bluuebunny/crossref_metadata_2025 huggingface dataset:
THE INFLUENCE OF MILK PRODUCTION AND MILKING OF QUEENS ON THE GROWTH AND PRODUCTIVITY OF LAMBS
Authors:   Gorsky State Agrarian University, Vladikavkaz, Russia, Gogaev O. K. , Demurova A. R.
Published: October 2024

A shortening of the milking period has a negative effect on lambs, and this effect is more pronounced the earlier the beating is carried out and milking begins, but the growth of young animals is highly dependent on the level of non-dairy nutrition and rearing technology. In this regard, the study of the influence of milking on the quality and productivity of the offspring was carried out taking into account the characteristics of feeding and keeping lambs. The experiment was carried out in 2023 in the foothill zone of the Republic of North Ossetia-Alania on sheep of the Tushino breed. All experimental lambs were divided into two groups: a control group, raised in the usual manner, and an experimental group, whose queens were not milked. All lambs had coarse wool, were kept in the same conditions and were allowed access to the uterus 2 times a day - in the morning and in the evening, but the rest of the time they were kept separately. Milking of sheep on the farm began in early June, that is, when the lambs reached 2.5 months of age. Lambs of both groups were completely weaned at 5 months of age. It was found that the lambs of the experimental group, whose uterus were not milked, grew better and had a greater body weight at the time of lambing than the control group. The difference in body weight was 1.92 kg for rams and 2.42 kg for lambs, in favor of the experimental group. After the start of milking of the queens of the control group, the picture changes. During the third month of life, the absolute increase in the experimental group was 6.07-5.34 kg (little lambs), and in the control group - 4.56-3.69 kg. The lambs spent the fourth month of life on alpine pastures, where the growth of the control group (6.47-5.62 kg) was lower than that of the experimental group (5.87-5.39 kg). The last month of the suckling period is characterized by a significant drop in the growth of lambs in the control group (3.16-2.88). The growth of lambs in the experimental group also decreased (4.83-4.67).
THE INFLUENCE OF BREWER’S GRAINS ON THE PRODUCTIVE PERFORMANCE OF BROILER CHICKENS OF THE ROSS-308 CROSS
Authors:   Gorsky State Agrarian University, Vladikavkaz, Russia, Bitieva I. A. , Sabanova I. A. , Britaev B. B. , Albegova L. Kh.
Published: October 2024

The research on brewing waste and its use as feed ingredients, in particular for feeding poultry, is a current trend in animal husbandry. Finding new opportunities to reduce the cost of livestock products is an important issue, because The high cost of food is currently becoming a serious problem for consumers. For this reason, studying the possibility of using barley grains in feeding broiler chickens of the Ross-308 cross at JSC PR Mikhailovskoye in the Prigorodny district of North Ossetia-Alania turned out to be very timely. During the experiments, the main production indicators were studied. The results were studied and processed in detail. We determined the effect of brewer’s grain on the health of chickens, on feed intake, their growth and development, and, mainly, on their slaughter performance. According to the approved methodology, 4 groups of day-old chickens were formed. All young animals met the requirements for exterior and constitution. One of them became the control, and the rest became the experimental ones. The first group of broilers was fed the usual feed mixture, which is used on the farm for young animals according to age, compiled according to the current VNITIP standards. The experimental groups were administered barley grains in different quantities - 5 and 7% of the dry matter of the feed. In addition, for these groups, the food was also enriched with the probiotic premix Cellobacterin-T, which replenishes the low amino acid content. The results of the experiments showed that chickens that received 7% barley grains from the dry matter of feed enriched with Cellobacterin-T had better growth and development compared to both the control and experimental groups that received 5% brewers grains, and the one that received feed mixture enriched with premix, without spent grains. Such results give every reason to assert that barley grain is an effective feed ingredient that has a beneficial effect on the body of chickens and stimulates growth and development.
RESPONSIVENESS OF POTATOES TO FERTILIZER ON SOD-GLEY SOILS
Authors:   Gorsky State Agrarian University, Vladikavkaz, Russia, Dzanagov S. H. , Vaniev A. G. , Kozyrev A. H. , Lazarov T. K. , Sabanova A. A.
Published: October 2024

