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1. CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)

Author

Research-publishing.net (France), Zoghlami, Naouel, Brudermann, Cédric, Sarré, Cedric, Grosbois, Muriel, Bradley, Linda, Thouësny, Sylvie, Zoghlami, Naouel, Brudermann, Cédric, Sarré, Cedric, Grosbois, Muriel, Bradley, Linda, Thouësny, Sylvie, and Research-publishing.net (France)

Abstract

The 2021 EUROCALL conference engaged just under 250 speakers from 40 different countries. Cnam Paris and Sorbonne Université joined forces to host and organise the event despite the challenging context due to the COVID-19 pandemic. Originally programmed to be held on site in the heart of Paris, France, the EUROCALL organising team and executive committee agreed to opt for a blended and then for a fully online conference. The theme of the 2021 EUROCALL conference was "CALL & Professionalisation". This volume, a selection of 54 short papers by some of the EUROCALL 2021 presenters, offers a combination of research studies as well as practical examples fairly representative of the theme of the conference. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

Published
2021

2. Autonomous Schools, Achievement and Segregation. Discussion Paper No. 1968

Author

London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP), Natalie Irmert, Jan Bietenbeck, Linn Mattisson, and Felix Weinhardt

Abstract

We study whether autonomous schools, which are publicly funded but can operate more independently than government-run schools, affect student achievement and school segregation across 15 countries over 16 years. Our triple-differences regressions exploit between-grade variation in the share of students attending autonomous schools within a given country and year. While autonomous schools do not affect overall achievement, effects are positive for high-socioeconomic status students and negative for immigrants. Impacts on segregation mirror these findings, with evidence of increased segregation by socioeconomic and immigrant status. Rather than creating "a rising tide that lifts all boats," autonomous schools increase inequality

Published
2023

3. Annual Proceedings of Selected Research and Development Papers Presented Online and On-Site during the Annual Convention of the Association for Educational Communications and Technology (44th, Chicago, Illinois, 2021). Volume 1

Author

Association for Educational Communications and Technology (AECT), Simonson, Michael, and Seepersaud, Deborah

Abstract

For the forty-fourth time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online and onsite during the annual AECT Convention. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For volume 2, see ED617429.]

Published
2021

4. CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)

Author

Research-publishing.net (France), Frederiksen, Karen-Margrete, Larsen, Sanne, Bradley, Linda, Thouësny, Sylvie, Frederiksen, Karen-Margrete, Larsen, Sanne, Bradley, Linda, Thouësny, Sylvie, and Research-publishing.net (France)

Abstract

Despite the COVID-19 pandemic, the EUROCALL society succeeded in holding the 28th EUROCALL conference, EUROCALL2020, on 20-21 August as an online, two-day gathering. The transition process required to make this happen was demanding and insightful for everyone involved, and, in many ways, a logical consequence of the core content and purpose of EUROCALL. Who would be better suited to transform an onsite conference into an online event than EUROCALL? CALL for widening participation was this year's theme. We welcomed contributions from both theoretical and practical perspectives in relation to the many forms and contexts of CALL. We particularly welcomed longitudinal studies or studies that revisited earlier studies. The academic committee accepted 300 abstracts for paper presentations, symposia, workshops, and posters under this theme; 57 short papers are published in this volume. We hope you will enjoy reading this volume, the first one to reflect a one hundred percent online EUROCALL conference/Online Gathering. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

Published
2020

5. A Half Century of Progress in U.S. Student Achievement: Ethnic and SES Differences; Agency and Flynn Effects. Program on Education Policy and Governance Working Papers Series. PEPG 21-01

Author

Harvard University, Program on Education Policy and Governance, Shakeel, M. Danish, and Peterson, Paul E.

Abstract

Principals (policy makers) have debated the progress in U.S. student performance for a half century or more. Informing these conversations, survey agents have administered seven million psychometrically linked tests in math and reading in 160 waves to national probability samples of selected cohorts born between 1954 and 2007. This study is the first to assess consistency of results by agency. We find results vary by agent, but consistent with Flynn effects, gains are larger in math than reading, except for the most recent period. Non-whites progress at a faster pace. Socio-economically disadvantaged white, black, and Hispanic students make greater progress when tested in elementary school, but that advantage attenuates and reverses itself as students age. We discuss potential moderators.

Published
2021

6. How Should Massachusetts Reopen Its K-12 Schools in the Fall? Lessons from Abroad and Other States. White Paper No. 211

Author

Pioneer Institute for Public Policy Research, von Schroeter, Max, Weiss, Nina, and O'Rourke, Thomas

Abstract

Individual teachers, administrators, and parents made tremendous efforts to continue educating the Commonwealth's children between March and June of this year. But no amount of dedicated individual effort could have overcome fundamental challenges: weak guidance to districts from the Department of Elementary and Secondary Education (DESE) against a backdrop of deficient knowledge and sophistication statewide with regard to virtual learning. Digital education has been empirically proven to be most successful when schools prepare and follow best distance learning practices. However, the Commonwealth lacks even the minimum technological infrastructure for virtual learning, as exemplified by districts scrambling to obtain electronic devices and internet connections during the school closure. It is encouraging that Governor Baker and the DESE have described a fall 2020 return to brick-and-mortar schooling--with appropriate health measures to maximize safety--as a significant priority. The present challenge is how to implement this much-needed return to school, optimally balancing the importance of in-person schooling with the countervailing importance of protecting against the virus. The following paper contributes important insights, based upon careful review of other countries that have already successfully reopened their schools. [Foreword written by David S. Clancy and Dr. John G. Flores.]

Published
2020

7. CALL Communities & Culture: Short Papers from EUROCALL 2016 (23rd, Limassol, Cyprus, August 24-27, 2016)

Author

Research-publishing.net (France), Papadima-Sophocleous, Salomi, Bradley, Linda, and Thouësny, Sylvie

