bluuebunny/crossref_metadata_2025_split huggingface dataset:
Estimation of the dilution field near a marine outfall by using effluent turbidity as an environmental tracer and comparison with dye tracer data
Authors: Pecly José Otavio Goulart 
Published: October 2017

Abstract
The alternative use of effluent turbidity to determine the dilution field of a domestic marine outfall located off the city of Rio de Janeiro was evaluated through field work comprising fluorescent dye tracer injection and tracking with simultaneous monitoring of sea water turbidity. A preliminary laboratory assessment was carried out with a sample of the outfall effluent whose turbidity was measured by the nephelometric method before and during a serial dilution process. During the field campaign, the dye tracer was monitored with field fluorometers and the turbidity was observed with an optical backscattering sensor interfaced to an OEM data acquisition system. About 4,000 samples were gathered, covering an area of 3 km × 3 km near the outfall diffusers. At the far field – where a drift towards the coastline was observed – the effluent plume was adequately labeled by the dye tracer. The turbidity plume was biased due to the high and variable background turbidity of sea water. After processing the turbidity dataset with a baseline detrending method, the plume presented high correlation with the dye tracer plume drawn on the near dilution field. However, dye tracer remains more robust than effluent turbidity.
The Impact of Seasonal Affective Disorder on Financial Analysts
Authors: Lo Kin , Wu Serena Shuo 
Published: October 2017

ABSTRACT
We examine the impact of Seasonal Affective Disorder (SAD) on financial analysts. We hypothesize and find that analysts are more pessimistic, less precise, and more asymmetric in their boldness in the fall, as indicated by their forecasts of quarterly earnings. The effects are apparent in all forecast horizons analyzed and robust across multiple specifications. Importantly, pessimism in fall forecast revisions shows analyst-specific persistence, providing a strong indication that the effect is a result of SAD rather than other coincident factors. We also find evidence of a reversal in pessimism in the spring. Additional analyses show that analyst forecasts exhibit less seasonality than equity returns, and that the presence of analyst forecasts in the fall is associated with attenuation in the seasonal pattern in stock returns. Overall, the evidence suggests that SAD affects both financial analysts and equity investors, but the effect on the latter is stronger.
JEL Classifications: G11; G12; G14; G41; M41.
Data Availability: Data are available from public sources cited in the text.
Cloud Computing Security: An Investigation into the Security Issues and Challenges Associated with Cloud Computing, for both Data Storage and Virtual Applications
Authors: Ali Hamisu Alhaji 
Published: October 2017

In recent years, cloud computing has developed from the promising business concept that it used to be, to one of Information Technology (IT) industry's most developing section. Now that the world economy was hit by recession, the victims of this tragedy continually understand that by just outsourcing or tapping the cloud resources, a package of virtualise, elastic, instant on-demand provision, and scalable; infrastructure, platform, and software can be access fast and easy inform of services at a negligible amount via the internet. However, as individuals and organizations embarked on the course of deploying their information and data into the cloud, anxieties are beginning to develop on whether the cloud environment is safe. This research provides an overview of the cloud deployment model, the services they offer and discusses the security issues and challenges of cloud computing in both data storage and virtual applications/servers.
The Normative Significance of Self
Authors: Dorsey Dale 
Published: October 2017

A number of recent (and not so recent) works in the metaethics of practical rationality have suggested that features of a person’s character, commitments, projects, practical identities and social roles have important normative consequences. For instance, I might commit to caring for a loved one, or I might become an artist, or take on the role of father to a child. In each case, it seems right to say that the normative landscape I face has been altered by this new fact – to put them under one general heading, the new fact about my self. In this paper, I explore the normative significance of self and how best it is to be understood. Typically, views that posit the normative significance of self hold that the content of one’s self can create practical reasons to behave in particular ways. For instance, if I become a father, this means that there are additional reasons to care for my child than there were prior to this fact of self. I argue, however, that this suggestion cannot be plausibly sustained – facts of self do not give rise to practical reasons. I show that, while there are two ways that facts of self might give rise to or create new practical reasons, both succumb to very serious problems.
However, or so I also argue, we can salvage the normative significance of self via an alternative mechanism. Facts of self, such as the fact that one is an artist or a father, do not create new reasons. Rather, they strengthen certain pre-existing reasons, viz., those reasons to which I am especially susceptible given this fact of self.
Self-Evidence and Disagreement in Ethics
Authors: Fanselow Ryan 
Published: October 2017

