bluuebunny/crossref_metadata_2025 huggingface dataset:
Regspraak: Moving on thin ice – recent judgment in a deviation case a caveat to employers to exercise utmost caution when contemplating new appointments
Authors: Scott J
Published: October 2022

Die regsberoep word deur etiese en professionele beginsels onderlê. Een van die beginsels wat in hierdie bespreking uitgelig word, is die van handhawing en beskerming van die publiek se persepsie van die regsberoep, onder andere om ’n goeie en eerbare beroep te wees. Dit kan negatief beïnvloed word indien litigasie tussen regspraktisyns as ’n vorm van binnegevegte beskou word en kan moontlik ’n interne krisis binne die professie skep. Alhoewel Solomon v Junkeeparsad (2022 3 SA 526 (GJ)) maar een voorbeeld van litigasie tussen regspraktisyns is, beklemtoon die saak, hoewel indirek, die konseptuele vraag of litigasie tussen regspraktisyns as ’n vorm van binnegevegte beskou kan word. Dit sal skadelik wees vir die persepsie van die regsprofessie indien sodanige litigasie ’n nuwe norm geword het en nou aanvaarbaar is binne die ontwikkelende professie in die moderne samelewing. In die aanspreek van hierdie vraag hou die outeur rekening met die feit dat in Suid-Afrika, soos in Australië en ander regsbestelle gebaseer op die Engelse “common law”, sprake is van onderskeidelike professies van die balie en die sybalie. Dié geskeie balies beïnvloed moontlik die regsverhouding tussen kliënte, prokureurs en advokate. Dit bepaal ook die bron van aanspreeklikheid vir die betaling van ’n advokaat se fooi. Alhoewel die bron van ’n prokureur se aanspreeklikheid in die verlede oor die algemeen as kontraktueel beskou is (in beide die Suid-Afrikaanse en die Australiese regspraktyk), rus ’n verpligting op prokureurs in Suid-Afrika om ’n advokaat se fooi te betaal wat nou weerspieël word in die gedragskode (soos vasgestel ingevolge artikel 35 van die Regspraktykwet 28 van 2014). ’n Prokureur het sowel ’n professionele as etiese plig om die verskuldigde betaling van derde partye se fooie (insluitend die van advokate) onverwyld te maak. ’n Versuim om hierdie plig stiptelik na te kom, reflekteer op swak bestuur van die prokureur se regspraktyk. Alhoewel ’n advokaat wel ’n reg het om regstappe in te stel teen iedere prestasieskuldenaar ook waar professionele fooie uitstaande is, rus daar ’n kollektiewe en etiese verantwoordelikheid op die lede van die regsprofessie om die beeld en reputasie van die professie te beskerm. Met hierdie aantekening dui die outeur daarop dat dit dalk tyd is om alternatiewe geskilbeslegtingsprosesse te vind om dispute tussen regspraktisyns, as lede van die regsberoep, aan te spreek.
Role of aspirin in the prevention of preeclampsia in previously hypertensive pregnant women: a meta-analysis
Authors: Syed Muhammad Ashraf Jahangeer  , Ashraf Khan Asma , Mansoor Mahnoor
Published: October 2022

Objective: To determine the role of low-dose aspirin in preventing preeclampsia for previously hypertensive pregnant women.
Method: The meta-analysis was conducted from February to May 2021 and comprised search on PubMed and Cochrane Library databases for randomised controlled trials consisting of previously hypertensive women aged 18-55 years, aspirin dosage range 60-100mg, and a comparison between aspirin and placebo groups. Duration of intervention till the end of gestation, the dosage of aspirin given, risk ratios or odds ratio with the confidence intervals, and preeclampsia were the main variables recorded. Data was analysed using RevMan 5.4.
Result: Of the 144 articles found, 4(%) were included, having 2238 participants. Pooled estimates revealed that aspirin, compared to placebo, did not significantly reduce the manifestation of preeclampsia (p=0.06). Besides, heterogeneity between the different trials was moderate at 59%.
Conclusion: Aspirin was not found to substantially diminish the risk of incidence of preeclampsia, but it did show some beneficial effects.
Key Words: Preeclampsia, Low-dose aspirin, Hypertensive pregnant women.
Wellbeing in the workplace: exploring the VUCA approach
Authors: Holley Debbie , Coulson Kate , Buckley Carina , Corradini Erika
Published: October 2022

This workshop was aimed at aspiring leaders/leaders/those interested in models of wellbeing and resilience. VUCA stands for Volatility, Uncertainty, Complexity, Ambiguity, a leadership model based on the theories of Bennis and Nanus from the late 1980s (https://www.vuca-world.org/). Leaders are often required to navigate uncertainties, paradoxes, conflicts, pressures and ambiguities. The VUCA model calls for new approaches to management centred on a personal approach and is extensively used in intercultural business masterclasses (University of Cambridge; MIT; Jagannath International Management School Kalkaji, India).
 