Abstract

The 23rd EUROCALL conference was held in Cyprus from the 24th to the 27th of August 2016. The theme of the conference this year was "CALL Communities and Culture." It offered a unique opportunity to hear from real-world CALL practitioners on how they practice CALL in their communities, and how the CALL culture has developed in local and global contexts. Short papers from the conference are presented in this volume: (1) The impact of EFL teachers' mediation in wiki-mediated collaborative writing activities on student-student collaboration (Maha Alghasab); (2) Towards the development of a comprehensive pedagogical framework for pronunciation training based on adaptive automatic speech recognition systems (Saandia Ali); (3) Digital literacy and sustainability--a field study in EFL teacher development (Christopher Allen and Jan Berggren); (4) Self-evaluation using iPads in EFL teaching practice (Christopher Allen, Stella K. Hadjistassou, and David Richardson); (5) Amateur online interculturalism in foreign language education (Antonie Alm); (6) Teaching Turkish in low tech contexts: opportunities and challenges (Katerina Antoniou, Evelyn Mbah, and Antigoni Parmaxi); (7) Learning Icelandic language and culture in virtual Reykjavic: starting to talk (Branislav Bédi, Birna Arnbjörnsdóttir, Hannes Högni Vilhjálmsson, Hafdís Erla Helgadóttir, Stefán Ólafsson, and Elías Björgvinsson); (8) Investigating student choices in performing higher-level comprehension tasks using TED (Francesca Bianchi and Ivana Marenzi); (9) An evaluation of text-to-speech synthesizers in the foreign language classroom: learners' perceptions (Tiago Bione, Jennica Grimshaw, and Walcir Cardoso); (10) Quantifying CALL: significance, effect size and variation (Alex Boulton; (11) The contribution of CALL to advanced-level foreign/second language instruction (Jack Burston and Kelly Arispe); (12) Using instructional technology to integrate CEFR "can do" performance objectives into an advanced-level language course (Jack Burston, Androulla Athanasiou, and Maro Neophytou-Yiokari); (13) Exploiting behaviorist and communicative action-based methodologies in CALL applications for the teaching of pronunciation in French as a foreign language (Jack Burston, Olga Georgiadou, and Monique Monville-Burston); (14) Mobile assisted language learning of less commonly taught languages: learning in an incidental and situated way through an app (Cristiana Cervini, Olga Solovova, Annukka Jakkula, and Karolina Ruta); (15) Using object-based activities and an online inquiry platform to support learners' engagement with their heritage language and culture (Koula Charitonos, Marina Charalampidi, and Eileen Scanlon); (16) Urban explorations for language learning: a gamified approach to teaching Italian in a university context (Koula Charitonos, Luca Morini, Sylvester Arnab, Tiziana Cervi-Wilson, and Billy Brick); (17) Communicate to learn, learn to communicate: a study of engineering students' communication strategies in a mobile-based learning environment (Li Cheng and Zhihong Lu); (18) Using a dialogue system based on dialogue maps for computer assisted second language learning (Sung-Kwon Choi, Oh-Woog Kwon, Young-Kil Kim, and Yunkeun Lee); (19) Students' attitudes and motivation towards technology in a Turkish language classroom (Pelekani Chryso); (20) Vlogging: a new channel for language learning and intercultural exchanges (Christelle Combe and Tatiana Codreanu); (21) Japanese university students' self-assessment and digital literacy test results (Travis Cote and Brett Milliner); (22) Digital story (re)telling using graded readers and smartphones (Kazumichi Enokida); (23) HR4EU--a web portal for e-learning of Croatian (Matea Filko, Daša Farkaš, and Diana Hriberski); (24) Synchronous tandem language learning in a MOOC context: a study on task design and learner performance (Marta Fondo Garcia and Christine Appel); (25) What students think and what they actually do in a mobile assisted language learning context: new insights for self-directed language learning in higher education (Gustavo Garcia Botero and Frederik Questier); (26) An Audio-Lexicon Spanish-Nahuatl: using technology to promote and disseminate a native Mexican language (Rafael García-Mencía, Aurelio López-López, and Angélica Muñoz Meléndez; (27) The use of interactive whiteboards: enhancing the nature of teaching young language learners (Christina Nicole Giannikas); (28) A pre-mobility eTandem project for incoming international students at the University of Padua (Lisa Griggio and Edit Rózsavölgyi); (29) Can a "shouting" digital game help learners develop oral fluency in a second language? (Jennica Grimshaw, Walcir Cardoso, and David Waddington); (30) Feedback visualization in a grammar-based e-learning system for German: a preliminary user evaluation with the COMPASS system (Karin Harbusch and Annette Hausdörfer); (31) The multimodality of lexical explanation sequences during videoconferenced pedagogical interaction (Benjamin Holt); (32) Automatic dialogue scoring for a second language learning system (Jin-Xia Huang, Kyung-Soon Lee, Oh-Woog Kwon, and Young-Kil Kim); (33) Effects of task-based videoconferencing on speaking performance and overall proficiency (Atsushi Iino, Yukiko Yabuta, and Yoichi Nakamura); (34) Tellecollaborative games for youngsters: impact on motivation (Kristi Jauregi); (35) The Exercise: an Exercise generator tool for the SOURCe project (Kryni Kakoyianni-Doa, Eleni Tziafa, and Athanasios Naskos); (36) Students' perceptions of online apprenticeship projects at a university (Hisayo Kikuchi); (37) The effects of multimodality through storytelling using various movie clips (SoHee Kim); (38) Collaboration through blogging: the development of writing and speaking skills in ESP courses (Angela Kleanthous and Walcir Cardoso); (39) Cultivating a community of learners in a distance learning postgraduate course for language professionals (Angelos Konstantinidis and Cecilia Goria); (40) Task-oriented spoken dialog system for second-language learning (Oh-Woog Kwon, Young-Kil Kim, and Yunkeun Lee); (41) Promoting multilingual communicative competence through multimodal academic learning situations (Anna Kyppö and Teija Natri); (42) Teacher professional learning: developing with the aid of technology (Marianna Kyprianou and Eleni Nikiforou); (43) Quizlet: what the students think--a qualitative data analysis (Bruce Lander); (44) "Just facebook me": a study on the integration of Facebook into a German language curriculum (Vera Leier and Una Cunningham); (45) A survey on Chinese students' online English language learning experience through synchronous web conferencing classrooms (Chenxi Li); (46) Identifying and activating receptive vocabulary by an online vocabulary survey and an online writing task (Ivy Chuhui Lin and Goh Kawai); (47) Exploring learners' perceptions of the use of digital letter games for language learning: the case of Magic Word (Mathieu Loiseau, Cristiana Cervini, Andrea Ceccherelli, Monica Masperi, Paola Salomoni, Marco Roccetti, Antonella Valva, and Francesca Bianco); (48) Game of Words: prototype of a digital game focusing on oral production (and comprehension) through asynchronous interaction (Mathieu Loiseau, Racha Hallal, Pauline Ballot, and Ada Gazidedja); (49) PETALL in action: latest developments and future directions of the EU-funded Pan-European Task Activities for Language Learning (António Lopes); (50) Exploring EFL learners' lexical application in AWE-based writing (Zhihong Lu and Zhenxiao Li); (51) Mobile-assisted language learning and language learner autonomy (Paul A. Lyddon); (52) YELL/TELL: online community platform for teacher professional development (Ivana Marenzi, Maria Bortoluzzi, and Rishita Kalyani); (53) Leveraging automatic speech recognition errors to detect challenging speech segments in TED talks (Maryam Sadat Mirzaei, Kourosh Meshgi, and Tatsuya Kawahara); (54) Investigating the affective learning in a 3D virtual learning environment: the case study of the Chatterdale mystery (Judith Molka-Danielsen, Stella Hadjistassou, and Gerhilde Messl-Egghart); (55) Are commercial "personal robots" ready for language learning? Focus on second language speech (Souheila Moussalli and Walcir Cardoso); (56) The Digichaint interactive game as a virtual learning environment for Irish (Neasa Ni Chiaráin and Ailbhe Ní Chasaide); (57) Mingling students' cognitive abilities and learning strategies to transform CALL (Efi Nisiforou and Antigoni Parmaxi); (58) Taking English outside of the classroom through social networking: reflections on a two-year project (Louise Ohashi); (59) Does the usage of an online EFL workbook conform to Benford's law? (Mikolaj Olszewski, Kacper Lodzikowski, Jan Zwolinski, Rasil Warnakulasooriya, and Adam Black); (60) Implications on pedagogy as a result of adopted CALL practices (James W. Pagel and Stephen G. Lambacher); (61) Exploring the benefits and disadvantages of introducing synchronous to asynchronous online technologies to facilitate flexibility in learning (Salomi Papadima-Sophocleous and Fernando Loizides); (62) A CALL for evolving teacher education through 3D microteaching (Giouli Pappa and Salomi Papadima-Sophocleous); (63) Physicality and language learning (Jaeuk Park, Paul Seedhouse, Rob Comber, and Jieun Kiaer); (64) Designing strategies for an efficient language MOOC (Maria Perifanou); (65) Worldwide state of language MOOCs (Maria Perifanou); (66) A Spanish-Finnish telecollaboration: extending intercultural competence via videoconferencing (Pasi Puranen and Ruby Vurdien); (67) Developing oral interaction skills with a digital information gap activity game (Avery Rueb, Walcir Cardoso, and Jennica Grimshaw); (68) Using WebQuests as idea banks for fostering autonomy in online language courses (Shirin Sadaghian and S. Susan Marandi); (69) Integrating mobile technologies into very young second language learners' curriculum (Gulnara Sadykova, Gulnara Gimaletdinova, Liliia Khalitova, and Albina Kayumova); (70) Investigating commercially available technology for language learners in higher education within the high functioning disability spectrum (Georgia Savvidou and Fernando Loizides); (71) Learning languages in 3D worlds with Machinima (Christel Schneider); (72) What are more effective in English classrooms: textbooks or podcasts? (Jaime Selwood, Joe Lauer, and Kazumichi Enokida); (73) Mind the gap: task design and technology in novice language teachers' practice (Tom F. H. Smits, Margret Oberhofer, and Jozef Colpaert); (74) Language immersion in the self-study mode e-course (Olga Sobolev); (75) Aligning out-of-class material with curriculum: tagging grammar in a mobile music application (Ross Sundberg and Walcir Cardoso); (76) Meeting the technology standards for language teachers (Cornelia Tschichold); (77) Mobile-assisted language learning community and culture in French-speaking Belgium: the teachers' perspective (Julie Van de Vyver); (78) Classification of Swedish learner essays by CEFR levels (Elena Volodina, Ildikó Pilán, and David Alfter); (79) Mobile assisted language learning and mnemonic mapping--the loci method revisited (Ikumi Waragai, Marco Raindl, Tatsuya Ohta, and Kosuke Miyasaka); (80) CALL and less commonly taught languages--still a way to go (Monica Ward); (81) Demystifying pronunciation with animation (Monica Ward); (82) The effects of utilizing corpus resources to correct collocation errors in L2 writing--Students' performance, corpus use and perceptions (Yi-ju Wu); (83) A social constructionist approach to teaching and learning vocabulary for Italian for academic purposes (Eftychia Xerou, Salomi Papadima-Sophocleous, and Antigoni Parmaxi); (84) Flip-J: development of the system for flipped jigsaw supported language learning (Masanori Yamada, Yoshiko Goda, Kojiro Hata, Hideya Matsukawa, and Seisuke Yasunami); and (85) "Check your Smile", prototype of a collaborative LSP website for technical vocabulary (Nadia Yassine-Diab, Charlotte Alazard-Guiu, Mathieu Loiseau, Laurent Sorin, and Charlotte Orliac). An author index is included. (Individual papers contain references.)

