms, and several other activities (listening to podcasts, viewing videos, “other”). UG subjects reported significant marginal (p < 0.10) engagement with “other” materials, unlike G subjects. Library catalogs and databases were less likely to be used when compared to reference sources, with UG and G subjects reporting monthly or less use for these. When asked if they would use mobile library services, respondents answered “maybe interested if available”, with UG subject reporting significant marginal (p < 0.10) engagement vs. G subjects for several of these services. Regarding productivity activities, both UG and G subjects reported monthly or less use of note taking, word processing, and scheduling tools. For communication and sharing activities, subjects reported monthly or less activity for communicating with classmates, using email for study-related issues, posting to discussions on learning management platforms, posting or commenting about their studies on social networking sites, sending photos or videos to social media, moving document files, and scanning Quick Response (QR) codes. UG subjects were marginally (p < 0.10) more engaged in communicating with classmates than G subjects. Barriers to m-learning were not considered “high” barriers, with “low” to “medium” barriers for both UG and G subjects being small screen size, non-mobile format, difficulty typing, challenges with authentication, no Wi-Fi, difficulty reading, lack of specialized apps, and slow loading times. Conclusion – This study provides a snapshot of how participants used mobile devices at the time the survey was conducted. Both UG and G subjects used their devices for social communication more than for educational purposes.

The major objective of this study to compare the use of e -resources by students from Arts, Social Science and Science stream and compare preferences of the Use of e - resources by students of Arts, Social Science and Science stream of Raipur city. The study was based on survey method. Among various techniques of Survey Method, Questionnaire Technique was used for the study. Accordingly a Self structured questionnaire was designed to collect data from the regular UG and P G students of various college of Raipur city. The major findings of the study shows that The calculated value is 2 (df=2) = 5.32 and Table value is 5.991 so Ho Hypothesis is Accepted and Ha Hypothesis is rejected it means there are no Significant difference in Use of e - journals between Students of Arts, social Science and Science Stream. and e -book was found to be the most preferred e-resource by students of Arts, Social Science and Science students of Raipur city.

The paper examined capital market performance as a panacea for economic growth in Nigeria from 1986-2016. A number of related literatures have shown that the Nigerian capital market variables studied has satisfactory market performance and has contributed to economic growth. Yet some researchers observed that the capital market has not significantly mobilized and effectively channeled substantial capital to the real sector of the economy. What could have been the reason for the divergences? The study was anchored on the demand following hypothesis. Secondary data were sourced from Central Bank of Nigeria Statistical Bulletin and Nigeria Stock Exchange fact-book of various editions. The paper adopted the ex-post facto research design while ordinary least square regression techniques was used to process the data gathered using E-views 9.0 software. The null hypotheses (Ho) were tested at 5% level of significance. The findings of the paper revealed that there is negative and insignificant relationship between capital market and the variables studied. The paper conclude that liquidity of the capital market is pivotal for economic growth in Nigeria while the study recommended that all tiers of government should be encouraged to fund their realistic long term developmental program through the Nigeria capital market.

“Plant Propagation” is a CD-based course that covers seed propagation, divisions, layering, cuttings, and grafting. It is multimedia at its best—hundreds of photos, illustrations, and videos show close-up details of each propagation method and create a fresh and enjoyable way to test the viewer's knowledge. Although designed for the amateur gardener, it is detailed enough to be used as a supplemental text in college-level plant propagation courses. Additional features include: 1) an extensive Resources section that lists additional book and internet resources, scientific names of all the plants discussed in the course, and sources for tools; 2) an extensive Glossary, including audio of the correct pronunciation of 50 terms; 3) a Basics section that reviews the different types of plant propagation, plant biology, and horticultural concepts, such as potting media, lighting, and plant growth regulators; and 4) a short discussion of the use of tissue culture for plant propagation. “Plant Propagation” is available for $40 from Purdue Extension's online education store at http://www.ces.purdue.edu/new/. It's also available by calling (888) EXT-INFO or e-mailing media.order@purdue.edu. The product code is CD-HO-3.A free preview of the course is available online at http://www.hort.purdue.edu/plantprop/webversion/Intro.html. If you have questions about the course content, please contact the authors directly: Mary Welch Keesey (marywk@purdue.edu) or (317) 630-3257 and B. Rosie Lerner (rosie@purdue.edu) or (765) 494-1311.