The model inspires and encourages leaders to move from the idea of the leader who ‘knows all’ towards a vision of developmental leadership. This approach clarifies the leader’s ability to develop others’ capacity to handle problems and make difficult decisions, based on the idea that every individual can contribute their skills. In strategic terms, leading in a VUCA world requires Vision, Understanding, Clarity and Adaptability/Agility. Learning development is starting to embrace this model of leadership, with a new ALDinHE Leadership CoP offering a platform for sharing both theory and practice. The overarching aim of this approach is that of conveying positive energy into the development of meaningful approaches.
 
The VUCA model relies on six key skills, all of which connect to the values of learning development:
 

Developing a shared purpose.
Learning agility.
Self-awareness.
Leading through collaboration and influence.
Confidence in leading through uncertainty.
Growth mind-set.

 
This was a creative discussion-based workshop and we aim to co-create a JLDHE article with interested participants. We have interested participants from the ‘International Women’s’ day workshop we ran, and we wanted to further broaden out this scholarship opportunity to the learning development community. The ALDinHE Leadership CoP are considering how best to feed into notions of a leadership toolkit to support the community. 
Attendees of the VUCA workshop were asked to read the following two articles prior to the session:
 

‘Lessons leaders can learn from those living through change’ (HULT Education).
‘Leading in a VUCA World: five essential skills to learn in a VUCA world’ (Culpin, 2018).
Engaging students online: an analysis of students’ motivations for seeking individual learning development support
Authors: Cirstea Arina
Published: October 2022

This presentation outlines the key findings of a small-scale research project aimed to explore the motivations for student engagement in self-selecting learning development (LD) online tutorials. The study used a mixed methods approach, including an online survey (n=43) and online interview (n=5). The recruitment invitation was emailed to all users booking a tutorial (n=390) within the project timeframe (October 2020-April 2021). 
Findings show that the main driver for engagement reported was participants’ limited confidence in their own academic writing abilities, which was consistently linked to attainment. Engagement was further motivated through a range of perceived impacts, including improved confidence and awareness of academic conventions. Participants reported a generally positive attitude towards online delivery, with key benefits including removing access barriers for students with complex commitments, travel and health issues. Conversely, the main downside of online tutorials was seen as diminished interpersonal contact. Qualitative data from both survey and interviews were further investigated using a Discourse analysis framework. One key finding was that the path to LD engagement is often mediated by academic authority figures, who may exert a significant impact on learner self-views. 
The presentation was designed to initiate discussion on the implications of these findings for learning developers. One area of reflection I planned to submit for the participants’ consideration is how lessons learned from the enforced pivoting to online delivery can underpin the developmental dimension of LD, with the ultimate goal of promoting learner confidence and growth.
Visual Thinking: Exploring current practices and perspectives re student notetaking
Authors: Irving-Bell Dawne , Hartley Peter
Published: October 2022

Despite its importance, student note taking is under-researched and under-theorised. Many studies are outdated, analysing pre-digital behaviour. Hence, we question whether earlier findings still apply (as does van der Meer, 2012). Although we find some innovations useful, such as collaborative note taking (Orndorff, 2015), much recent research is also problematic. For example, consider widely reported claims that students taking longhand notes perform better than students using laptops (Mueller and Oppenheimer, 2014). Recent studies suggest more complex relationships (Luo et al., 2018) but typically adopt short-term experimental approaches. As a result, current advice and guidance for university students tends to be limited, often listing different techniques with relatively little commentary/analysis.
This session enabled participants to review progress on this ALDinHE supported project, inviting discussion on issues/development regarding our three main aims to:

Investigate current students’ note taking practices/preferences and develop transferable models to inform guidance and further research.
Pilot structured interventions, introducing different methods.
Produce/disseminate tools/approaches for longer-term investigation and application/adaptation by colleagues elsewhere.
Learning developers as their own cultural critics?
Authors: Pritchard Christie
Published: October 2022

The values that guide the work of ALDinHE and those associated with us as an organisation include ‘making HE inclusive through emancipatory practice, partnership working and collaboration’ and ‘critical self-reflection, on-going learning and a commitment to professional development’ (ALDinHE, 2022). However, considering this from a relational, or systems thinking perspective; how achievable are these values? Can we truly be inclusive to all? Exploring this notion in my doctoral research, using Bourdieu’s relational framework (Bourdieu, 1992; Bourdieu, 1993; Bourdieu, 1997; Bourdieu & Passeron, 1990) I was confronted with some uncomfortable truths. Education is reproductive in the sense that it selects those with the necessary capital to succeed and nurtures them to develop further. The diversity of student’s prior experience, background and capital to succeed is clear, and Learning Developers know how difficult  Higher Education can be to navigate, but how often do we reflexively consider how our work reproduces the cultural system.
Conference attendees working in small groups, discussed a brief precis of my Doctoral research, a copy of ALDinHE values and summary of Bourdieu’s notion of autonomy (Bourdieu, 1992). The following questions were posed to prompt discussion.

