bluuebunny/crossref_metadata_2025 huggingface dataset:
Advanced teaching module for the course "Theory of Probability and Statistics" based on a recurrent test system with an incremental level of complexity and dynamical case studies
Authors: Mochalina Ekaterina Pavlovna , Ivankova Galina Vladimirovna , Tatarnikov Oleg Veniaminovicha
Published: July 2018

This paper presents an innovative approach to teaching the discipline ‘Theory of probability and statistics ‘, which based on recurrent test system with an incremental level of complexity and on a dynamic block of case studies generated by information received online (by using Thomson-Reuters informational terminals). The model of the so-called "recurrent testing" allows to increase significantly the student's knowledge level. The idea is to build such a system of successive tests, which takes into account at each subsequent step the results of the previous one, thereby each time modifying the task to the level of the tested and gradually increasing its level of knowledge, and, consequently, the quality of learning as a whole. It is important that, regardless of the starting point the recurrent testing system converges quickly to the trainee's knowledge level. The method is also described by the case study 'Modeling of the stages of development of the company based on real data'. The adequacy of conclusions obtained with this approach have been shown, that is an additional advantage of the proposed model of learning.
Game-based learning supported by audience response tools: game proposals and preliminary assessment
Authors: Cobos Maximo , Arevalillo-Herráez Miguel , De Ves Esther , Roger Sandra , García-Pineda Miguel , Grimaldo Francisco , Fuertes Ariadna , Sanmartín Isaías S. , López-Iñesta Emilia , Gutiérrez-Soto Juan , Claver Jose M. , Castaño Maria Asunción
Published: July 2018

The so-called game-based learning strategies are based on introducing games in the classrooms to improve aspects such as student performance, concentration and effort. Currently, they provide a very useful resource to increase the motivation of university students, generating a better atmosphere among peers and between student and teacher, which in turn is generally translated into better academic results. However, the design of games that successfully achieve the desired teaching-learning objectives is not a trivial task. This work focuses on the design of games that allow the assessment of ICT-related university subjects. Specifically, three different games are proposed, all based on student participation in teams. After undertaking a preliminary evaluation of the different games, and observing the results obtained in different subjects taught by different teachers, the advantages and disadvantages of each game are discussed. This preliminary study will thus serve as an starting point for a more exhaustive study on the designed games, by including an statistical analysis considering the time variable (results in different academic courses).
Graphical enhancements of the Virtual Programming Lab
Authors: Mooney Aidan , Hegart Kelly Emlyn
Published: July 2018

It is generally recognised that providing consistent, meaningful written feedback is not an easy task, especially when dealing with large classes. Feedback does needs to be effective, meaning it has to be appropriate and timely and needs to be individual, where possible. Automated feedback within Computer Science has been around since the 1960’s with the main goals in relation to computer programming being to implement an automatic assessment tool to provide consistent feedback and to alleviate examiners' workloads. The Virtual Programming Lab, a plugin for the Virtual Learning Environment Moodle, is one such tool that allows for Automated Feedback on computer code. This paper presents enhancements to the Virtual Programming that have been developed to make interacting with the tool more user-friendly and provide more graphical feedback to teachers. The enhancements developed provide in-depth graphical feedback on assessment grades within a class and also teacher focused graphical views which provide more in-depth analysis of assessment submissions. Discussed feedback shows that the enhancements developed were all positively received with feedback highlighting the benefits of each.
Transdisciplinary Bachelor Course Connecting Business and Electrical Engineering
Authors: Fuhrmann Thomas , Niemetz Michael
Published: July 2018

The OTH Regensburg has a broad variety of study programs in technical, business, social and health sciences. Up to now there is no integral connection in the bachelor curricula between business and technical faculties except for some small subjects. The scope of this project is to develop a new course specialization which connects engineering and business thinking. Electrical engineering students should learn basics of business science and how managers think. Business students should vice versa learn fundamentals of engineering and how engineers solve problems. Students from both faculties work together in projects where they act like start-up companies developing a new product and bringing it into the market. It is seen a transdisciplinary effect: These projects gain innovative results between the disciplines compared to student projects of one isolated discipline. Evaluation results from the first two cohorts indicate high student satisfaction, high learning success as well as directions for further improvement.
Impacting Networked Technologies on Teaching Practices
Authors: Cutajar Maria , Montebello Matthew
Published: July 2018