Cognitive learning during the COVID-19 pandemic encountered many obstacles, but the use of various gadgets could be an effective solution in early childhood learning, especially to prepare them to enter the elementary school level. This study aims to describe the online cognitive learning process (OCL) in early childhood during the COVID-19 and new era of the pandemic through integrated technology and hybrid learning. This study uses a qualitative approach with a case study involving two ECE teachers and one principal. Data analysis using Miles and Huberman models. The findings of this study explain the importance of the teacher's role in OCL and its constraints, how parent-teacher collaboration is the key to successful cognitive improvement through online learning, and the implementation of OCL through effective learning to prevent learning loss. Further research in distance and hybrid learning, especially for early childhood, is expected to give birth to various new learning models and methods that are integrated with technology towards online teaching-learning when needed. Keywords: early childhood, cognitive online learning, integrated technology, hybrid learning References: Ansari, A., & Purtell, K. M. (2017). Activity settings in full-day kindergarten classrooms and children’s early learning. Early Childhood Research Quarterly, 38, 23–32. https://doi.org/10.1016/j.ecresq.2016.09.003 Bacher-Hicks, A., Goodman, J., & Mulhern, C. (2021). Inequality in household adaptation to schooling shocks: Covid-induced online learning engagement in real time. Journal of Public Economics, 193, 104345. https://doi.org/10.1016/j.jpubeco.2020.104345 Borup, J., Graham, C. R., West, R. E., Archambault, L., & Spring, K. J. (2020). Academic Communities of Engagement: An expansive lens for examining support structures in blended and online learning. Educational Technology Research and Development, 68(2), 807–832. https://doi.org/10.1007/s11423-020-09744-x Danovitch, J. H. (2019). Growing up with Google: How children’s understanding and use of internet‐based devices relates to cognitive development. Human Behavior and Emerging Technologies, 1(2), 81–90. https://doi.org/10.1002/hbe2.142 Davies, T. (2016). Mind change: How digital technologies are leaving their mark on our brains. New Media & Society, 18(9), 2139–2141. https://doi.org/10.1177/1461444816652614 Davis, A. N., Carlo, G., Gulseven, Z., Palermo, F., Lin, C.-H., Nagel, S. C., Vu, D. C., Vo, P. H., Ho, T. L., & McElroy, J. A. (2019). Exposure to environmental toxicants and young children’s cognitive and social development. Reviews on Environmental Health, 34(1), 35–56. https://doi.org/doi:10.1515/reveh-2018-0045 Dias, M. J. A., Almodóvar, M., Atiles, J. T., Vargas, A. C., & Zúñiga León, I. M. (2020). Rising to the Challenge: Innovative early childhood teachers adapt to the COVID-19 era. Childhood Education, 96(6), 38–45. https://doi.org/10.1080/00094056.2020.1846385 Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118, 105440. https://doi.org/10.1016/j.childyouth.2020.105440 Engzell, P., Frey, A., & Verhagen, M. D. (2021). Learning loss due to school closures during the COVID-19 pandemic. Proceedings of the National Academy of Sciences, 118(17), e2022376118. https://doi.org/10.1073/pnas.2022376118 Ford, T. G., Kwon, K.-A., & Tsotsoros, J. D. (2021). Early childhood distance learning in the U.S. during the COVID pandemic: Challenges and opportunities. Children and Youth Services Review, 131, 106297. https://doi.org/10.1016/j.childyouth.2021.106297 Graham, C. R., Borup, J., Pulham, E., & Larsen, R. (2019). K–12 Blended Teaching Readiness: Model and Instrument Development. Journal of Research on Technology in Education, 51(3), 239–258. https://doi.org/10.1080/15391523.2019.1586601 Hassan, M. N., Abdullah, A. H., Ismail, N., Suhud, S. N. A., & Hamzah, M. H. (2018). Mathematics Curriculum Framework for Early Childhood Education Based on