bluuebunny/crossref_metadata_2025_split huggingface dataset:
Влияние влажности на электроперенос протонпроводящих перовскитов AZr-=SUB=-0.95-=/SUB=-Sc-=SUB=-0.05-=/SUB=-O-=SUB=-3-alpha-=/SUB=- (A=Ca, Sr, Ba) в окислительной атмосфере
Authors: Балакирева В.Б. , Горелов В.П. , Дунюшкина Л.А. , Кузьмин А.В. 
Published: March 2019

AbstractThe total, bulk, and grain boundary conductivities of proton-conducting zirconates of general formula AZr_0.95Sc_0.05O_3 – α (AZS), where A = Ca, Sr, Ba, are measured in air with different humidity levels. The conductivity is measured using the four-probe dc method (600–900°C) and impedance spectroscopy (30–800°C). The impact of humid atmosphere on the total, bulk, and grain boundary conductivities of the AZS system is studied at different humidity levels: $${{p}_{{{{{\text{H}}}_{{\text{2}}}}{\text{O}}}}}$$ = 0.04, 0.61, and 2.5 kPa. Humidity is found to have a considerable effect on the conductivity of our CaZS and BaZS at lower temperatures, suggesting the likelihood of hydronium ion-mediated transport.
Теневая визуализация турбулентного обмена между вихревым кольцом и окружающей средой при различных плотностях жидкостей в вихре и вне его
Authors: Никулин В.В. 
Published: March 2019

AbstractThe turbulent exchange between a vortex ring and the environment was observed using shadowgraph imaging of the process when the density of the fluid inside and outside of the vortex is different. The characteristic distance of turbulent exchange traversed by the vortex is determined, and the dependence of this distance on the vortex velocity and the related Reynolds number is established.
Влияние образования силицидов на удельное сопротивление кремния
Authors: Умирзаков Б.Е. , Ташмухамедова Д.А. , Аллаярова Г.Х. , Содикжанов Ж.Ш. 
Published: March 2019

AbstractThe effect of the formation of thin films of nickel silicides on the migration of intrinsic p -type impurities in silicon was studied for the first time. It was found that bulk resistance $${{\rho }_{{v}}}$$ of a single Si crystal increases by a factor of 3–4 if a NiSi_2 film with thickness θ ≥ 50–100 Å forms on its surface. This is attributable to the migration of boron atoms toward the silicide film. The Si layer thickness enabling measurable boron migration was estimated at 800–1000 Å.
Diseño y transversalización del perfil genérico del estudiantado
Authors: Jiménez-Aragón Laura 
Published: March 2019

Ante las crecientes demandas de la sociedad sobre la necesidad de replantear la formación profesional, lo que implica volver la mirada hacia una formación en competencias genéricas, surge el objeto del presente artículo, el cual consiste en mostrar aquellos aspectos y elementos que deben considerarse para diseñar un perfil genérico como parte del perfil profesional del egresado, que además incluya la respectiva planificación metodológica-evaluativa para la transversalización de las habilidades genéricas que integran cada competencia. Entre las conclusiones, se destaca que los planes de estudio que incorporan el perfil genérico en sus propuestas formativas evidencian un avance hacia el cumplimiento de los estándares de calidad manejados a nivel internacional y nacional, requeridos por los organismos acreditadores, además de que el egresado poseerá capacidades que le harán competente y competitivo, porque en una sociedad donde las demandas se están reformulando constantemente las competencias genéricas son altamente valoradas.
Korpuslingvistiikka kohtaa historiantutkimuksen
Authors: Kanner Antti 
Published: March 2019

Arvioitu teos:
Anthony McEnery & Helen Baker: Corpus linguistics and 17th-century prostitution. Computational linguistics and history. Research in Corpus and Discourse. Lontoo: Bloomsbury 2017. 257 s. isbn 978-1-4725-0609-2.
Suunvuoro
Authors: Lappalainen Hanna , Virtanen Mikko T. 
Published: March 2019

