bluuebunny/crossref_metadata_2025_split huggingface dataset:
Pandemic Pedagogy: Assessing the Online Implementation of a Decolonial Curriculum
Authors: Morreira Shannon 
Published: July 2021

The student protests in South Africa (2015–2017) triggered shifts in pedagogical practices, such that by 2020 many South African higher education institutions had begun to make some concrete moves towards more socially just pedagogies within teaching and learning (Quinn, 2019; Jansen, 2019). In March 2020, however, South Africa went into lockdown as a result of Covid-19, and all higher education teaching became remote and non-synchronous. This paper reports on the effects of the move to remote teaching on the implementation of a new decolonial ‘emplaced’ pedagogy at one South African university. The idea of emplacement draws on the careful incorporation of social space as a teaching tool within the social sciences, such that students can situate themselves as reflexive, embodied persons within concrete spaces and communities which carry particular social, economic and political histories. This paper draws on data from course evaluations and student assignments, as well as a description of course design, to argue that many of the benefits of careful emplacement in historical and contemporary context can happen even where students are never in the same physical spaces as one another or their lecturers. This relies, however, on students’ having access to both the necessary technology and to an environment conducive to learning.
Factors essential for successful and sustainable e-learning
Authors: Deliwe Ayanda Pamella 
Published: July 2021

E-Learning has been viewed as a positive initiative in Higher Education Institutions (HEIs), as it is said to improve opportunities for critical thinking, develops better problem solving abilities and assists in improvement of productivity and efficiency of employees. For HEIs to benefit from the advantages of e-learning there needs to be continuous research done on how best can HEIs ensure that there is successful and sustainable e-learning. Secondary data literature was reviewed and in collecting primary data six participants from one of the South African HEIs (UKZN) were interviewed. Information gathered through primary data collection was in line with the information obtained from literature. The difference was when the primary data revealed additional factors which are essential for successful and sustainable e-learning. These includes the importance of finances and regular discussions and engagements with champions/experts and research in the field of e-learning. Most of the literature highlights the importance of engagements with students, faculty and academic staff and not much emphases is placed on engagement with all stakeholders. This paper concluded by providing recommendations which needs to been considered by HEIs on how best they can achieve successful and sustainable e-learning.
Engaging Physics Tutoring: A didactical toolbox for teaching assistants (TAs)
Authors: Bondar Vira , Nuber Jonas , Zeyen Manuel , Schiltz Guillaume , Dissertori Günther 
Published: July 2021

In this paper we present a project dedicated to the development of a didactical toolbox of material for teaching assistants (TAs) supervising exercise classes for non-physics majors at ETH Zurich. With our materials we were able to support TAs in preparing high-quality exercise sessions for their class which go beyond direct instruction and activate students intellectually and emotionally. The materials are developed for 13 exercise sessions and are presented in the form of an eBook. The materials were immediately used by several TAs in dedicated focus groups. The positive feedback of students and TAs suggests that our material helped to activate and engage the students, enhancing their learning - even in the challenging setting of online teaching.
Curriculum transformation to address the Sustainable Development Goals: A holistic approach for embedding gender in higher education
Authors: Pailman Whitney , De Groot Jiska 
Published: July 2021

To better prepare a new generation of practitioners and thought leaders to meet the complex challenges highlighted in the sustainable development goals (SDGs), innovation is needed in the design and delivery of degree programmes. Gender inclusion and diversity are increasingly recognised as key tenets of Education for Sustainable Development. Energy access education in Africa provides an excellent context in which to explore ways of delivering gender inclusive Masters programmes and the curriculum transformations needed to address the dual challenges of SDG7 (energy access) and SDG 5 (gender equality). This paper explores the evolving context of gender mainstreaming in energy access education at Institutions of Higher Learning (IHLs) in Africa, drawing on a desktop study and interviews with 8 African Universities in the Transforming Energy Access Learning Partnership (TEA-LP). The paper calls for the adoption of a more holistic approach to mainstreaming gender in energy access education at IHLs, encompassing curriculum content, teaching methods, learning environments and the broader institutional enabling environment.
Entrepreneurship, Higher Education and R+D in Mexico
Authors: Ramírez-Urquidy Martin , Mungaray Alejandro , Fuentes Roberto 
Published: July 2021

