bluuebunny/crossref_metadata_2025_split huggingface dataset:
Administrative, legal, natural, and socioeconomic factors that impede the functioning and development of inland fisheries in Poland
Authors: Mickiewicz Maciej , Wołos Arkadiusz 
Published: March 2015

Abstract
The results of a questionnaire survey of the managers of fisheries enterprises entitled to operate in fisheries zones are presented. The aim of the study was to determine the degree to which selected factors have a negative impact on the functioning and development of fisheries. The impediment posed by the different factors was determined with a rating scale. The factors that posed impediments were ranked, from greatest to smallest, as follows: cormorant predation on ichthyofauna; commercial and recreational fisheries poaching; national and local administrations (e.g., flawed laws, bureaucracy, incompetence, etc.); unenforced regulations and laws or the lack of them; excessive leasing fees; water eutrophication and pollution; development of recreation linked with the aquatic environment; eco-terrorism, other fees payable to the state in addition to leasing fees; difficulties with selling fish; recreational fisheries pressure.
Student-Centred Outcomes of an E-Learning Course on Public Health in Hanoi and New York
Authors: Tran Bach Xuan , Nguyen Quyen Le Thi , Nong Vuong Minh , Maher Rachel Marie , Nguyen Anh Tuan , Nguyen Huyen Anh , Nguyen Cuong Tat , Phuc Do Huyen , Lai Thi Hoa , Thi Le Huong 
Published: March 2015

Abstract

Background We evaluated the satisfaction and improvement in learning outcomes of students taking a distance course in Public Health facilitated by the Institute for Preventive Medicine and Public Health at the Hanoi Medical University and the State University of New York at Albany.

Methods A total of 36 students participated in pre- and post- course surveys online. We developed the Vietnamese E-Learning Student Outcomes Profile (VESOP) to evaluate the impact of distance learning methods on students’ learning outcomes. Factor analysis was applied to construct the measure items into five domains: Academic Skills, Intellectual Abilities, Interactions, Responsibility and Educational Engagement. Multivariate regression models, selected using stepwise approach, determined factors associated with changes in students’ learning outcomes. Student satisfaction with the course was assessed by determining their willingness to participate in and pay for future distance learning courses.

Results The students showed moderate improvement in “Interactions” and large improvements in the other four domains. Factors associated with improvements included previous academic performance, English proficiency, ease of access to the internet and computers, and time spent studying. All students passed the course, all would be willing to take another distance learning course, and 26 students would be willing to pay for such as course with certification.

Conclusions Findings of this study highlight the potential of distance learning as a complementary educational method that could greatly benefit Public Health students. It encourages and supports the development of such training programs for Public Health students in Vietnam.
Tpdk, a New Definition of the Tpack Model for a University Setting
Authors: Bachy Sylviane 
Published: March 2015

Abstract
In this paper we propose a new Technopedagogical Disciplinary Knowledge model. This model integrates four separate dimensions, which we use to measure a teacher’s effectiveness. These are the individual teacher’s discipline (D), personal epistemology (E), pedagogical knowledge (P), and knowledge of technology (T). We also acknowledge the existence of relationships between these components. These can be more or less correlated depending on the teacher’s individual profile. They are always present, but they do not necessarily have the same weighting. In order to test the potential differences between teachers’ profiles, we designed a questionnaire, which tested our model’s components, and the relationships between them. This questionnaire was initially submitted to a group of teachers with whom we were familiar, to ensure the questions were understandable and that, based on what we already knew of the teachers’ characteristics, the profiles that emerged were reliable. A second test was then carried out, which we used to compare the answers of university and non-university level teachers, based in the two institutions in which we work. This second questionnaire was used to test the consistency of responses, and the correlations between the model’s different dimensions. Having analysed the outcome of these questionnaires, it appears that “pedagogical knowledge” is significantly correlated with the other three dimensions. This consolidated framework has helped us to build a system of education development coaching for teaching practices that use technology widely.
The Effects of Social Networking Sites in Distance Learning on Learners’ Academic Achievements
Authors: Özmen Büşra , Atıcı Bünyamin 
Published: March 2015

