bluuebunny/crossref_metadata_2025 huggingface dataset:
Vitamin D and Infectious Diseases: Simple Bystander or Contributing Factor?
Authors: Gois Pedro , Ferreira Daniela , Olenski Simon , Seguro Antonio
Published: June 2017

Vitamin D (VD) is a fat-soluble steroid essential for life in higher animals. It is technically a pro-hormone present in few food types and produced endogenously in the skin by a photochemical reaction. In recent decades, several studies have suggested that VD contributes to diverse processes extending far beyond mineral homeostasis. The machinery for VD production and its receptor have been reported in multiple tissues, where they have a pivotal role in modulating the immune system. Similarly, vitamin D deficiency (VDD) has been in the spotlight as a major global public healthcare burden. VDD is highly prevalent throughout different regions of the world, including tropical and subtropical countries. Moreover, VDD may affect host immunity leading to an increased incidence and severity of several infectious diseases. In this review, we discuss new insights on VD physiology as well as the relationship between VD status and various infectious diseases such as tuberculosis, respiratory tract infections, human immunodeficiency virus, fungal infections and sepsis. Finally, we critically review the latest evidence on VD monitoring and supplementation in the setting of infectious diseases.
Vitamin D: Daily vs. Monthly Use in Children and Elderly—What Is Going On?
Authors: Dalle Carbonare Luca , Valenti Maria , Del Forno Francesco , Caneva Elena , Pietrobelli Angelo
Published: June 2017

Vitamin D deficiency is highly prevalent among children and adults worldwide. Agreement exists that vitamin D deficiency should be corrected. However, the definitions of vitamin deficiency and effective vitamin D replacement therapy are inconsistent in the literature. Not only is the dosing regimen still under debate, but also the time and period of administration (i.e., daily vs. monthly dose). In pediatric as well as elderly subjects, dosing regimens with high vitamin D doses at less frequent intervals were proposed to help increase compliance to treatment: these became widespread in clinical practice, despite mounting evidence that such therapies are not only ineffective but potentially harmful, particularly in elderly subjects. Moreover, in the elderly, high doses of vitamin D seem to increase the risk of functional decline and are associated with a higher risk of falls and fractures. Achieving good adherence to recommended prophylactic regimens is definitely one of the obstacles currently being faced in view of the wide segment of the population liable to the treatment and the very long duration of prophylaxis. The daily intake for extended periods is in fact one of the frequent causes of therapeutic drop-outs, while monthly doses of vitamin D may effectively and safely improve patient compliance to the therapy. The aim of our paper is a quasi-literature review on dosing regimens among children and elderly. These two populations showed a particularly significant beneficial effect on bone metabolism, and there could be different outcomes with different dosing regimens.
Does RAIM with Correct Exclusion Produce Unbiased Positions?
Authors: Teunissen Peter , Imparato Davide , Tiberius Christian
Published: June 2017

As the navigation solution of exclusion-based RAIM follows from a combination of least-squares estimation and a statistically based exclusion-process, the computation of the integrity of the navigation solution has to take the propagated uncertainty of the combined estimation-testing procedure into account. In this contribution, we analyse, theoretically as well as empirically, the effect that this combination has on the first statistical moment, i.e., the mean, of the computed navigation solution. It will be shown, although statistical testing is intended to remove biases from the data, that biases will always remain under the alternative hypothesis, even when the correct alternative hypothesis is properly identified. The a posteriori exclusion of a biased satellite range from the position solution will therefore never remove the bias in the position solution completely.
Social-Ecological Dynamics of Ecosystem Services: Livelihoods and the Functional Relation between Ecosystem Service Supply and Demand—Evidence from Socotra Archipelago, Yemen and the Sahel Region, West Africa
Authors: Mehring Marion , Zajonz Uwe , Hummel Diana
Published: June 2017

In aiming to halt global biodiversity loss, it is essential to address underlying societal processes. The concept of ecosystem services claims to bridge between biodiversity and society. At the same time there is a considerable research gap regarding how ecosystem services are provided, and how societal activities and dynamics influence the provision of ecosystem services. Interactions and dependencies between ecosystem services supply and demand come to the fore but context-specific dynamics have largely been neglected. This article is a critical reflection on the current research of ecosystem services supply and demand. We argue that there is a functional relation between the supply and demand for ecosystem services, with the two influencing each other. Scientific interest should focus on both the temporal and spatial dynamics of ecosystem services supply and demand. Presenting two studies from Socotra Archipelago, Yemen and the Sahel regions in Senegal and Mali, West Africa, we illustrate that the society behind the demand for ecosystem services is highly interrelated with ecosystem services supply. We thus advocate the adoption of a social-ecological perspective for current research on ecosystem services supply and demand in order to address these context-specific temporal and spatial dynamics.
More Than a Potential Hazard—Approaching Risks from a Social-Ecological Perspective
Authors: Völker Carolin , Kramm Johanna , Kerber Heide , Schramm Engelbert , Winker Martina , Zimmermann Martin
Published: June 2017