Science, Technology, Engineering and Mathematics (STEM). International Electronic Journal of Mathematics Education, 14(1). https://doi.org/10.12973/iejme/3960 Hrastinski, S., Cleveland-Innes, M., & Stenbom, S. (2018). Tutoring online tutors: Using digital badges to encourage the development of online tutoring skills: Tutoring online tutors. British Journal of Educational Technology, 49(1), 127–136. https://doi.org/10.1111/bjet.12525 Hu, X., Chiu, M. M., Leung, W. M. V., & Yelland, N. (2021). Technology integration for young children during COVID‐19: Towards future online teaching. British Journal of Educational Technology, 52(4), 1513–1537. https://doi.org/10.1111/bjet.13106 Hu, X., & Yelland, N. (2017). An investigation of preservice early childhood teachers’ adoption of ICT in a teaching practicum context in Hong Kong. Journal of Early Childhood Teacher Education, 38(3), 259–274. https://doi.org/10.1080/10901027.2017.1335664 Hu, X., & Yelland, N. (2019). Changing Learning Ecologies in Early Childhood Teacher Education: From Technology to stem Learning. Beijing International Review of Education, 1(2–3), 488–506. https://doi.org/10.1163/25902539-00102005 Huber, B., Tarasuik, J., Antoniou, M. N., Garrett, C., Bowe, S. J., & Kaufman, J. (2016). Young children’s transfer of learning from a touchscreen device. Computers in Human Behavior, 56, 56–64. https://doi.org/10.1016/j.chb.2015.11.010 Jong, M. S. Y. (2016). Teachers’ concerns about adopting constructivist online game-based learning in formal curriculum teaching: The VISOLE experience. British Journal of Educational Technology, 47(4), 601–617. https://doi.org/10.1111/bjet.12247 Joubert, I., & Harrison, G. D. (2021). Revisiting Piaget, his contribution to South African early childhood education. Early Child Development and Care, 191(7–8), 1002–1012. https://doi.org/10.1080/03004430.2021.1896499 Kesäläinen, J., Suhonen, E., Alijoki, A., & Sajaniemi, N. (2022). Children’s play behaviour, cognitive skills and vocabulary in integrated early childhood special education groups. International Journal of Inclusive Education, 26(3), 284–300. https://doi.org/10.1080/13603116.2019.1651410 Kim, J. (2020). Learning and Teaching Online During Covid-19: Experiences of Student Teachers in an Early Childhood Education Practicum. International Journal of Early Childhood, 52(2), 145–158. https://doi.org/10.1007/s13158-020-00272-6 Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek, E., & Liu, J. (2020). Projecting the Potential Impact of COVID-19 School Closures on Academic Achievement. Educational Researcher, 49(8), 549–565. https://doi.org/10.3102/0013189X20965918 Lau, E. Y. H., & Lee, K. (2020). Parents’ Views on Young Children’s Distance Learning and Screen Time During COVID-19 Class Suspensio. Early Education and Development, 19. https://doi.org/10.1080/10409289.2020.1843925 Lau, E. Y. H., & Ng, M. L. (2019). Are they ready for home-school partnership? Perspectives of kindergarten principals, teachers and parents. Children and Youth Services Review, 99, 10–17. https://doi.org/10.1016/j.childyouth.2019.01.019 Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (Third edition). SAGE Publications, Inc. Mirau, E. (2017). Online Learning for Early Childhood Education Students [University of Victoria]. https://dspace.library.uvic.ca//handle/1828/8513 Neumann, D., Peterson, E. R., Underwood, L., Morton, S. M. B., & Waldie, K. E. (2021). The development of cognitive functioning indices in early childhood. Cognitive Development, 60, 101098. https://doi.org/10.1016/j.cogdev.2021.101098 Orben, A., & Przybylski, A. K. (2019). The association between adolescent well-being and digital technology use. Nature Human Behaviour, 3(2), 173–182. https://doi.org/10.1038/s41562-018-0506-1 Peng, P., & Kievit, R. A. (2020). The Development of Academic Achievement and Cognitive Abilities: A Bidirectional Perspective. Child Development Perspectives, 14(1), 