Networked technologies are found permeating all work and life activities even in the education realm. Today’s networked technologies are changing the way we interact within the online environment and amongst themselves. Networked technologies have unleashed a plethora of possibilities for educators to take advantage of by employing them as part of their teaching practices. In this paper are presented findings related to how academics are experiencing networked technologies for teaching and their relation to learning. A phenomenographic approach and subsequently a quantitative stance was employed to shed light on the nature and the current dynamic of such practices. This paper recounts the phenomenographic outcome, but it particularly attends to subsequent quantitative findings obtained from consideration of learning experiences against the phenomenographic map of variation in teaching experiences whereby an unexpected clustering trend was exposed. The outcomes of this exploratory research provide crucial and essential insights for higher education administrators and policy makers on how to regulate themselves with regards to the adoption of networked technologies within their institution.
Teaching and learning experience in soil consolidation aided by computer software
Authors: Gonzalo García Ros , Juan Francisco Sánchez Pérez , Martina Fernández García , Francisco Del Cerro Velázquez
Published: July 2018

The present article shows how the learning and personal motivation of the students in Geotechnics are improved through the realization of computer practices and thanks to the use of a software adapted to their needs. By means of a simple interface of data entry and output of results, students will master abstract concepts such as the excess pore pressure and the average degree of consolidation, while reinforcing their personal motivation, both to face the content of the subject and those of other disciplines of the Civil Engineering Degree.
Developing Design Skills in Teaching 3D Modeling at the Pre-University Level
Authors: Lokalov Vladimir Anatolievich , Klimov Igor Viktorovich , Makhlai Dmitrii Olegovich
Published: July 2018

The article highlights the importance of introducing students to design skills while teaching them 3D modeling at the pre-university level. Theoretical justification of the approach is offered; the approach uses a step-by-step differentiation of the orienting basis structure of the students’ training-related activities as the principal psychological model of the process of developing the design skills. Three stages of developing the professional skills are distinguished and described: elementary, basic and professional. Types of assignments for each stage are analyzed. A case study of using the approach in question for courses in 3D modeling at Schoolchildren's Computer Center (SCC) of ITMO University (St. Petersburg) is detailed, its efficiency is assessed.
Holistic Architecture for Music Education: A proposal for empirical research in educational situations
Authors: Angel-Alvarado Rolando , Wilhelmi Miguel R. , Belletich Olga
Published: July 2018

Holistic Architecture for Music Education (HAME) arises as a Design-Based Research, that is, it is an interdisciplinary research approach based on mixed research methods, which attempts understanding empirical phenomena from music education complexity. The HAME’ structural design poses a preliminary study of phenomena, the formulation of a research hypothesis, fieldwork in real-world situations and, finally, an analysis of data collected during the fieldwork with the intention of contrasting the hypothesis. This study aims to explore the technical suitability of the HAME in music education’s empirical research. Results demonstrate consistency between four phases of the structural design, in addition to prove the empirical complexity of organisational structures in music classrooms. In conclusion, the HAME is understood as an interdisciplinary educational research approach, which is holistically described as it connects theoretical currents of the social sciences and humanities with actual educational situations of music education. As a consequence, the HAME provides theoretical and practical knowledge about music education.
Introducing Voice Recognition into Higher Education
Authors: Dittrich Toby , Star Sequoia
Published: July 2018

Abstract Voice Recognition (VR) software has now evolved to be fast and accurate enough to be useful in many educational settings. This paper describes two new uses for VR technology, both protected by patents, which can effectively address the lack of universal oral training in education today. The first use is Instant Note Capture (INC) which can be employed in live computer presentations and in an online software add-on tool called Incredible Classroom (IC) to place and store voice to text records in educational activities. The second is a new assessment tool called Virtual Oral Recitation Examination System (VORE) which enables oral discourse to be automatically and instantaneously assessed and used in new educational software tools requiring oral exercises. This paper identifies the necessity for and demonstrates the uses of voice recognition systems in education.
Educational course "Basics of working with fans" as a factor in the objectification of perception of the 2018 FIFA World Cup and football fans in Russia
Authors: Dihor Victoria Alexandrovna , Serova Nina Borisovna , Narkhov Dmitry Yurievich
Published: July 2018

The FIFA 2018 World Cup is a significant event for Russian society. Ministries carry out various actions to promote football in the country. The Russian society of sociologists conducted a survey (4703 respondents) to understand the attitude to the Championship. Further, the teachers of the Ural Federal University conducted a survey of the attitude to football fans. Scientists have found that over the past 7 years, citizens have become more positive about fanaticism, but there is a problem of lack of objective information. To solve this problem, teachers at the Institute of physical culture of the Ural Federal University have developed a special course "Basics of working with the fans". The course is designed for students, postgraduates and teachers of physical education departments of universities, as well as stewards and volunteers. Since September 2017, 118 students have been trained in this course. The course consists of two parts: theoretical – describing the types of fans, information about the differences between fans from different countries; practical – reviewing the real situations of interaction with fans, communicating with Russian and foreign fans. Classes are conducted by a sports psychologist who studies football fans for 8 years.
Integration of TED-Ed Lessons and TED and TEDx Talks to Enhance College Classroom Instruction
Authors: Lepervanche Valencia Jose G.
Published: July 2018