Risks have been classically understood as a probability of damage or a potential hazard resulting in appropriate management strategies. However, research on environmental issues such as pollutants in the aquatic environment or the impacts of climate change have shown that classical management approaches do not sufficiently cover these interactions between society and nature. There have been several attempts to develop interdisciplinary approaches to risk that include natural as well as social science contributions. In this paper, the authors aim at developing a social-ecological perspective on risk by drawing on the concept of societal relations to nature and the model of provisioning systems. This perspective is used to analyze four cases, pharmaceuticals, microplastics, semicentralized water infrastructures and forest management, with regard to risk identification, assessment and management. Finally, the paper aims at developing a perspective on risks which takes into account non-intended side-effects, system interdependencies and uncertainty.
Positioning and Priorities of Growth Management in Construction Industrialization: Chinese Firm-Level Empirical Research
Authors: Zhang Jingxiao , Xie Haiyan , Li Hui
Published: June 2017

The purpose of this research is to quantitatively evaluate the growth phase, position, and priorities of the industrialization policy management of the construction industry at firm level. The goal is to integrate quantitative dynamics into the policy-making process for sustainable policy development in future China. This research proposes an integrated framework, including growth management model and industrial policy evaluation method, to identify the challenges of construction industrialization and policy management. The research applies the mixed system method, which includes entropy method and average score method, to analyze the growth stage and major impact indexes targeting 327 survey samples. The empirical results show that the proposed conceptual framework and policy evaluation method could effectively determine the growth position and directions of the construction industrialization. For verification purpose, the study uses the local industry data from Shaanxi Province, China. The calculation results substantiate that the construction industry is in the middle section of the third growth phase. The comparison of the results from statistical methods shows that the local construction industry still needs substantial effort in policy management to improve its sustainable industrialization level. As countermeasures, the policy priorities should concentrate on: (1) enhancing effective cooperation among universities, research institutions and enterprises; (2) improving actions towards technology transfer into productivity; and (3) encouraging market acceptance of construction industrialization. This research complements the existing literature of policy evaluation of construction industrialization. Moreover, it provides theoretical and operational steps on industry policy evaluation and growth management framework, with accurate and ample data analysis on firm-level survey. Researchers and policy makers can use this research for further extensions of policy management for construction industrialization.
An Exploratory Analysis of Risks in Green Residential Building Construction Projects: The Case of Singapore
Authors: Hwang Bon-Gang , Shan Ming , Phua Helena , Chi Seokho
Published: June 2017

Recently, an increasing number of green residential buildings have been developed worldwide owing to active promotion from the authorities and increasing interest from customers. However, in the same way as traditional residential buildings, the construction of green residential buildings faces various risks. The aims of this study are to identify and assess the diverse risks in green residential building construction projects, compare their risk criticalities with those in traditional counterparts, and propose helpful risk mitigation measures. To achieve these goals, a comprehensive literature review was first conducted, and a questionnaire was then administered to 30 construction companies in Singapore. Survey results showed that “complex procedures to obtain approvals”, “overlooked high initial cost”, “unclear requirements of owners”, “employment constraint”, and “lack of availability of green materials and equipment” were the top five critical risks in green residential building construction projects. Survey results also showed that green residential building projects were facing risks at a more critical level than those traditional residential building projects. Additionally, this study proposed fourteen risk mitigation measures to tackle the risks in green residential building construction projects. This study has contributed to the body of knowledge by identifying and evaluating the critical risks and mitigation measures in green residential building construction projects. Meanwhile, the findings from this study can also provide an in-depth understanding of risk management in green residential building construction projects to practitioners and thus benefit the practice.
A Simple Model of the Variability of Soil Depths
Authors: Yu Fang , Faybishenko Boris , Hunt Allen , Ghanbarian Behzad
Published: June 2017

Soil depth tends to vary from a few centimeters to several meters, depending on many natural and environmental factors. We hypothesize that the cumulative effect of these factors on soil depth, which is chiefly dependent on the process of biogeochemical weathering, is particularly affected by soil porewater (i.e., solute) transport and infiltration from the land surface. Taking into account evidence for a non-Gaussian distribution of rock weathering rates, we propose a simple mathematical model to describe the relationship between soil depth and infiltration flux. The model was tested using several areas in mostly semi-arid climate zones. The application of this model demonstrates the use of fundamental principles of physics to quantify the coupled effects of the five principal soil-forming factors of Dokuchaev.
Snow Precipitation Measured by Gauges: Systematic Error Estimation and Data Series Correction in the Central Italian Alps
Authors: Grossi Giovanna , Lendvai Amerigo , Peretti Giovanni , Ranzi Roberto
Published: June 2017