It was experimentally established that potato yields increased from increasing a single dose of NPK to a triple dose, which resulted in the highest yield (22.7 t/ha, which is 9.0 t/ha more than the control, or 65.7 %). The equivalent variants N2P2K2 and manure+NPK were almost equal in yield (21.0 and 21.2 t/ha). Due to liming of the soil, the yield increased by 1.7 t/ha or 12 %. The dry matter content in tubers in the fertilized variants decreased by 0.6-1.6% relative to the control, and starchy content also decreased by 0.35-2.25 % (17.3 % in the control). At the same time, the accumulation of protein increased by 0.17-0.34% and vitamin C by 0.1-3.6 mg%. The best option in terms of the amount of starch and vitamin C was manure + NPK. According to it, the payback of fertilizers was also the highest - 41.0 kg/kg a.i., in second place was N1P1K1+lime (33.5 kg/kg a.i.). With an increase in the level of fertilization, the payback of fertilizers consistently decreased from 24.3 to 16.2 kg/kg a.i. Conventionally, net income from fertilizers increased, and the profit per ruble spent decreased as the level of fertilization increased. Judging by the last indicator, the option manure + NPK was economically more profitable, for which the bioenergy coefficient was also the highest (4.48 units). In the conditions of the forest-meadow zone when cultivating potatoes, liming of acidic sod-gley soils is quite effective.
THE USE OF MODERN DRUGS IN THE TREATMENT OF COWS SUFFERING FROM PURULENT-CATARRHAL FORM OF MASTITIS IN THE CONDITIONS OF THE REPUBLIC OF NORTH OSSETIA-ALANIA
Authors:   Gorsky State Agrarian University, Vladikavkaz, Russia, Tamaev T. M. , Tsugkieva Z. R. , Persaeva N. S.
Published: October 2024

Today for veterinary specialists the selection of effective treatment regimens for mastitis in cows in order to reduce treatment time with complete restoration of mammary gland function is an urgent task. For this purpose, we conducted research on the basis of the Iraf-Agro livestock complex in North Ossetia-Alania, on cows with various forms of mastitis. To determine the effectiveness of treatment regimens for mastitis in cows, we formed two groups of 12 heads each and an average weight of 350-400 kg. Nitotx and Cobactan were used as antibacterial drugs, which in a short time have a detrimental effect on both conditionally pathogenic and pathogenic microflora. Cows in the control group were administered Nitox intramuscularly at 48-hour intervals at a dose of 1 ml per 10 kg of live weight in combination with intracisternal injection of Mastifort into the affected quarter of the udder once a day for three days. The experimental group was treated with Cobactan at a dose of 2 ml per 45 kg of live weight, and Mastifort was administered to the affected quarter once and Dexofort 0.02 mg per kg of live weight was administered intramuscularly once. The therapeutic effectiveness of complex treatment of mastitis in cows of the experimental group before recovery from mild and moderate forms of mastitis averaged from 92 to 100%. While in the control this figure was 87-100%. The duration of treatment for cows in the experimental group for purulent catarrhal mastitis was on average 5 days, while for cows in the control group it was 8 days. The reduction in treatment time occurred due to the correctly selected combination of broad-spectrum antibacterial drugs in the form of complex therapy for purulent catarrhal mastitis in cows. Thus, the use of these drugs can reduce the time required to restore milk production.
Two Case Reports of Pediatric Gastrointestinal Basidiobolus Treated Medically, With Literature Review.
Authors: Alshenawy Walaa , Abdulrahim Mohamed Abdullahi  , Mohammed Saad Alshahrani  , Othman aljadoa  , Alshehri Mohammad , AlDandan Sadeq
Published: October 2024

Basidiobolus is a rare fungus which leads to cutaneous and extra cutaneous manifestations such as gastrointestinal disease that are associated with significant morbidity. Majority of cases in literature were reported from Saudi Arabia. So far no guideline exists for Basidiobolus management. Here we report two pediatric gastrointestinal Basidiobolus cases both has been started on medical therapy alone. Furthermore, we conduct brief literature review that include descriptive review of reported cases in the literature since 2013. So far 79 pediatric cases have been reported in the last 10 years. We noticed significant trending up of medical therapy in compare to surgical therapy in last decade in compare to previous reports before 2013. In addition to that, similar cure rate has been observed. We have reported increase in Voriconazole popularity after decades of Itraconazole traditional use to treat Basidiobolus infection.
Cohen Syndrome, A Case Report
Authors: Faisal Elmihana Wadah , Thamir Alshahrani Abdullah , Ahmed Saadan  , Basamat Eltayeb  , Tabseem  Goma  , Abdulrahman Osman  , Abubakr  Abdelrazig  , Arif Jamil
Published: October 2024

Background: Cohen syndrome is a rare genetic disorder characterized by physical, developmental, and intellectual disabilities. It is primarily considered in children presenting with microcephaly, early-onset hypotonia, neutropenia, and global developmental delay.
Results: A 16-day-old female infant with low birth weight and dysmorphic features was evaluated. This case highlights the importance of considering Cohen syndrome in the differential diagnosis of infants with similar clinical findings. Early recognition allows for timely intervention and support.
Conclusion: While there is no cure for Cohen syndrome, early diagnosis and management can improve quality of life.Genetic counseling is essential for affected families.
Variations in students’ experience of networked learning in a post-compulsory pre-university context
Authors: Cutajar Maria , Zenios Maria
Published: October 2024