How autonomous are we as practitioners and are we able to change the system that reproduces the inequality of society?
Is being positioned by students as part of their curriculum through embedded practice advantageous all of the time?
Do we focus on the knowledge and skills students bring, or are we forced to help them adapt to the game?
Designing for diverse learners
Authors: Fallin Lee , Tomlinson Thomas
Published: October 2022

Learning and teaching are only sustainable if accessible and inclusive. For this reason, we produced the Designing for Diverse Learners Poster: a set of easy-to-follow guidance on developing learning resources to support learners with a variety of needs. This poster has been adopted by many institutions and has had a significant impact on practice for many teaching in higher education. This conference session launched the next version of the Designing for Diverse Learners poster:- a fully interactive and digital version that includes how and why each of these design decisions is made. An accompanying website was demonstrated for the first time, and delegates were invited to consider ways in which it could support their learning and development practice, give feedback and suggest further improvements. The idea of ‘diverse learners’ is fundamental to the poster resource and to its use by learning developers. The practices outlined in our new website will benefit every learner - including those who may require specific adjustments. We hope the new version of the poster and the accompanying website will help support the development of greater access and inclusion in learning development practice.
Grow your academic resilience
Authors: Olson Claire , Briscoe Helen , Prior Maisie
Published: October 2022

Grow Your Academic Resilience is interactive workshop aimed at equipping students with practical tools to nurture their academic resilience, or their ability to deal with academic challenges and setbacks (Martin and Marsh, 2008). The session helps students recognise the qualities of a growth as opposed to fixed mindset (Dweck, 2006), and supports them to feel confident in dealing constructively with feedback. Students are encouraged to identify strengths they possess and consider the skills they need to achieve their academic goals.
Research demonstrates that resilience is an attribute that positively impacts student wellbeing, engagement, and academic achievement (Turner, Scott-Young and Holdsworth, 2017). Consequently, we believe universities play a key role in developing the resilience of students, therefore introducing students to this concept at the earliest opportunity is paramount. Feedback to date has been positive and we aim to grow the number of sessions we deliver.
Our objective was to deliver an adapted session and elicit feedback from our peers for future development. Participants took part in a 45-minute workshop as university students. Alongside this, commentary was provided discussing the nature of the activities. Finally, participants were given 15 minutes to share experiences and offer constructive suggestions. Resources were shared, alongside presentation notes.
 Session Plan:

Fixed vs. Growth Mindset quiz
Grow your academic resilience (bespoke worksheet)
Your feedback plan

The session addresses the following Learning Outcomes:

Understanding what it means to be academically resilient
Recognising a growth Mindset
Discovering practical tools to nurture your resilience
Dealing confidently with feedback
Magic to conjure up academic skills for dissertation support
Authors: Kimberley Emma , Rice Paul , West Amy
Published: October 2022

This project uses magic to explore dissertation skills with students. Students in a session on preparing for the dissertation learnt a magic trick and then used their experience of learning the trick to reflect and to develop narratives around their dissertation topic focussing on the skills of researching and writing. We compared the results of the intervention group to those of a control group (who were given the same session but excluding the magic trick). The teaching sessions integrated skills essential for completing the dissertation such as critical thinking, linking, metacognitive reflection, and conceptualising the process of a long project. Previous research has suggested that using magic can stimulate curiosity, engage and motivate students, and that they will find the session more memorable (see Moss, Irons and Boland, 2017; Wiseman and Watt, 2020; Wiseman, Wiles and Watt, 2021)
 
The presentation reported the findings from pre- and post-session questionnaires completed by participants to evaluate the use of a magic trick in teaching dissertation skills by:
 

Evaluating the effectiveness of using a magic trick to teach dissertation skills.
Evaluating the use of magic to make skills teaching more memorable.
Evaluating the use of magic to support motivation and positive emotions around dissertation tasks.
Evaluating the use of magic to counter some of the negative affects students encounter such as lack of motivation or negative self-efficacy beliefs.
Mix and match: student choice in accessing digital or face-to-face academic skills support
Authors: Johnson Oli
Published: October 2022

Given the choice, will students opt for a face-to-face or online learning session? The 301 Academic Skills Centre at the University of Sheffield provides academic skills training (including study skills and maths and statistics support) to students in the form of workshops, 1:1 appointments and online resources. The transition to online learning during spring 2020 acted as a catalyst for us to develop our digital offer, which proved extremely popular with students studying remotely. As teaching has returned to the classroom we have been keen to retain some of the positive impacts of our online support and to continue to offer students a choice in how they access our extracurricular service. Throughout the 2021-22 academic year we have provided the option of attending 1:1 appointments and workshops either online or face-to-face, which has provided us with a dataset of student preferences. We have been surprised by the ongoing scale of demand for online training and support and student feedback on the service has provided us with an insight into the reasons behind this demand. This conference session presented   data collected during the 2021-22 academic year to explore how and why some students may prefer an online learning alternative and how we intend to develop this delivery model in the future.
Integrating academic skills in the curriculum: a partnership approach
Authors: Smith Emma , Pearson Amy
Published: October 2022