15–20. https://doi.org/10.1111/cdep.12352 Pérez-Pereira, M., Fernández, M. P., Gómez-Taibo, M. L., Martínez-López, Z., & Arce, C. (2020). A Follow-Up Study of Cognitive Development in Low Risk Preterm Children. International Journal of Environmental Research and Public Health, 17(7). https://doi.org/10.3390/ijerph17072380 Ranjitkar, S., Hysing, M., Kvestad, I., Shrestha, M., Ulak, M., Shilpakar, J. S., Sintakala, R., Chandyo, R. K., Shrestha, L., & Strand, T. A. (2019). Determinants of Cognitive Development in the Early Life of Children in Bhaktapur, Nepal. Frontiers in Psychology, 10. https://www.frontiersin.org/articles/10.3389/fpsyg.2019.02739 Reuben, A., Arseneault, L., Belsky, D. W., Caspi, A., Fisher, H. L., Houts, R. M., Moffitt, T. E., & Odgers, C. (2019). Residential neighborhood greenery and children’s cognitive development. Social Science & Medicine, 230, 271–279. https://doi.org/10.1016/j.socscimed.2019.04.029 Richardson, J. C., Maeda, Y., Lv, J., & Caskurlu, S. (2017). Social presence in relation to students’ satisfaction and learning in the online environment: A meta-analysis. Computers in Human Behavior, 71, 402–417. https://doi.org/10.1016/j.chb.2017.02.001 Saeed, M., Malik, R. N., & Kamal, A. (2020). Fluorosis and cognitive development among children (6–14 years of age) in the endemic areas of the world: A review and critical analysis. Environmental Science and Pollution Research, 27(3), 2566–2579. https://doi.org/10.1007/s11356-019-06938-6 Schoon, I., Nasim, B., & Cook, R. (2021). Social inequalities in early childhood competences, and the relative role of social and emotional versus cognitive skills in predicting adult outcomes. British Educational Research Journal, 47(5), 1259–1280. https://doi.org/10.1002/berj.3724 Simon, L., Nusinovici, S., Flamant, C., Cariou, B., Rouger, V., Gascoin, G., Darmaun, D., Rozé, J.-C., & Hanf, M. (2017). Post-term growth and cognitive development at 5 years of age in preterm children: Evidence from a prospective population-based cohort. PLOS ONE, 12(3), e0174645. https://doi.org/10.1371/journal.pone.0174645 Singh, J., Steele, K., & Singh, L. (2021). Combining the Best of Online and Face-to-Face Learning: Hybrid and Blended Learning Approach for COVID-19, Post Vaccine, & Post-Pandemic World. Journal of Educational Technology Systems, 50(2), 140–171. https://doi.org/10.1177/00472395211047865 Szente, J. (2020). Live Virtual Sessions with Toddlers and Preschoolers Amid COVID-19: Implications for Early Childhood Teacher Education. Journal of Technology and Teacher Education, 28(2), 373–380. Taylor, M. E., & Boyer, W. (2020). Play-Based Learning: Evidence-Based Research to Improve Children’s Learning Experiences in the Kindergarten Classroom. Early Childhood Education Journal, 48(2), 127–133. https://doi.org/10.1007/s10643-019-00989-7 Thai, K. P., & Ponciano, L. (2016). Improving Outcomes for At-Risk Prekindergarten and Kindergarten Students with a Digital Learning Resource. 31. Trikoilis, D., & Papanastasiou, E. C. (2020). The Potential of Research for Professional Development in Isolated Settings During the Covid-19 Crisis and Beyond. Journal of Technology and Teacher Education, 28(2), 295–300. Troseth, G. L., & Strouse, G. A. (2017). Designing and using digital books for learning: The informative case of young children and video. International Journal of Child-Computer Interaction, 12, 3–7. https://doi.org/10.1016/j.ijcci.2016.12.002 Watanabe, N. (2019). Effective Simple Mathematics Play at Home in Early Childhood: Promoting both Non-cognitive and Cognitive Skills in Early Childhood. International Electronic Journal of Mathematics Education, 14(2). https://doi.org/10.29333/iejme/5739 Zauche, L. H., Thul, T. A., Mahoney, A. E. D., & Stapel-Wax, J. L. (2016). Influence of language nutrition on children’s language and cognitive development: An integrated review. Early Childhood Research Quarterly, 36, 318–333. https://doi.org/10.1016/j.ecresq.2016.01.015