This small-scale study used a phenomenographic approach to investigate variations in the experience of networked learning in a Maltese post-secondary educational context where students read a two-year academic programme of studies in preparation of tertiary level education. This research looked at an eight-week blended networked learning course which was specifically designed and implemented as an integral part of the pre-university programme and involved students who studied computing at an intermediate level.
As an exploratory study, the research aimed at gaining insight into the different ways students experience networked learning. This research came after earlier research work revealed significant indifference among students to proposed online interactive and collaborative learning activities. Data was collected through five audio-recorded interviews held in Maltese with individual students. The interviews were translated to English after transcription and sent to students for any preferred amendments and approval.
In an attempt to maximise variation with a limited number of participants, a purposive sample was chosen on the basis of students’ online activity during the networked learning course. Qualitative analysis of accumulated data suggested three distinct experiences tentatively labelled the ‘connected experience’, the ‘strategic experience’, and the ‘disconnected experience’, reflecting online participative attitude, perceived value in the learning approach, and readiness to take control directing personal learning activities. Brought together into a single hierarchical arrangement these three experiences are considered to form an outcome space in phenomenographic terms depicting variation in students’ experience of networked learning.
This study is to be considered as work-in-progress on students’ experience of networked learning. Different experiences of NL suggest different perceptions of the value and worthiness of online discursive and collaborative activities for learning and consequently different levels of engagement in learning activities using different kinds of networked technologies.
This pilot research study is considered to have opened a research route to deepen understanding of post-secondary Maltese students’ experience of networked learning. Given the potential of this learning paradigm for improving teaching and learning, such research may serve to stimulate interest, open conversations, and prompt initiative among local practitioners to explore ways how to effectively use available technologies for enhancing and augmenting teaching and learning in context.
Exploring phenomenology for researching lived experience in Technology Enhanced Learning
Authors: Oberg Hans , Bell Alex
Published: October 2024

This paper explores the roots and presents some forms of phenomenology starting with the origin of Husserl's phenomenology and his notion of going back to things as they are in order to seek their essences. The paper then looks at the different perspectives, starting with the empirical phenomenology: its disciplinary linkage to psychology, its focus on the phenomenon itself, and the analysis of the structural in order to discern how structures speak. Existential phenomenology, on the other hand, sees human experiences of the world as being worth studying, where we are not only epistemological spectators in the world but are also ontologically embedded in it. Finally, Hermeneutic phenomenology acknowledges that humans have prejudices and their preconceptions from their experiences are nearly impossible to ignore. Understanding is achieved through dialogue. The hermeneutic circle refers to the interplays between our self-understanding and our understanding of the world, and entails an existential task with which each of us is confronted. The paper then focuses on the authors' experiences during our PhD research. The paper highlights some differences in research approaches, aligned to different subtle perspectives, which offers the researcher flexibility. The aim for this paper has been to engage the networked learning community in discussing the suitability of choosing phenomenology as a research methodology. A snapshot in the exploration of the researchers decisions to use phenomenology for Technology Enhanced/Networked Learning research is presented and their reflections on their progress to discern the differences between the choices we made in developing our respective research designs. Some of the reasons behind our decisions, with the purpose of entering into dialogue with the Technology Enhanced/Networked Learning community, are presented.
Teachers' self and the lifelong learning transitions through networked learning experiences
Authors: Raffaghelli Juliana E.
Published: October 2024

The preparation of quality teachers, as important factor affecting student performance (Rivkin, Hanushek, Kain, 2005), gains attention within the ET 2020 strategy (European Commission, 2010), highlighting the complex role of teachers as mediators/facilitators within a changing educational system that aims to respond to a rapidly evolving world. Appropriated teachers' education should mix activities that promote formal and non-formal/informal learning, through social interaction, as part of a context of professional development (Villegas-Reimers, 2003; OCDE-TALIS, 2010; Margiotta, 2007); this has been proven to be a key issue of teachers' continuing commitment with innovations and quality of learning at school (Barber & Moursher, 2007; Ellerani & Paricchi, 2010). To this regard, the Web is creating new opportunities for learning, where teachers education and continuing training could also take place effectively (Twining, 2011; Raffaghelli & Tosato, 2011). As emphasized by the networked learning perspective, interconnectedness between resources, peers and trainers, allow effective learning. This definition is coherent with the new perspectives on teachers' professional development (Zenios et al, 2004; Hanraets et al. 2011) . In line with this, the present paper studies how teachers' conceptions on pedagogical practices changed through the participation to networked learning experiences within the frame of a transnational project (COMENIUS LLP P.I.N.O.K.I.O project: "Pupils for Innovation as Key for Intercultural and Social Inclusion"); to do this, teachers' narratives about exploration and implementation of the project's method within professional practice were analyzed. The conclusions emphasize the links between learning biographies and teachers' discourses within networked learning experiences. These elements could be considered as increasingly indistinguishable in a lifelong learning perspective of the teaching profession, since teachers connect their own identities with the results of meaning making processes in the several, interconnected learning spaces on the Web; by adopting technological tools and spaces, they connect the several learning cultures, resources and pedagogical conceptions underlying practices, with their own personal/professional narrative of the self. These results allow us to understand how significant changes in teachers' lifelong learning cycle can be rooted in specific networked learning practices. In this sense, connections with specific resources; "learning rituals", and educational values lead to shape symbolic constellations as part of professional identity on complex, open networks. This will surely configure a new frontier for TPD, where professional learning environments will be supported by complex processes of networked learning.
The spectacle and the placeholder
Authors: Ross Jen
Published: October 2024

