bluuebunny/crossref_metadata_2025_split huggingface dataset:
PROBLEMS OF COMPETITIVENESS IN THE MARKET OF PUBLIC CATERING SERVICES OF SAINT PETERSBURG
Authors: Печерица Елена , Pecheritsa Elena , ПОПОВА Татьяна , Tatiana O. POPOVA Tatiana , ТЕСТИНА Яна , TESTINA Jana , КУЧУМОВ Артур , KUCHUMOV Artur 
Published: October 2017

The article examines the market of public catering services in St. Petersburg. The authors considers competitiveness factors actual for catering enterprises, such as menu, bar, fast and highquality service, quality of meals and drinks, finishing with the service and cleanliness of the hall, the price level, the staff, the concept and design of the restaurant, the presence of an entertainment program, PR and marketing, the availability of parking, the location of the public catering enterprise. Examples of the most successful enterprises are given. The authors identify the types of public catering establishments in St. Petersburg that are currently in high demand. The main characteristics of these types are presented.
The article identifies the main problems existing at the market of public catering services, among which there are following: unstable financial and economic situation, introduction of sanctions, a decline in the tourist flow to the country, insufficient number of qualified personnel, narrow specialization of catering enterprises, increase in the number of competitive bars. The authors offer their recommendations on the solution of the identified problems: import substitution of sanctions products, training of their personnel, attracting the maximum number of tourists.
In conclusion, the authors note that the competitive advantage of public catering is not something stable, constantly guaranteeing success and the flow of customers. Considering the high circulation of competitors in the restaurant market, the competitive advantage of the restaurant can easily be lost. No matter how successful and fashionable the project was at the opening, the management of the restaurant must constantly be on its toes and work on such indicators as personnel, quality, service, advertising, in order to the effective work of the institution.
Desire Satisfactionism and the Problem of Irrelevant Desires
Authors: Lukas Mark 
Published: October 2017

Desire-satisfaction theories about welfare come in two main varieties: unrestricted and restricted. Both varieties hold that a person's welfare is determined entirely by the satisfactions and frustrations of his desires. But while the restricted theories count only some of a person’s desires as relevant to his well-being, the unrestricted theories count all of his desires as relevant. Because unrestricted theories count all desires as relevant they are vulnerable to a wide variety of counterexamples involving desires that seem obviously irrelevant. Derek Parfit offers a well-known example involving a stranger afflicted with what seems to be a fatal disease. Similar examples are offered by Thomas Scanlon, James Griffin, Shelly Kagan, and others.
In this paper I defend a simple unrestricted desire-based theory of welfare from the claim that some of our desires are irrelevant to how well our lives go. I begin by introducing the theory I aim to defend. I then formulate the Irrelevant-Desires Problem and reject a few rationales for its key premise. I then consider and reject a few flawed responses to the problem. I finally offer an obvious but widely overlooked response: I bite the bullet. My overall goal is to dissuade those sympathetic to a desire-based approach to welfare from rejecting unrestricted forms of desire satisfactionism simply because some desires may seem irrelevant to how well our lives go.
The Humean Theory of Practical Irrationality
Authors: Sinhababu Neil 
Published: October 2017

Christine Korsgaard has argued that Humean views about action and practical rationality jointly imply the impossibility of irrational action. According to the Humean theory of action, agents do what maximizes expected desire-satisfaction. According to the Humean theory of rationality, it is rational for agents to do what maximizes expected desire-satisfaction. Thus Humeans are committed to the impossibility of practical irrationality – an unacceptable consequence.
I respond by developing Humean views to explain how we can act irrationally. Humeans about action should consider the immediate motivational forces produced by an agent's desires. Humeans about rationality should consider the agent's dispositional desire strengths. When (for example) vivid sensory or imaginative experiences of desired things cause some of our desires to produce motivational force disproportional to their dispositional strength, we may act in ways that do not maximize expected desire-satisfaction, thus acting irrationally. I argue that this way of developing Humean views is true to the best reasons for holding them.
Learning English Vocabulary in a Mobile Assisted Language Learning (MALL) Environment: A Sociocultural Study of Migrant Women
Authors: Sila Ahmad Kham , Sudweeks Fay , Armarego Jocelyn 
Published: October 2017

This paper reports on a case study of a group of six non-native English speaking migrant women’s experiences learning English vocabulary in a mobile assisted language learning (MALL) environment at a small community centre in Western Australia. A sociocultural approach to learning vocabulary was adopted in designing the MALL lessons that the women undertook. The women provided demographic information, responded to questions in a pre-MALL semi-structured interview, attended the MALL lessons, and completed a post-MALL semi-structured interview. This study explores the sociocultural factors that affect migrant women’s language learning in general, and vocabulary in particular. The women’s responses to MALL lessons and using the tablet reveal a positive effect in their vocabulary learning.