This research determines the impact of some higher education and R+D variables on different entrepreneurship outcomes in the states of Mexico during the period 2007-2017. By applying panel data analysis tracking the Mexican states over time and specifying an entrepreneurship model, the research shows that these variables affect the entrepreneurial outcomes heterogeneously depending on the type of venture; in particular, higher education and R+D variables are not significant in explaining entrepreneurship in general but most of them are significant in explaining higher education and knowledge based entrepreneurship. These results harmonize with the perspectives suggesting the important role of the higher education and R+D system in supporting entrepreneurship. Nevertheless, the results also underline the lack of relation of entrepreneurship with patents, posing questions on the degree of innovativeness of the ventures and the commercial use of inventions, the unequal distribution of higher education and R+D activities across states and the limited scope of the public policy efforts as to impact overall entrepreneurship.
Evaluation Systems in Online Environments
Authors: Alegre Ines , Berbegal-Mirabent Jasmina 
Published: July 2021

One of the biggest challenges of online teaching is student evaluation. With the students not being physically present, assessing their level of knowledge on a subject presents different challenges than those tradionally encountered in face-to-face teaching. In this paper we present an overview of different evaluation systems and reflect about its advantages and disadvantages when applying them in online environments.The most common evaluation systems: multiple-choice quizzes, open question exams, essays, projects and oral exams, are ranked depending on several criteria. Criteria include items that any professor should take into consideration such as easiness of design and preparation or difficulty of student cheating. The advantages and downsides of each evaluation system are presented and several mechanisms to mitigate the disatvanges of each method are proposed.This paper is helpful to professors and teachers, specially in the current situation where the Covid-19 pandemic has moved most high-education teaching online.
Fashion Design for Sustainability. A transformative challenge across the European fashion education system.
Authors: D'Itria Erminia , Vacca Federica 
Published: July 2021

Today, we are witnessing the effects that the COVID-19 pandemic has had, and is still having, on social, economic and cultural life worldwide. In particular, the educational dimension has seen the regular operating of schools altered, with an indeterminate closure of educational institutions, as well as the impossibility to perform face-to-face lectures, and their transposition to digital platforms (Sà et Serpa, 2020). These difficult conditions can be a moment of opportunity to accelerate a process of digital transformation that was beginning to shift in higher education institutions (HEIs). HEIs are using digital transformation strategies to refine how they work, to digitalize their existing operations while designing new digital models, to create entirely new digital models or to fully digitize their current ones (Rodrigues 2017). In the European fashion education system this can result in addressing the transformative challenges that are nurturing the discussion on the future of HEIs (Moja, 2008; Sterling, 2011; Fletcher and Williams, 2013). Therefore, digital innovation becomes the means by which implementing a positive transformation of the sector on key issues that will permeate our daily lives and that can no longer be postponed. Among the pivotal topics there is sustainability which today is slowly trying to establish itself (Wolff, 2020). Trough the analysis of best practices, this paper will decode current behaviors in Fashion Design for Sustainability (FDfS) throughout the European fashion education system.
Insights into academic feasibility at the KIT: a mixed-methods exploration of the department of mechanical engineering
Authors: Langemeyer Ines , Schlindwein Nadja 
Published: July 2021