Discourses of reflective writing practices in higher education often demand an orientation towards writing which is highly individual and self-motivated, and which does not acknowledge the socially situated nature of reflective practice. At the same time, the reality of most reflective writing in an educational context, especially when it is produced for assessment purposes, is one of obligation, tacit and explicit criteria, and an audience in the form of a teacher or assessor which must be catered to. The tensions inherent in compulsory reflection have been addressed by some of the literature on reflection, but many authors and teachers have attempted to keep such tensions at bay by ignoring or denying the addressivity and performativity of these practices. This leaves students in a difficult position, where they must be seen to reflect in a way that meets the criteria without appearing to be strategic, knowing or audience-focused. Online reflection can be used to rethink the humanist underpinnings of reflection, allowing teachers and students to question concepts such as ‘authenticity’, ‘consistency’ and ‘development’. By acknowledging the challenges and possibilities of digitality in a high-stakes reflective practice context, we can open these practices up to generative critique and creative reworking, and develop a pedagogy of risky, creative, fragmented digital reflection. Two concepts underpin the proposed pedagogy for online reflection set out in this paper: the spectacle, and the placeholder. The spectacle acknowledges performance, audience, and surveillance, and suggests a playful and knowing orientation towards seeing and being seen. The placeholder gestures towards speed and partiality, and offers fragmentation, appropriation and creativity in the form of the remix. These concepts offer teachers and researchers an alternative vision for reflection that makes the best of what digital environments have to offer, and claims addressivity and performance as useful aspects of learning and teaching in a reflective mode.
Teachers' experiences of using Learning Technology in Pakistan
Authors: Shah Uzair , Hodgson Vivien , Trehan Kiran
Published: October 2024

Advancements in learning technology, such as computers, mobile devices and the Internet, have extended correspondence with faculty members, facilitated administrative activities and encouraged linkage and connections with other students beyond normal university office hours. Education technologists are exploiting the benefits of technology to transform teaching methods in universities and promote interaction and collaboration; aspects important to Networked Learning. Despite the extensive use of learning technology, limited research has been conducted to understand how faculty members experience use of learning technology within their pedagogical practices; and much of the existing literature is primarily located within the context of culturally western universities. This study aims to address this gap by illuminating the phenomenon of teachers' experiences of using learning technology within their teaching practices at Hazara University (HU) located in Mansehra, Pakistan. Adopting an interpretivist paradigm, phenomenographic approach was used to understand and describe qualitatively different ways people perceive or view a particular phenomenon. The analysis elucidates five conceptions of using learning technology; these were identified as 'retaining attention', 'professional skills development', 'information enrichment', 'connectivity' and ' omnipotential'. Retaining attention was described as the least complex; whereas the omnipotential category is relatively most sophisticated and is inclusive of other conceptions. The meanings (what aspects) of these categories are related to the how aspects or variations that are 'prior exposure of technology', 'research-informed teaching' and 'perceived scope of technological use'. The relationships between what and how aspects of the phenomenon of the use of learning technology, are summarized and presented in a tabular form. The paper suggests that to make a smoother transition into networked learning environments, academics may be better prepared to 'overcome the alienation and otherness of online spaces' and be actively involved in networked learning environments when they experience learning technology onmipotentially. To further elaborate on this, omnipotential experience shall be analyzed using the framework of intentionality to better understand the conceptualization of the acts and their interrelated intent of the teachers that facilitate their meanings of omnipotential use of learning technology. This is an area which could prove insightful for future research in this field. The findings contribute to the extant literature and provide different ways of looking at learning technology by locating this research in a different cultural setting. This research offers new conceptions of learning technology within face-to-face pedagogical practices that may help guide the design of networked learning programmes and also course designs.
Combining collaboration spaces
Authors: Thompson Kate , Kelly Nick
Published: October 2024