A revised version of this paper was published in Interdisciplinary Journal of e-Skills and Life Long Learning
Volume 11, 2015
The Use of Graphics to Communicate Findings of Longitudinal Data in Design-Based Research
Authors: Francis Krista , Jacobsen Michele , Friesen Sharon 
Published: October 2017

Visuals and graphics have been used for communicating complex ideas since 1786 when William Playfair first invented the line graph and bar chart. Graphs and charts are useful for interpretation and making sense of data. For instance, John Snow’s scatter plot helped pinpoint the source of a cholera outbreak in London in 1854 and also changed understandings of how germs were spread. While popular in the field of information graphics, rarely are graphs beyond the bar chart found in educational research articles. When present, the graphs do not necessarily enhance the findings of the data. Nor do educational research methods textbooks promote or instruct how to create visual representations to aid with interpretation and communication of findings. This paper attempts to address this void by sharing our processes for creating meaningful visual graphs for communicating multi-dimensional statistical findings more effectively. A working hypothesis was that carefully crafted visual graphics would convey our longitudinal research findings more effectively to broader audiences than existing forms. Three visuals were constructed from survey data three-year longitudinal design based research study of teacher and student learning in a one-to-one laptop school. The study focused on learning designs that changed and improved student learning experiences and outcomes by adopting inquiry approaches to teaching that incorporate meaningful uses of technology. In field tests, our audiences found the visuals were useful for interpreting the findings. More and more frequently, academics are required to communicate their findings to broader audiences. A well-designed and well-constructed graph(ic) can provide a means for effective communication of complex, multi-dimensional statistical data. Such effective communication is beneficial for both an academic audience as well as for broader audiences.

The authors presented this paper that was previously published in JITE: Research
Enacting Efficacy in Early Career: Narratives of Agency, Growth, and Identity
Authors: K Niehaus Elizabeth , Reading Jillian , E Garcia Crystal 
Published: October 2017

Aim/Purpose: To explore how early career faculty in the field of higher education administration develop and enact their personal and professional identities.

Background:	Participants sought to understand themselves, to understand their environments and the “rules” of the academic “game,” and to reconcile conflicts between their own values and identities and the expectations and culture of their environments.

Methodology: In-depth case studies of seventeen early career scholars in the field.

Contribution: The participants’ experiences underscore important implications for mentoring and socialization that takes into consideration the unique motivation and identity development of aspiring and new faculty members.

Findings: Identifies the early career period as one where new faculty are working to develop a strong internal foundation upon which they can manage the many challenges of their personal and professional lives.

Recommendations: The findings point to implications for practice, both in graduate education and in departments hiring new faculty members.
Preparing Teacher Candidates for Virtual Field Placements via an Exposure to K-12 Online Teaching
Authors: Luo Tian , Hibbard Laura , Franklin Teresa , Moore David 
Published: October 2017

Aim/Purpose	The goal of this project was to determine what effects exposure to online K-12 teaching and learning activities had on teacher candidates’ perceptions of K-12 online learning, how the exposure allowed teacher candidates to reach greater understanding of online pedagogy, and what effect such exposure had on teacher candidates’ aspirations to complete virtual field experiences.

Background	With an increasing number of K-12 students learning online within full-time online schools and in blended learning environments, universities must prepare future educators to teach in virtual environments including clinical practice. Before engaging in online field placement, preservice teachers must be oriented to online K-12 teaching and learning.

Methodology	Using a design-based, mixed-method research methodology, this study drew samples from four sections of a hybrid technology integration course. Preservice teachers’ papers detailing their perceptions, focus groups, and surveys were used to gauge changes in perceptions of online learning after participating in online teaching and learning activities.

Contribution	The study demonstrated that an exposure to online K-12 classrooms stimulated preservice teachers’ interest in online teaching as they began to feel that online education could be equivalent to traditional education.

Findings	Students’ perceptions positively improved the equivalency of online learning to traditional schooling, the possibility of positive relationships between teachers and students, and the ability to create interactive learning. Students also reported being more knowledgeable and showed increased interest in participating in virtual field experiences.

Future Research	Future research may continue to examine if the exposure course, combined with a short-term clinical experiences and long-term online apprenticeships may serve to prepare graduates with the skills necessary to teach in classrooms of the future.
An Investigation of the Use of the ‘Flipped Classroom’ Pedagogy in Secondary English Language Classrooms
Authors: Cheung Ruby Yang Chi 
Published: October 2017

Aim/Purpose	: To examine the use of a flipped classroom in the English Language subject in secondary classrooms in Hong Kong.