Precipitation measurements by rain gauges are usually affected by a systematic underestimation, which can be larger in case of snowfall. The wind, disturbing the trajectory of the falling water droplets or snowflakes above the rain gauge, is the major source of error, but when tipping-bucket recording gauges are used, the induced evaporation due to the heating device must also be taken into account. Manual measurements of fresh snow water equivalent (SWE) were taken in Alpine areas of Valtellina and Vallecamonica, in Northern Italy, and compared with daily precipitation and melted snow measured by manual precipitation gauges and by mechanical and electronic heated tipping-bucket recording gauges without any wind-shield: all of these gauges underestimated the SWE in a range between 15% and 66%. In some experimental monitoring sites, instead, electronic weighing storage gauges with Alter-type wind-shields are coupled with snow pillows data: daily SWE measurements from these instruments are in good agreement. In order to correct the historical data series of precipitation affected by systematic errors in snowfall measurements, a simple ‘at-site’ and instrument-dependent model was first developed that applies a correction factor as a function of daily air temperature, which is an index of the solid/liquid precipitation type. The threshold air temperatures were estimated through a statistical analysis of snow field observations. The correction model applied to daily observations led to 5–37% total annual precipitation increments, growing with altitude (1740 ÷ 2190 m above sea level, a.s.l.) and wind exposure. A second ‘climatological‘ correction model based on daily air temperature and wind speed was proposed, leading to errors only slightly higher than those obtained for the at-site corrections.
Patient-reported Outcomes as Predictors of Change in Disease Activity and Disability in Early Rheumatoid Arthritis: Results from the Yorkshire Early Arthritis Register
Authors: Twigg Sarah , Hensor Elizabeth M.A. , Emery Paul , Tennant Alan , Morgan Ann W. ,   the Yorkshire Early Arthritis Register Consortium
Published: July 2017

Objective.

To assess patient-reported variables as predictors of change in disease activity and disability in early rheumatoid arthritis (RA).

Methods.

Cases were recruited to the Yorkshire Early Arthritis Register (YEAR) between 1997 and 2009 (n = 1415). Predictors of the 28-joint Disease Activity Score (DAS28) and the Health Assessment Questionnaire-Disability Index (HAQ-DI) at baseline and change over 12 months were identified using multilevel models. Baseline predictors were sex, age, symptom duration, autoantibody status, pain and fatigue visual analog scales (VAS), duration of early morning stiffness (EMS), DAS28, and HAQ-DI.

Results.

Rates of change were slower in women than men: DAS28 fell by 0.19 and 0.17 units/month, and HAQ-DI by 0.028 and 0.023 units/month in men and women, respectively. Baseline pain and EMS had small effects on rates of change, whereas fatigue VAS was only associated with DAS28 and HAQ-DI at baseline. In patients recruited up to 2002, DAS28 reduced more quickly in those with greater pain at baseline (by 0.01 units/mo of DAS28 per cm pain VAS, p = 0.024); in patients recruited after 2002, the effect for pain was stronger (by 0.01 units/mo, p = 0.087). DAS28 reduction was greater with longer EMS. In both cohorts, fall in HAQ-DI (p = 0.006) was greater in patients with longer EMS duration, but pain and fatigue were not significant predictors of change in HAQ-DI.

Conclusion.

Patient-reported fatigue, pain, and stiffness at baseline are of limited value for the prediction of RA change in disease activity (DAS28) and activity limitation (HAQ-DI).
Longterm Data on Disease Flares in Patients with Proliferative Lupus Nephritis in Recent Years
Authors: Yap Desmond Y.H. , Tang Colin , Ma Maggie K.M. , Mok Maggie M.Y. , Chan Gary C.W. , Kwan Lorraine P.Y. , Chan Tak Mao
Published: July 2017

Objective.

To examine the disease flare rate in lupus nephritis (LN), focusing on renal flares, and the factors associated with relapse risk in recent years.

Methods.

We analyzed data on 139 Chinese patients with class III/IV ± V LN diagnosed from January 1983 to December 2013. We also compared data before and after 1998, when maintenance immunosuppression was changed from azathioprine (AZA) to mycophenolic acid (MPA).

Results.