Published
2016

8. The making of paper money in early modern Japan.

Author

D'Amico, John

Subjects
PAPER money, NON-state actors (International relations), VALUE (Economics), RULING class, MONETARY systems, INVESTORS
Abstract

This article explores the conception and execution of paper currency schemes in Tokugawa Japan (1603–1868). Paper currency was widely used as a form of local money in early modern Japan, but has received close to no attention in Anglophone scholarship even amid a recent upsurge in interest in the global history of money. From the perspective of monetary history, Tokugawa paper currency presents an intriguing puzzle. Even as paper currencies repeatedly collapsed in value, they remained in common use as an essential component of the early modern monetary system. Using the case of Sendai domain, a large fiefdom in northeastern Japan, the article argues that the monetary practices and expectations of ordinary subjects transformed paper money, created through partnerships between the samurai ruling class and powerful merchant financiers, from a tool meant to serve the interests of state finances into a low‐denomination currency convenient for everyday transactions, resulting in the bills' surprising longevity as a form of small change. Drawing on approaches that centre the role of non‐state and marginal actors in the making of money, it sheds new light on the political economy of late Tokugawa Japan and offers new insights into the global history of money. [ABSTRACT FROM AUTHOR]

Published
2024
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9. The Effectiveness of Online and Paper-Based Formative Assessment in the Learning of English as a Second Language

Author

Joyce, Paul

Abstract

This article investigates the relative effectiveness of online and paper-based formative assessment in the learning of English as a second language. For this study, 74 Japanese university second language (L2) students took online quizzes, while 71 were given paper-based quizzes to complete. The quiz content was drawn from learning material found in the class textbook. Both groups were assigned the exercises as homework. At the end of the 15-week study period, both groups were administered a summative assessment that also covered learning points from the textbook. After controlling for the learners' L2 proficiency through their TOEIC test scores, the performance of the two groups on the formative quiz was compared through correlation and regression analysis. While there was found to be a statistically significant relationship between the online formative assessment and summative exam scores, this was not the case for the paper-based homework. When compared through an analysis of covariance, there was found to be a significant interaction between group and homework on exam scores. The online group was more affected by their homework score than the pencil and paper group. The findings from this study have implications for teachers, learners and curriculum developers.

Published
2018

10. CALL in a Climate of Change: Adapting to Turbulent Global Conditions. Short Papers from EUROCALL 2017 (25th, Southampton, United Kingdom, August 23-26, 2017)

Author

Research-publishing.net (France), Borthwick, Kate, Bradley, Linda, and Thouësny, Sylvie

Abstract

The 25th European Association of Computer-Assisted Language Learning (EUROCALL) conference was hosted by Modern Languages and Linguistics at the University of Southampton, in the United Kingdom, from the 23rd to the 26th of August 2017. The theme of the conference was "CALL in a climate of change." The theme encompassed the notion of how practice and research in CALL is responding to shifting global circumstances which impact education, including developments arising from economic, political, or environmental change. It cut across areas including considerations for teacher training, competitive educational models, open education, new models for blended learning, collaboration, mobile learning, creative and innovative pedagogy, data analytics, students' needs and sustainability--and crucially, it looked to the future with optimism. The programme was packed with over 200 sessions related to this topic, and it included a large number of workshops, pecha kucha, posters, and symposia. This volume offers a snapshot of this dynamic landscape and contains 60 of the papers presented. This volume reflects the wide variety of topics featured at the conference and the high quality of contributions. (Individual papers contain references.)

Published
2017

11. Comparing the Efficacy of Digital Flashcards versus Paper Flashcards to Improve Receptive and Productive L2 Vocabulary

Author

Dizon, Gilbert and Tang, Daniel

Abstract

Several researchers have compared the efficacy of digital flashcards (DFs) versus paper flashcards (PFs) to improve L2 vocabulary and have concluded that using DFs is more effective (Azabdaftari & Mozaheb, 2012; Basoglu & Akdemir, 2010; Kiliçkaya & Krajka, 2010). However, these studies did not utilize vocabulary learning strategies (VLSs) as a way to support the vocabulary development of those using PFs. This is significant because DFs often offer a range of features to promote vocabulary development, whereas PFs are much more basic; thus, learners who study via paper materials are at a disadvantage compared with those who use DFs. Given the success that VLSs have had in fostering L2 vocabulary enhancement (e.g., Mizumoto & Takeuchi, 2009), their incorporation could have influenced the previous studies. Therefore, one of the primary aims of this study was to find if there were significant differences in receptive and productive L2 vocabulary improvements between students who used PFs in conjunction with 3 VLSs -- dropping, association, and oral rehearsal -- and those who used the DF tools Quizlet and Cram. Additionally, the researchers examined the learners' opinions to see if there was a preference for either study method. A total of 52 EFL students at two Japanese universities participated in the 12-week study. Pre- and post-tests were administered to measure the vocabulary gains in the PF group (n = 26) and the DF group (n = 26). Results from a paired t-test revealed that both groups made significant improvements in receptive and productive vocabulary. However, the difference between the gains was not significant, which contrasts with past comparison studies of DFs and PFs and highlights the importance of VLSs. A 10-item survey with closed and Likert-scale questions was also administered to determine the participants' opinions towards the study methods. Higher levels of agreement were found in the experimental group, indicating that the students viewed DFs more favorably than PFs.