Supporting our new students to make the transition to higher education, so that they stay with us and succeed beyond their first year, has been a priority focus for the University of Salford over the past 18 months. As an academic skills team, based in the Library, we have carved out an integral role for our service in responding to this challenge. Building on the prior success of a standalone eLearning programme, we have developed an extensive set of eLearning pathways and complementary learning activities designed for academics to easily and flexibly integrate into their course delivery so that every student is connected with the right academic support at the right time. This presentation aimed to share how our active blended learning approach is scalable and allows for local ownership and opportunities for contextualisation by academic colleagues. We explored how we established our role in this strategic project and the value of our partnership working with the academic community and the VLE support team. We hoped to provide helpful examples of how it has worked in practice to support students to learn how to learn at university. Finally, we sought to reflect on the journey so far - acknowledging the bumps and bends in the road - and initiate a discussion about where to go next. The community response to the presentation provided a space for practitioners to reflect on the ways in which e-learning design could facilitate an embedded approach to academic skills at their institutions; it also prompted reflection on the potential for collaboration between learning developers and Faculties. Our final author reflections address some of the questions and challenges raised at the conference, and set out some future aspirations for where this work will go next.
Collaborative writing communities for Learning Development research and practice
Authors: Johnson Ian , Welton Karen , Sum Kiu , Rafferty Victoria , Kantcheva Ralitsa , Nodder Jane , Chin Paul , Canton Ursula , Bishopp-Martin Silvina , Bickle Ed
Published: October 2022

This workshop discussed how collaborative reflection and writing provides us, as a group of Learning Developers, with insights into our role and sense of identity. The wider potential for using collaborative writing to develop topics of mutual interest was also explored. Our reflections on the collaborative writing process arose from our first-hand experience of collaborative writing (Bickle et al., 2021). Therefore, we aimed to introduce participants to the tools we used for our writing and encourage them to experience the tools themselves to stimulate a discussion on the potential and challenges of collaborative writing for LD research and practice. We hoped to increase participants’ understanding of collaborative writing through practice and reflection and provide ideas on how others can initiate a collaborative writing community. The introduction briefly outlined the insights we gained from our study, focussing particularly on the way collaborative writing served as a tool to examine and broaden our identities as Learning Developers. It also introduced the methodologies for creating (collaborative writing) and analysing (collaborative autoethnography) data. Next, participants were invited to try out collaborative writing activities and reflect on their potential use as part of their own practice. We used a Google document (Figure 1) to collect their spontaneous responses to short writing prompts related to the challenges and potential of collaborative writing. Finally, at the end of the session, participants left with tips and techniques on how to develop a collaborative writing group of their own.
Disrupting the 'sage on the stage'
Authors: Langford Anne-Marie
Published: October 2022

This presentation explored the creation and sharing of resources with students via social media as a way of challenging the authoritative nature of traditional academic skills content (Price et. al, 2017; Gordon and Melrose, 2011). The concept of the ‘Sage on the Stage’ has been replaced in recent years with a more active, student-centred learning environment (Roberts, 2016). Audiograms are bitesize audio-visual explorations of student questions about academic skills, created and distributed collaboratively with our Student Peer Mentors. It had been anticipated that the peer mentors would take the lead in the audiogram creation, drawing on a range of student voices and researching, writing, and recording responses to them in the format of an advice columnist, so that the advice was given student to student. 
While the student peer mentors had a sense of teamwork around the audiograms’ creation, they felt varying degrees of ownership. Ultimately, the audiogram creation was led, co-ordinated and produced by a staff member. However, desired student outcomes were addressed through collaboration, problem-solving and reflective production (Al Qasim and Al Fadda, 2013; Fernandez et al., 2015; Forbes, 2015 cited in Hopkins, 2020). The peer mentors also acted as coaches who can assist new students with time management, study skills and goal setting (Parsloe and Wray, 2004 cited in Gordon and Melrose, 2011). Student Peer Mentors needed active support and supervision to achieve this. However, the results of the work bring a less formal and more engaging approach to the subject matter.
Chicken soup for the soul: promoting well-being and belonging through food and cultural competence skills.
Authors: Lipsedge Karen , Mulrooney Hilda
Published: October 2022

This conference paper asked a question - What does well-being and belonging in Teaching and Learning Development look like in practice? The paper presentation focused on two Kingston University initiatives to develop and enhance students’ sense of well-being and belonging: Cultural Food Stories and Cultural Competence skills workshops were explored in the session to create a conversation about how Learning Developers could move into the extra-curricular space to create a sense of belonging through communal dining. Food is universal and has cultural and social meanings (Dunbar, 2017). During the physical separation experienced throughout the pandemic, the Cultural Food Stories initiative explored whether recipe and story sharing could enhance staff and student belonging, while simultaneously honouring cultural diversity. Given the importance of belonging in enhancing student learning, engagement and retention (Tinto, 2017), this is highly pertinent. To enhance student success, it is also essential to equip students with the skills they need to appreciate how cultural differences and similarities help to enhance personal and professional interactions rather than to stereotype or marginalise. The Cultural Competence skills initiative creates tailored workshops to support students’ ability to understand and respect their own and others’ cultural background and values. These strategies help to equip our students with the resilience and skills needed to thrive and be successful professionals in their future careers. In our paper, we argue that wellbeing and belonging are key tools for developing students learning and can be easily incorporated into educational practice. By inviting diverse students to participate within each of these initiatives, their cultural heritage is not only welcomed but also acknowledged explicitly. Attendees will leave with a practical toolkit to embed our Cultural Food Stories and Cultural Competence skills initiatives as part of their teaching and learning practice and devise associated activities that enhance professional development skills and better support all our students, regardless of background.
Micropropagacion in vitro de Rosa rosa sp. a partir de yemas axilares y respuesta callogénica
Authors: Villa Ramírez Rigoberto , Arbeláez Lina María
Published: October 2022