Moral epistemology, like general epistemology, faces a regress problem. Suppose someone demands to know why I am justified in holding a moral belief. In a typical case, I will respond by citing a further moral belief that justifies it. A regress arises because, in order for this further belief to justify anything, it too must be justified. According to a traditional position in moral epistemology, moral foundationalism, the regress comes to an end with some moral beliefs. Moral foundationalism is an attractive position because it promises to answer the regress problem. However, it inherits the burden of explaining why some moral beliefs have a particular privileged epistemic position – that is, why these beliefs are justified without requiring inferential support from other beliefs. The standard answer to this question is to insist that some moral beliefs have as their content propositions that are self-evident.
A common way of resisting moral foundationalism is to argue from the fact of moral disagreement to the claim that no moral proposition is self-evident. I argue that while a simple version of this argument fails, this argument can be developed in such a way that it poses serious difficulties for moral foundationalism. I develop this argument by drawing on recent work in epistemology on the nature of our epistemic burdens in the face of peer disagreement. I then suggest that even if this argument does show that moral foundationalism fails, it need not have skeptical implications so long as coherentism remains a viable option in moral epistemology. Finally, I claim that this argument has implications for normative ethics. Namely, it rules out a position advocated by Peter Singer in his early work and indirectly supports the method of reflective equilibrium.
Objectivism and Prospectivism About Rightness
Authors: Mason Elinor 
Published: October 2017

In this paper I present a new argument for prospectivism: the view that, for a consequentialist, rightness depends on what is prospectively best rather than what would actually be best. Prospective bestness depends on the agent’s epistemic position, though exactly how that works is not straightforward. I clarify various possible versions of prospectivism, which differ in how far they go in relativizing to the agent’s limitations. My argument for prospectivism is an argument for moderately objective prospectivism, according to which the right thing to do is what would make sense given reasonable beliefs, reasonable probability estimates and a reasonable understanding of value.
My argument is an argument for this form of prospectivism over objectivism. Arguments about prospectivism and objectivism usually use an example with the following form: an agent has a choice between options – one she knows would be acceptable, while the other could either be catastrophic or very good. Objectivists argue that the right thing to do is what would in fact be best (though the agent cannot know which option that is) while prospectivists argue that the agent’s ignorance is relevant, and the right thing to do is to compromise. The question is how we should understand the underlying argument. It is not about action guidance. Moderately objective prospectivism is not action guiding, because an actual agent may not have access to reasonable beliefs, probability estimates and so on. Another common argument is that the objective notion is the primary one. I show that there are no good grounds for this claim.
My argument uses the distinction between rightness and goodness to show that a consequentialist theory, that bases rightness on goodness, should take into account how much goodness is at stake. Crucially, potential losses as well as gains are relevant. So long as goodness, rather than rightness, is in the driving seat, we should not be “bestness fetishists.” As the name suggest, this would be an irrational privileging of the best option. This argument does not apply to pure deontology: a pure deontology does not use the notion of goodness at all, and so there is nothing to compromise with. If the agent does not know what is right, there is nothing further to say.
I end by arguing against a recent strategy that aims to show that although objectivism is true (the right option is the best one), we should sometimes do what is wrong (i.e. what is prospectively best). I argue that insofar as this is correct, it is simply prospectivism with awkward terminology.
The Use of Computer Simulation to Compare Student performance in Traditional versus Distance Learning Environments
Authors: Guy Retta , Lownes-Jackson Millicent 
Published: October 2017

[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] Simulations have been shown to be an effective tool in traditional learning environments; however, as distance learning grows in popularity, the need to examine simulation effectiveness in this environment has become paramount. A casual-comparative design was chosen for this study to determine whether students using a computer-based instructional simulation in hybrid and fully online environments learned better than traditional classroom learners. The study spans a period of 6 years beginning fall 2008 through spring 2014. The population studied was 281 undergraduate business students self-enrolled in the 200-level microcomputer application course. The overall results support previous studies in that computer simulations are most effective when used as a supplement to face-to-face lectures and in hybrid environments.
Requirements Elicitation Problems: A Literature Analysis
Authors: Davey Bill , R. Parker Kevin 
Published: October 2017