Published
2017

12. Multivariate statistical analysis on Japanese traditional papers, washi, for evaluation of DNA presence and quality.

Author

Shin, Minsoo and Enomae, Toshiharu

Subjects
MULTIVARIATE analysis, STANDARD deviations, PEARSON correlation (Statistics), FORENSIC psychiatry, DOCUMENT clustering, DNA, DNA analysis
Abstract

Traditional papermaking was a significant innovation that intrigued the information-sharing society in a wide range of the globe. The importance of finding the historical background hidden behind the historical traditional paper is critical to understanding societies in history. Advanced molecular biological research is applied to many forensic studies to identify the origin and criminal events. Yet, biological research refrained from the heritage science of traditional papers due to its damage to the samples. The current study explores the Pearson correlation between DNA in traditional paper and non-destructive measurement of characteristics of traditional paper. DNA concentration and purity were found to have a proportional relationship based on the CIEL*a*b* color system. The color of the traditional paper was assessed assessment shows green and yellow rather than red and blue. The DNA concentration demonstrated a positive linear correlation with the peaks of 992 cm−1, 1599 cm−1, and 1628 to 1638 cm−1 region, which were lignin-specific functional groups. The presence of lignin in traditional paper defines the colors green and yellow, which is related to the presence of a cell wall. The quantity of cell walls present is linked to DNA survival during the traditional papermaking process. Furthermore, the partial least square (PLS) regression model is established. The prediction model based on DNA, paper properties, and smoothing + the second derivative preprocessed attenuated total reflection-Fourier-transform infrared (ATR-FTIR) spectral data demonstrated valid purity predictions. The evaluation parameter of the cross-validated prediction model contains a low Root Mean Square Error of Cross-Validation (RMSECV) of 0.091 for DNA purity. The determination coefficient was close to 1. However, the further establishment of a validated DNA extraction methodology is required for the consistency of the prediction model for DNA concentration. The hierarchical clustering analysis demonstrated the agglomerative dendrogram on traditional paper samples. For the dendrogram, the Nasu paper mulberry (originating in northern Japan) was distinguished from another paper mulberry (originating in southwestern Japan) by clustering. By multivariate statistical analysis, the DNA presence and quality were predictable from the Japanese traditional papers. In addition, the clustering analysis provided the possible origin of paper mulberry materials for traditional papers. Based on the preliminary information, the need for DNA analysis on historical traditional paper can be determined. [ABSTRACT FROM AUTHOR]

Published
2023
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13. Paper-based versus digital-based learning among undergraduate medical, nursing and pharmaceutical students in Japan: a cross-sectional study.

Author

Yamada M, Sekine M, and Tatsuse T

Subjects
Humans, Cross-Sectional Studies, Japan, Male, Female, Surveys and Questionnaires, Students, Nursing, Young Adult, Students, Medical psychology, COVID-19, Problem-Based Learning methods, Adult, Education, Distance methods, SARS-CoV-2, Students, Pharmacy psychology, Computer-Assisted Instruction methods, Education, Medical, Undergraduate methods
Abstract

Objective: Since the emergence of COVID-19, university education has drastically transformed into digital-based learning (DBL). Online education has been well recognised as a promising mode of teaching; however, only a limited number of studies have reported the students' preferred format for academic learning., Design: Cross-sectional., Setting: The study was conducted in a university setting in Japan. A Google Forms online questionnaire was distributed to the participants between April and May 2022., Participants: A total of 939 undergraduate medical, nursing and pharmaceutical students in the pre-clinical grade were recruited, and 344 were included in the final analysis., Primary and Secondary Outcome: The questionnaire assessed students' format preferences between paper-based learning (PBL) and DBL as it pertained to academic performance and eyestrain. In terms of academic performance, comprehension, memory retention and absorption (concentration) were assessed. We also explored the association between students' daily time spent using DBL and their digital preference by the Cochran-Armitage trend test and logistic regression analysis., Results: A total of 344 (191 medical, 73 nursing and 80 pharmaceutical) university students completed the questionnaire (response rate 36.6%). An even distribution was observed in the preferred learning format for comprehension: PBL (32.0%), both formats equivalent (32.8%) and DBL (35.2%; digital preference). Only few students preferred DBL for memory retention (6.1%), absorption (6.7%) and eyestrain (1.2%). Although a positive association was observed between daily time spent using DBL and digital preference for comprehension, there was no association for memory retention, absorption and eyestrain., Conclusion: Among university students, DBL was just as preferred as PBL for comprehension; however, only a few students reported that DBL was better in terms of memory retention, absorption and eyestrain. A learning environment where students can study using PBL should be continued., Competing Interests: Competing interests: None declared., (© Author(s) (or their employer(s)) 2024. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ.)

Published
2024
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14. Differences in Center for Epidemiologic Studies Depression Scale, Generalized Anxiety Disorder-7 and Kessler Screening Scale for Psychological Distress Scores between Smartphone Version versus Paper Version Administration: Evidence of Equivalence.

Author

Hirao K, Takahashi H, Kuroda N, Uchida H, Tsuchiya K, and Kikuchi S

Subjects
Female, Humans, Male, Young Adult, Epidemiologic Studies, Paper, Reproducibility of Results, Smartphone, Japan epidemiology, Cross-Over Studies, Anxiety Disorders diagnosis, Anxiety Disorders epidemiology, Depression diagnosis, Depression epidemiology, Psychiatric Status Rating Scales, Psychological Distress
Abstract

The use of electronic patient-reported outcomes has increased recently, and smartphones offer distinct advantages over other devices. However, previous systematic reviews have not investigated the reliability of the Center for Epidemiologic Studies Depression Scale (CES-D), Generalized Anxiety Disorder-7 (GAD-7), and Kessler Screening Scale for Psychological Distress (K6) when used with smartphones, and this has not been fully explored. This study aimed to evaluate the equivalence of the paper and smartphone versions of the CES-D, GAD-7, and K6, which were compared following a randomized crossover design method in 100 adults in Gunma, Japan. Participants responded to the paper and smartphone versions at 1-week intervals. The equivalence of paper and smartphone versions was evaluated using the intraclass correlation coefficient (ICC agreement ). The mean participant age was 19.86 years (SD = 1.08, 23% male). The ICC agreements for the paper and smartphone versions of the CES-D, GAD-7, and K6 were 0.76 (95% confidence interval [CI] 0.66-0.83), 0.68 (95% CI 0.59-0.77), and 0.83 (95% CI 0.75-0.88), respectively. Thus, the CES-D and K6 scales are appropriate for use in a smartphone version, which could be applied to clinical and research settings in which the paper or smartphone versions could be used as needed.

Published
2023
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15. New Directions in Telecollaborative Research and Practice: Selected Papers from the Second Conference on Telecollaboration in Higher Education

Author

Research-publishing.net (France), Jager, Sake, Kurek, Malgorzata, O'Rourke, Breffni, Jager, Sake, Kurek, Malgorzata, O'Rourke, Breffni, and Research-publishing.net (France)