Tässä numerossa tarkastelun kohteena ovat paitsi erilaisten suomen kielen ilmiöiden käyttö myös niiden kuvaustavat ja käytön mittaamisen menetelmät. Hannele Forsberg analysoi artikkelissaan paheksuntaimperatiiviksi nimeämäänsä kiteytynyttä rakennetta. Mari Hongon, Scott Jarvisin ja Seppo Vainion kiinnostus kohdistuu leksikaalisen diversiteetin arviointiin, ja Kristiina Lierin tapaustutkimus käsittelee kaksikielisten nuorten verbien käyttöä. Tapani Kelomäki puolestaan tarkastelee suomen passiivin olemusta ja kuvaustapoja suhteuttaen niitä yleislingvistiseen passiivitutkimukseen.
Havaintoja ja keskustelua -osasto osoittaa jälleen, että Virittäjää luetaan tarkasti. Viime aikoina erityisesti kirja-arviot ovat herättäneet keskustelua. Jos arvioinnin kohteena on oma teos ja jos tekijä kokee, ettei arvio tee teokselle oikeutta tai että arviossa on selviä virheitä, harmistukselta ei voi välttyä. Tällöin on hyvä muistaa, että tällaisten kohtien taustalla on todennäköisesti tahaton väärinymmärrys, erilainen näkökulma tai inhimillinen huolimattomuus, ei tahallinen vääristely. Tämä ei tietenkään poista arvioijan vastuuta: kirjoituksen faktat on syytä tarkistaa huolellisesti, ja mahdolliset kriittiset kommentit kannattaa muotoilla harkiten. Arvioitavan teoksen sisältöä koskevat huomiot jäävät väistämättä kirjoittajan vastuulle, sillä toimitus ei pysty perehtymään kaikkiin esiteltyihin teoksiin. Toivomme kuitenkin, ettei kirjoituskynnys nousisi liian korkeaksi ja että myös esimerkiksi jatko-opiskelijat edelleen tarjoaisivat aktiivisesti kirjoituksia kirjallisuusosastoon. Kokemattomampi kirjoittaja voi hyvin keskittyä teoksen esittelyyn ja jättää kriittisen arvioinnin vähemmälle.
Keskustelu on edelleen tervetullutta, kunhan se pysyy sävyltään rakentavana ja keskittyy asioihin eikä ihmisiin. Koska todennäköisesti jokaisesta arviosta (artikkeleista puhumattakaan) löytyy jokin yksityiskohta, johon voi tarttua, jatkossa julkaisemme vain sellaisia puheenvuoroja, jotka tarjoavat aiheeseen selvästi jonkin uuden tai syventävän näkökulman – pelkän oikaisun sijasta. Parhaimmillaan keskustelu voi viedä tutkimusta eteenpäin ja syventää käsitystämme esimerkiksi siitä, millaisia merkityksiä käsitteillä voi olla eri tutkimusperinteissä, miten eri menetelmiä voi soveltaa ja miten kielestä kannattaa kirjoittaa erilaisille kohderyhmille.
Keskustelua voi ja kannattaa käydä myös kasvotusten. Tähän on tilaisuus esimerkiksi Suomen tiedekustantajien liiton järjestämällä Tiedon tähden -nimisellä tiedelehtien esittelykiertueella, jolle Virittäjäkin osallistuu mahdollisuuksien mukaan. Toivomme tapaavamme sen yhteydessä lehden lukijoita ja kirjoittajia. Päivitämme tietoa aikataulusta Facebook-sivullemme.
Virittäjän toimituksessa on tapahtunut muutoksia. Syksystä 2017 toimitussihteerinä toiminut Henna Leskelä on siirtynyt Kotimaisten kielten keskukseen kielenhuoltajaksi, ja hänen työtään jatkaa Markus Lakaniemi. Toimitus kiittää lämpimästi Hennaa hyvästä yhteistyöstä ja merkittävästä työpanoksesta Virittäjän hyväksi.
ONLINE LEARNING: NEW MODELS FOR LEADERSHIP AND ORGANIZATION IN HIGHER EDUCATION
Authors: Otte George 
Published: March 2019