Florida State College at Jacksonville (FSCJ) obtained a TEDx license to offer educational events and additional learning resources to enhance college classroom instruction. TEDxFSCJ has organized annual conferences and salons with selected faculty, graduates, and students as  speakers. This work presents how TEDxFSCJ Talks and other TEDx and TED Talks have been used to create innovative TED Ed Lessons as tools to expand learning beyond course content and textbooks. Innovative learning experiences include video discussions and roundtables, workshops for faculty to learn how to create TED Ed Lessons, workshops and mentoring to TEDxFSCJ speakers to create their own TED Ed Lessons, combined online discussions in different courses using TED Ed platform, interactive TEDxFSCJ Salons, simulcasts, Learning Adventures, and integration of all TED resources in blogs and Learning Management Systems.  TEDxFSCJ Learning Adventures have been used in Management courses during academic year to plan and deliver team projects using selected talks related to leadership, social responsibility and Sustainable Development Goals. Results show that new TED Ed Lessons can be created to follow up engagement. Additionally, team projects in other disciplines can be developed using this innovative methodology. TED resources offer global learning opportunities to build engagement.
Student and instructor attitudes toward CALL and MALL in the L2 classroom
Authors: Pagel James W. , Lambacher Stephen , Kikuchi Hisayo , Mori Sachiho
Published: July 2018

As part of an ongoing study focusing on language learner and instructor attitudes toward the use of computers and mobile devices in second language (L2) learning contexts, the authors attempt to identify to what degree language instructors value the use of computers and mobile devices in their teaching. We compare the responses of a survey administered to an “in-house” group of instructors within two faculties of a private university in Tokyo, Japan, with the responses collected from a similar survey administered to instructors solicited through various CALL organizations. The number of respondents of the “in-house” survey during the first three years was relatively low; however, in the final year was considerably much higher, with the number from both full-time and part-time staff totaling 34. The total number of survey respondents from the CALL organizations totaled 121, with the participants’ places of employment ranging from Europe to the Asia Pacific Rim. In addition to offering an interpretation of a sampling of the Likert scale items found on the surveys, the authors focus on comparing the responses offered by both groups of instructors regarding which skills they focused on in the CALL classroom, as well as what mobile applications they encouraged their students to use.
Using Wikipedia as a classroom tool — a translation experience
Authors: Martínez Carrasco Robert
Published: July 2018

This paper presents a classroom experience regarding the use of Wikipedia in a teaching innovation project carried out between Jaume I University and Wikimedia Spain. Framed in the current post-postivist climate within the European Higher Education Area (EHEA), Wikipedia will be presented as an inter-disciplinary tool with a relevant number of classroom applications, reflecting how meaningful learning experiences based on collaborative work and authentic project-based tasks lead to better understanding and higher levels of motivation among the students. In the particular case of translation education, it will be argued that using Wikipedia in the course of the reverse translation modules allows the students to gain a deeper insight of its linguistic and discursive structures, as well as the critical/exegetic skills they need in order to assess the kind of texts with which they are commissioned, and the special discursive techniques associated to the translation task.
Grading versus Reliability: how Academia perspectives evaluation on MOOCs
Authors: Moura Ana S. , Cordeiro M. Natália D.S.
Published: July 2018

Massive Open Online Courses (MOOCs) have experienced in recent years a significant growth in courses'offer and the number of enrolled students. Nevertheless, the controversy regarding if its quality is reliable, namely in student evaluation and assessment, has not found closure. In this study, we aim at establishing an initial prospection of the academic teaching professionals' perspective regarding the quality of the most common/usual evaluation methods and tools used in MOOCs. After the elaboration of a questionnaire and its implementation to an international sample of academic professors, the analysis of the answers allows perceiving which MOOC grading methods are acceptable in presential Higher Education courses and its eventual acceptable weight in the final grade. Further, within certain constraints, a large percentage of the inquired academics presented no problem with the inclusion of MOOC grading methods on their non-online courses. Overall, within those constraints, the academics felt the quality of the academic orthodox courses was maintained, a perspective that can contribute to change eventual suspicious attitudes regarding  MOOCs evaluation methodologies and their student assessment.
Flipped classroom and ICTs as the tools to reach key competences
Authors: Peñaranda David Sanchez , Alfonso Carmen Naturil , Jiménez Francisco Marco , Antón José Salvador Vicente
Published: July 2018