El objetivo de este trabajo fue obtener plántulas de Rosa sp y respuesta callogénica a partir de yemas axilares y hojas. Se utilizó Murashige y Skoog (MS) al 100%, como medio de cultivo para la fase de establecimiento, adicionado con myo-inositol 0,1 mg/L, ácido ascórbico 0,1 mg/L, tiamina 0,2 mg/L, sacarosa 30 g, benzylaminopurina (BAP) 0,4 mg/L, kinetina 0,3 mg/L, ácido naftaleno-acético (ANA) 0,3 mg/L, y Agar sigma 6 g; ajustando el pH a 5,8; esterilizados en autoclave a 120°C bajo 15 lb de presión. El análisis de varianza para la fase de multiplicación y enraizamiento determinó que existen diferencias altamente significativas para la variable altura ( p=0,000), para determinar en cuáles medias son significativamente diferentes se realizó la prueba de Kruskal – Wallis. Para las variables presencia de raíz (p = 0,3398), número de hojas (p = 0,4775) y formación de callos (p = 0,1964), sin diferencias estadísticamente significativas.
Diferenciación genética de las poblaciones de Felis catus en los municipios de Restrepo y Darién del Valle del Cauca, Colombia
Authors: Lemos L César , Cárdenas H Valentina , Guzmán Javier , Becerra C Carlo , Castro Daniel , Cañón Sergio , Almendra T Alexandra , Valencia Juan , Peñuela Mauricio
Published: October 2022

Los genes implicados en los rasgos del pelaje de los gatos son útiles para el análisis de la estructura genética que presentan sus poblaciones. El objetivo de este trabajo fue determinar si existe diferenciación genética entre las poblaciones de gato doméstico de los municipios de Restrepo y Darién, los cuales se encuentran separados por el “Lago Calima”. Para esto se estimaron las frecuencias alélicas de diversos marcadores del pelaje y se determinó si estas poblaciones presentaban diferencias significativas en su estructura génica o si se encontraban en equilibrio Hardy–Weinberg, además, se realizó una comparación con otras poblaciones inventariadas en el Valle del Cauca. Posteriormente, se llevó a cabo un análisis de componentes principales (ACP-Biplot), para conocer la correlación entre las frecuencias alélicas y los aportes de cada una de ellas a la variabilidad. También se realizó una prueba de Mantel para estimar si existía correlación entre los índices de fijación (FST) y las distancias geográficas. La prueba de Mantel mostró que el gen Orange es el único que muestra una correlación positiva entre los índices de diferenciación FST y las distancias geográficas. La comparación de las poblaciones de interés con las del Valle del Cauca, evidenció que los genes que aportaron más a la variabilidad fueron Dilution (19,08%), Long hair (16,09%), Agouti (16,06%) e Inhibitor (14,04%). Sin embargo, se encontró que las poblaciones de Restrepo y Darién tienen perfiles genéticos similiares y se comportan como una sola según los valores del equilibrio Hardy-Weinberg y los FST. Debido a que no hay diferencias significativas entre las poblaciones estudiadas, se concluye que, aunque el Lago Calima sea una barrera geográfica, no tiene un efecto significativo en la diferenciación genética entre las poblaciones de gatos de Restrepo y Darién.
Diseño e implementación de material didáctico para la enseñanza de genética mendeliana en estudiantes de grado décimo
Authors: Rojas-Agudelo Valentina , Salazar-Salazar Marleny
Published: October 2022