Over 112.5 ± 88.4 months, 135 episodes of renal flare occurred, giving a flare rate of 0.108 episodes per patient-year. The renal relapse-free survival rate was 96%, 90%, 86%, 80%, 69%, and 57% after 1, 2, 3, 4, 5, and 10 years, respectively, calculated from the start of induction treatment. Reduced risk of flare was associated with MPA maintenance (OR 0.314, 95% CI 0.099–0.994, p = 0.049), complete remission after induction immunosuppression (OR 0.329, 95% CI 0.133–0.810, p = 0.016), and diagnosis after 1998 (OR 0.305, 95% CI 0.133–0.700, p = 0.005). Relapse-free survival was significantly better in patients treated with prednisolone and MPA as maintenance immunosuppression (91% after 5 yrs and 83% after 10 yrs, respectively) compared with prednisolone and AZA (70% and 52%, respectively, p = 0.044). LN diagnosed in 1998–2013 showed 5-year and 10-year relapse-free survival rates of 93% and 86%, respectively, compared with 81% and 66%, respectively (p = 0.017) for LN that presented in 1983–1997.

Conclusion.

Our data show a relatively low flare rate for LN in the more recent era, attributed to effective induction of immunosuppression and MPA as maintenance treatment.
Study on Effective Using of Multimedia Teaching System and Enhancing Teaching Effect
Authors: Xu Xianhong
Published: June 2017

Through the method of questionnaire survey about multimedia teaching form, some ubiquitous problems have been reflected such as cognitive deviation, blind using, the poor quality of courseware, the poor activity of classroom, etc. The expected effect of multimedia teaching cannot be achieved, and the effectiveness of multimedia teaching is faced with some suspicions. The effectiveness of multimedia teaching contains two aspects: effective using of multimedia teaching system and the effectiveness of teaching effect. We should enhance management and direction, correctly understand and reasonably treat multimedia teaching, avoid the blindness of multimedia construction and use, increase the quality of courseware, promote teacher’s professional level and classroom dynamics, organically combine traditional and multimedia teaching, and take a series of measures to improve the effectiveness of multimedia teaching.
CD36 and Platelet-Activating Factor Receptor Promote House Dust Mite Allergy Development
Authors: Patel Preeyam S. , Kearney John F.
Published: July 2017

Over 89% of asthmatic children in underdeveloped countries demonstrate sensitivity to house dust mites (HDMs). The allergic response to HDMs is partially mediated by epithelial cell–derived cytokines that activate group 2 innate lymphoid cells, induce migration and activation of dendritic cells, and promote effector differentiation of HDM-specific TH2 cells. However, the contribution of innate receptor engagement on epithelial or dendritic cells by HDMs that ultimately mediates said innate and adaptive allergic responses is poorly understood. We and other investigators have demonstrated that HDMs express phosphorylcholine (PC) moieties. The major PC receptors involved in immune responses include CD36 and platelet-activating factor receptor (PAFR). Because CD36 and PAFR are expressed by epithelial cells and dendritic cells, and expression of these receptors is higher in human asthmatics, we determined whether engagement of CD36 or PAFR on epithelial or dendritic cells contributes to HDM allergy development. Testing bone marrow chimeric mice revealed that CD36 engagement on radioresistant cells and PAFR engagement on radioresistant and radiosensitive cells in the lung promote allergic responses to HDMs. Additionally, passive anti–PC IgM Abs administered intratracheally with HDMs decreased allergen uptake by epithelial cells and APCs in the lungs of C57BL/6 mice but not CD36−/− or PAFR−/− mice. These results show that CD36 and PAFR are important mediators of HDM allergy development and that inhibiting HDM engagement with PC receptors in the lung protects against allergic airway disease.
An 8-Week Neuromuscular Exercise Program for Patients With Mild to Moderate Knee Osteoarthritis: A Case Series Drawn From a Registered Clinical Trial
Authors: Clausen Brian , Holsgaard-Larsen Anders , Roos Ewa M.
Published: June 2017

Objective: 

To describe the feasibility of a neuromuscular exercise (NEMEX) program in patients with mild to moderate knee osteoarthritis (KOA).

Background: 

Neuromuscular exercise has been increasingly used in patients with osteoarthritis to achieve sensorimotor control and improved daily function.

Treatment: 

A study of the first 23 physically active patients (11 men, 12 women; age range = 48–70 years) who had mild to moderate KOA and were undergoing an 8-week, twice-weekly program, consisting of 11 exercises with 3 to 4 levels of difficulty, as part of an ongoing randomized controlled trial. The level of difficulty was noted for each exercise and session. We recorded exertion, pain, adverse events, and adherence. For the 18 patients who participated in 6 or more sessions, a progression of at least 1 level of difficulty (out of 3–4) was observed in half or more of the exercises. However, few patients progressed to jumping activities. Exertion ranged from light to very heavy. Four patients reported a clinically relevant increase in short-term pain after 1 to 2 of the 16 scheduled sessions. No adverse musculoskeletal events were reported. Notably, 3 patients dropped out due to increased (n = 2) or persisting (n = 1) knee pain. However, their pain ratings did not show worsening symptoms.