[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] Requirements elicitation is the process through which analysts determine the software requirements of stakeholders. Requirements elicitation is seldom well done, and an inaccurate or incomplete understanding of user requirements has led to the downfall of many software projects. This paper proposes a classification of problem types that occur in requirements elicitation. The classification has been derived from a literature analysis. Papers reporting on techniques for improving requirements elicitation practice were examined for the problem the technique was designed to address. In each classification the most recent or prominent techniques for ameliorating the problems are presented. The classification allows the requirements engineer to be sensitive to problems as they arise and the educator to structure delivery of requirements elicitation training.
Learning by Doing: How to Develop a Cross-Platform Web App
Authors: Q. Huynh Minh , Ghimire Prashant 
Published: October 2017

As mobile devices become prevalent, there is always a need for apps. How hard is it to develop an app especially a cross-platform app? The paper shares an experience in a project involved the development of a student services web app that can be run on cross-platform mobile devices. The paper first describes the background of the project, the clients, and the proposed solution. Then, it focuses on the step-by-step development processes and provides the illustration of written codes and techniques used. The goal is for readers to gain an understanding on how to develop a mobile-friendly web app. The paper concludes with teaching implications and offers thoughts for further development.
Making Sense of the Information Seeking Process of Undergraduates in a Specialised University: Revelations from Dialogue Journaling on WhatsApp Messenger
Authors: E Krubu Dorcas , Zinn Sandy , C Hart Genevieve 
Published: October 2017

Aim/Purpose: The research work investigated the information seeking process of undergraduates in a specialised university in Nigeria, in the course of a group assignment.

Background:	Kuhlthau’s Information Search Process (ISP) model is used as lens to reveal how students interact with information in the affective, cognitive and physical realms.

Methodology: Qualitative research methods were employed. The entire seventy-seven third year students in the Department of Petroleum and Natural Gas and their course lecturer were the participants. Group assignment question was analysed using Bloom’s Taxonomy while the information seeking process of the students was garnered through dialogue journaling on WhatsApp Messenger.

Contribution: The research explicates how students’ information seeking behaviour can be captured beyond the four walls of a classroom by using a Web 2.0 tool such as WhatsApp Messenger.

Findings: The apparent level of uncertainty, optimism, and confusion/doubt common in the initiation, selection, and exploration phases of the ISP model and low confidence levels were not markedly evident in the students. Consequently, Kuhlthau’s ISP model could not be applied in its entirety to the study’s particular context of teaching and learning due to the nature of the assignment.

Recommendations for Practitioners: The study recommends that the Academic Planning Unit (APU) should set a benchmark for all faculties and, by extension, the departments in terms of the type/scope and number of assignments per semester, including learning outcomes.

Recommendation for Researchers:	Where elements of a guided approach to learning are missing, Kuhlthau’s ISP may not be employed. Therefore, alternative theory, such as Theory of Change could explain the poor quality of education and the type of intervention that could enhance students’ learning.

Impact on Society: The ability to use emerging technologies is a form of literacy that is required by the 21st century work place. Hence, the study demonstrates students’ adaptation to emerging technology.

Future Research: The study is limited to only one case site. It would be more helpful to the Nigerian society to have this study extended to other universities for the purpose of generalisation and appropriate intervention.
The Impact of Hands-On Simulation Laboratories on Teaching of Wireless Communications
Authors: Chou Te-Shun , Vanderbye Aaron 
Published: October 2017

Aim/Purpose: To prepare students with both theoretical knowledge and practical skills in the field of wireless communications.

Background:	Teaching wireless communications and networking is not an easy task because it involves broad subjects and abstract content.

Methodology: A pedagogical method that combined lectures, labs, assignments, exams, and readings was applied in a course of wireless communications.

Contribution: Five wireless networking labs, related to wireless local networks, wireless security, and wireless sensor networks, were developed for students to complete all of the required hands-on lab activities.

Findings: Both development and implementation of the labs achieved a successful outcome and provided students with a very effective learning experience. Students expressed that they had a better understanding of different wireless network technologies after finishing the labs.

Recommendations for Practitioners: Detailed instructional lab manuals should be developed so that students can carry out hands-on activities in a step-by-step fashion.

Recommendation for Researchers:	Hands-on lab exercises can not only help students understand the abstract technical terms in a meaningful way, but also provide them with hands-on learning experience in terms of wireless network configuration, implementation, and evaluation.

Impact on Society: With the help of a wireless network simulator, students have successfully enhanced their practical skills and it would benefit them should they decide to pursue a career in wireless network design or implementation.