As part of their accreditation procedure, universities have to ensure academic feasibility of their study courses. Against that backdrop, student’s workload and study conditions are focused as indicators of quality. However, this prioritization of formal criteria is defined by the module handbooks rather than by the students themselves. Therefore, a mixed-methods-analysis at the Karlsruhe Institute of Technology (KIT) was conducted to shed light on these issues: How can individual expectations and requirements of students towards the academic learning settings be incorporated into quality assessment? Which opportunities of individual development for students exist in the academic setting and do they differ with regard to different departments at the KIT? The data of surveys completed by 324 students of the department of mechanical engineering and 242 students of the department of economics and management at the KIT are the basis of our analysis. The empirical analysis via chi-square-test and Mann-Whitney-U-Test indicates significant distinctions between students of both departments at the KIT concerning their experiences with research and inquiry and their motives for enrolling to university courses. Further analyses via interviews are planned to reveal the complex chains of reasons for this research results such as considerations of course characteristics and cultural condition.
Using Online Forums to Promote Collaborative Learning in Introductory Programming Courses
Authors: Michaličková Viera 
Published: July 2021

The asynchronous online discussion can enrich learning experience in many ways, even in classroom or blended learning scenarios. It is quite challenging to design an effective online discussion. The presented study draws on the action research strategy. After observing and analyzing students’ learning problems in introductory programming courses, we came up with intervention of the online collaborative activity to guide students during their individual studying at home in a more regulative manner. The main goal was to involve students in active learning and strengthen the feel of being a friendly community member. Students were producing sample test questions/tasks for others, and then using products of their classmates for their own learning. The intervention was evaluated deeply using both, qualitative and quantitative methods. This reflection implied that the activity’s design was appropriate and the impact on students’ learning process was positive. We found the constructivist features of the activity essential as for its effectiveness. The learning scenario described in this paper provides a verified framework for designing similar collaborative activities suitable mainly for problem-oriented areas of study, e. g. in science or engineering education.
FEELING IN COVID TIME
Authors: Ribate Maria Pilar , Sangüesa Estela , Giner Beatriz , Lomba Laura , Llanas Clara , García Cristina B. 
Published: July 2021

In this work, a Learning-Service project that consists of working on somatosensory and special senses stimulation in people with intellectual and/or developmental disabilities is shown. This experience has been made through small and simple exercises, games or activities that allow these people to experience new sensations. In this activity, the participants have been students of Pharmacy and Education Degree and children of a special education school. The main aim is to develop the sensory and physical faculties and promoted the functionality of the person. University students had to encourage the students of special school to use their senses. For this task Pharmacy students had the help and advice of Education students. The sanitary situation obligates to develop this activity with a video calls. For both groups of students, this experience has been a different mechanism to learn and practice using a new way of communication. All Pharmacy degree students think that this experience is has been good for their future professional activity. The teachers from the Special Education Center indicated that these initiatives are very important for their collective.
Monsters, fear and fun. Bringing creative methodologies into the higher education classroom to study children and childhood
Authors: Costa Rosalina Pisco , Roque Beatriz , Carreira Vanessa 
Published: July 2021

This paper addresses the methodology of Design Thinking and its applicability as a creative methodology when teaching and learning Sociology of Childhood in a higher education context. Students were asked to develop an exercise in order to expand and deepen the theoretical and conceptual knowledge discussed in theoretical classes. Active and creative methodologies were specifically and purposefully designed to develop the ability to think critically about the problems presented, stimulating debate and sociological imagination. Inspired by the Mindshake Design Thinking Model Evolution 6², practical classes were organized and oriented towards specific techniques, namely the “Inspiration Board”, “Intent Statement” and “Insight Clustering”, following, respectively, the phases of exploration, data collection and analysis and interpretation of results. Illustration is given through the development of a research itinerary committed to think, discuss and creatively research the meanings of the “dark” and “darkness” of the night for children. Incorporating Design Thinking in the teaching and learning process in the field of social sciences, namely when researching children and childhood from a sociological perspective, proved to be a both fruitful and engaging tool both for teachers and students.
Ouder dan je zou denken
Authors: Waal Willemijn 
Published: July 2021