Background:	The research questions addressed were: (1) What are teachers’ perceptions towards the flipped classroom pedagogy? (2) How can teachers transfer their flipped classroom experiences to teaching other classes/subjects? (3) What are students’ perceptions towards the flipped classroom pedagogy? (4) How can students transfer their flipped classroom experiences to studying other subjects? (5) Will students have significant gain in the knowledge of the lesson topic trialled in this study?

Methodology: A total of 57 students from two Secondary 2 classes in a Band 3 secondary school together with two teachers teaching these two classes were involved in this study. Both quantitative and quantitative data analyses were conducted.

Contribution: Regarding whether the flipped classroom pedagogy can help students gain significantly in their knowledge of a lesson topic, only one class of students gained statistically significantly in the subject knowledge but not for another class.

Findings: Students in general were positive about the flipped classroom. On the other hand, although the teachers considered that the flipped classroom pedagogy was creative, they thought it may only be useful for teaching English grammar.

Recommendations for Practitioners: Teachers thought that flipping a classroom may only be useful for more motivated students, and the extra workload of finding or making suitable pre-lesson online videos is the main concern for teachers.

Recommendations for Researchers: Both quantitative and qualitative analyses should be conducted to investigate the effectiveness of a flipped classroom on students’ language learning.

Impact on Society	: Teachers and students can transfer their flipped classroom experiences in English Language to teaching and studying other subjects.

Future Research:	More classes should be involved and a longer period of time should be spent on trial teaching in which a flipped classroom can be implemented in different lesson topics, not only teaching grammar. Teachers also need to determine if students can use the target language item in a task.
The Worforce for the 21st Century
Authors: O'Lawrence Henry 
Published: October 2017

[This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology]

Aim/Purpose: In today’s changing economy, economic growth depends on career and technical programs for skill training.

Background:	This study discusses the key area in promoting individual learning and skill training and discusses the importance of career education and training as a way of promoting economic growth.

Methodology: This study uses a qualitative study approach to investigate and report on the status and influence of Workforce Education and Development and its economic importance.

Contribution: This report contributes to the knowledge base common to all work settings that can solve many human performance problems in the workplace.

Findings: This study also justifies and validates the ideas on the importance of workforce education and development in the 21st century as a way of developing economic growth and providing learning to make individuals competitive in the global economy.

Recommendations for Practitioners: For practitioners, this study suggests that we must always have discussions of what leads to career success and understanding that there is not enough high-skill/high-wage employment to go around. Therefore, developing these skills requires a decision about a career or related group of jobs to prepare to compete for them; we have to provide training needed in order to be competitive in global economy.

Recommendation for Researchers: Researchers have to develop strategies to promote career direction with willingness to evaluate the level of academic interest, level of career focus and readiness for life away from home (attitudes, skills and knowledge of self).

Impact on Society: Institutions must regularly evaluate curriculum to reflect the rapid technological changes and the globalization of world markets that reflect their mission and develop students’ mindset to always think big and think outside the box in order to be competitive in the global market. Change is external, transition is internal. It is important that the change agent communicate both the reasons for change and the probable consequences that people will experience during the time of this change, which is transition – a change people go through when they become unemployed or face a major employment obstacle in their lives.

Future Research: New research should focus on career assessment materials and related academic programs and career directions that will promote success.
Nurture Adolescents’ Cyberethics by Enhancing Their Self-Knowledge and Self-Awareness Using a Pressure-Free Self-Assessment Strategy [Abstract]
Authors: Shui Ng Wing 
Published: October 2017

Aim/Purpose: In adolescents’ cyberethics education, case-based discussion, debate and role-playing are commonly used instructional strategies to engage students in critical dialogues in an open setting. However, the open setting is entirely different from the private and individual environment when adolescents go online. Teachers are in a position of higher power and peers’ observation provokes certain level of peer pressure. Students may not truly express their attitudes in the process for self-reflection.

Background:	This study elaborated an instructional strategy with a pressure-free self-assessment exercise that aimed to enhance adolescents’ self-knowledge and self-awareness regarding their attitudes on cyberethics.

Methodology: The instructional strategy was divided into two phases. The purpose of the first phase was to enable students to obtain background knowledge on cyberethics. The second phase, with a pressure-free self-assessment element, aimed to enhance students’ self-knowledge and self-awareness on cyberethics. The study was carried out in a subsidized secondary school in Hong Kong. A total of 28 students at secondary three level participated in this study.