Future Research:	Continuous revision of the labs will be made according to the feedback from students. Based on the experience, more wireless networking labs and network issues could be studied in the future.
Teachers’ Readiness to Implement Digital Curriculum in Kuwaiti Schools
Authors: Mubarak Al-Awidi Hamed , M Aldhafeeri Fayiz 
Published: October 2017

Aim/Purpose: The goal of this study was to investigate how Kuwaiti teachers perceive their own readiness to implement digital curriculum in public schools, and the factors that affect Kuwaiti teachers’ readiness to implement digital curriculum from their perspectives.

Background:	In order to shift from the traditional instructional materials to digital and more innovative resources, teachers have to be prepared for the transformational curriculum. Teachers need to acquire all the technical and pedagogical skills that enable them to integrate digital technology effectively and efficiently into the school curriculum.

Methodology	: Using a mixed-method research methodology, a random sample of 532 teachers participated in an online survey to determine the level of their readiness. In addition, semi-structured interviews were conducted with a sub sample of the participants (21) to explore the factors that affect their readiness. The researchers developed and implemented a technology readiness survey in two domains (technical and pedagogical).

Contribution: The study demonstrated that Kuwaiti teachers were not highly ready to im-plement the digital curriculum, and some issues should be considered to ensure the digital curriculum is effectively implemented.
Findings	Teachers are moderately ready for implementation of the digital curriculum in both components of readiness (technical and pedagogical). Teachers identified some factors that that hinder their readiness. These factors are related to time constraints, knowledge and skills, infrastructure, and technical support.

Recommendations for Practitioners: This paper will guide curriculum decision makers to find the best ways to help and support teachers to effectively implement the digital.

Future Research: Follow up studies may examine the effectiveness of teacher education pro-grams in preparing students teachers to implement the digital curriculum, and the role of education decision makers in facilitating the implementation of the digital curriculum.
Conceptualising Doctoral Writing as an Affective-political Practice
Authors: Burford James 
Published: October 2017

Aim/Purpose: This article offers a conceptual summary and critique of existing literature on doctoral writing and emotion. The article seeks to intervene in current debates about doctoral writing by re-positioning it as an affective-political practice

Background:	Over recent decades public interest in the doctorate has expanded as it has become re-framed as a key component of national success in the global knowledge economy. It is within this context that the practice of doctoral writing has crystallised as an object of interest. While researchers have examined the increased regulation, surveillance, and intensification of doctoral writing, often this work is motivated to develop pedagogies that support students to meet these new expectations. At this point, there has been limited attention to what broad changes to the meanings and practices of doctoral writing feel like for students.

Methodology: The paper offers a conceptual review that examines the ways in which doctoral writing tends to be understood. A review of literature in the areas of doctoral writing, doctoral emotion, and critical studies of academic labour was undertaken in order to produce a more comprehensive understanding of the political and emotional dynamics of doctoral writing.

Contribution: It is intended that this conceptual research paper help researchers attend to the emotional context of doctoral writing in the current university context. Critical studies of academic work and life are identified as a possible platform for the development of future doctoral education research, and the conceptual tool of “affective-politics” is advanced as a novel frame for approaching doctoral writing research.
Assessing the Affordances of SimReal+ and their Applicability to Support the Learning of Mathematics in Teacher Education
Authors: Hadjerrouit Said 
Published: October 2017

Aim/Purpose: Assess the affordances and constraints of SimReal+ in teacher education
Background	There is a huge interest in visualizations in mathematics education, but there is little empirical support for their use in educational settings

Methodology: Single case study with 22 participants from one class in teacher education. Quantitative and qualitative methods to collect students’ responses to a survey questionnaire and open-ended questions

Contribution: The paper contributes to the understanding of affordances and constraints of visualization tools in mathematics education

Findings: The visualization tool SimReal+ has potential for learning mathematics in teacher education, but the user interface should be improved to make it more usable for different users. Teachers need to consider technological and pedagogical affordances of SimReal+ at the student, classroom, and mathematics subject level

Recommendations for Practitioners: Address technological and pedagogical affordances of SimReal+

Recommendation for Researchers:	Improve the design of SimReal+ to make it technologically and pedagogically more usable

Impact on Society: Understand the affordances and constraints of visualization tools in education

Future Research: Implement a next cycle of experimentation with SimReal+ in teacher education to ensure more validity and reliability