Abstract

Trinity College Dublin was proud to host, in April 2016, the Second International Conference on Telecollaboration in Higher Education, with the theme "New Directions in Telecollaborative Research and Practice." Over two and a half days, 150 participants offered 95 research presentations, posters, and "problem shared" sessions. Following a preface (Breffni O'Rourke) and introduction (Sake Jager, Malgorzata Kurek, and Breffni O'Rourke), selected papers from this conference presented herein include: (1) Telecollaboration and student mobility for language learning (Celeste Kinginger); (2) A task is a task is a task is a task… or is it? Researching telecollaborative teacher competence development--the need for more qualitative research (Andreas Müller-Hartmann); (3) Learner autonomy and telecollaborative language learning (David Little); (4) Developing intercultural communicative competence across the Americas (Diane Ceo-DiFrancesco, Oscar Mora, and Andrea Serna Collazos); (5) CHILCAN: a Chilean-Canadian intercultural telecollaborative language exchange (Constanza Rojas-Primus); (6) Multifaceted dimensions of telecollaboration through English as a Lingua Franca (ELF): Paris-Valladolid intercultural telecollaboration project (Paloma Castro and Martine Derivry-Plard); (7) Student perspectives on intercultural learning from an online teacher education partnership (Shannon Sauro); (8) Blogging as a tool for intercultural learning in a telecollaborative study (Se Jeong Yang); (9) Intergenerational telecollaboration: what risks for what rewards? (Erica Johnson); (10) Telecollaboration, challenges and oppportunities (Emmanuel Abruquah, Ildiko Dosa, and Grazyna Duda); (11) Exploring telecollaboration through the lens of university students: a Spanish-Cypriot telecollaborative exchange (Anna Nicolaou and Ana Sevilla-Pavón); (12) A comparison of telecollaborative classes between Japan and Asian-Pacific countries -- Asian-Pacific Exchange Collaboration (APEC) project (Yoshihiko Shimizu, Dwayne Pack, Mikio Kano, Hiroyuki Okazaki, and Hiroto Yamamura); (13) Incorporating cross-cultural videoconferencing to enhance Content and Language Integrated Learning (CLIL) at the tertiary level (Barbara Loranc-Paszylk); (14) Multimodal strategies allowing corrective feedback to be softened during webconferencing-supported interactions (Ciara R. Wigham and Julie Vidal); (15) Problem-solving interaction in GFL videoconferencing (Makiko Hoshii and Nicole Schumacher); (16) Interactional dimension of online asynchronous exchange in an asymmetric telecollaboration (Dora Loizidou and François Mangenot); (17) Telecollaboration in secondary EFL: a blended teacher education course (Shona Whyte and Linda Gijsen); (18) It takes two to tango: online teacher tandems for teaching in English (Jennifer Valcke and Elena Romero Alfaro); (19) Getting their feet wet: trainee EFL teachers in Germany and Israel collaborate online to promote their telecollaboration competence through experiential learning (Tina Waldman, Efrat Harel, and Götz Schwab); (20) Teacher competences for telecollaboration: the role of coaching (Sabela Melchor-Couto and Kristi Jauregi); (21) Preparing student mobility through telecollaboration (Marta Giralt and Catherine Jeanneau); (22) What are the perceived effects of telecollaboration compared to other communication-scenarios with peers? (Elke Nissen); (23) The "Bologna-München" Tandem -- experiencing interculturality (Sandro De Martino); (24) Comparing the development of transversal skills between virtual and physical exchanges (Bart van der Velden, Sophie Millner, and Casper van der Heijden); (25) Making virtual exchange/telecollaboration mainstream -- large scale exchanges (Eric Hagley); (26) Searching for telecollaboration in secondary geography education in Germany (Jelena Deutscher); (27) Communication strategies in a telecollaboration project with a focus on Latin American history (Susana S. Fernández); (28) Students' perspective on Web 2.0-enhanced telecollaboration as added value in translator education (Mariusz Marczak); (29) Intercultural communication for professional development: creative approaches in higher education (Linda Joy Mesh); (30) Illustrating challenges and practicing competencies for global technology-assisted collaboration: lessons from a real-time north-south teaching collaboration (Stephen Capobianco, Nadia Rubaii, and Sebastian Líppez-De Castro); (31) Telecollaboration as a tool for building intercultural and interreligious understanding: the Sousse-Villanova programme (Jonathan Mason); (32) Vicious cycles of turn negotiation in video-mediated telecollaboration: interactional sociolinguistics perspective (Yuka Akiyama); (33) A corpus-based study of the use of pronouns in the asynchronous discussion forums in the online intercultural exchange MexCo (Marina Orsini-Jones, Zoe Gazeley-Eke, and Hannah Leinster); (34) Cooperative autonomy in online lingua franca exchanges: A case study on foreign language education in secondary schools (Petra Hoffstaedter and Kurt Kohn); (35) Emerging affordances in telecollaborative multimodal interactions (Aparajita Dey-Plissonneau and Françoise Blin); (36) Telecollaboration in online communities for L2 learning (Maria Luisa Malerba and Christine Appel); (37) Fostering students' engagement with topical issues through different modes of online exchange (Marie-Thérèse Batardière and Francesca Helm); (38) A conversation analysis approach to researching eTandems--the challenges of data collection (Julia Renner); and (39) DOTI: Databank of Oral Teletandem Interactions (Solange Aranha and Paola Leone). An author index is included. Individual papers contain references.

Published
2016

16. How PARCC's False Rigor Stunts the Academic Growth of All Students. White Paper No. 135

Author

Pioneer Institute for Public Policy Research, Center for School Reform, McQuillan, Mark, Phelps, Richard P., and Stotsky, Sandra

Abstract

In July 2010, the Massachusetts Board of Elementary and Secondary Education (BESE) voted to adopt Common Core's standards in English language arts (ELA) and mathematics in place of the state's own standards in these two subjects. The vote was based largely on recommendations by Commissioner of Education Mitchell Chester and then Secretary of Education Paul Reville, and on the conclusions in three studies comparing the state's standards with Common Core's, all financed directly or indirectly by the Bill & Melinda Gates Foundation, and all issued by organizations that are among the primary boosters of Common Core (Achieve, Inc., Thomas B. Fordham Institute, and Massachusetts Business Alliance for Education). Nevertheless, annual state testing for school and district accountability continued as part of the Massachusetts Comprehensive Assessment System (MCAS) mandated by the 1993 Massachusetts Education Reform Act (MERA). To accommodate the adoption of Common Core's standards, tests were based on both the old standards and an annually increasing number of Common Core's standards until 2015, when all of the pre-Common Core standards in ELA and mathematics were archived, and the MCAS tests were presumably only Common Core-based. After the vote to adopt Common Core's standards in 2010, the state joined the testing consortium called Partnership for Assessment of Readiness for College and Careers (PARCC), funded by the United States Department of Education (USED) to develop common tests for its member states (about 25 initially), but with the costs for administering the tests to be borne by the states and local school districts. Since 2011, PARCC has been developing tests that BESE is expected to vote to adopt in the late fall of 2015 as the state's official Common Core-based tests in place of Common Corebased MCAS tests. (Indeed, the commissioner of education and his staff at the Department of Elementary and Secondary Education (DESE) have been implementing a transition to PARCC tests for several years.) BESE's official vote will be guided, again, by the recommendations of the same commissioner of education (who now also chairs PARCC's Governing Board), the current Secretary of Education James Peyser, and the conclusions reached in "external" studies comparing PARCC and MCAS tests as well as in about 20 studies directly authorized by PARCC. Two of the external studies are listed in the state's 2015 application to the USED for a waiver from No Child Left Behind Act requirements and are by organizations that had originally recommended adoption of Common Core. One, issued by the Massachusetts Business Alliance for Education in February 2015, claims that PARCC tests predict college readiness better than MCAS tests did. A second, to be completed by the Fordham Institute and a partner, is to be issued in time for BESE's vote. A third, issued in mid-October 2015 by Mathematica Policy Research (and requested by the state's Executive Office of Education) claims both tests are equally predictive of college readiness, although its report has major shortcomings. This White Paper will be a fourth external report on the question BESE's vote will address; it is motivated by our interest in providing an analysis of how MCAS and PARCC assess reading and writing. Much less national attention has been paid to Common Core-based assessments of reading and writing than of mathematics, yet reading and writing skills are just as important to readiness for college and career as is mathematics. This White Paper's central recommendation is that Massachusetts use a testing system for K-12 that is much less costly, more rigorous academically, and much more informative about individual student performance, and with much less instructional time spent on test preparation and administration, than the current PARCC tests. Both the PARCC tests and the current MCAS tests in grade 10 are weak, albeit for different reasons, and neither indicates eligibility for a high school diploma, college readiness, or career readiness. In essence, the authors recommend that BESE reject the PARCC assessment system and vote for the MCAS system but on the condition that the responsibility for developing and administering K-12 standards and tests be assigned to an organization in Massachusetts independent of DESE and the state's education schools. This organization must focus squarely on providing the best possible content standards from disciplinary experts in the arts, sciences, and engineering throughout the state and be capable of providing oversight of high school standards and tests. If carried out, these recommendations would ensure the legacy and future promise of MERA. The following are appended: (1) Critique of Criteria for Evaluating Common Core-Aligned Assessments, (2) Links to Public Hearings and Other Sources of Public Comment on MCAS or PARCC, and (3) A Randomly-Chosen Test Item Used on the 2014 Grade 10 MCAS Math Test. Also provided are additional recommendations, an about the authors section, and endnotes.