Contribution: In theoretical perspective, the researcher suggested an adolescents’ cyberethics framework with dimensions of information security, privacy, intellectual property and netiquette. To nurture adolescents’ cyberethics, this study emphasized the importance of including theories of self-presentation, self-knowledge and self-awareness in the area of social psychology into cyberethics education.

Findings: Students considered that the self-assessment exercise enabled self-reflection and enhanced self-knowledge on their attitudes of cyberethics. They also found it more effective for self-reflection compared with commonly used strategies and they will be more aware of cyberethics in their future online activities.

Recommendations for Practitioners	: Education practitioners are recommended to include a pressure-free self-assessment exercise to enhance the teaching effectiveness of cyberethics education.

Recommendation for Researchers:	This study opens avenues for further investigations of adolescents’ cyberethics with consideration of adolescents’ cognitive, psychological, social and emotional factors.

Impact on Society	: It is expected that the attitudes and behaviors of digital citizens can be improved by using this instructional strategy in cyberethics education.

Future Research: Researcher could explore how different developmental factors affect adolescents’ decision-making on various issues of cyberethics.
Executive Higher Education Doctoral Programs in the United States: A Demographic Market-Based Analysis
Authors: Forthun Gracie , Freeman Jr. Sydney 
Published: October 2017

[This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology]

Aim/Purpose	: Executive doctoral programs in higher education are under-researched. Scholars, administers, and students should be aware of all common delivery methods for higher education graduate programs.

Background:	This paper provides a review and analysis of executive doctoral higher education programs in the United States.

Methodology	: Executive higher education doctoral programs analyzed utilizing a qualitative demographic market-based analysis approach.

Contribution: This review of executive higher education doctoral programs provides one of the first investigations of this segment of the higher education degree market.

Findings: There are twelve programs in the United States offering executive higher education degrees, though there are less aggressively marketed programs described as executive-style higher education doctoral programs that could serve students with similar needs.

Recommendations for Practitioners: Successful executive higher education doctoral programs require faculty that have both theoretical knowledge and practical experience in higher education. As appropriate, these programs should include tenure-line, clinical-track, and adjunct faculty who have cabinet level experience in higher education.

Recommendation for Researchers:	Researchers should begin to investigate more closely the small but growing population of executive doctoral degree programs in higher education.

Impact on Society: Institutions willing to offer executive degrees in higher education will provide training specifically for those faculty who are one step from an executive position within the higher education sector. Society will be impacted by having someone that is trained in the area who also has real world experience.

Future Research: Case studies of students enrolled in executive higher education programs and research documenting university-employer goals for these programs would enhance our understanding of this branch of the higher education degree market.
Efficacy of Low-Cost PC-Based Aviation Training Devices
Authors: l Reweti Savern , Gilbey Andrew , Jeffrey Lynn 
Published: October 2017

Aim/Purpose: The aim of this study was to explore whether a full cost flight training device (FTD) was significantly better for simulator training than a low cost PC-Based Aviation Training Device (PCATD).

Background:	A quasi-transfer study was undertaken to ascertain whether a Civil Aviation Authority certified Flight Training Device (FTD) was more effective at improving pilot proficiency in the performance of a standard VFR traffic pattern (Overhead Rejoin Procedure) than a customised low cost PCATD.

Methodology: In this quasi-transfer study, a high fidelity FTD rather than an aircraft was used to test both training and transfer tasks. Ninety-three pilots were recruited to participate in the study.

Contribution: The use of PCATDs is now well established for pilot training, especially for Instrument Flight Rules (IFR) skills training. However, little substantive research has been undertaken to examine their efficacy for VFR training.

Findings: There was no evidence of a pre-test/post-test difference in VFR task perfor-mance between participants trained on the PCATD and the FTD, when post tested on the FTD. The use of both PCATD and FTD demonstrated signifi-cant improvements in VFR task performance compared to a control group that received no PCATD or FTD training.

Recommendations for Practitioners	: We discuss the possibility that low cost PCATDs may be a viable alternative for flight schools wishing to use a flight simulator but not able to afford a FTD.

Recommendation for Researchers:	We discuss the introduction of improved low cost technologies that allow PCATDs to be used more effectively for training in VFR procedures. The development and testing of new technologies requires more research.

Impact on Society: Flight training schools operate in a difficult economic environment with continued increases in the cost of aircraft maintenance, compliance costs, and aviation fuel. The increased utilisation of low cost PCATD’s especially for VFR instruction could significantly reduce the overall cost of pilot training

Future Research: A new study is being undertaken to compare the effectiveness of a PCATD and a FTD at training transfer of other VFR task procedures such as forced landing training, forced landing after take-off, and low-level navigation exercises.