This paper describes a study that examines the processes of two groups using a combined collaboration space (a synchronous chat and an asynchronous wiki). It uses data from the combined space to analyse the way that group processes change over time. We examine the tasks about which students made decisions during a month-long collaborative learning project, undertaken as part of a larger course. In order to examine the processes of collaboration, particularly in relation to the tools used and the decisions made, both chat and wiki data were coded for the task, sub-task and decision being made by the students. The data were rendered as visual forms which allowed us to describe the different ways in which the two groups used the tools in their collaboration for different types of decisions. We make an argument for the value in identifying Alexandrian properties in the structure of the collaboration, using deep interlock and ambiguity as an example. Identification of such properties, we think, will aid the future development of educational design patterns.
Deep interlock and ambiguity was identified in the structure of the groups’ collaboration. We discuss the structure in terms of the tools that the groups used – chat, wiki and email. For some tasks and subtasks, the use of the tools was simple, and decisions were made during a single chat. However, some decisions resulted in a complex use of both the wiki and the chat, and Group A in particular used both tools synchronously, tying the ideas they discussed in the chat back to the knowledge recorded in the wiki, as they chatted. We concluded that the flexibility that the two groups were given meant that they could determine the pattern of tool use and collaboration that best supported their collaboration. We found the visualisations to be extremely useful in identifying the collaboration of a group over time, and in visualising the multiple streams of data that were analysed. The identification of these patterns of learning and collaboration would support the patterns approach to educational design. We propose that this initial study be expanded to include other measures of process.
Networked Curricula
Authors: Ubachs George
Published: October 2024

The general aim of the NetCU project is to develop models, guidelines and strategies for transnational networked curricula that supply a broader range of content and learning activities, supported by innovative ICT. This is done in a series of actions:
As a first step a comprehensive overview of existing networked curricula was drawn and presented in an on-line map. A set of key areas on networked curricula  were analysed, e.g. the educational model, the ways of sharing of content, the role of mobility, issues of assessment, recognition and quality assurance, language provision, the role and usage of ICT in the curriculum, its management and business model. Which advantages has the curriculum for the partners and which obstacles were/are faced? How do the students embrace it? How are the national, legal and institutional frameworks defined. Information on these and further questions will deliver comprehensive data for deriving systematic models of networked curricula in ODE and blended learning.
The analyses of existing models has led to a publication of a handbook on networked curricula.  The models of specific cases were transferred into common features of networked curricula in ODE and blended learning and translated into viable guidelines for developing and implementing transnational networked curricula. To strengthen the important technological dimension of networked curricula in ODE and blended learning innovative ICT solutions were shared, analysed and plugged into one of the case studies for testing and enhancing.
The results achieved will stimulate and facilitate the set-up of new networked curricula and improve existing ones and thus trigger the positive effects as described in the previous part of this document.
In this paper presentation we will address the success factors identified in the analysed 19 networked curricula, the definition of models in networked curricula as well as the support offered by the ICT toolbox on social media and learning platforms.
Symposium 3: Stage on the page
Authors: Thomas Hilary
Published: October 2024

My research challenge is to find a way to understand relationships mediated through a text based Virtual Learning Environment for a distance learning Masters programme in Creative Writing, and to understand in what way these relationships support - or don't support - the development of those students towards their learning goals. In my research I combine concepts and approaches that are rooted in Sociology, Psychology and Literary Theory/Creative Writing.The focus of this paper is based in work in progress on ways of thinking about those online relationships and how as a researcher to observe and understand them. I have harnessed the use of a metaphor of Japanese Kabuki and Noh theatres to help me structure my thinking and to play with ideas drawn from the different disciplines with which I approach my research.  My metaphor is built on that of Goffman (1969), with performance and stage serving as a way to understand the presentation of self.  My refinement of Goffman's metaphor allows me to explore the issues associated with self presentation in this asynchronous online environment where interaction is apparently more measured and controlled. As with Goffman there are criticisms to be made of the dramaturgical analogy concerning how much conscious control there is of behaviour, but these criticisms become integral to my exploration of this environment, throwing up questions about communication and what it is to perform.  My attention turns to the audience.  In my research of this online environment I see myself as part of the audience.  I use the metaphor to explore the role of a researcher in this context, highlighting issues of ontology and epistemology that colour how I regard 'the show'.  However, in pursuing an approach informed by grounded theory and from a 'relational psychoanalytic' stance, I find myself shifting position in the dramaturgical analogy.  I recognise my interpretations shaping and influencing the way I collect and understand data but I also recognise that I am instrumental in generating some of that data through the relationships between me and my interviewees.  I need to regard not only my own responses and interpretations as part of my research data, but also to observe the process of intersubjectivity between me and my research participants.  In turn I need also to consider the process of intersubjectivity between me and my own audience, you the reader.
Symposium 6: The place of technology in networked learning
Authors: Jones Chris
Published: October 2024

This symposium brings together three papers focused around the theme of technology and its relationship to networked learning. The definition of networked learning that has informed the conference series has always contained the notion that networked learning is related to the use of technology.
Networked learning is "learning in which information and communication technology…is used to promote connections: between one learner and other learners, between learners and tutors; between a learning community and its learning resources" (Goodyear et al., 2004, p1).
This symposium is concerned with how to understand that relationship between digital and networked technologies and networked learning.
Symposium 6: Towards an ontology of networked learning
Authors: Walker Steve , Creanor Linda
Published: October 2024