Departing from the serials crisis, this paper seeks to point out the areas of conflict, which are dominated by three principal agents: the scientific community, publishing houses and libraries. In order to facilitate interaction between these agents the open access movement has been formed, which receives considerable support from the librarianship. Abutted to the Anglo-American university presses, it has been postulated in the scientific community that German universities engage in publishing activities too. The focal point of this work is - apart from an assessment of the current situation and an overview of the Anglo-American university presses - a critical account of the German university press. On the basis of qualitative interviews different publishing houses are critically assessed in terms of their services offered. In a short excursus this paper describes subject-related publishing activities in the context of the open access movement. In conclusion this paper will expound the problems of German university presses – and formulate an outlook as to what may be the future course of the industry.

Hom constata que la característica definitòria des de finals del segle XIV és que les obres llatines i itàliques circulen entre un públic lector que el podem situar més enllà de la cort, per la qual cosa amb aquesta tesi doctoral ens proposem d'observar qui poden ser aquests lectors, a quin estrat social pertanyen, quins vincles s'hi observen, quins interessos tenien, quins llibres tenien i quin ús en feien, d'on podien procedir aquestes obres, en quins espais podien coincidir per parlar de literatura, etc. etc., en la convicció que, per afinitat de lectura, també ells, més enllà de la cort, s'haurien pogut constituir en destinataris - és a dir lectors potencials - d'una novel·la com l’anònima Curial e Güelfa que es complau a fer paleses les lectures que fonamenten la ficció.
It is acknowledged that one of the defining traits of the final period of the XIV century is that written works, both Latin and Italian, spread beyond courtly circles of readers. The aim of the present PhD dissertation is to answer who these readers were, which social stratum did they belong to, which were the links that can be traced, which were their interests, which books did they have and for what purpose did they use them, where did these works come from, in which milieus did the readers meet to talk about literature, etc. The ultimate reason to answer these questions is the firm conviction that a romance like the anonymous Curial e Güelfa, which indulges in signaling out the readings on which the fictional narrative is based, can be addressed to potential readers beyond courtly circles who might become such readers because of the affinity of their readings.