Published
2015

17. The presence of bisphenol A in the thermal paper in the face of changing European regulations - A comparative global research.

Author

Frankowski R, Zgoła-Grześkowiak A, Grześkowiak T, and Sójka K

Subjects
Benzhydryl Compounds analysis, Europe, Japan, Phenols, Paper, Sulfones
Abstract

Bisphenol A (BPA) is used as a color developer in a thermal paper that after a heating process reacts with a leuco dye and changes it to a colored form. Receipts from cash registers are considered as the main source of consumer exposure to bisphenols together with polycarbonates and epoxy resins. Levels of BPA and its possible alternatives were determined in thermal paper samples collected between May 2018 and May 2019 in 22 European and 17 non-European countries on all inhabited continents (220 samples in total, 133 of which were from Europe and 87 from other countries). These measurements were intended to check the level of BPA presence in receipts originating from different countries, especially from Europe in the light of changing regulations restricting its use. The effect of thermal printing on developer content was also analyzed, but no major changes in concentrations of bisphenols were observed during the process. Thus, printed receipts could be used for the determination of bisphenol content. Analysis of receipts from 39 countries has shown that BPA is still the most common compound used around the world with 69% samples containing this color developer. Among other tested bisphenols, BPS was used as a color developer in 20% samples, but it was noted that all samples collected from Japan and the United States of America were found to contain only BPS. Other bisphenols (F, AF, E, and B) considered as possible alternatives for BPA were detected only at trace levels or not detected at all, which showed that they were not used as color developers. The relatively large use of BPS as a BPA substitute is worrying because this compound not only has similar endocrine properties but is also poorly biodegradable. Besides, its relatively high polarity facilitates spreading in the environment., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2020 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Published
2020
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18. The people behind the papers - Daniel Doro, Sachiko Iseki and Karen J. Liu.

Subjects
Humans, Japan, London
Abstract

It has been suggested that bone repair following craniofacial injury could be supported by a stem cell niche in the sutures. A new paper in Development identifies a key role for neural crest-derived progenitors in skull repair and suggests that injuries close to the sutures heal more efficiently, possibly due to better access to these progenitors. To learn more about the story behind the paper, we caught up with first author, Daniel Doro, and corresponding authors Sachiko Iseki, Professor at Tokyo Medical and Dental University, Japan, and Karen J. Liu, Professor of Genetics and Development at King's College London, UK., (© 2024. Published by The Company of Biologists Ltd.)

Published
2024
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19. A systematic review of conference papers presented at two large Japanese psychology conferences in 2013 and 2018: did Japanese social psychologists selectively report p < 0.05 results without peer review?

Author

Hiraishi K, Miura A, Higuchi M, Fujishima Y, Nakamura D, and Suyama M

Subjects
Japan, Existentialism, Optimism, Psychology, Social, Peer Review
Abstract

We conducted a systematic review of conference papers in social psychology at two large psychology conferences in Japan: the Japanese Psychological Association and the Japanese Society for Social Psychology. The conference papers were effectively not subjected to peer review; hence, they were suitable for testing if psychologists selectively reported statistically significant findings without pressure from journal editors and reviewers. We investigated the distributions of z -values converted from the p -values reported in the articles presented at the 2013 and 2018 conferences. The z -curve analyses suggest the existence of selective reporting by the authors in 2013. The expected discovery rate (EDR) was much lower than the observed discovery rate (ODR; 7% vs . 76%, respectively), and the 95% confidence interval (CI) did not include the ODR. However, this does not mean that the set of studies completely lacked evidential value. The expected replication rate (ERR) was 31%; this is significantly higher than 5%, which was expected under the null hypothesis of no effect. Changes were observed between 2013 and 2018. The ERR increased (31% to 44%), and the EDR almost doubled (7% to 13%). However, the estimation of the maximum false discovery rate (FDR; 68% in 2013 and 35% in 2018) suggested that a substantial proportion of the reported findings were false positives. Overall, while social psychologists in Japan engaged in selective reporting, this does not mean that the entire field was covered with false positives. In addition, slight signs of improvement were observed in how they reported their findings. Still, the evidential value of the target studies was weak, even in 2018, allowing for no optimism., Competing Interests: Kai Hiraishi, Asako Miura, Masataka Higuchi, and Yoshitsugu Fujishima are members of the JPA and the JSSP. Masaki Suyama is a member of the JSSP., (© 2024 Hiraishi et al.)

Published
2024
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20. The people behind the papers - Yuki Sato.

Subjects
Humans, Cell Differentiation, Japan, Hematopoietic Stem Cells, Hemangioblasts
Abstract

Endothelial-to-hematopoietic transition is crucial for hematopoietic stem cell generation. A new paper in Development uncovers a role for aquaporins in regulating the morphological changes of hematopoietic stem cells from hemogenic endothelial cells during endothelial-to-hematopoietic transition. To hear more about the story behind the paper, we caught up with the first and corresponding author Yuki Sato, Associate Professor at Kyushu University, Japan., (© 2023. Published by The Company of Biologists Ltd.)

Published
2023
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21. Imaging modalities for drug-related osteonecrosis of the jaw (2), Overview of the position paper on medication-related osteonecrosis of the jaw and the current status of the MRONJ in Japan.

Author

Shibahara, Takahiko

Subjects
OSTEONECROSIS, BONE resorption, JAWS, WESTERN countries
Abstract

Since Marx reported on osteonecrosis of the jaw caused by the injectable bisphosphonates (BPs) pamidronate and zoledronate, there have been numerous reports not only in Western countries, but in Japan as well, of bisphosphonate-related osteonecrosis of the jaw (BRONJ) as a pathology similar to radiation-related osteonecrosis/osteomyelitis of the jaw, which is accompanied by exposure of the bone. Osteonecrosis of the jaw similar to that occurring with BPs is also produced with the anti-receptor activator of nuclear factor kappa-Β ligand (RANKL) antibody denosumab, a bone resorption inhibitor that has a different mode of action from BPs, and there is also a report of osteonecrosis of the jaw related to bevacizumab, an angiogenic inhibitor. Because of this, in its newest position paper (2014), the AAOMS changed the nomenclature from BRONJ to "medication-related osteonecrosis of the jaw" (MRONJ). This article presents an overview of the position paper on medication-related osteonecrosis of the jaw and the current status of the MRONJ in Japan. [ABSTRACT FROM AUTHOR]

Published
2019
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22. Bacterial and fungal gut microbiota of supralittoral talitrid amphipods feeding on brown macroalgae and paper.