Summary
Though it is generally agreed upon that the Greeks borrowed (and modified) the alphabet from the Phoenicians, there is no consensus about the moment when this took place. Over the years, several dates have been proposed, ranging from the 14th to the 8th  7th century BCE. In classical studies the prevalent opinion is that the alphabet was introduced in or shortly before the 8th century BCE, when the first attestations of Greek alphabetic writing appear. There are, however, quite a number of indications (from existing and new evidence) that plead for a much earlier date. In this article, an analysis of the presently available archaeological, epigraphic and linguistic data will be presented to argue the case for an introduction in the 11th century BCE at the latest. The earliest documents, which were in all likelihood economic and administrative records, have not come down to us, because they were written on perishable materials.
Quality traits and fatty acid composition in meat of Hair Goat and Saanen  ×  Hair Goat (G1) crossbred kids fattened in different systems
Authors: Tüfekci Hacer , Olfaz Mustafa 
Published: July 2021

Abstract. In this study, meat quality traits and fatty acid compositions of Hair Goat and Saanen × Hair Goat (G1) crossbred kids fattened
under intensive, semi-intensive and extensive conditions were determined. For meat quality traits, differences in pH24 h,
pH45 min, drip loss, water holding capacity, cooking loss and Warner–Bratzler peak shear force values of the experimental groups were
not found to be significant. According to colour measurements at the 0th and 45th minute, the extensive fattening group of Hair Goat kids had greater
lightness (L∗) values and the intensive fattening group of Hair Goat kids had greater redness (a∗) values. For intensive, semi-intensive
and extensive fattening groups of Hair Goat kids, total saturated fatty acid contents of longissimus dorsi (LD) muscle samples were
respectively measured as 19.28 %, 23.75 % and 23.35 %. Total monounsaturated fatty acid contents were respectively measured as 67.30 %,
66.22 % and 65.72 %. Total polyunsaturated fatty acid contents were respectively measured as 5.46 %, 3.06 % and 3.16 % and conjugate
linoleic acid contents were respectively measured as 0.48 %, 0.55 % and 0.65 %. For intensive, semi-intensive and extensive fattening
groups of Saanen × Hair Goat (G1) kids, total saturated fatty acid contents of LD muscle samples
were respectively measured as 21.01 %; 21.98 %, 19.10 %; total monounsaturated fatty acid contents were respectively measured as
64.04 %, 64.33 %, 52.44 %. Total polyunsaturated fatty acid contents were respectively measured as 3.53 %, 4.89 % and 4.84 %
and conjugate linoleic acid contents were respectively measured as 0.52 %, 0.58 % and 0.73 %. It was concluded that the extensive fattening
group had greater conjugated linoleic acid contents than the other fattening groups.
The 2019 Raikoke volcanic eruption – Part 1: Dispersion model simulations and satellite retrievals of volcanic sulfur dioxide
Authors: de Leeuw Johannes , Schmidt Anja , Witham Claire S. , Theys Nicolas , Taylor Isabelle A. , Grainger Roy G. , Pope Richard J. , Haywood Jim , Osborne Martin , Kristiansen Nina I. 
Published: July 2021