The contemporary society demands proffessionals with competences directly conected to information and communication technology (ICT). In fact, the ICTs have registered a relevant advance through last decades, making possible the implantation of new educational strategies like: the inverted or flipped model. Nevertheless, ICT have been used in a superficial manner at educational system, even at higher education system.The aim of the present work will be the description of an innovative teaching programme which proposes the implantation of flipped classroom using ICTs to reach the key competences in two environments: students using English as foreign/second-language and students using Spanish as first language.The key competences will be developed through 5 e-learning activities. The students, outside of the classroom, will perform the tasks using ICTs and afterwards delivering the competence evidence. Once in classroom, the students should make a presentation of their work and open discussion will be performed.The teacher based on the indicators of achievement and competence evidence will be able to assess the grade of fulfillment of the key competence. Finally, the effectiveness of the teaching project will be evaluated making the comparison between the competence achievement before and after teaching programme implantation.
A proposal to analyse the progress and difficulties of Higher Education teacher training
Authors: Navarro-Medina Elisa , Hamed Al-Lal Soraya , Pineda Alfonso José Antonio , Pérez Rodríguez Noelia , Duarte Piña Olga
Published: July 2018

This article presents an ongoing research study whose purpose is to describe and analyse the progress and difficulties participants face in a university teacher training programme offered by the University of Seville. The training programme and the different parts of the research strategy are described.
Developing career management skills within a flipped course in Managerial Communication
Authors: Johnstone Bruce Alexander
Published: July 2018

This paper reports on research in progress to evaluate the effectiveness of strategies for developing career management skills (the processes involved in obtaining and maintaining work) in undergraduate university business students in Melbourne, Australia. These strategies are incorporated into a course in Managerial Communication - taught using blended-learning and a flipped-classroom approach.  The course’s active learning workshops provide opportunities to rehearse the process of undertaking a job search, creating application documents and being interviewed. Students are also prepared for modern recruiting processes by going through an online video interview simulation and preparing an online Linkedin profile. Finally, the design of the workshops and the terminology and approach to project-based learning prepares students for workplaces that employ Agile methodology.
Decoding the Disciplines in higher education institutions
Authors: Chistolini Sandra
Published: July 2018

Decoding the Disciplines is a methodology aimed to support teachers and students of University to tackle obstacles and difficulties in learning process. It is assumed that students come to classroom with different level of secondary school preparation and teachers are generally reinforcing the inequalities in principle deplored as form of injustice in our society. The question of giving tools that students need to succeed in our disciplines requires new strategies intend to make teaching effective in line with the development of the democratic vision of teaching. The methodology represents a dynamic sequence of steps based on the understanding of the content of discipline taught and learned. All disciplines are involved,  humanities as well as sciences. Under the Erasmus Plus Programme some European Universities are collecting relevant evidences  to understand what to teach about an academic discipline. Monitoring students' learning and motivation means to bring out the bottlenecks, which hinder the achievement of knowledge and slow down the learning process leading to failure. Presentation of initial results aims to share the benefits of this methodology able to guide students to master basic mental operations required in university courses. Decoding emerges as challenge and option for policy-makers of higher education.
A pedagogical response to the challenges of delivering collaborative probation education in online environments.
Authors: Martin Laura , Fowler Andrew
Published: July 2018

This paper explores the challenges in delivering post graduate probation education in a predominately online environment.  It discusses the key pedagogical theories underpinning the teaching approach, with a particular emphasis on social constructivism, communities of practice and enquiry based learning.  The complexities of engaging students in the types of discursive and collegiate activities inherent within these approaches whilst learning at a distance are discussed.  A case study exploring the facilitation of a colloborative enquiry based task into the role of emotion work in probation practice is used to demonstrate our response to the challenges identified.  Whilst the context of this paper is probation education, it has relevance to those teaching other disciplines within online settings. Keywords: Technology Enhanced learning; Digital Pedagogy; Probation Education; Professional Qualification in Probation
Maintaining the diversity of the professional healthcare workforce through higher education qualification routes
Authors: Thomas Liz , Duckworth Vicky
Published: July 2018

In England many professional healthcare qualifications, including nursing, are only achievable through higher education, for which tuition fees are payable from this year (2017-18) onwards. This paper is concerned about maintaining both the number and diversity of healthcare professionals to meet the needs of a diverse and ageing population. It reviews student views and the available statistical evidence about the impact of the introduction of tuition fees on applicants, and literature and empirical evidence about what higher education institutions are doing to recruit and retain students from different backgrounds to meet the health needs of the population. It concludes that because professions such as nursing have traditionally recruited from a diverse population minimal knowledge or practical expertise has been developed to widen participation in healthcare education in general and nurse education in particular. Moving forward, the healthcare and higher education sectors will need to work in joined up ways to develop strategies to both attract and retain a wide range of diverse students to higher education professional healthcare qualification courses – and maintain the supply of qualified healthcare professionals.
Teaching to teach with a LMS: the experience at University of Perugia
Authors: Filomia Maria , Santucic Valentino , Vinti Gianluca , De Santis Giovanni Maria Perfetto , Falcinelli Floriana , Frenguelli Giuseppe , Lorenzi Carlo , Moriconi Alessio , Siepi Donatella , Valori Furia , Ranucci David , Milani Alfredo , Marianelli Massimiliano
Published: July 2018