Uniqueness: 

This NEMEX-KOA program was designed for physically active middle-aged patients with mild to moderate KOA; therefore, it involved exercises and difficulty levels that were more challenging than a previously described NEMEX program for patients eligible for total joint replacement.

Conclusions: 

In patients with baseline mild to severe pain with activity, the NEMEX-KOA program was feasible. Progression was achieved with few incidents of clinically relevant increases in pain and no adverse events. However, jumping activities were not feasible. These findings hold promise for investigating the efficacy of the NEMEX-KOA program in individuals with mild to moderate KOA.
Writing and mathematical problem solving in Grade 3
Authors: Petersen Belinda , McAuliffe Sharon , Vermeulen Cornelis
Published: July 2017

This article looks at writing tasks as a methodology to support learners’ mathematical problemsolving strategies in the South African Foundation Phase context. It is a qualitative case study and explores the relation between the use of writing in mathematics and development of learners’ problem-solving strategies and conceptual understanding. The research was conducted in a suburban Foundation Phase school in Cape Town with a class of Grade 3 learners involved in a writing and mathematics intervention. Writing tasks were modelled to learners and implemented by them while they were engaged in mathematical problem solving. Data were gathered from a sample of eight learners of different abilities and included written work, interviews, field notes and audio recordings of ability group discussions. The results revealed an improvement in the strategies and explanations learners used when solving mathematical problems compared to before the writing tasks were implemented. Learners were able to reflect critically on their thinking through their written strategies and explanations. The writing tasks appeared to support learners in providing opportunities to construct and apply mathematical knowledge and skills in their development of problem-solving strategies.
Convergence to self-similar solutions for the homogeneous Boltzmann equation
Authors: Morimoto Yoshinori , Yang Tong , Zhao Huijiang
Published: June 2017

The Boltzmann H-theorem implies that the solution to the Boltzmann equation tends to an equilibrium, that is, a Maxwellian when time tends to infinity. This has been proved in varies settings when the initial energy is finite. However, when the initial energy is infinite, the time asymptotic state is no longer described by a Maxwellian, but a self-similar solution obtained by Bobylev–Cercignani. The purpose of this paper is to rigorously justify this for the spatially homogeneous problem with a Maxwellian molecule type cross section without angular cutoff.
On global well-posedness and scattering for the massive Dirac–Klein–Gordon system
Authors: Bejenaru Ioan , Herr Sebastian
Published: June 2017

We prove global well-posedness and scattering for the massive Dirac–Klein–Gordon system with small initial data of subcritical regularity in dimension three. To achieve this, we impose a non-resonance condition on the masses.
Universities and standardization instruments: the willingness to put an end to the organized anarchy
Authors: Charlier Jean Emile , Croché Sarah
Published: June 2017

Many sociologists have for a long time based their research on the work published in the 1970s, in which universities were regarded as organisations that operate in a particular way. They were approximated to “organised anarchies” (Cohen et al., 1972) or to “loosely coupled systems” (Weick, 1976 ; Orton & Weick, 1990) which were considered host to “unclear technologies” (Cohen & March, 1974). This article call into question these concepts and confront them with the evolution of the piloting way of contemporary establishments of European higher education. The empirical material for this paper comes from the analysis of texts and reforms initiated in European universities. The paper will show the effects of standardization instruments on academic profession and how these instruments (and notably the learning outcomes approach) transform each segment of the university and generate a deep interdependence between all of them.
Comparison of traditional lecture and flipped classroom for teaching programming
Authors: Pawelczak Dieter
Published: June 2017

Programming courses in undergraduate education seem to be predestined for a flipped classroom approach as learning programming requires a high personal contribution on the one hand and on the other hand, course participants typically start with a wide range of previous knowledge and skills. Within a flipped classroom students can organize their learning phases self-reliantly and put an individual amount of effort into each learning objective. Whilst in a traditional lecture it is not easy to motivate students, the flipped classroom requires students’ active involvement per se. Besides all these advantages, setting up such a course requires a high initial effort for the lecturer. Furthermore, students might prefer a lecture, as usually the work load is higher in a comparable flipped classroom course. Based on the idea of flipping a beginners programming course, we firstly explored the effects of a flipped classroom approach on an elective advanced pro­gram­ming course with a smaller student group. The paper compares the new course design and its effects on the students learning, on the teaching, as well as on the course preparation with the former traditional lecture. The com­parison is based on a survey, the students’ evaluation feedback and on the examination results.
Prediction of college grades in the sample of Norwegian students
Authors: Kovac Velibor Bobo , Vikstøl Olsen Anne Karin , Spieler Kristin
Published: June 2017