Networked learning, conceived of as networks of people, informational resources and technologies, constitutes what has been termed a ‘highly interwined’ technology.  In this paper we develop our earlier argument that sociotechnical networks can form the basis for a non-determinist theory of learning technology.Firstly, we argue that Kling et al’s sociotechnical interaction network (STIN) is compatible with a realist ontology, drawing on Fleetwood’s ‘ontology of the real’ and Lawson’s proposition of the social nature of the artefact in networks of ‘positioned practices’. This, we suggest, gives a more secure basis for the STIN concept, and provides a clear alternative to actor network theory (ANT)-based views of sociotechnical networks which do not distinguish between the influence of human and material agents. This also, we argue, provides an alternative way of anchoring concepts from the social informatics literature, often influenced by Giddens’ structuration theory, in ways that can help networked learning research.Secondly, we explore some potential implications of such an approach for theories of networked learning and learning more widely. In particular, we suggest a possible ontology of elements of learning technology. The use of the word ‘learning’ here is somewhat problematic, as it is routinely used rather loosely to describe changes at multiple levels but which are likely to have rather different underlying mechanisms. A more thorough ontology of learning technology would allow us to distinguish between these uses and identify potentially distinct mechanisms at play in different forms and levels of learning.Thirdly, we use this approach to explore how viewing learning technologies as sociotechnical networks helps to clarify our thinking about identities in social networking for personal, learning and professional purposes.
Developing a reflective practice in instructional design
Authors: Hartescu Ioana
Published: October 2024

It is generally accepted as true that nobody is an expert from the very first try. However, most people expect that an adequate amount of years of experience result in building expertise. They may be right, especially if those years were spent not only acting and experimenting, but also reflecting on the actions and learning from these reflections.
This study, grounded in the author's everyday practice, is aiming to explore how instructional designers of online courses can be supported by using Web 2.0 tools to develop a reflective practice, and to form a community where they can exchange ideas, confront theories, identify problems and find solutions.
The group is formed by people with backgrounds more or less connected to education, such as former trainers, school counsellors, psychologists, project managers, technical writers, graduates in public administration, etc. Having neither formal training in instructional design, nor experience in such a domain, they have no other choice than learn on the job.
The approach taken is insider action research (AR), as the author has a responsibility concerning the work quality and productivity of instructional designers. Each AR cycle builds on the findings from the previous one, and enlarges the scale of the study while focusing the investigation. The pragmatic goal of the project is to succeed in building a community of practitioners that is autonomous, and has a core that is solid enough to integrate newcomers. The first action research cycle was exploratory and identified early issues of interest. The second cycle is currently in the analysis phase. The third cycle will run in 2012 based on the findings of the current one.
The contribution this study seeks to make is to place knowledge about collective reflection, public vs. personal theories, and use of blogs as learning journals into the context of workplace learning and professional development with the goal to improve practice. Through this study, I aim to: (1) improve my understanding of the process of developing as a professional in the workplace, particularly on developing reflective skills, (2) analyse the impact of support actions and select the ones that facilitate the formation of a community of practice among instructional designers, and (3) identify potential differences of approach in offering and receiving support according to personal factors such as personal experience and other factors that may emerge.
Appreciating networked learning
Authors: Van Amersfoort Daniel L. , Nijland Femke J. , De Laat Maarten
Published: October 2024

In recent years an extensive body of research has emerged that focuses on concepts describing how teacher learning can be embedded in daily practice. This includes professional development initiatives that promote the use of social networks to support teacher learning. These networks, also referred to as learning networks, offer opportunities for teachers to expand their knowledge potential in an informal setting. However, researchers and school management alike, find it hard to grasp the implicit learning outcomes created within these learning networks. It is therefore difficult to appreciate, assess and share the value that is created beyond the boundaries of the network itself. With our poster we will present a framework for assessing and promoting value creation in learning networks, which was developed by Wenger, Trayner & De Laat (2011). It departs from a perspective in which learning is seen as a process of value creation that is a result of participating in social networks. To appreciate the richness of the value created in learning networks, the framework proposes five different cycles in which value is created through networked learning activity: 'immediate value', 'potential value', 'applied value', 'realized value', and 'reframing value'. By telling value creation stories, the value that is created through each of these cycles can be articulated. Our research focuses on two possible applications of the value creation perspective. The first possible application is in educational practice, where we focus on three distinct uses: first, we aim to study how the framework facilitates the articulation of value creation, second, we aim to study its use for assessing and appreciating networked learning outcomes within organizations, and third, we aim to study the potential of the value creation cycles in guiding networked learning activities. The second possible application is to use the framework as a research instrument, in which we focus on exploring the extent to which the different value creation cycles occur in practice. The question central to our studies into this matter is whether the value creation cycles cover all value that is created within learning networks and by assessing the value that is actually created in learning networks.
Thực trạng đau của người bệnh sau phẫu thuật kết hợp xương chi trên tại Bệnh viện Chấn thương - Chỉnh hình Nghệ An năm 2024
Authors: Mai Thị Hương , Mai Thị Lan Anh
Published: October 2024