This thesis pursues the purpose of certifying how the publisher's work changes with regard to the shift of the publishing industry from the traditional book to the digital e-book, and which problems will be arisen from the digitalization of this business. Arguments are based on industry data, such as data from the Association of American Publishers and the Associazione Italiana degli Editori, musings by professionals written on their blogs and newspapers, and finally on the most recent conferences focused on the future of publishing.

The most important and true function of deposition practices making a contribution to knowledge sharing at uppermost level is to make it possible to present philosophy and art productions of the country by depositing to the advantage of the researches of present and future generation. But, deposition practices dated back ancient times don’t include electronic publication types occurred by the development of information technology. However, in our present day, most of the philosophy and art productions are produced and used in electronic medium. It is necessary to include electronic publications in legal deposit and to deposit in a legal dimension in order to ensure registered cultural productions to be deposited completely. Because electronic publications have differences in comparison to printed ones, it is impossible for electronic publications to be deposited by antedated legal deposits. These differences cause methods and techniques different from printed ones to be used for electronic publications at the ranks of acquisition, preservation and serving that form the process of deposition. Electronic publications are evaluated in two categories as online and offline. Because offline electronic publications have physical transporters, they resemble to printed ones. However, online publications’ being different regarding their structural features make it difficult for them to be included in deposition process of online publications. The countries considering online publications as a part of cultural existence start leading project enterprises for the deposition of online publications in order to see the problems that will be come across in the deposition of electronic publications and responsible units clearly. When these developments have being occurred in the deposition of electronic publications at international level, deposition practices cannot be performed sufficiently in our country. The reason for this is to try to perform legal deposit providing only printed publications dated in 1934 to be deposited. However, all the online and offline electronic publications as well as printed publications form a part of cultural existence belonging to our country. Consequently, it is necessary to take measures in this sense without allowing waste of much more time.

The main criteria for selection and acquisition of electronic books (e-book) currently applied by information professionals from academic libraries in Mexico City were investigated, and how the supplier diversity with their respective business models, access and platforms impact the process. For this, a review of similar study cases was made, mainly in academic libraries in European countries, to learn the methodologies used in order to establish a benchmark and compare the results obtained from the study conducted in libraries of Mexico City.

The impact of e-book in Spanish libraries has been studied from different perspectives where the issue is dealt with fragmented visions. So, university libraries researches are relatively common because they are the most advanced in terms of technology. This work aims to make a comprehensive study on the e-book and its arrival in the Spanish libraries until 2012, especially considering aspects related to acquisition and use of reading devices and electronic content. At the same time the following specific objectives are outlined: provide a theoretical frame of the eBook and approximate the birth of the concept "eBook"; analyze the technical evolution of digital content reading devices; and provide a study of the legal framework of the book. As result, a theoretical discussion of the concept of e-book and its possible future developments is provided and reading devices marketed until 2012 (primarily e-ink) are analyzed. Also there is a section devoted to the study of the publishing market that focuses on marketing models of electronic content and provides a comparison between the evolution of the legal protection of the book and challenges that intellectual property has faced during the period of study. In the last part of this work, a categorization of libraries and an analysis of usage patterns of electronic books are performed. These analysis serve as a preliminary stage to design a survey that has allow to extract usage statistics of electronic content and reading devices in Spanish libraries. Finally, the conclusions from the research, bibliographic references and some indices of figures, graphs and tables, and annexes complementing the thesis are given.

This research is composed of, the history and the definitions of medical libraries as well as the variations and the definitions of the electronic resources that used in academic medical libraries. Regarding the research a survey has been applied to the libriaries which belong to the medical faculties throughout the country's state and private universities. In this survey under the following headlines data is obtained; variations of e-resources that used, library staff's background, published document's status, which e-resources mostly preferred and which qualifications of e-resources mostly stressed in making the preferance. After having the survey results, the outcome of the survey has been evaluated and inferences drawn. Following the first survey one year later second successive survey has been applied, recent results of the second survey has been comparetively evaluated and additional inferences drawn regarding the changes occured within one year.