A Learning Management System (LMS) is nowadays a pivotal element in the education environment of a modern university. However, though it generally has a beneficial and positive impact on the education, a part of the teachers is sometimes reluctant to adopt a LMS because of the perceived usage difficulty. Therefore, it is clear that a key step in order to spread the use of a LMS is to teach to the teachers how to use it and which benefits their teaching activities can gain. In this paper, we report and analyze the experience we had at University of Perugia. An e-learning course has been released to the (approximately) 1000 teachers of the university with the aim of introducing them to the basic tools provided by the LMS. Importantly, the course has been created and delivered by means of UniStudium, i.e., the Moodle-based LMS deployed in our university. This allowed us to collect interesting quantitative and qualitative data that have been elaborated and analyzed. The analysis shows that the activities carried out reached a prominent percentage of teachers, by also providing us important suggestions and hints to guide our future activities in this direction.
Action Learning in the neighbourhood of Benicalap (Valencia): an innovative teaching and learning experience in an International Development Master
Authors: Pellicer-Sifres Victoria , Boni Alejandra , Leivas Vargas Monique , Wassel Antich Vania
Published: July 2018

This article aims to analyze an innovative teaching and learning experience carried out by  the “Development Cooperation Master’s Degree” taught at the Politechnical University of València (UPV), Spain. During two weeks, the students of the Master carried out an Action Learning process in the neighborhood of Benicalap (Valencia), with the aim to explore how the housing conditions in the neighborhood influence on the youth’s learning and aspirations. The process was developed with the participation of three local organization. As outputs of this research, some proposals for improving the neighbourhood were presented to several actors from Benicalap. University exercised then a part of its social responsibility, moving lessons from the classroom to the street. In turn, UPV students acquired social and technical skills for their personal and professional development.
Creativity in liberal education before and after study commencement
Authors: Van Goch Merel
Published: July 2018

In today’s society, creativity is an important quality. Creativity is defined as the ability to produce something novel and valuable as defined within a social context and it involves skills such as divergent thinking, problem solving and perspective taking. This study assesses the creative potential of students before and after commencement of an interdisciplinary, liberal undergraduate program.  In between measurements, students followed a course in connective thinking through creative reading and writing. The results showed that students’ creative potential developed over time. Implications for theory as well as practice are discussed.
Students’ motivation, concentration and learning skills using Augmented Reality
Authors: Sampaio Daniel , Almeida Pedro
Published: July 2018

The use of new technology in the process of teaching learning, as is the case of devices with the use of Augmented Reality, captures student and teacher's attention, creating the expectation that its use can provide the participants with new ways of interacting, new possibilities for collaboration and potentially an increase in motivation in learning. This research promoted the use of Augmented Reality using four prototypes created by the teacher during the teaching-learning process and had as main objectives: to evaluate the impact on motivation and learning competencies; identify, explore and evaluate different strategies for the integration of Augmented Reality devices and resources and define a set of guidelines for the integration of augmented reality systems. With the results of the questionnaires completed online by the students, it was concluded that they had a great interest in the possibility of interacting with the programmatic contents, the use of the prototypes added a greater motivation to solve the tasks proposed by the teacher and during the use of the prototypes the students have shown high levels of concentration for their achievement.
Development of a conceptual model of multi-skilled specialist training
Authors: Mammadova Samira , Mammadov Javanshir , Talibov Natig , Huseynov Agil , Abdullayev Loghman
Published: July 2018

In order to develop the higher education system of Azerbaijan, training of highly skilled specialists using the innovative methods in teaching process and scientific research had been disscused at Sumgayit State University. The conceptual model of the process of preparation of highly qualified (multy) specialists was proposed on the basis of chairs in engineering and economics faculties of Sumgayit State University.Priority specialties and scientific directions of the departments of Engineering and Economics of Sumgayit State University were determined and the functional scheme of complex educational training - scientific research - production - commissioning system was proposed based on the principles of flexible production. An activity block diagram for the development of an innovative project in training, scientific research, production and commercial system has been developed.
The ISA Lab workshop: a Project based learning iniciative
Authors: Orozco-Messana Javier , De la Poza Elena
Published: July 2018

In the context of higher education in the XXI century, the different stakeholders (markets, firms, households, States) assume prospective University graduates will be responsible for providing solutions to the most challenging societal problems, delivering sustainable projects and contributing to improve the quality of life of citizenship controlling for the local but also global impact. Academic staff adapt their role continuously to foster students into the acquisition of competences and skills to better fulfill the societal demands.This paper deals with the process of conceptualization, design and implementation of a PBL workshop in an international and multidisciplinary environment. The ISA lab workshop was envisioned by an academic who ideated, planned, designed and empowered others into action. The result was the first edition of the ISA lab workshop, an international multidisciplinary workshop on sustainability.
Beta burns following radionuclide synovectomy
Authors: Chojnowski Marek Marcin , Płazińska Maria Teresa , Chojnowski Marek Sławomir , Królicki Leszek
Published: July 2018

Radionuclide synovectomy (RSV) is a form of minimally invasive treatment of persistent joint inflammation. The procedure has a high safety profile and the occurrence of serious adverse events, such as full-thickness skin radiation necrosis, is rare. Less severe radiation events, while more common, are usually benign and self-limiting.