Online learning is now reaching the core, helping to transform higher education and moving beyond isolated efforts to pervasive influence and change. The dichotomy of distance learning vs. campus-based education has broken down, and forward-looking senior administrators have embraced new approaches to education that contain the elements of successful online education while cultivating the community-building and branding of site-based education, particularly to promote enriched faculty and program development. Rather than being isolated in a distance learning task force or continuing education program, the conversations about online learning now occur—or need to occur—at the executive level and throughout other levels and structures.
INSURING THE NATION’S DESTINY: REDUCING THE DIGITAL DIVIDE
Authors: Booth William 
Published: March 2019

“Closing the digital divide is a national challenge among historically black colleges and universities (HBCUs),” writes White examining the state of information technology readiness of five four-year HBCUs in the Commonwealth of Virginia. The inequalities created by the digital divide have the potential of undermining the effort of HBCUs in educating an “African American workforce capable of fully participating in a global information economy”.The National Association for Equal Opportunity in Higher Education (NAFEO), a nonprofit Black college association representing the interests of HBCUs in its HBCU Technology Assessment Study (TAS) produced the most comprehensive report of its kind in assessing the computing resources, networking, and connectivity of the Historic Black Colleges and University serves as the primary source for this narrative.
THE METHOD (AND MADNESS) OF EVALUATING ONLINE DISCUSSIONS
Authors: Meyer Katrina A. 
Published: March 2019

In addressing how to evaluate online discussions, this paper will describe several concepts, tools, or frameworks that have been used in evaluations and discuss differences in approach based on instructor purpose, be it research, assessment, or learning. Then several common problems are described, including use of content analysis, identification of latent content, inadequate training of coders, lack of reliability, and choosing the correct unit of analysis. Two examples are provided of coding decisions made on portions of student discussions; these examples use two different frameworks to elucidate the process and its difficulties. Conclusions focus on the importance of following standard good research or assessment practice and preparing for a time-consuming and often frustrating coding process.
The Efficiency of Telelearning
Authors: Moonen Jef 
Published: March 2019

Telelearning relates to "making connections among people and resources, via communication technologies, for learning-related purposes". Telelearning as a general term includes asynchronous learning activities; in all cases efficiency is an important construct. Efficiency is defined as the relation between costs and effects/quality. An educational system is said to be "efficient" when an optimum balance is found between minimizing the costs and maximizing the effects/quality. This balance is often difficult to obtain, for an example, when the opportunity for direct contact between tutor and tutee through telecommunications facilities can lead not only to beneficial learning and social effects but also to a large amount of messages and a huge time investment by tutors/tutees, leading to an uncontrollable rise in costs. Measuring the effect/quality of telelearning has its own methodological problems and therefore it is difficult to come up with viable and reliable data. How to deal with the efficiency problem is illustrated in the article based upon literature research and data from a recent project executed in the context of the telematics research program of the European Union.
Developing an Asynchronous Course Model at a Large, Urban University
Authors: Picciano Anthony G. 
Published: March 2019

In Spring 1997, Hunter College offered the first asynchronous learning course in the City University of New York (CUNY), the largest urban university system in the United States enrolling 200,000 students in undergraduate and graduate programs. This graduate course, entitled Administration and Supervision of the Public Schools - The Principalship, was offered in theDivision of Programs in Education. Funded by the Alfred P. Sloan Foundation, this course was intended to serve as a model for other courses at Hunter College and CUNY.While many colleges have begun to offer asynchronous learning courses, the model presented here may be of special interest since it takes into consideration several variables of importance in large urban environments. First, all of the students in this course were adult, part-time students who delicately balance studies, careers, and families in their daily lives. In this respect, theyrepresented a typical urban commuter population that would benefit from the convenience of asynchronous learning. Second, all of the students were commuter students who participated in the course via equipment located in their homes and offices. As a result, the model had to accept a wide variety of on-line services as the means of participation. Third, these students did not possess extensive technical skills and in terms of expertise could be classified as new to intermediate. This required that the model employ simple software interfaces that would minimize student frustration due to technical difficulties. Lastly, all of these students already had earned masters degrees and were teachers in the New York City metropolitan area. As experienced teachers, they are attuned to pedagogy and could provide valuable insight into an evaluation of the instructional components of the model.The purpose of this paper is to share the results of student evaluation of the instructional components of an asynchronous model that might be beneficial to others who are considering using this technology in similar environments.
The Use of Asynchronous Learning Networks in Nutrition Education: Student Attitude, Experiences and Performance
Authors: Shaw Graham Paul , Pieter Willy 
Published: March 2019