College grades represent summative assessments that are traditionally used to evaluate the levels of student learning. In the present study we examine the relative impact of individual variables and learning environment (LE) on student grades. The individual variables included in the present study are: school attendance, student learning efficacy, and behavioural intentions. The LE variables are: perceived justice, social identification, learning context, and organizational citizenship behaviour. Participants comprised 201 students enrolled in a mid-size university in Norway. The individual predictors explained 30% of the variance in actual grades, with self-efficacy beliefs (β = .16, p < .05), non-mandatory school attendance (β = .25, p < .01), intentions to get a specific grade (β = .23, p < .01), and intentions to quit studying (β = .19, p < .01) as significant predictors. The LE variables explained zero % (0%) of the variance in actual grades. None of the included LE variables emerged as significant in the final step of the regression analysis. The central point in the discussion is dedicated to the somewhat surprising finding that none of the LE variables contributed to explained variance in actual grades. The implications and limitations of the present work would also be discussed.
A Note on the Pedagogies about Comprehensive Learning
Authors: Guo Enyang
Published: June 2017

This paper is an empirical study to examine the effectiveness of different pedagogies in knowledge perception. The study uses data from 562 students during the period from 2012 to 2016 that measures students’ performance in the Finance courses aligned with the commonly implemented pedagogies in teaching. The results from the empirical tests verify the theme proposed by Richard L. Gregory (a prominent British neuropsychologist) that learning is achieved through a process of analogizing and aligning the new information with available and stored knowledge in the brain, and the continuous efforts to discover and solve the problems in learning bring about this effectiveness. The study provides a detailed assessment for different pedagogies in teaching that offers reflections on effectiveness for teaching and learning. Keywords: Pedagogy, Education Research, and Finance
“University Challenges”: Addressing Transition and Retention through Games-Based Learning
Authors: Gerodetti Natalia , Nixon Darren
Published: June 2017

In the changing UK Higher Education landscape, addressing student retention and attrition rates is of increasing importance. In this paper, after first reviewing literature on the factors influencing student retention and attrition, we explore how the transition to university life for first-year students might be addressed through a games-based learning approach. We explore the benefits of facilitating ‘students as (games) producers’ and incorporating ‘student intelligence’ into university teaching and learning practices before presenting ‘University Challenges’, a new-traditional board game produced through a collaborative staff-student project between sociology students and lecturers at Leeds Beckett University. Drawing on data from student evaluations from three different academic courses, we reflect on how playing ‘University Challenges’ can help first-year students develop the kinds of skills and knowledge basis that contributes to a better experience of the transition and acculturation into university life in all of its facets.
University Teachers’ Perceptions about Assessment Practices: A Study in Five Portuguese Universities.
Authors: Pereira Diana , Flores Maria Assunção
Published: June 2017

This paper looks at how Portuguese university teachers look at assessment in Higher Education. It focuses on their perspectives about assessment in higher education after the implementation of the Bologna Process, the connection between assessment, teaching and learning process and the selection of criteria and methods of assessment. Data were collected through face-to-face interviews and online open-ended questionnaires in five Portuguese Public Universities in different fields of knowledge. In total, 57 teachers participated in this study. Findings are presented according the categories emerging from the data. Issues of change in assessment practices, the connection between teaching, learning and assessment as well as difficulties to assessing students’ work are analysed. Implications of the findings are discussed.
Internationalization and Digitalization in Engineering Education
Authors: Strenger Natascha , May Dominik , Ortelt Tobias , Kruse Daniel , Frerich Sulamith , Tekkaya A. Erman
Published: June 2017

Digital, virtual and E-learning elements have increasingly become a part in higher education and, most recently, the high potential of digitalization for processes of strategic internationalization of higher education institutions is coming into focus. The collaborative project of three German universities, XYZ, is working on strategies for the internationalization and virtualization of engineering education. While these topics used to be different key areas of the project, a combination of both distinguished itself as a potential new working field. This paper introduces two pilot concepts that were implemented and evaluated at the universities Y and Z which both aim at the complementation of incoming students’ experiences in Germany by digital means. At Y, a transnational online class explores means of preparing degree-mobile engineering students from all over the world for their master’s studies in Germany. At Z, an online course was designed to accompany a summer school research exchange for US-American engineering students in order to prolong their short-term mobility by digital elements. These pilot projects were well-accepted by students and faculty at both universities and their evaluations between 2014 and 2017 have revealed valuable results for further optimization. This paper presents the results and discusses future potential.
Design, implementation and evaluation of an authentic assessment experience in a pharmacy course: are students getting it?
Authors: Serrano Santos Jose Manuel
Published: June 2017