We present two cases of low-grade beta burns that developed after RSV, despite proper injection technique. The potential long-term risk of such exposure is also discussed, with reference to historical radiation incidents. While low-grade beta burns after RSV usually pose little danger to the patient, any clinician involved in radionuclide treatment of arthritis should be aware of their existence and management
A case report of polymyalgia rheumatica
Authors: Kniazkova Iryna , Shapovalova Larysa , Bogun Maryna
Published: July 2018

The presented case report concerns a 62-year-old male patient who was admitted to the rheumatology department with a fever, shoulder and hip joint pain, significant limitation of movement in these joints and general weakness. Laboratory test revealed increase of inflammatory parameters, as ESR and C-reactive protein, rheumatoid factor and ACPA antibodies were absent. In the course of diagnostics, infections and cancer were excluded. The patient met the classification criteria for polymyalgia rheumatica. Polymyalgia rheumatica is not a rare disease, but the number of elderly people in the world continues to increase, and we can assume that the prevalence of this disease will increase in the coming years. At suspicion on polymyalgia rheumatica, it is necessary to exclude other rheumatic diseases, infections and malignant neoplasms. The authors also presented which diseases should be considered in the differential diagnosis.
Risk management reconceived: reconciling economic rationality with behavioural tendencies
Authors: Murray-Webster Ruth , Pellegrinelli Sergio
Published: July 2018

Risk management practices as described in many leading texts feel counterintuitive to many practitioners and are frequently ignored, despite their being evidently logical and potentially valuable. Such practices are often conceived as a remedial post-planning, audit activity. This paper proposes an approach for dealing with project uncertainty and risk, grounded in economics and taking into account behavioural biases and heuristics. The proposed approach is argued to be an enhancement to conventional risk management practices and one that can serve organisations better while also aligning to experienced practitioners’ intuitive approaches. In particular, we argue: that the focus should be on adding economic value rather than reducing risk per se; that opportunity gain/loss is a superior metric for gauging potential impacts of risky events; and that creation of real options should be emphasised as part of the repertoire of generic response actions to risk. The approach also supports the integration and handling of uncertainty and risk as part of holistic project planning and control.
Projectification of the European Union and its implications for public labour market organisations in Poland
Authors: Jałocha Beata
Published: July 2018

This article contributes to the understanding of the changes that projectification — strongly reinforced by the European Union (EU) — causes in public labour market organisations in Poland. The introduction of project work to the hitherto hierarchical organisational structures found in public organisations influences them. There is, however, a research gap on how changes at the macro level affect individual public organisations and how these organisations change due to the introduction of project work into their structures. The purpose of this paper is to illustrate changes in Polish public labour market organisations caused by projectification. The author draws on a set of quantitative and qualitative data that include a survey conducted in 57 public local organisations as well as interviews conducted at 10 public offices at local and regional levels. A sequential mixed methods approach was used. The results indicate that projectification due to the EU caused changes in organisational structures of public organisations and influenced the selection of the projects. In particular, the findings relating to projectification of the EU and its impact on public labour market institutions in Poland deepen previous research by identifying the specific changes occurring at the level of individual public organisations. These changes are diverse in nature, yet the most important of these relate to the adaptation of organisational goals to the objectives of the grant applications as well as to the changes in organisational structures. The study also illustrates that while EU-funded projects are almost always completed on time, do not exceed their budgets, and achieve the indicators of the EU programs, such projects do not always provide the value that a local community would expect. Therefore, there is a need for the EU to not only assess project success on time, cost and quality measures, but also to assess project success on local impact and value created for stakeholders.
The effect of feeding with hemp and Camelina cakes on the fatty acid profile of duck muscles
Authors: Juodka Robertas , Juska Remigijus , Juskiene Violeta , Leikus Raimondas , Stankeviciene Daiva , Nainiene Rasa
Published: July 2018