Abstract
The general aim of this study is to determine the effects of learning management systems supported by social networking sites on learners’ academic achievements in distance education. The study group consisted of 75 undergraduate students from a state university in eastern Turkey. The data for the study, in which an experimental research design was used, were collected through an achievement test, which consisted of 40 multiple-choice questions. Within the scope of the research, a learning management system and a social networking site were utilized in a distance education course. As a result of the research, it was seen that social network supported distance learning activities created a more positive effect on the achievements of the learners than the distance learning activities. Also, it was determined that social network supported distance education activities were more effective in the acquisition of behaviours at the knowledge level of the cognitive domain than activities in other groups; however, the groups were not different from each other in relation to the acquisition of behaviours at the comprehension level of the cognitive domain. In this context, it was concluded that the learning management systems used in distance education should be supported by social networking sites to increase the academic achievement of learners.
Case for ‘Passive’ Learning – the ‘Silent’ Community of Online Learners
Authors: Smith Donna , Smith Katy 
Published: March 2015

Abstract
This paper examines two modules within the Faculty of Social Sciences at The Open University (OU) and considers the extent to which ‘passive’ learning may be taking place. Both are level one modules (first year undergraduate) and use a combination of asynchronous (forums) and synchronous (Blackboard Collaborate technology, branded ‘OU Live’) technologies for teaching. The data reveals that student ‘passive engagement’ with forums (reading messages in a forum, but not ‘actively’ posting, colloquially known as lurking) is far higher than ‘active engagement’ (posting in the forum). The data also shows that participation in OU Live is very low. This initially suggests that teaching and learning strategies needs to be reconsidered, to encourage or increase ‘active engagement’. However, the data, alongside literature, also suggests that some students may find value in engaging ‘passively’. From the perspective of a Higher Education (HE) institute such as the OU, this may have implications for the tuition delivery strategy used to deliver the module material, as well as how staff development occurs for the tutors that deliver the material. For example, rather than focus a significant effort on encouraging students to participate in active forum use, the emphasis may need to be shifted to ensuring that appropriate/sufficient material is available to ‘passive engagers’.
Web 2.0 Use in Higher Education
Authors: Rogers-Estable Michelle 
Published: March 2015

Abstract
This study analyzed current uses of emerging Web 2.0 technologies in higher education with the intent to better understand which tools teachers are using in the classroom. A total of 189 faculty in higher education from three western US universities were invited to participate, with 54 completing the survey. The survey included open-ended questions as well to offer an alternative analysis approach. In this study, the respondents claimed that the intrinsic factors of a lack of time and training were the main barriers to use, and reported positive views of Web 2.0 use in class, with 75% saying that these tools would benefit students and 83% saying they would benefit teacher-student interactions. In contrast to these results only 44% of the respondents used at least 4 of the 13 listed Web 2.0 tools with students. The reported uses did not match with the reported benefits, and this would support the results that extrinsic factors (time, training, support), instead of intrinsic factors (beliefs, motivation, confidence) are the main barriers to faculty in this study using more Web 2.0 in education. The top five Web 2.0 tools used, in order of preference, follow: (a) video sharing with tools like YouTube; (b) instant messaging; (c) blogs; (d) social communities, such as Facebook; and (e) podcasts or video casts. This data was originally submitted to the Abraham S. Fischler School of Education in Partial Fulfilment of the Requirements for the Degree of Doctor of Education.
Introducing a Structured Format for Learner Selfassessment: the Tutor’S Perspective
Authors: Jacobs Clare , Winnard Yvette , Elliott Vicki 
Published: March 2015