Author

Nakamura, Seiichiro, Yumioka, Junya, Kachi, Seishu, Baba, Yasunori, and Kawai, Shigeyuki

Subjects
*AMPHIPODA, *GUT microbiome, *MARINE algae, *BROWN algae, *CARBON cycle, *VIBRIO
Abstract

Some macroalgae drift on the ocean and are stranded on coasts, and these stranded brown macroalgae are regarded to be degraded by organisms. Alginate is a major component of brown macroalgae. An uncovering of how carbon is cycled through brown macroalgae is needed to deeply understand coastal ecosystems. In this study, to gain insights into metabolism of brown macroalgae and alginate in the organisms, we initially confirmed that supralittoral talitrid amphipods (beach fleas or sandhoppers collected on the Shibagaki coast in Ishikawa Prefecture, Japan) fed on the brown macroalgae. We then isolated bacteria such as Vibrio sp. with alginate-assimilating capability from the gut of the amphipods. Metagenomic analysis of the gut of amphipods housed in several conditions (e.g. macroalgae or paper as feed, non-sterilized or sterilized environment) showed no condition-dependent compositions of bacteria and fungi, but Vibrio sp. were detected at high frequency, in good agreement with the isolation of Vibrio sp. An intervention study using antibiotics showed that amphipods fed on algae or paper at about the same rate in the presence or absence of antibiotics, and that the antibiotics had no effects on the life span. Moreover, intervention with antibiotics completely killed Vibrio sp. and some other bacteria, and had significant effects on the composition of the flora in the gut, with elimination of the variations observed in the guts of amphipods housed without antibiotics. These data suggest that microbes that were killed by antibiotics, including Vibrio sp., in the gut of talitrid amphipods are not essential for assimilation of brown macroalgae. [ABSTRACT FROM AUTHOR]

Published
2022
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23. CARACTERIZACIÓN DE FIBRAS VEGETALES EN PAPELES USADOS EN RESTAURACIÓN: ABACÁ Y PAPEL JAPÓN.

Author

Alcaraz, Élida, Nitiu, Daniela, and Mallo, Andrea

Subjects
*PLANT species, *REFERENCE sources, *CHEMICAL properties, *BANANAS, *COINCIDENCE, *FIBERS
Abstract

Background and aims: The excellent physical and chemical properties of Abacá and Japan papers make them one of the most used materials in restoration of cultural assets on paper. The objective of this work is to characterize the fibers that compose them and identify plant genera or species that were used in their manufacture. M&M: Fibers from samples of each paper and previously collected reference plant material were disintegrated. The diagnostic characters of the fibers were observed with a photomicroscope and photomicrographs were taken. Subsequently, the homologous characters were compared by relating the Abacá paper fiber samples with those of Musa sp. and the Japan paper samples with Broussonetia sp. and Euonymus sp. Results: There were coincidences between the diagnostic characters of the paper fibers of Abacá and Musa sp. Regarding the Japan paper samples, there were results consistent with Broussonetia sp. but not with Euonymus sp. Conclusions: According to the results observed between the Abacá paper fibers and the samples of the collected living material, we infer that the Abacá paper contains fibers of Musa sp. In the Japan paper samples, the similarities observed between the diagnostic characters of the fibers with respect to the reference plant samples indicate the presence of Broussonetia sp. fibers. There is no evidence of fibers of Euonymus sp. [ABSTRACT FROM AUTHOR]

Published
2022
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24. Maintenance issues of elderly patients requiring nursing care with implant treatments in dental visiting: position paper.

Author

Ohkubo C, Ikumi N, Sato Y, Shirai M, Umehara K, Ohashi I, Shibagaki H, Niki Y, Masaki C, Mikami I, Murakami H, Yoshinaga O, Wada M, and Watanabe F

Subjects
Aged, Humans, Japan, Nursing Care, Dental Care for Aged, Dental Implants
Abstract

Purpose: Japan, with an increasing number of elderly people needing long-term care in a super-aged society, urgent needs to develop the clinical guidelines on implant maintenance for elderly people with declining independence. The purpose is to categorize the troubles encountered in the care of patients with dental implants and to indicate actual practices and points of note., Methods: From the members of the Japanese Society of Oral Implantology, 12 expert panelists who were experienced with many problems of implant maintenance during dental visits and were familiar with their solutions were selected. Through repeated discussions in the many panel meetings, the problems of implant maintenance during dental visits were distilled., Results: During a dental visit, the oral cavity, general conditions, and background of elderly patients who cannot orally care for themselves must be grasped, and medical staff, care managers, and patients should understand the changes in these factors as time goes by. The solutions and responses that can be made differ greatly depending on the medical care facilities, the environment, differences in the experience of medical staff, and the patient's background. Thus, it is necessary to select safe treatments appropriate to each situation., Conclusions: This paper features many opinions based on clinical experiences. However, clinical guidelines on implant management during dental visits should be formulated in the future based on the accumulation of evidence through the implementation of clinical research., (© 2022. The Author(s).)

Published
2022
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25. Position paper from the Japan Thyroid Association task force on the management of low-risk papillary thyroid microcarcinoma (T1aN0M0) in adults.

Author

Horiguchi K, Yoshida Y, Iwaku K, Emoto N, Kasahara T, Sato J, Shimura H, Shindo H, Suzuki S, Nagano H, Furuya F, Makita N, Matsumoto F, Manaka K, Mitsutake N, Miyakawa M, Yokoya S, and Sugitani I

Subjects
Adult, Humans, Japan, Thyroid Cancer, Papillary pathology, Thyroid Cancer, Papillary surgery, Thyroid Gland surgery, Thyroid Neoplasms pathology, Thyroid Neoplasms surgery, Watchful Waiting, Thyroid Cancer, Papillary therapy, Thyroid Gland pathology, Thyroid Neoplasms therapy
Abstract

The incidence of thyroid carcinoma has been increasing worldwide. This is interpreted as an increase in the incidental detection of papillary thyroid microcarcinomas (PTMCs). However, mortality has not changed, suggesting overdiagnosis and overtreatment. Prospective clinical trials of active surveillance for low-risk PTMC (T1aN0M0) have been conducted in two Japanese institutions since the 1990s. Based on the favorable outcomes of these trials, active surveillance has been gradually adopted worldwide. A task force on the management of PTMC in adults organized by the Japan Thyroid Association therefore conducted a systematic review and has produced the present position paper based on the scientific evidence concerning active surveillance. This paper indicates evidence for the increased incidence of PTMC, favorable surgical outcomes for low-risk PTMC, recommended criteria for diagnosis using fine needle aspiration cytology, and evaluation of lymph node metastasis (LNM), extrathyroidal extension (ETE) and distant metastasis. Active surveillance has also been reported with a low incidence of disease progression and no subsequent recurrence or adverse events on survival if conversion surgery was performed at a slightly advanced stage. Active surveillance is a safe and valid strategy for PTMC, because it might preserve physical quality of life and reduce 10-year medical costs. However, some points should be noted when performing active surveillance. Immediate surgery is needed for PTMC showing high-risk features, such as clinical LNM, ETE or distant metastasis. Active surveillance should be performed under an appropriate medical team and should be continued for life.

Published
2021
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27. Environmental Assessment of Innovative Paper Recycling Technology Using Product Lifecycle Perspectives.

Author

Ono, Yuya, Hayashi, Masaaki, Yokoyama, Koichiro, Okamura, Takehiko, and Itsubo, Norihiro

Subjects
PAPER recycling, RECYCLED paper, ENERGY consumption, TECHNOLOGY, WATER use, BLEACHING (Chemistry)
Abstract

Paper can be reused to efficiently manage biomass consumption, meaning that it has potential as an environmentally friendly material. On the other hand, because of high energy usage during the recycling process and transportation inefficiencies, there is a call for the development of technologies that can mitigate this environmental burden. This study evaluated, from a lifecycle perspective, a new technology that can collect and recycle paper within the office. This technology can reduce by over 90% the amount of water used compared with the conventional recycled paper that is pulped and bleached once by the dry process. It also eliminates transportation from paper collection facilities to recycling factories, reducing greenhouse gas emissions. This new technology is already in use in Japan, and analyses by user data indicate that evaluation results differ greatly depending on the utilization rate of the machine. In the future, environmental information should be shared by both users and manufacturers, so that users could increase their utilization rate, and manufacturers could develop alternative bonding agents in order to further reduce the total environmental burden. [ABSTRACT FROM AUTHOR]

Published
2020
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28. Mission Statements of Japanese Civil Society Organizations Supporting International Students in the Kansai Area: Critical Discourse Analysis

Author

Ivanova, Polina

Abstract

This study is applying critical discourse analysis (CDA) to mission statements of civil society organizations (CSOs) in the Kansai area of Japan to examine how those texts may be reflecting their views on migration and impacting their practices related to international students. The analysis shows similarities across CSO types in choosing organizational names, using vague and bureaucratic vocabulary for formulating their mission statements, as well as confusing and contradictory style of some statements and event announcements that may be misleading or discouraging for potential members. At the same time, diversity of vocabulary referring to their target audience demonstrates shifting perspectives of CSOs on international students and more generally, on foreigners living in Japan.