Abstract. Camelina (Camelina sativa L. Crantz) and hemp (Cannabis sativa L.) seed cakes are rich sources of n-3 polyunsaturated fatty acids (PUFAs). This study was carried out to investigate the effects of Camelina and hempseed cakes in the diet of ducks on the intramuscular fatty acid profile. Male ducks (n = 99) were randomly allocated to 3 dietary treatments: Control or C group (wheat–soybean-meal–barley-based diet with 15–20 % rapeseed cake), Experimental 1 or HEM group (with hempseed cake added at 15–20 % instead of rapeseed cake), and Experimental 2 or CAM group (with Camelina cake added at 15–20 % instead of rapeseed cake). All groups received the diets ad libitum. At 49 days of age, six ducks from each group were slaughtered for analysis of the fatty acid composition in the breast and leg muscles. Feeding ducks with the diet enriched with Camelina cake resulted in significantly higher amounts of n-3 α-linolenic fatty acid (ALA) (P≤0.01) and total n-3 PUFA (P≤0.01) in breast and leg muscles, while eicosatrienoic fatty acid (ETE) (P≤ 0.01) was higher in the leg muscle. The ratios of n-6 ∕ n-3 and linoleic ∕ α-linolenic fatty acids (P≤ 0.01) decreased significantly compared to the Control and HEM groups of ducks. Feeding ducks with the diet enriched with hempseed cake resulted in significantly higher amounts of linoleic (LA) (P≤ 0.01), total n-6 PUFA (P≤ 0.05–P≤ 0.01) and n-6 γ-linolenic (GLA) (P≤ 0.01) fatty acid. Our study showed that using Camelina cake as supplementation in duck diets opens a possibility to develop functional food, i.e. meat with a significantly higher content of ALA, total n-3 PUFA and the lowest ratios of n-6 ∕ n-3 fatty acids in ducks' muscles. A duck diet with hempseed cake produces exceptional-quality meat with an enriched content of n-6 GLA.
Contrasting interannual atmospheric CO2 variabilities and their terrestrial mechanisms for two types of El Niños
Authors: Wang Jun , Zeng Ning , Wang Meirong , Jiang Fei , Chen Jingming , Friedlingstein Pierre , Jain Atul K. , Jiang Ziqiang , Ju Weimin , Lienert Sebastian , Nabel Julia , Sitch Stephen , Viovy Nicolas , Wang Hengmao , Wiltshire Andrew J.
Published: July 2018

Abstract. El Niño has two different flavors, eastern Pacific (EP) and central Pacific (CP) El Niños, with different global teleconnections. However, their different impacts on the interannual carbon cycle variability remain unclear. Here we compared the behaviors of interannual atmospheric CO2 variability and analyzed their terrestrial mechanisms during these two types of El Niños, based on the Mauna Loa (MLO) CO2 growth rate (CGR) and the Dynamic Global Vegetation Model's (DGVM) historical simulations. The composite analysis showed that evolution of the MLO CGR anomaly during EP and CP El Niños had three clear differences: (1) negative or neutral precursors in the boreal spring during an El Niño developing year (denoted as yr0), (2) strong or weak amplitudes, and (3) durations of the peak from December (yr0) to April during an El Niño decaying year (denoted as yr1) compared to October (yr0) to January (yr1) for a CP El Niño, respectively. The global land–atmosphere carbon flux (FTA) simulated by multi-models was able to capture the essentials of these characteristics. We further found that the gross primary productivity (GPP) over the tropics and the extratropical Southern Hemisphere (Trop + SH) generally dominated the global FTA variations during both El Niño types. Regional analysis showed that during EP El Niño events significant anomalous carbon uptake caused by increased precipitation and colder temperatures, corresponding to the negative precursor, occurred between 30° S and 20° N from January (yr0) to June (yr0). The strongest anomalous carbon releases, largely due to the reduced GPP induced by low precipitation and warm temperatures, occurred between the equator and 20° N from February (yr1) to August (yr1). In contrast, during CP El Niño events, clear carbon releases existed between 10° N and 20° S from September (yr0) to September (yr1), resulting from the widespread dry and warm climate conditions. Different spatial patterns of land temperatures and precipitation in different seasons associated with EP and CP El Niños accounted for the evolutionary characteristics of GPP, terrestrial ecosystem respiration (TER), and the resultant FTA. Understanding these different behaviors of interannual atmospheric CO2 variability, along with their terrestrial mechanisms during EP and CP El Niños, is important because the CP El Niño occurrence rate might increase under global warming.
A method for computing the three-dimensional radial distribution function of cloud particles from holographic images
Authors: Larsen Michael L. , Shaw Raymond A.
Published: July 2018

Abstract. Reliable measurements of the three-dimensional radial distribution function for cloud droplets are desired to help characterize microphysical processes that depend on local drop environment. Existing numerical techniques to estimate this three-dimensional radial distribution function are not well suited to in situ or laboratory data gathered from a finite experimental domain. This paper introduces and tests a new method designed to reliably estimate the three-dimensional radial distribution function in contexts in which (i) physical considerations prohibit the use of periodic boundary conditions and (ii) particle positions are measured inside a convex volume that may have a large aspect ratio. The method is then utilized to measure the three-dimensional radial distribution function from laboratory data taken in a cloud chamber from the Holographic Detector for Clouds (HOLODEC).
Assimilation of river discharge in a land surface model to improve estimates of the continental water cycles
Authors: Wang Fuxing , Polcher Jan , Peylin Philippe , Bastrikov Vladislav
Published: July 2018