In this study a change in teaching strategy to involve a greater emphasis on asynchronous learning networks (ALNs) was implemented and the views of students (n=51) to this change were evaluated through responses to an online questionnaire. In response to Likert-type questions the majority of students demonstrated a positive view of this new model. Sixty-one percent of students felt that other types of online material would benefit the learning process and 80 % would recommend this module to a friend. Students acknowledged that the use of ALN-supported learning made the material easierto understand (52%), the lecturer more accessible (66%) and enabled them to take a more active role in the learning process (55%). Though only 10% of students utilized the asynchronous newsgroup more than 5 times, 77% found reading the contributions of others useful. Contrary to this 76% preferred the more familiar lecturebased environment for subject delivery. In response to open-ended questions students’ views were more reserved and highlighted a range of problems such as inadequate infrastructure, unreliable computers, and poor access to the online material as well as resistance to a new teaching paradigm. Student performance was influenced by age and contribution to the newsgroup. Those who were younger had a lower grade (47.8 ? 15.8) than those who were older (52.0 ? 11.4). Students with higher grades (56.2 ? 10.3) contributed to the newsgroup while students with lower grades (45.7 ?12.5) did not. Based on these observations, it is apparent that students do appreciate the advantages of ALNsupported learning though for a shift toward this model to be effective problems of access and system failure must be resolved. Implications for future ALN-based modules are discussed.
Online Education to Develop Complex Reasoning Skills in Organic Chemistry
Authors: Shapley Patricia 
Published: March 2019

Chemistry 331 is an upper level organic chemistry course for students interested in health-related careers with an enrollment of approximately 150 students per semester. It assumes that students have a basic knowledge of organic chemistry principles and concepts and it builds on this base with advanced concepts in organic synthesis, mechanism of reactions, and spectroscopy with a biological perspective. Three years ago we moved to an online format to better serve the needs of students with disparate backgrounds and to help them master the concepts and applications of organic chemistry at an advanced level. The course includes online lectures with embedded problems, computer-graded quizzes, and online discussion sections. he exams are in the standard format and are proctored on campus or in off-campus testing centers. The format of the course increases flexibility for the students, increases interaction among students and between students and faculty, and improves student performance on examinations that require complex reasoning skills.
COST, ACCESS, AND QUALITY IN ONLINE NURSING AND ALLIED HEALTH PROFESSIONS
Authors: Wright Tracy , Thompson Linda 
Published: March 2019

Northwest Technical College researched, planned for, and has successfully implemented a unique delivery of its Practical Nursing Program through the use of Internet technology. This Distance Practical Nursing exploratory paper presents a historical overview of the program, assesses job market needs in the field of nursing, evaluates use of varying delivery methodologies, outlines program successes, and identifies barriers to distance delivery of this health curriculum. The essential components of quality, access, and cost are highlighted and related to the unique challenges they present in the field of distance education.
DOMINANT OR DIFFERENT? GENDER ISSUES IN COMPUTER SUPPORTED LEARNING
Authors: Gunn Cathy 
Published: March 2019