Mục tiêu: Mô tả thực trạng đau của người bệnh của người bệnh sau phẫu thuật kết hợp xương chi trên tại Bệnh viện Chấn thương - Chỉnh hình Nghệ An năm 2024.
Phương pháp: Nghiên cứu mô tả cắt ngang được tiến hành trên 150 người bệnh sau phẫu thuật kết hợp xương chi trên tại Khoa Chi trên, Bệnh viện Chấn thương – Chỉnh hình Nghệ An từ tháng 4 năm 2024 đến tháng 6 năm 2024. Bộ công cụ: Nghiên cứu sử dụng bảng kiểm đau rút gọn (Brief Pain Inventory-BPI) để đánh giá mức độ đau của người bệnh sau phẫu thuật. Sử dụng thang đo mức độ lo âu (HADS-A) để đo lường mức độ lo âu của người bệnh. Sử dụng bộ công cụ Social support instrument ENRICHD (ESSI để đánh giá về yếu tố hỗ trợ xã hội đối với người bệnh.
Kết quả: Tỷ lệ nam và nữ trong nghiên cứu này lần lượt là 67,3% và 32,7%. Tuổi trung bình của người bệnh 45,7± 15,8, nhỏ tuổi nhất là 18 tuổi, lớn tuổi nhất là 77 tuổi. Người bệnh có trình độ phổ thông (66,7%). Đa số người bệnh đã kết hôn chiếm 76,7%. Tổng điểm đau trung bình của người bệnh sau phẫu thuật kết hợp xương chi trên trong 72 giờ đầu sau phẫu thuật lần lượt (27,2 ± 2,3; 22,9 ± 2,3; 18,3 ± 2,2).
Kết luận: Trong 72 giờ đầu phẫu thuật kết hợp xương chi trên, mức độ đau của người bệnh đau nhiều nhất trong 24 giờ đầu, giảm dần vào ngày thứ hai và đau ít hơn vào ngày thứ ba. Để giảm đau hiệu quả sau phẫu thuật kết hợp xương chi trên, nên thực hiện quản lý đau kịp thời và liên tục, kết hợp với các biện pháp hỗ trợ tâm lý và chăm sóc vết thương để tối ưu hóa sự hồi phục và giảm thiểu sự khó chịu cho người bệnh.
Trends in cultural tourism
Authors: Espeso-Molinero Pilar
Published: October 2024

The objective of this paper is to reﬂect on the characteristics of the growth of world tourism and its relationship with the development of cultural tourism. The coming years will be marked by a steady increase in visitors, with diverse demographic, geographic, functional and cultural perﬁles. Under the paradigm that cultural tourism should contribute to the improvement of the quality of life of all those involved, this paper proposes different lines of action that contribute to the sustainability of the cultural and tourism sector. The paper addresses other trends such as the need for balance between marketing and planning, the collective construction of tourist images, the current importance of intangible heritage or the growing presence of new technologies in all aspects of cultural tourism.

 
Expression of transcriptional regulator mgrB is enhanced in colistin-resistant Klebsiella pneumoniae: A report from India
Authors: Elizabeth Rajkumari , Karmakar Nikita , Wangkheimayum Jayalaxmi , Das Bhaskar , Chanda Dr , Bhattacharjee Dr
Published: October 2024

Background: Colistin is regarded as the final option for treating Gram-negative bacteria that are resistant to several drugs. A common resistance mechanism for colistin in Klebsiella pneumoniae is mgrB gene inactivation. Inactivation of mgrB activates the PhoPQ which upregulates the PmrAB leading to resistance by lipopolysaccharide modification. Colistin resistance has been reported in Klebsiella pneumoniae, still, studies related to molecular mechanisms of this resistance are lacking.
Aim: Role of mgrB in colistin resistance
Methods: In this study, eight colistin-resistant clinical Klebsiella pneumoniae were selected, and performed broth microdilution followed by Rapid polymyxin NP test for screening of colistin resistance. PCR was performed for different types of mcr genes. MgrB was amplified and sequenced. Quantitative real-time PCR was performed for mgrB, PmrA, PmrB, PhoP, and PhoQ genes. Further, clonal analysis by ERIC PCR was done.
Results: Colistin MIC of 4μg/ml has been shown by the isolates. No mcr gene was detected. Positive amplification for the mgrB gene was found in all the isolates. Sequence analysis of the mgrB gene found no mutation however, higher expression in the mgrB, PmrA, PmrB, PhoP, and PhoQ genes of all the eight colistin-resistant isolates could be observed when the isolates were exposed to colistin and Mg2+ pressure. Clonal analysis exhibited seven different haplotypes of Klebsiella pneumoniae.
Conclusion: This study provides firsthand knowledge about molecular mechanisms of colistin resistance in Klebsiella pneumoniae in this geographical area. Enhancement in mgrB expression in the presence of colistin and Mg2+ pressure regardless of any mutation has a remarkable impact in the context of colistin resistance mechanisms in clinical Klebsiella pneumoniae.
En standardiserad inventeringsmetod för att uppskatta skador på gröda : med fokus på vilt – och vildsvinsskador
Authors: Kjellander Petter , Rumiano Florent , Månsson Johan , Norström Arvid
Published: October 2024