Abstract. Volcanic eruptions can cause significant disruption to society, and numerical models are crucial for forecasting the dispersion of erupted material. Here we assess the skill and limitations of the Met Office's Numerical Atmospheric-dispersion Modelling Environment (NAME) in simulating the dispersion of the sulfur dioxide (SO2) cloud from the 21–22 June 2019 eruption of the Raikoke volcano (48.3∘ N, 153.2∘ E). The eruption emitted around 1.5±0.2 Tg of SO2, which represents the largest volcanic emission of SO2 into the stratosphere since the 2011 Nabro eruption. We simulate the temporal evolution of the volcanic SO2 cloud across the Northern Hemisphere (NH) and compare our model simulations to high-resolution SO2 measurements from the TROPOspheric Monitoring Instrument (TROPOMI) and the Infrared Atmospheric Sounding Interferometer (IASI) satellite SO2 products. We show that NAME accurately simulates the observed location and horizontal extent of the SO2 cloud during the first 2–3 weeks after the eruption but is unable, in its standard configuration, to capture the extent and precise location of the highest magnitude vertical column density (VCD) regions within the observed volcanic cloud. Using the structure–amplitude–location (SAL) score and the fractional skill score (FSS) as metrics for model skill, NAME shows skill in simulating the horizontal extent of the cloud for 12–17 d after the eruption where VCDs of SO2 (in Dobson units, DU) are above 1 DU. For SO2 VCDs above 20 DU, which are predominantly observed as small-scale features within the SO2 cloud, the model shows skill on the order of 2–4 d only. The lower skill for these high-SO2-VCD regions is partly explained by the model-simulated SO2 cloud in NAME being too diffuse compared to TROPOMI retrievals. Reducing the standard horizontal diffusion parameters used in NAME by a factor of 4 results in a slightly increased model skill during the first 5 d of the simulation, but on longer timescales the simulated SO2 cloud remains too diffuse when compared to TROPOMI measurements. The skill of NAME to simulate high SO2 VCDs and the temporal evolution of the NH-mean SO2 mass burden is dominated by the fraction of SO2 mass emitted into the lower stratosphere, which is uncertain for the 2019 Raikoke eruption. When emitting 0.9–1.1 Tg of SO2 into the lower stratosphere (11–18 km) and 0.4–0.7 Tg into the upper troposphere (8–11 km), the NAME simulations show a similar peak in SO2 mass burden to that derived from TROPOMI (1.4–1.6 Tg of SO2) with an average SO2 e-folding time of 14–15 d in the NH. Our work illustrates how the synergy between high-resolution satellite retrievals and dispersion models can identify potential limitations of dispersion models like NAME, which will ultimately help to improve dispersion modelling efforts of volcanic SO2 clouds.
Una película de Robert Flaherty, en la pampa, filmada por Sergei Eisenstein, para Victoria Ocampo, a espaldas de Waldo Frank
Authors: Oubiña David 
Published: July 2021

Victoria Ocampo meets Sergei Eisenstein in New York, in 1930. He is on his way to Hollywood where he plans to make a film and she is there to meet Waldo Frank and discuss the project of the journal Sur. Ocampo invites the filmmaker to come to Argentina make a film about the pampas. The aim of this article is to reconstruct the relationship between the writer and the filmmaker in order to support the hypothesis that we might identify some traces of that project in the film Eisenstein engages with when his trip to Argentina fails: ¡Que viva México!.
Afectividades y desplazamientos escriturales en la obra de Nona Fernández
Authors: Barrientos Mónica 
Published: July 2021

Nona Fernández's work has been catalogued within what is known as the "generation of the children" to refer to those narrations by authors who were children during the Chilean dictatorship. The work of the Chilean writer Nona Fernández will be analyzed to understand how the writing process, its relationship with the event and the processes of subjectivation of the characters, from a narrative perspective towards the autobiographical and autofictional genres, have been crossed by fiction to question the constructed certainties and the failures of memory. We will focus mainly on two works which have a thread of narratological and historical continuity, such as Space Invader (2013) and La dimensión desconocida (2016). Both works are related by the terrible events that happened during the Chilean dictatorship. Everything narrated in a cyclical time, like an unknown dimension, living in the present the horrors that we thought were past.
Both sides now: the fear-less exegesis
Authors: Cosgrove Shady , Scrivenor Hayley 
Published: July 2021

Fear is an overlooked aspect of the PhD experience, both for the creative writing doctoral candidate and the supervisor. The exegesis can be a source of fear precisely because of questions around what it is and what it should look like. Drawing on experiences on both sides of the supervisory relationship, this article proposes that clear structural models for the exegesis allow students to focus their efforts on the substance of the academic component of their research project. We also argue for the rewarding nature of a research project that engages both in practice-led research and critical scholarship. We propose that alternating between the exegesis and the creative project can yield surprising results for creative writers attempting a large-scale academic work for the first time