A significant increase in the use of computer-supported learning (CSL) within schools and universities across the world gives rise to concern about gender-related differences in performance and interaction style in these environments. Research has shown that initial perceptions of CSL environments as democratic and offering equal opportunities to all students were flawed because interactions that take place through electronic channels lose none of the socio-cultural complexity or gender imbalance that exists within society. Much of the recent literature states that women are disadvantaged because of inferior levels of access and technology literacy and dominant male behavior. However, the assumption that difference implies disadvantage is challenged by evidence that variable factors such as professed confidence and apparently dominant interaction styles do not necessarily lead to better educational opportunity and performance. This paper contains a summary of gender-related issues identified by international research and academic practice together with supportive case study examples. The conclusion is that women often perform better than men despite the observable differences in interaction style.
DOES ONE SIZE FIT ALL? EXPLORING ASYNCHRONOUS LEARNING IN A MULTICULTURAL ENVIRONMENT
Authors: Morse Ken 
Published: March 2019

Computer-mediated classrooms coupled with heightened emphasis on removing geographic limitations have led to growing dependence on asynchronous learning networks as a delivery medium. An increasingly robust body of literature suggests both positive and negative implications of knowledge delivery using this medium. However, much less is known about the implications of this delivery method relative to the cultural differences which exist in a geographically limitless environment. Exploratory research from a graduate level course was used to ascertain some of the basic cross cultural issues which may be relevant in this environment. Using cultural context as a separator, twenty four participants evenly split between low context participants and high context participants were polled regarding their experience in the course. The poll addressed a number of key issues finding increasing frequency in the asynchronous learning network literature. Results confirm some of the published benefits as touted in the literature, but identify an additional set of issues for further research and evaluation.
ASYNCHRONOUS DISCUSSION IN SUPPORT OF MEDICAL EDUCATION
Authors: Oliver Martin , Shaw Graham P. 
Published: March 2019

Although the potential of asynchronous discussion to support learning is widely recognized, student engagement remains problematic. Often, for example, students simply refuse to participate. Consequently the rich promise of asynchronous learning networks for supporting students’ learning can prove hard to achieve.After reviewing strategies for encouraging student participation in discussions in Asynchronous Learning Networks (ALN), we present a study that investigates how these strategies influenced students’ perceptions and use of the discussion area. We identify and explore factors that encouraged and inhibited student participation in asynchronous discussion, and evaluate student postings to an asynchronous discussion group by content analysis.The results question received wisdom about some of the pedagogic techniques advocated in the literature.Instead, results support the view that the major factors for stimulating student participation in asynchronous discussion are tutor enthusiasm and expertise. It appears that the tutor may be the root cause of engagement in discussions, an important conclusion, given that to date, the tutor’s role has remained relatively unexamined. We also note that participation in asynchronous discussion is inhibited when students allocate a low priority to participation, as may occur when participation is not assessed.Content analysis of an asynchronous discussion in this study reveals that contributions were not strongly interactive and that students were simply ‘playing the game’ of assessment, making postings that earned marks but rarely contributing otherwise. Thus the use of assessment to encourage students’ contributions appears to be only a superficial success; it seems likely that giving credit for postings changes behavior without necessarily improving learning. This finding has significant implications for curriculum design.
DIFFERENCES IN LEARNING OUTCOMES FOR THE ONLINE AND F2F VERSIONS OF “AN INTRODUCTION TO SHAKESPEARE”
Authors: Koory Mary Ann 
Published: March 2019

The same course in both an online and on-campus environment makes for an extended experimental comparison of learning outcomes, while controlling for two important variables: the instructor and the content of the course Students learn course content through four kinds of encounters—alone, one-to-one, one-to many, and many-to many.The online version of “Introduction to Shakespeare” course has consistently better learning outcomes than the on-campus version, as a result of the compelling nature of the one-to-one communication mode online and the textual nature of the many-to-many and one-to-many modes online. Text-based communication in the online class reinforces the skills pertinent to a literature class. Other crucial factors are online pedagogy and the self-selection. Ultimately, the differences between the online and F2F classrooms may be less crucial to learning outcomes than the degree to which the course design, regardless of technological environment, develops and supports students’ abilities to practice adult learning styles.