Authentic assessment has been a focal strategy in higher education as a way to provide students with engaging and meaningful learning experiences in preparation for the real world work environments. Possibly due to the lack of consensus in the elements that outline that authenticity, limited amount of authentic learning experiences are reported and evaluated in the literature. This study aims to describe and evaluate the design and implementation of an authentic assessment in a pharmacy undergraduate course. A five-dimensional model for authentic instruction was utilized in the design of the learning experience. This was complemented with an eight-element framework that contributed to create an authentic assessment. Two surveys explored subjective authenticity as perceived by students and stakeholders. The results revealed that students find it hard to value their performance at the higher level that stakeholders do. While the use of models and frameworks in the design of authentic assessment is valuable, academics’ efforts need to be concentrated on further developing student’s metacognitive skills in order to provide relevancy and value to the knowledge, skills and attitudes developed in undergraduate tertiary education.
Block Teaching as the Basis for an Innovative Redesign of the PG Suite of Programmes in University of Bedfordshire Business School
Authors: Kofinas Alexander Kyriakos , Bentley Yongmei , Minett-Smith Cathy , Cao Guangming
Published: June 2017

This paper aims to provide a first evaluation of the University of Bedfordshire Business School’s innovative attempt to develop a new suite of Masters Programmes that delivers in terms of academic rigor and employability requirements while providing a rich student learning experience. The new delivery is based on a block delivery model that rationalises the previous offerings by providing a smaller range of standardized large units which are more tightly integrated to each other and are part of courses with particular characteristics such as a four-tier induction system (with inductions being progressively more employability-focused as students’ progress from one unit to the next) and the final capstone unit where students have a choice between a traditional dissertation and an experiential final project. That common architecture is coupled with a flipped classroom delivery style, utilization of blended learning and rich peer-to-peer learning opportunities with multiple entry points providing additional students into the cohorts for each unit. Preliminary data is provided here as an early evaluation of the approach’s effectiveness and efficiency in terms of the delivery experience, the assessment strategies, the levels of student engagement and performance, as well as the experience of staff and students.
The CAMBRIA case: Learning through experience
Authors: Escalante Juan Esteban , Aguilar-Barrientos Sara
Published: June 2017

Experiential learning contributes to the development of thought-related abilities, such as critical thinking and creative thinking. This article evinces the contribution of this theoretical and conceptual proposal through a specific experience with the CAMBRIA project, a solar electric vehicle built at Universidad EAFIT, that potentiated aspects related to multidisciplinary work amongst undergraduate students and, in turn, brought about pedagogical changes at the Institution. CAMBRIA opened a panorama for exploring new alternatives in the teaching-learning process and, through participation in non-simulated activities, led to the restatement of certain core aspects of the University’s educational activities. An analysis of this topic also leads to the formulation of a learning and competency acquisition model. Finally, project results and conclusions are presented, which include elements derived from the proposed model and testimonies from some of the participating students, who were interviewed in depth.
Makerspaces in Higher Education: the UR-Maker experience at the University of La Rioja
Authors: Pernía-Espinoza Alpha , Sodupe-Ortega Enrique , Peciña-Marqueta Sergio , Martínez-Bañares Sergio , Sanz-Garcia Andres , Blanco-Fernandez Julio
Published: June 2017

According to the CDIO (Conceive-Design-Implement-Operate) Syllabus, apart from technical knowledge, labour markets are demanding engineers with personal, interpersonal and system building skills. The current educational system, however, is based on teaching theoretical concepts rather than on practical activities. Makerspaces could become a bridge between universities and industry, particularly in STEM (Science, Technology, Engineering and Math) carriers. Makerspaces, also known as hackerspaces, hack labs and fab labs, are open-access spaces where a community shares tools, machines and knowledge in order to implement an idea. This communication reviews the makerspaces at the world’s top 10 engineering universities and three of the most recognized in Spain. The qualitative data was collected through the universities’ websites. We observed that most of the reviewed universities have outstanding makerspaces for engineering students, generally open to the entire university community. In Spain, the ‘Maker UPV’ was found exceptionally successful in activities and projects performed in spite of their lack of material resources. Lastly, the authors describe their experience implementing a campus makerspace at the University of La Rioja, sharing interesting information about the organization, budget, funding and activities.
Education as absorptive capacity and its role for economic growth
Authors: Mourelle Estefanía , Márquez-Ramos Laura
Published: June 2017

Might a country’s economic growth behave in a different manner depending on the evolution of its absorptive capacity? In this research, education is considered as a channel for economic growth since it is a key element for a country’s absorptive capacity. Then, we hypothesize the existence of a threshold for absorptive capacity, so that once it is exceeded, economic growth shows certain (and different) characteristics. Addressing this question requires moving from the traditional linear framework to a nonlinear one and, in this sense, we resort to Smooth Transition specifications. The empirical results point to the existence of nonlinearities in the relationship between absorptive capacity and economic growth. According to the behavior of the country’s absorptive capacity, economic growth displays different dynamics; this asymmetric evolution is clearly appreciated in the two dimensions of absorptive capacity taken into account (i.e., secondary and tertiary), although it is more pronounced in case of tertiary education. Our evidence provides important insights for higher education such as the fact that both secondary and tertiary education matter for countries’ economic growth and that nonlinearities of this relationship should be taken on board.
New opportunities of computer assessment of knowledge based on fractal modeling
Authors: Smirnov Eugeny Ivanovich , Dvoryatkina Svetlana , Lopukhin Arseny
Published: June 2017