Dagens viltskadeinventeringar i jordbruket är tidskrävande och dyra, ofta utförda till fots och med risk för subjektiva resultat. SLU har fått i uppdrag av Naturvårdsverket (2022-03-23) att utveckla en standardiserad metod för att övervaka viltskador i jordbruket. Den utvecklade metoden bygger på att drönare utrustade med kameror och sensorer (synligt och osynligt ljus) tar högupplösta 2D eller 3D bilder av fält, vilka sedan analyseras med AI för att identifiera, klassificera och mäta skador. Målet är att metoden ska kunna fungera på lokal gårdsnivå men den ska också kunna appliceras på stora områden som ÄFO:n eller större, vilket är viktigt för att ta beslut inom såväl jordbruks- och viltförvaltningen. De av AI tolkade bilderna ligger därefter till grund för en återrapportering bestående av information om skadornas ursprung, omfattning och kostnad, vars resultat ska kunna användas både lokalt av jordbrukare och nationellt i ett framtida övervakningssystem. Systemet är förnärvarande semi-automatiserat men kan effektiviseras ytterligare med högpresterande datorer. Hittills har projektet visat lovande resultat, särskilt när det gäller att identifiera vildsvinsskador, som är de mest förekommande skadetyperna i vår insamlade bildbank. För att metoden ska bli fullt tillämpar krävs dock en större och mer balanserad bildbank med fler skador med annat ursprung (torka, vatten, maskinskador m.m.) och för andra viltarter och grödor än vad som hittills kunnat samlas in under en begränsad projekttid. De kvarstående tekniska utmaningarna består således av att i en mer kraftfull datormiljö automatisera samtliga steg från bildanalys till rapportering, samt att träna algoritmen med fler bilder av andra skadetyper än vildsvin. Slutligen, rent organisatoriska frågor kring en eventuell framtida viltskadeinventeringsplattform för skador på gröda, dess huvudmannaskap, juridiska möjligheter, begränsningar och kostnader ligger utanför SLU:s uppdrag. Men, givet att dessa frågor kan lösas, är SLU:s värdering av den utvecklade inventeringsmetoden att det är en fullt realistisk väg framåt, med möjligheter att utvecklas även för flygplan och i framtiden kanske via satellitbilder. Metoden skulle därför kunna bli ett viktigt framtida faktabaserat viltförvaltningsverktyg till nytta för såväl enskilda lantbrukare, jakträttsinnehavare, viltförvaltare och myndigheter.
Problematic use of TikTok and mutism in an adolescent with Down syndrome: Case report and Literature Review
Authors: Cavalcante Isabella Ayres Alfonso , Breves Maria Clara Machado , Niskier Sheila Rejane , da Silva Barbara Soares , Rocha Cipriano Clara Maria , Souza Vitalle Maria Sylvia de
Published: October 2024

Problematic use of social media by adolescents, including TikTok, generates several negative consequences in the short and in the long term. This article reports the case of an adolescent who makes excessive and problematic use of social media, especially TikTok, and the development of aggressive behavior, mutism silence, and tics-like movements. During adolescence, social media is important for the development of cognitive and socio-emotional skills. However, problematic use has negative repercussions in several areas, including a higher incidence of depression, anxiety, impulsivity, psychological or sexual abuse, and recently, an increase in tics and Tourette syndrome associated with excessive use of TikTok has been described. In regards to that, it is important to raise awareness among the population on such subject, especially those who deal with adolescents, so that they can adopt strategies to limit use in order to enjoy the benefits of this technology and to minimize negative impacts on physical and mental health.
30 Years of Responsible Care in the Czech Republic
Authors: Kudrna Tomáš , Souček Ivan
Published: October 2024

Responsible Care is a voluntary health, safety and environmental initiative of the global chemical industry with the main goal of increasing social trust in the industry, execution of responsible business and sustainability. This year marks thirty years since the first Czech chemical companies joined this voluntary initiative and adhere to its rules summarized in the Responsible Care Charter. To date, more than 90 chemical companies have been actively committed to this activity and respect its rules.
A Study on Significance of Security Management in Retail Banking
Authors: Journal IJSREM
Published: October 2024

Security management is a critical aspect of retail banking, ensuring the protection of customer data, financial transactions, and physical assets. This study aims to investigate the significance of security management in retail banking, examining its impact on customer trust, operational efficiency, and overall business success. By analyzing existing literature and conducting empirical research, this study seeks to identify the key security challenges faced by retail banks and explore effective strategies for mitigating risks and ensuring a secure banking environment. Keywords— Security management, Retail banking, secure banking