La genética es uno de los temas más tratados en didáctica de la biología debido a su importancia y complejidad. Se planteó como objetivo de la investigación, diseñar una propuesta didáctica para la enseñanza y el aprendizaje de la genética mendeliana en estudiantes de grado décimo de la Institución Educativa INEM José Celestino Mutis de Armenia-Quindío. La metodología consistió en tres fases: un diagnóstico, para determinar los conocimientos previos de los estudiantes sobre genética mendeliana; una intervención, donde se empleó el material didáctico diseñado cuyo propósito era la resolución de situaciones problema; y una evaluación, donde se plantearon situaciones problema de genética mendeliana para determinar la incorporación del aprendizaje en los estudiantes. Se encontró en el diagnóstico que los estudiantes venían con falencias conceptuales muy marcadas provenientes principalmente de ideas culturales que hacían parte de su contexto y daban lugar a conflictos cognitivos; sin embargo, a partir de la intervención con el material didáctico se logró generar en los estudiantes un aprendizaje significativo en la medida que hubo apropiación e incorporación conceptual y desarrollo de habilidades procedimentales para la genética, lo cual se evidenció en los resultados obtenidos en la evaluación, donde se hace evidente la relevancia del aprendizaje de la genética desde el constructivismo pedagógico. Dado lo anterior, se concluye que, a partir del diseño e implementación de la propuesta didáctica se logró facilitar el proceso de aprendizaje del tema de genética mendeliana por parte de los estudiantes y esto se evidenció en las competencias científicas desarrolladas.
IMPAK PANDEMIK COVID-19 TERHADAP PEMBANGUNAN INDUSTRI KREATIF DAN PUSAT MEDIA SERANTAU DI MALAYSIA
Authors: Ahmad Raji Abdur Rahman , Sulaiman Ahmad Shueib , Zulhamize Yusre , Mohd Farique Mohd Asyraf
Published: October 2022

Era pandemik COVID-19 telah memaksa landskap media dan industri kreatif mengalami perubahan dan proses adaptasi secara langsung. Kajian ini menganalisa sejauh mana implikasi pandemik COVID-19 terhadap struktur media dan industri kreatif dari beberapa perspektif kritikal iaitu digitalisasi dan teknologi 5G, medium media baru sebagai sumber maklumat, perkembangan tenaga kreatif, penghasilan kandungan kreatif, dominasi media asing, kemampuan media tempatan sebagai sumber rujukan serantau, serta capaian media tempatan terhadap audiens global. Keseluruhan kajian ini digarap dengan data sekunder daripada dokumen agensi dan kerajaan, laporan berautoriti, surat khabar, serta data primer daripada perbincangan bersama ahli pakar akademik.  Hasil kajian mendapati pandemik COVID-19 mengesani media dan industri kreatif secara langsung terutama dalam aspek digitalisasi akibat daripada Perintah Kawalan Pergerakan (PKP) yang mengekang operasi media secara fizikal. Kajian mendapati berlaku peningkatan penggunaan internet secara mendadak dan peningkatan pengaruh media baharu dan media sosial dalam masyarakat. Situasi ini memberikan landskap baharu kepada industri media dan kreatif apabila masyarakat secara umum mampu bersaing secara langsung dengan pemain industri dalam mencorak karya kreatif dan mendapatkan sumber maklumat secara langsung dan terkini, tanpa pengantara media massa.
Effects of joint forest management on forest conditions in Khyber Pakhtunkhwa, Pakistan
Authors: Ahmed Ayaz
Published: October 2022

This study measured the effects of joint forest management (JFM) on forest conditions in purposively selected three forest divisions of Khyber Pakhtunkhwa, Pakistan. The technique of experimental (JFM) versus control (non-JFM) group was applied. Assessment was made between JFM forest and nearby similar non-JFM forest located in the same forest-ecological and socio-economic settings. A total of 393 sample plots (234 from JFM forests while 159 from non-JFM forests) were assessed. Results of independent sample t-test revealed significant difference between JFM and non-JFM forests. Average tree density of JFM forests was 276 trees/ha while for non-JFM forests it was 247 trees/ha. Similarly average seedlings density/ha in JFM forests was 3114 as compared to 1987 in non-JFM forests. Data analysis explored that human disturbances were more in non-JFM forests as compared to JFM forests where joint forest management committees played active role in their protection. In JFM forests, forest protection and improvement activities were observed more times as compared to non-JFM forests. So, this can be concluded that JFM has remarkable contribution in protection and improvement of forests in study areas. It is recommended that network of JFMCs should be extended to non-JFM forests for protecting them from further degradation.
Impacts of Geological Formations on Quality of Groundwater
Authors: Motlagh Kh. Shafiei
Published: October 2022

Sedimentary environment and impacts of geological formations on quality of groundwater in Navizak, Taleghan was studied. To examine sedimentary environment, we sampled formations and examined the samples at both microscopic and macroscopic scales. For hydrogeochemical analysis of water we used Piper, Stiff, Shuler, Wilcox, star, and composite diagrams. Saturation indices were analyzed using PHREEQC codes. The results indicate that hydrogeochemistry of groundwater at confined aquifers and aquitards is affected by geological formations of the region. At the north and northeast areas, aquitards are predominantly calcium bicarbonate layers. This layer is fed by Karaj formation and the quality observed in this zone is because the layer is located above the upper red formation (URF). The central and southern zones have waters of calcium-sulfate type with acceptable quality for drinking. This is the result of significantly thick layers of clay and marl which reduce hydraulic conductivity, improve water retention, and therefore, increase the amount of salts in groundwater. Although alluvial confined aquifers with layers of salt and gypsum lower the quality of groundwater, however, their undesirable effects can be neglected due to the narrow range of their presence.
Ecological drought consequences on sustainable development in Iraq
Authors: Aliyas Ibraheem M. , Alrawi Ayham T , Mohammad Nadira A
Published: October 2022