Abstract. River discharge plays an important role in earth's water cycle, but it is
difficult to estimate due to un-gauged rivers, human activities and
measurement errors. One approach is based on the observed flux and a simple
annual water balance model (ignoring human processes) for un-gauged rivers,
but it only provides annual mean values which is insufficient for oceanic
modelings. Another way is by forcing a land surface model (LSM) with
atmospheric conditions. It provides daily values but with uncertainties
associated with the models. We use data assimilation techniques by merging the modeled river discharges
by the ORCHIDEE (without human processes currently) LSM and the observations from
the Global Runoff Data Centre (GRDC) to obtain optimized discharges over the
entire basin. The “model systematic errors” and “human impacts”
(dam operation, irrigation, etc.) are taken into account by an optimization
parameter x (with annual variation), which is applied to correct model
intermediate variable runoff and drainage over each sub-watershed. The
method is illustrated over the Iberian Peninsula with 27 GRDC stations over
the period 1979–1989. ORCHIDEE represents a realistic discharge over the north
of the Iberian Peninsula with small model systematic errors, while the model
overestimates discharges by 30–150 % over the south and northeast
regions where the blue water footprint is large. The normalized bias has been
significantly reduced to less than 30 % after assimilation, and the
assimilation result is not sensitive to assimilation strategies. This method
also corrects the discharge bias for the basins without observations
assimilated by extrapolating the correction from adjacent basins. The
“correction” increases the interannual variability in river discharge
because of the fluctuation of water usage. The E (P−E) of GLEAM (Global
Land Evaporation Amsterdam Model, v3.1a) is lower (higher) than the bias-corrected value,
which could be due to the different P forcing and
probably the missing processes in the GLEAM model.
Spatial patterns and characteristics of flood seasonality in Europe
Authors: Hall Julia , Blöschl Günter
Published: July 2018

Abstract. In Europe, floods are typically analysed within national boundaries and it
is therefore not well understood how the characteristics of local floods fit
into a continental perspective. To gain a better understanding at
continental scale, this study analyses seasonal flood characteristics across
Europe for the period 1960–2010. From a European flood database, the timing within the year of annual maximum
discharges or water levels of 4105 stations is analysed. A cluster analysis
is performed to identify large-scale regions with distinct flood seasons
based on the monthly relative frequencies of the annual maxima. The clusters
are further analysed to determine the temporal flood characteristics within
each region and the Europe-wide patterns of bimodal and unimodal flood
seasonality distributions. The mean annual timing of floods observed at individual stations across
Europe is spatially well defined. Below 60∘ latitude, the mean
timing transitions from winter floods in the west to spring floods in the
east. Summer floods occurring in mountainous areas interrupt this west-to-east transition. Above 60∘ latitude, spring floods are dominant,
except for coastal areas in which autumn and winter floods tend to occur.
The temporal concentration of flood occurrences around the annual mean
timing is highest in north-eastern Europe, with most of the floods being
concentrated within 1–2 months. The cluster analysis results in six spatially consistent regions with
distinct flood seasonality characteristics. The regions with winter floods
in western, central, and southern Europe are assigned to Cluster 1
(∼ 36 % of the stations) and Cluster 4 (∼ 10 %) with the mean flood timing within the cluster in late January and
early December respectively. In eastern Europe (Cluster 3, ∼ 24 %), the cluster average flood occurs around the end of March. The mean
flood timing in northern (Cluster 5, ∼ 8 %) and
north-eastern Europe (Cluster 6, ∼ 5 %) is approximately in
mid-May and mid-April respectively. About 15 % of the stations (Cluster 2)
are located in mountainous areas, with a mean flood timing around the end of
June. Most of the stations (∼ 73 %) with more than 30 years
of data exhibit a unimodal flood seasonality distribution (one or more
consecutive months with high flood occurrence). Only a few stations
(∼ 3 %), mainly located on the foothills of mountainous
areas, have a clear bimodal flood seasonality distribution. This study suggests that, as a result of the consistent Europe-wide
pattern of flood timing obtained, the geographical location of a station in
Europe can give an indication of its seasonal flood characteristics and that
geographical location seems to be more relevant than catchment area or
catchment outlet elevation in shaping flood seasonality.
Of Fish Feces, Shamanic Bowls and Chimpanzee Scraps: Extension vs Precision in the Concept of Waste
Authors: Gille Zsuzsa
Published: July 2018

Joshua Reno’s article is an inspiring call-out to Discard Studies. I thank him for the provocation and hope he takes my response in the spirit of a friendly polemic between fellow travelers in waste studies—which is what we are.