碩士
南臺科技大學
商管專業學院
107
Vietnam is in the booming period of e-commerce. According to the forecast of the ECommerce Department and the Digital Economy by 2020, the total turnover that ecommerce will bring will be around 10 billion dollars. The e-commerce market in Vietnam is just not a "playground" of domestic enterprises, but also attracts a series of "big men" in the industry of the world such as Amazon, Alibaba. It can be said that in the battle for e-commerce market share, E-loyalty plays an important role. Any business that has an advantage in the hearts of consumers, that business will win. To get E-loyalty, businesses have been establishing E-CRM. The problem of investigation is, what factors constitute the electronic relationship of an enterprise with customers? How do these factors affect loyalty? In this study, the assumption is made that the customer purchase product including 3 stages calls Transaction Cycle. That corresponds to three phases of E-CRM, customer experience through each other stages will have different about E-loyalty. The study also suggests that E-satisfaction will act as a mediate variable between E-CRM and E-loyalty. The paper will test five hypotheses. First, E-CRM has an influence on the Esatisfaction at three transaction cycle. Then, E-satisfaction influences E- loyalty. Third, E-CRM has an influence on the E-loyalty directly at three transaction cycle. Then, Esatisfaction to mediate the impact of E-CRM on E-loyalty any different at three transaction cycle stage indirectly. The last one, the model results change if the demographic variable change. The study is investigated through online book shopping of university students in Ho Chi Minh City. Research results have shown that post-purchase is a positive impact on E-satisfaction. E-satisfaction is also a mediator between post-purchase and E-loyalty. The model results do not change if the control variables change.

Studying Japan is the first comprehensive guide on qualitative methods, research designs and fieldwork in social science research on Japan. More than 70 Japan scholars from around the world provide an easy-to-read overview on qualitative methods used in research on Japan’s society, politics, culture and history. The book covers the entire research process from the outset to the completion of a thesis, a paper, or a book. The authors provide basic introductions to individual methods, discuss their experiences when applying these methods and highlight current trends in research on Japan. The book serves as a foundation for a course on qualitative research methods and is, but can also be used as a reference for all researchers in Japanese Studies, the Social Sciences and Area Studies. It is an essential reading for students and researchers with an interest in Japan! With contributions by: Chapter: Celeste L. Arrington, David Chiavacci, Andreas Eder-Ramsauer, James Farrer, Roger Goodman, Carola Hommerich, Nora Kottmann, Gracia Liu-Farrer, Levi McLaughlin, Chris McMorran, Caitlin Meagher, Kaori Okano, Theresia B. Peucker, Cornelia Reiher, Katja Schmidtpott, Christian Tagsold, Katrin Ullmann, Gabriele Vogt, Cosima Wagner, Akiko Yoshida and Urs Matthias Zachmann. Essays: Shinichi Aizawa, Noor Albazerbashi, Daniel P. Aldrich, Allison Alexy, Verena Blechinger-Talcott, Christoph Brumann, Genaro Castro-Vázquez, David Chiavacci, Jamie Coates, Emma E. Cook, Laura Dales, James Farrer, Flavia Fulco, Isaac Gagné, Nana Okura Gagné, Sonja Ganseforth, Sheldon Garon, Julia Gerster, Christopher Gerteis, Markus Heckel, Steffen Heinrich, Joy Hendry, Swee-Lin Ho, Barbara Holthus, Katharina Hülsmann, Jun Imai, Hanno Jentzsch, Aya H. Kimura, Emi Kinoshita, Susanne Klien, Gracia Liu-Farrer, Patricia L. Maclachlan, Wolfram Manzenreiter, Kenneth M. McElwain, Lynne Y. Nakano, Scott North, Robin O’Day, Robert J. Pekkanen, Saadia M. Pekkanen, Isabelle Prochaska-Meyer, Nancy Rosenberger, Richard J. Samuels, Annette Schad-Seifert, Katja Schmidtpott, Tino Schölz, Kai Schulze, Kay Shimizu, Karen Shire, David H. Slater, Celia Spoden, Brigitte Steger, Nicolas Sternsdorff-Cisterna, Christian Tagsold, Akiko Takeyama, Daisuke Watanabe, Daniel White, Anna Wiemann and Tomiko Yamaguchi. Foreword: Ilse Lenz and Franz Waldenberger.