title: Mining scientific trends based on topics in conference call for papers

authors: Bakar, Abu

abstract: Ever since analyzing scientific topics and evolution of technology have become vital for researchers, academics, funding institutes and research administration departments, there is a crucial need to mine scientific trends to fill this appetite more rigorously. In this paper, we procured a novel Call for Papers (CFPs) dataset in order to analyze scientific evolution and prestige of conferences that set scientific trends using scientific publications indexed in DBLP. Using ACM CSS, 1.3 million publications that appear in 146 data mining conferences are mapped into different thematic areas by matching the terms that appear in publication titles with ACM CSS. In recent years, an attempt termed as Topic Detection and Tracking (TDT) [1] is made to find the solution for the problem of "well-awareness" on this dynamic data. As conference ranking has been made by different forums on the basis of mixed indicators1. ERA2 ranks Australia's higher education research institutions. The major contributions of this paper are as follows: (i) compilation of CFPs dataset, (ii) identification of topics and keywords from CFP corpus, and (iii) measure the impact of these extracted hot topics from CFPs.

text: Mining scientific trends based on topics in conference call for papers Ever since analyzing scientific topics and evolution of technology have become vital for researchers, academics, funding institutes and research administration departments, there is a crucial need to mine scientific trends to fill this appetite more rigorously. In this paper, we procured a novel Call for Papers (CFPs) dataset in order to analyze scientific evolution and prestige of conferences that set scientific trends using scientific publications indexed in DBLP. Using ACM CSS, 1.3 million publications that appear in 146 data mining conferences are mapped into different thematic areas by matching the terms that appear in publication titles with ACM CSS. In recent years, an attempt termed as Topic Detection and Tracking (TDT) [1] is made to find the solution for the problem of "well-awareness" on this dynamic data. As conference ranking has been made by different forums on the basis of mixed indicators1. ERA2 ranks Australia's higher education research institutions. The major contributions of this paper are as follows: (i) compilation of CFPs dataset, (ii) identification of topics and keywords from CFP corpus, and (iii) measure the impact of these extracted hot topics from CFPs.

year: 2018

title: Action-research in education: a narrative of a longitudinal case study

authors: Kelly, Martin

abstract: In recent years some academics have started to approach the study of Accounting from the perspective of social studies, and several journals have evolved to promote such an approach. These academics believe accounting practices are understood better when considered from a perspective which acknowledges the psychological, emotional and intuitive influences which impact upon individuals preparing and using accounting information. Many people no longer accept Accounting as an “objective and neutral”, “true and fair” record of financial transactions: it may be better understood from a social studies perspective. This will involve a change in accounting education towards a more holistic approach which goes beyond the ‘technical’. However, many university courses are still taught from this technical perspective.

Educational practice generally has developed in such a way that many students are encouraged to consider education to involve little more than the rote learning and regurgitation of ‘true’ facts. Such learning may enable students to become suitably qualified to gain employment within contemporary society, but I believe university students should obtain more than this. They should be encouraged to acquire attributes which will allow them to continue to develop throughout their lives, and to aid societal development.

This report provides a narrative concerning the development of a fourth year integrative course, which encourages students to approach Accounting from a social-studies perspective, and to challenge current practices where they deem it appropriate. The course is student-centred. It involves six modes of learning developed from ideas furnished by Rogers (1983). It provides an example of a longitudinal study, which describes the development of a course over five iterations. I attempt to provide holistic learning opportunities which will encourage students to develop attributes which I believe will benefit their ongoing development. I undertake an investigation into the immediate impact of the course, and into its longer term impact on graduates to ascertain if the graduates believe, after they have spent several years in the workplace, that the course did provide holistic learning opportunities and outcomes. I attempt to evaluate the use of an ‘action-research’ methodology in developing the course, and the use of ‘narrative’ for reporting on the design and implementation process.

text: Action-research in education: a narrative of a longitudinal case study In recent years some academics have started to approach the study of Accounting from the perspective of social studies, and several journals have evolved to promote such an approach. These academics believe accounting practices are understood better when considered from a perspective which acknowledges the psychological, emotional and intuitive influences which impact upon individuals preparing and using accounting information. Many people no longer accept Accounting as an “objective and neutral”, “true and fair” record of financial transactions: it may be better understood from a social studies perspective. This will involve a change in accounting education towards a more holistic approach which goes beyond the ‘technical’. However, many university courses are still taught from this technical perspective.

Educational practice generally has developed in such a way that many students are encouraged to consider education to involve little more than the rote learning and regurgitation of ‘true’ facts. Such learning may enable students to become suitably qualified to gain employment within contemporary society, but I believe university students should obtain more than this. They should be encouraged to acquire attributes which will allow them to continue to develop throughout their lives, and to aid societal development.

This report provides a narrative concerning the development of a fourth year integrative course, which encourages students to approach Accounting from a social-studies perspective, and to challenge current practices where they deem it appropriate. The course is student-centred. It involves six modes of learning developed from ideas furnished by Rogers (1983). It provides an example of a longitudinal study, which describes the development of a course over five iterations. I attempt to provide holistic learning opportunities which will encourage students to develop attributes which I believe will benefit their ongoing development. I undertake an investigation into the immediate impact of the course, and into its longer term impact on graduates to ascertain if the graduates believe, after they have spent several years in the workplace, that the course did provide holistic learning opportunities and outcomes. I attempt to evaluate the use of an ‘action-research’ methodology in developing the course, and the use of ‘narrative’ for reporting on the design and implementation process.

year: 1999

title: Monitoring first year Maori students enrolled in selected Faculty of Arts and Social Sciences courses: A report prepared for the Dean of the Faculty of Arts and Social Sciences

authors: Levy, Michelle Patricia

subjects: maori students

abstract: Monitoring first year Maori Students Enrolled in Selected Faculty of Arts andSocial Sciences Courses. The total number of Maori students targeted by this project was 182, representing 93% of the total number of Maori students enrolled in Semester B level one courses. The majority of students participating in this initiative were first year students, although a small number of students taking 100 level courses were second, third or graduate year students. 11 Student views on the monitoring and support initiative Students were provided with the opportunity to comment on the monitoring and support initiative. All students contacted (49) recommended that this intervention continue for future first year Maori students enrolled in FASS.

text: Monitoring first year Maori students enrolled in selected Faculty of Arts and Social Sciences courses: A report prepared for the Dean of the Faculty of Arts and Social Sciences Monitoring first year Maori Students Enrolled in Selected Faculty of Arts andSocial Sciences Courses. The total number of Maori students targeted by this project was 182, representing 93% of the total number of Maori students enrolled in Semester B level one courses. The majority of students participating in this initiative were first year students, although a small number of students taking 100 level courses were second, third or graduate year students. 11 Student views on the monitoring and support initiative Students were provided with the opportunity to comment on the monitoring and support initiative. All students contacted (49) recommended that this intervention continue for future first year Maori students enrolled in FASS.

year: 2003-03-01