In this article the urgent problem of control systems modeling of professional competences and mathematical knowledge assessment of students is discussed. Pedagogical expediency in management of students` cognitive activity by using of new informational technologies instruments in monitoring and assessment of knowledge is proved. The possibility of fractal methods application in perfecting of the system of computer monitoring of mathematical knowledge of students as a part of the adaptive training systems is considered and realized. The design of the technology of computer monitoring of students` knowledge on the basis of fractal methods includes the following stages: development of cross-disciplinary fractal and organized base of key mathematical concepts; the creation of the expansible bank of educational and cognitive and research tasks, which is coordinated with fractal structure of the conceptual framework; the development of the program module, which is  focused on individual estimation of quality of students` educational cognitive activity in two characteristics — depth of knowledge based on the Hurst exponent and the size of synergetic effect of educational cognitive activity. The software realization of technology of the computerized control of training in mathematical disciplines quality as a part of the adaptive training system is enabled in the programming language C#. The experience of implementation and operation of the controlling systems realized in the adaptive training systems based on the fractal model operation showed reliability of their work and allowed to increase the quality of educational process management and its effectiveness in general. Using of fractal techniques in computer assessment of mathematical knowledge of students makes it possible to increase the accuracy and speed of evaluation of the students` knowledge.
Self-learning of the direct soil tomography problem using a specific educational software
Authors: Sánchez Pérez Juan Francisco , Alhama Manteca Iván , García Ros Gonzalo , Cánovas Vidal Manuel
Published: June 2017

The educational tool DITPRO has been created to simulate problems of direct soil tomography problem. The introduction of data is very easy for the students, because the software has an interactive grid window. Moreover, provides to the users an easy handling and powerful calculations. Its graphical environment allows access to a graphical representation of potential functions. The software presents, like commercial softwares, the most common options (e.g., save and open cases files and representations, etc.). Although the program is created to be used in several fields, among others as investigation tool, the mainly use of interest for this work is as educational tool. Another important use is as low-cost laboratory practices. The student has the possiblity to obtain system information of the Spice code text file, whose rules are well known by students with knowledge of electrical circuit theory. The student must to design and implement several sceneries and explain it to check his/her understanding of the problem.
The First Step to Becoming a Kindergarten Teacher :Difficulties and Challenges .
Authors: Simon Eitan , Dan Aviva Hazel
Published: June 2017

The First Step to Becoming a Kindergarten Teacher :Difficulties and Challenges .The first year in the field of teaching after finalising the formal training is a year of great expectations and anticipation on the side of the novice teachers, as well as feelings of nervousness and lack of confidence. The literature addresses this subject from the aspect of teachers in school, where it has been found that it is a period of challenges, dilemmas and difficulties. Little though has been written from the aspect of kindergarten teachers. The authors assumed that novice kindergarten teachers experience similar experiences. During this first year, it is obligatory for the novice kindergarten teachers to attend a professional development workshop. The aim of the workshop is to provide a significant support system for the novice teacher in this challenging year. The aim of this research was to examine the novice kindergarten’s dilemmas and challenges in this critical first year, and their attitudes towards the professional development workshop concerning the relevance of the workshop in assisting the kindergarten teachers in dealing and coping with the dilemmas that arose from the field. The findings indicate that the novice kindergarten teachers, experience similar dilemmas in their first year in the field as teachers. It was also found that the workshop was not a significant factor in helping the novice kindergarten teachers cope with this challenging experience. This leads to the conclusion that it is necessary to revaluate this framework in order to making it a place of significance for the novice kindergarten teachers. Key words: Novice kindergarten teachers: Professional Development workshop:
Internal determinants of university student employability. Construction and validation of scales
Authors: Caballero Gloria , Álvarez Paula , López-Miguens Mª Jesús
Published: June 2017

One of the challenges faced by European universities today is to ensure that their graduates find employment in line with their attributes. Graduate employability depends, among other factors, on many internal determinants in individuals. However, there is no consensus on how to measure them, and the scales developed to date have not been properly validated. The purpose of this paper is to construct and validate, at confirmatory level, a set of instruments for measuring the internal determinants of graduate employability. The results, based on a sample of 816 students, show the structure of the scales resulting from checking content validity, dimensionality, reliability, and convergent, discriminant and nomological validity.