This study is aimed to analyze the spatiotemporal changes of drought in Iraq . Drought is one of the dangerous ecological phenomenon .That earth planet has been suffering since ancient times from ecological challenges such as drought , which have adverse effect on mankind activities and its damages are reflected on sustainable development ; economically , socially and ecologically, where its severity has recently increased. Iraq is considered the fifth country in the world in suffering of drought consequences , therefore, this research was prepared to analyze the ecosystem factors which related with drought, such as weather with a historical dimension at over the past and currently in Iraq through verification about of the weather features such as a temperatures and rainfall over half a century, for the period between 1970 -2020 . Where is proved from spatial analyze , it was the southwest and south region of Iraq are severely affected by drought due to the lack of rainfall and the temperatures rising . This study showed through temporal analyze of weather through the monitoring data in Iraq according to the (SPI), that is referred the warming is rising +2.1degC through 50 past years . Where this rise continues from 1998 until 2020, , with a linear regression of R2 = 0.7084.And there was an anomaly in the average of annual rain fall between 1970-2020. As The results is revealed the reduction of rainfall by [?]84 mm through the past of 50 years ,that precipitation began in decreasing continuously from 1998 until 2020 , with linear regression R2 = 0.1957. This is considering an indicators of climate change , where the drought is one of its repercussion ,which requires adapting with it ,by creating the solutions ,including changing of the mankind systems activities for reducing greenhouse gas emissions by resorting to renewable energies.
Evaluation and Modeling of the Car Speed Control Process using a PID Controller
Authors: Barood Faraj Ahmed Elzarook , Eshtaiwi Abdulsalam
Published: October 2022

Car speed is an essential attribute for analysing the utility of a transport mode. The speed relationship between multiple modes of transport is of interest to traffic planners and operators. Nowadays, the cruise control system has become a common feature of modern cars. A car control system helps in providing comfortability to the driver while driving long-distance travel. Using a car control system, travelling on the highways has become easier than before because it reduces the mental and physical stress caused by regularly monitoring the speed of the car and frequently pressing the gas pedal to maintain the speed. This paper is aimed at modelling a car control system and examining its characteristics based on the PID control strategy. Proportional-Integral-Derivative (PID) controller provides a great way to stabilize systems. It has the ability to change the response of the system to be stable and reliable when it is used for controlling systems. This system is actualized with the help of MATLAB for simulation and control purposes. The paper showed that without the use of the PID controller, the speed was stable after 100 seconds, and when the controller was used and self-turned, the speed was approximately stable at 20 seconds, and this shows the effectiveness of using the PID controller.
OS INSTRUMENTOS UTILIZADOS PELOS PROFESSORES DE GEOGRAFIA NA AVALIAÇÃO DA APRENDIZAGEM DOS ALUNOS DO ENSINO FUNDAMENTAL II
Authors: Veras Simone Oliveira , Lima Sérgio Ricardo de
Published: October 2022

O presente artigo surgiu da necessidade da reflexão sobre a importância da utilização de instrumentos avaliativos adequados aos objetivos propostos no ensino da Geografia, considerando que a avaliação possui influências tanto de estimular quanto de desestimular o estudante. Para tanto, questionamos: como se justifica a seleção dos instrumentos utilizados pelos professores de Geografia durante o processo de avaliação da aprendizagem? Estabelecemos como objetivo geral, analisar os instrumentos utilizados pelos professores da disciplina de Geografia na realização da avaliação da aprendizagem dos alunos do Ensino Fundamental II. Com uma abordagem qualitativa de natureza descritiva, o campo da pesquisa foi a Escola Municipal Extrema, situada em Teresina-PI, e público-alvo foram professores da referida escola. Para coleta de dados, utilizamos observação e aplicação de questionário. A fundamentação teórica foi construída a partir da discussão de teóricos, como: Hoffman (2003), Moretto (1996), Luckesi (1997), entre outros. Diante das leituras dos estudos dos teóricos, dos dados coletados pelo questionário e das observações realizadas no campo da pesquisa, foi possível compreender que a avaliação escolar - como ferramenta a serviço da aprendizagem do aluno - não deve priorizar apenas o resultado, mas também valorar o processo em que se desenvolve a mesma, as possibilidades de transformação da prática docente para que  aconteça de maneira continuada, assumindo seu papel de elemento integrante do processo de ensino-aprendizagem.
Impact of Adopting Machine Learning Methods on Indian Agriculture Industry- A Case Study
Authors: N. Sumangala , Kini Shashidhar
Published: October 2022