Abstract
This paper describes our experience of introducing a structured format for students requesting formative feedback on draft work. Initially the aims were to encourage the development of selfassessment skills in distance-learning students and to develop the dialogue between student and tutor. In 2013 we considered the benefits of this initiative could be applied to campus based students with a similar profile. The experiences of staff involved in this process were collated and the advantages and challenges recorded.
Our experience confirms this process results in high quality, specific and consistent feedback which can impact on students’ success in summative assessment. The development of trust in the process results in useful dialogue and increased self-esteem as students gain confidence in their critical-thinking skills. An unexpected benefit shows students utilise the process to express anxieties about, not only their studies, but personal and work challenges, thereby enabling us to provide additional support.
The most challenging aspect for tutors is the time required to provide feedback in this format. This process highlights distinct benefits for students and in our view these outweigh the issue of tutor time, but resources need to be addressed before it can be used effectively for larger cohorts.
The Flipped-Classroom Approach: The Answer to Future Learning?
Authors: Kurtz Gila , Tsimerman Alexandr , Steiner-Lavi Orna 
Published: March 2015

Abstract
The study examines students’ assessments of the use of the flipped classroom approach in an undergraduate course in the Business Department at the College for Academic Studies in Israel. In its essence, learners prepare for classes by watching videos away from class, allowing the classroom encounter to focus on discussion, exercises, and discourse. Data were collected by a questionnaire distributed toward the end of the course. The students reported that watching videos between lessons enhanced interest, alleviated boredom, and enriched the learning. To a lesser extent, they reported it increased their involvement in learning, understanding of the learning material, and confidence in their ability to understand it. While acknowledging the convenience of watching course videos between classes, however, the participants clearly preferred to watch them in class. Multivariate analysis revealed that working students were less positive about using the flipped-classroom approach than non-working students, female students were more positive than male ones, and older students were more positive than younger ones. Furthermore, the stronger the senses of having classmates nearby, the more positive the participants were about the contribution of watching the videos.
Online Full-Time Faculty’S Perceptions of Ideal Evaluation Processes
Authors: DeCosta Meredith , Bergquist Emily , Holbeck Rick , Greenberger Scott 
Published: March 2015

Abstract
Post-secondary institutions around the world use various methods to evaluate the teaching performance of faculty members. Effective evaluations identify areas of instructional strength, provide faculty with opportunities for growth, and allow for reflective inquiry. While there is an extensive body of research related to the evaluation of faculty in traditional settings, there have been few studies examining online faculty members’ perceptions of evaluation processes. The present study involved dissemination of an e-survey to online full-time faculty at a large university in the Southwest United States, as well as qualitative content analysis of survey data. Findings suggest that online full-time faculty expressed interest in improvement as instructors, distinct from modality, and preferred descriptive, qualitative, and holistic feedback rather than quantitative or punitive feedback. Further, participants articulated a desire to be evaluated by those with content-specific knowledge rather than teaching expertise in the online environment. This study has implications for online distance administrators and those stakeholders involved in online faculty evaluation. Additional research is needed to continue to establish a baseline for how online faculty members conceptualize ideal evaluation processes.
Learning Innovation: A Framework for Transformation
Authors: Salmon Gilly 
Published: March 2015

Abstract
Learning with and through technological enhancements operates in a landscape unrecognisable only a few years ago. Focussing on Higher Education, this article shows how to capture and model complex strategic processes that will move the potential of online and blended learning in universities to new stages of development. It offers the example of a four quadrant model created as a framework for an online and blended learning innovation strategy, and its successful implementation in practice.
Rapid Evaluation of Germinability of Primed China Aster (Callistephus Chinensis Ness.) Seeds with Physiological and Biochemical Markers
Authors: Badek Bogumiła , Romanowska-Duda Zdzisława , Grzesik Mieczysław , Duijn Bert van 
Published: March 2015