Background/Purpose: Machine learning in today’s world is the driving mechanism for achieving sustainable agriculture. A study of existing literature on applying Machine learning in the agriculture sector and the impact of these methods on the Indian agriculture sector is presented in this paper. Based on the agriculture market and analysis of agriculture trends using Machine Learning and also government initiatives to support Artificial Intelligence-powered agriculture in India, the strengths, weaknesses, opportunities, and challenges are identified and a broader analysis is given in this paper.
Design/Methodology/Approach: The data required for this study on the adoption of Machine learning solutions in the agriculture sector of India are collected from secondary resources including scholarly publications, research articles, web reports, and government websites. The qualitative research method is adopted in conducting the study.
Findings/Result: The study has given insights into various machine learning methods and their applications in the agriculture domain. The knowledge-based agriculture practices could improve overall agriculture productivity. The facts and figures explored during the study of Indian agriculture are analyzed and it is seen that predictive analytics using Machine Learning has great potential in making significant advances in agricultural production.
Research limitations/implications: Machine Learning approaches can be adopted in all the allied sectors of agriculture. The study is limited to improvising farming practices using machine learning methods for better productivity and contributing to the growth of the Indian economy.
Originality/Value: This paper presents a study of the Indian agriculture sector and the scope of incorporating data-driven approaches using machine learning algorithms that help in supporting the growth of the industry.
Paper Type: A case study
Kecerdasan Emosional Terhadap Kecemasan Menghadapi Masa Pensiun Pegawai
Authors: Dewi Emi Puspita , Jawasi Jawasi , Nur Dalinur M.
Published: October 2022

The purpose of this study was to determine the effect of emotional intelligence on employee anxiety in facing retirement. The research design used simple linear regression analysis with the Independent variable Emotional Intelligence (X) and the dependent variable Anxiety (Y), the data analysis technique used was the basic assumption test (data normality test, linearity test and homogeneity test), hypothesis testing namely regression test linear. T test and R Square test. The results of the research from a simple linear regression test Y = - 2.870 + 0.866 means that employees who have 86.6% emotional intelligence will be able to suppress the anxiety that exists within themselves so that personal implementation that arises is a calm life and is able to adapt to conditions or the environment . Then the results of the t test (partial) there is an influence between emotional intelligence on anxiety facing retirement, namely -2.563 meaning less than 0.05. And the value of R2 (R Square) is 0.974 or 97.4% while the remaining 2.6% is influenced by other factors such as social support, self-concept and so on which were not examined in this study.
Meningkatkan Motivasi Belajar Siswa Melalui Bimbingan Kelompok dengan Teknik Problem Solving dimasa Pandemi Covid-19
Authors: Idayanti Ni Luh , Nurlela Nurlela , Ferdiansyah Muhammad , Arizona Arizona
Published: October 2022

The problem examined in this study was the low motivation of student learning during the Pandemi Covid - 19 at SMP Negeri 2 Palembang. The goal to be achieved in this study is to find out whether group guidance services with problem solving techniques can increase student motivation in the era of Pandemi Covid - 19 at SMP Negeri 2 Palembang. From the results of research and data analysis shows that there is an increase in student learning motivation after the provision of group guidance services with problem solving techniques is evidenced by the results of the Wilcoxon test with Zhitung > Ztabel values ​​of 2,677 > 2,007, then HA is accepted and Ho is rejected. This means that there is an increase between pre-test and post-test values, so it can be concluded that group guidance with problem solving techniques can increase student learning motivation in Pandemi Covid-19 in SMP Negeri 2 Palembang.
Penerapan Konseling Kelompok Berbantuan Mind mapping untuk Meningkatkan Kreatifitas dan Hasil Belajar
Authors: Riyadi Ivan , Dahliani Lili , Hidayani Lily , Rudini Rudini , Naim Mahin Ainun
Published: October 2022

This article was written based on a unique consideration of the implementation of mind mapping in study groups as a strategy in the world of education, especially in the realm of education management. This study proposes a strategic framework that can help link learning services with study group counseling mind mapping. This research uses descriptive qualitative research method. The sources of data used in this research are primary and secondary. Mind mapping of group counseling To get a complete picture in this article, a qualitative approach is used. Research results in counseling services. Management functions include; planning, organizing, directing and controlling. Therefore, management is defined as the process of planning, organizing, leading, and controlling learning efforts. Mind mapping of study group counseling is an art in teacher skills to be applied in various fields, especially counseling guidance.
Perceived Risk and Theory of Planned Behaviour
Authors: Arshad Imran , Tayasri Irma , Im Loh Chik , Sahban Muhammad Amsal
Published: October 2022

The purpose of this paper is to determine the investment intentions of individual investors using social psychological perspective. This research incorporates perceived risk as an additional variable (attitude) in the existing theory of planned behaviour (TPB) framework. Given the nature of this study, a quantitative approach with cross-sectional survey has been used in order to furnish some empirical evidence on investment intentions of individual investors. Where data from 548 potential investors was collected using a simple random technique and respondents were asked on their perceived risk, subjective norms and perceived behavioural control aspects with the help of well-established scales. The collected data was analysed using structural equation modelling technique with the help of SmartPLS 3.2.7. Perceived risk has a negative influence on the investment intentions of individual investors. On the other hand, subjective norm and perceived behavioural control have a positive influence on the investment intentions of individual investors. The current research is first of its kind which includes perceived risk is used as an attitudinal factor to test in the theory of planned behaviour. This study further confirmed that not only perceived risk but the subjective norm and perceived behavioural control influence the investment intentions of individual investors