Abstract
The correlation between the sowing value of primed China aster seeds represented by germination percentage (GP), mean germination time (MGT), germination uniformity expressed as the time between 25% and 75% of germinated seeds (T75-25) and some selected physiological characteristics - total activity of dehydrogenases (TAD), activity of catalase (AC), activity of cell cycle (ACC) and electrolyte leakage (EL) has been analysed in order to find useful markers of biological quality of seeds. To achieve this objective, analyses of effects of three methods of water supply to seeds viz. - hydroconditioning by soaking in excessive amount of water (M1), hydroconditioning by soaking in limited amount of water (M2) or hydroconditioning by contact with solid carrier of water - matriconditioning (M3), three levels (30.0, 35.0 and 40.0%) of seed moisture content (m.c.) and three incubation periods (1, 8 and 10 days) during priming and hence their influence on germination properties (GP, MGT, T75-25) in comparison with TAD, AC, ACC and EL were determined. The results showed that MGT and T75-25 were correlated with TAD, AC, ACC and EL, irrespective of their priming method and sowing value. Therefore, all the investigated physiological/biochemical parameters of seed quality can be used as markers of germinability and sowing value reached by primed China aster seeds. The results also proved that, irrespective of the water supply method applied, hydration of seeds up to 37.5% m.c., and their incubation at 20 °C for 8 days, followed by drying to their initial moisture content, increased to the greatest extent the speed and uniformity of seed germination and their physiological activity.
In Vitro Propagation Of Nepalese Orchids: A Review
Authors: Silva Jaime A. Teixeira da , Acharya Kamal P. 
Published: March 2015

Abstract
Nepalese orchids are made up of 458 taxa. Despite a ban on the collection and trade of all orchid species in Nepal, numerous anthropogenic factors are leading to the rapid loss of natural stands of germplasm. Biotechnology, specifically in vitro propagation, may be the only viable solution for preserving and reintroducing endangered germplasm back into the wild. Despite the large germplasm base, only tissue culture studies have been conducted, and most have focused almost exclusively on in vitro seed germination, the bulk of which have been conducted in the past few years. No other biotechnological advances have yet been made. This brief review provides a short synopsis of the advances made thus far in the in vitro propagation of Nepalese orchids.
Changes In The Expression Of Three Cold-Regulated Genes In ‘Elsanta’ And ‘Selvik’ Strawberry (Fragaria × Ananassa) Plants Exposed To Freezing
Authors: Badek Bogumiła , Napiórkowska Bogusława , Masny Agnieszka , Korbin Małgorzata 
Published: March 2015

Abstract
Cold temperatures in midwinter and late-spring frosts cause severe damages to strawberry plants cultivated in temperate climate regions. Despite the seriousness of the problem, the plant mechanism of defense against cold stress has not been fully elucidated yet, especially in its molecular aspect. The presented investigations were conducted on the cold-susceptible cultivar ‘Elsanta’ and the cold-tolerant cultivar ‘Selvik’. Expression profiles of three genes (CBF4, COR47 and F3H) were determined at three time-points: 0, 6 and 12 weeks after sub-zero treatment at -12 °C. The CBF4 gene was very strongly up-regulated in ‘Selvik’ plants and the highest value of the transcript level was detected just after the treatment (time - point 0). The F3H transcript in the treated ‘Selvik’ plants reached the level 4 times higher than in control plants in the 12th week after treatment (time-point 3). In ‘Elsanta’ plants, the CBF4 and COR47 genes were slightly up-regulated (time-point 2), while the F3H gene showed stability of expression. High positive correlation between the transcript level of COR47 and transcript level of CBF4 genes was observed for both cultivars.
Response Of Guava Trees (Psidium Guajava) To Soil Applications Of Mineral And Organic Fertilisers And Biofertilisers Under Conditions Of Low Fertile Soil
Authors: Shukla Sushil Kumar , Adak Tarun , Singha Atul , Kumar Kailash , Singh Vinod Kumar , Singh Achal 
Published: March 2015

Abstract
The goal of this study was to assess the influence of different organic fertilisers - vermicompost, mulching, Azotobacter, phosphate solubilising microbes (PSM) and Trichoderma harzianum added each year to mineral fertilisers containing NPK and to farmyard manure (FYM) on leaf nutrient status, tree growth, fruit yield and quality of guava grown in low fertile soil. The results revealed that vermicompost, bio-fertilisers and organic mulching resulted in yield and fruit quality boosters, as compared to application of NPK and FYM as the only organic fertiliser. Significant differences in plant height, canopy spread and stem girth of guava plants were obtained in combination, where Azotobacter, T. harzianum, PSM and organic mulching were applied. The leaf nutrient contents (N, P, K, Ca, Mg, Fe, Cu, Mn and Zn) were within sufficient ranges. Fruit yields and quality were highest in combination, where vermicompost, Azotobacter, T. harzianum, PSM and organic mulching was applied. Fruit quality parameters viz. soluble solid concentration, titratable acidity, total sugars and ascorbic acid showed positive correlation with the available macro- and micronutrients in the soil.
Morphological, Phenological And Agronomical Characterisation Of Variability Among Common Bean (Phaseolus Vulgaris L.) Local Populations From The National Centre For Plant Genetic Resources: Polish Genebank
Authors: Boros Lech , Wawer Anna , Borucka Krystyna 
Published: March 2015

Abstract
The main purpose of this work was to analyse the morphological, phenological and agronomical variability among common bean local populations from The National Centre for Plant Genetic Resources, Polish Genebank, in order to know the relation among them, and to identify potentially useful accessions for future production and breeding. A considerable genotypic variation for number of seeds per plant, number of pods per plant and weight of seeds per plant were found. Studied bean accessions differed significantly in terms of thousand seeds weight (TSW) as well as severity of bacterial halo blight and anthracnose, the major bean diseases. The lowest genotypic diversity was found for the percentage of protein in the seeds, the length of the vegetation period and lodging. The cluster analysis allowed identification of five groups of bean accessions. Genotypes from the first cluster (POLPOD 98-77, KOS 002 and Raba cv.) and from the second cluster (WUKR 06-573a, KRA 4, WUKR 06-0534 together with Prosna cv.) are of the highest usefulness for breeding purposes. There was no grouping of local populations depending on region of origin.
Alleviation Of Nacl Stress In Summer Squash ‘Eskandrani’ By Foliar Application Of Salicylic Acid
Authors: Elwan Mohammed Wasfy Mohammed , El-Shatoury Rewaa Salah Ahmed 
Published: March 2015

Abstract
The experiment was performed to assess the possibility of overcoming NaCl salinity stress by foliar sprays of summer squash ‘Eskandrani’ with salicylic acid (SA) at the concentration of 10-6 M. NaCl treatment caused reduction of shoot fresh weight, leaf number per plant, fruit yield, concentrations of potassium in aerial parts, and the concentration of chlorophyll in leaves. Plants grown under salt stress conditions had higher shoot sodium concentrations than plants untreated with NaCl. Foliar application of SA ameliorated partly the negative effect of NaCl treatment. The beneficial effect of SA was also observed in non-stressed plants, increasing the shoot potassium accumulation and leaf photosynthetic pigments status, and decreasing sodium accumulation in shoots.
Response Of Strawberry ‘Selva’ Plants On Foliar Application Of Sodium Nitroprusside (Nitric Oxide Donor) Under Saline Conditions
Authors: Jamali Babak , Eshghi Saeid , Kholdebarin Bahman 
Published: March 2015

Abstract
This study was conducted to evaluate enzymatic and non-enzymatic antioxidant response of ‘Selva’ strawberry plants on exogenous nitric oxide under saline conditions with respect to time of application. Sodium nitroprusside (SNP), as nitric oxide (NO) source, was applied on the leaves by spray before, simultaneously, or after the initiation of saline stress. Results indicated that salinity and/or SNP at concentrations of 50 and 75 μM caused increase in activity of antioxidant enzymes, such as catalase, superoxide dismutase, glutathione reductase, ascorbate peroxidase and peroxidases as well as leaf content of proline, glycine betaine and total phenolics in comparison to control. Time of NO application was important because the highest levels of catalase and ascorbic peroxidase were in plants pre-treated with SNP one week before the initiation of salinity stress. Plants from these combinations had the highest fruit yield among all saline stressed plants. So, it seems that earlier application of SNP is more effective for an optimised protection against deleterious influence of salinity stress, because pre-treated plants had a sufficient time to develop an appropriate antioxidant response. The application of SNP simultaneously or after exposure of plants to stress conditions, was also helpful in increasing plant tolerance but to a lesser extent.