Published
2021

29. Minimally invasive technique for non-vital tooth bleaching using traditional Japanese paper.

Author

Jurado CA, Tsujimoto A, Villalobos-Tinoco J, Watanabe H, Takamizawa T, and Miyazaki M

Subjects
Bicuspid, Humans, Hydrogen Peroxide, Japan, Tooth Bleaching, Tooth Discoloration, Tooth, Nonvital
Abstract

The purpose of this case report is to describe a minimally invasive technique for non-vital tooth bleaching using traditional Japanese paper, known as washi. Non-vital tooth bleaching with a mixture of sodium perborate and 30% hydrogen peroxide rolled in Japanese paper for a traumatically injured tooth, and in-office vital-tooth bleaching for the upper front six teeth and first premolars, were performed. Five-year follow-up showed satisfactory stability in the bleaching effects and did not show any problems in the traumatically injured tooth. The use of Japanese paper for non-vital tooth bleaching may minimize damage to discolored non-vital teeth.

Published
2020
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30. Leading Indicators for Detecting Change of Technology Trends: Comparison of Patents, Papers and Newspaper Articles in Japan and US.

Author

Maeno, Takeshi, Iwasawa, Yusuke, and Matsuo, Yutaka

Subjects
ECONOMIC indicators, PATENTS, NEWSPAPERS, ELECTRONIC newspapers, MACHINE learning, DATA mining, INVENTIONS
Abstract

Continual development necessitates innovation. One must discover seeds of innovation and then concentrate resources on these seeds. To do so, one must recognize technology trends and then adopt and execute appropriate innovation strategies. This study used advanced change point detection method to investigate leading indicators that represent changes in technology trends. We examine patents, papers, and newspaper articles in Japan and US for 55 technologies. Results suggest that patents can be more appropriate as leading indicators than either papers or newspapers. This result can contribute to appropriate innovation strategies for planning and updating, and can provide tools that are useful to decision-makers. [ABSTRACT FROM AUTHOR]

Published
2021
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31. Matsuyama University's Statistical Studies (Using Annual Paid Vacation Research as the Basis for Student Development) through the Use of a Student's Graduation Thesis Results

Author

Igusa, Go

Abstract

This publication seeks to consider statistics education in Japan while referencing a student paper. The paper to be considered is as follows: "Gakusei no Koudou ga Gakusei Seikatsu Manzokudo ni Ataeru Eikyou" (The Influence of Student Behavior on the Degree of Satisfaction Perceived in Student Life).

Published
2018

32. Life-cycle greenhouse gas emissions of e-books vs. paper books: A Japanese case study.

Author

Tahara, Kiyotaka, Shimizu, Hirokazu, Nakazawa, Katsuhito, Nakamura, Hiroyuki, and Yamagishi, Ken

Subjects
*GREENHOUSE gas mitigation, *ELECTRONIC books, *SMARTPHONES, *CARBON dioxide mitigation, *CONSUMER behavior
Abstract

The increasing presence of e-books (electronic books) has become a major focus in countries around the world. In the United States, e-books represented 28% of the total book sales for 2012. In Japan, the conversion from paper books to e-books is expected to accelerate by the prevalent use of smartphones and tablet PCs. It is therefore important to quantitatively evaluate the environmental load of paper books and e-books for a sustainable society. In this study, paper books are compared to e-books read on different electronic devices (e-ink tablets, tablets, cell phones, smartphones, laptop computers, desktop computers and portable music players) through a case study on a 224-page book. The study is based on key primary data such as use time and reading speed for each device and aims to minimize assumptions made in other studies. GHG emissions for paper books are 1.24 kg-CO 2 e/book, and are reduced to 1.11 kg-CO 2 e/book when the effect of paper recycling is taken into consideration. The results for e-books under average use-time conditions range from 0.25 to 0.91 kg-CO 2 e/book with the e-ink tablet having the lowest emissions. When the average use time of each e-book device is applied, the paper book has a higher impact than all the e-books. However, sensitivity analysis shows that the impact of paper books can be lower than that of e-books for larger screen devices such as tablets, laptops and desktops when the reuse of books is considered or the e-book reading device is hardly used during its life cycle. [ABSTRACT FROM AUTHOR]

Published
2018
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33. The people behind the papers - Masanori Abe and Reiko Kuroda.

Subjects
Animals, Animals, Genetically Modified embryology, Animals, Genetically Modified metabolism, Body Patterning genetics, Japan, Mollusca embryology, Mollusca metabolism, Body Patterning physiology
Abstract

One of the most obvious examples of left-right asymmetry in animal bodies comes from snails: in most species or strains, the shells coil dextrally, but some coil sinistrally. The control of coiling is genetic and begins in the early embryo. Previous work has implicated the formin diaphanous in the regulation of snail shell chirality, and a new paper in Development now decisively proves its involvement, thanks to the first application of CRISPR/Cas9 gene knockouts in molluscs. We caught up with the author team behind the paper: Masanori Abe and his supervisor Reiko Kuroda, Professor at Chubu University in Japan (recently moved from Tokyo University of Science), to find out more., (© 2019. Published by The Company of Biologists Ltd.)

Published
2019
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34. Toxicologic Pathology Forum: Current Status on the Use of Animal Models of Human Disease in the Pharmaceutical Industry in Japan in Nonclinical Safety Assessment-Opinion Paper.

Author

Tomohiro M, Okabe T, Kimura Y, Kinoshita K, Maeda M, Mitobe Y, Motoyama K, Yonezawa R, Sasaki S, Fujiwara M, and Watanabe K

Subjects
Animals, Humans, Japan, Drug Evaluation, Preclinical methods, Drug Industry methods, Models, Animal, Toxicity Tests methods
Abstract

In nonclinical safety studies for new drug development, healthy animals have been commonly used. However, in some cases, the use of animal models of human disease is considered to be more favorable in evaluating risks in patients. To elucidate the current status of the use of animal models for nonclinical safety assessment, an internal questionnaire from the Japan Pharmaceutical Manufacturers Association and surveys (questionnaire period: August 27 to September 30, 2015) of both common technical documents and review reports of approved drugs (approval period: May 1999 to May 2017) disclosed by the Pharmaceutical and Medical Devices Agency were conducted. Although there were some concerns and limitations raised, the survey results revealed that animal models have been used in nonclinical safety assessment on a case-by-case basis and that nonclinical safety studies using animal models were included in the data packages of several approved drugs in Japan. The survey results also revealed that nonclinical safety studies using animal models have become more frequent in the past few years. In almost all cases, useful information, such as signs of toxicity under disease conditions and mechanisms of toxic change, was obtained from the results of nonclinical studies using animal models. Note: This is an opinion article submitted to the Toxicologic Pathology Forum. It represents the views of the author(s). It does not constitute an official position of the Society of Toxicologic Pathology, British Society of Toxicological Pathology, or European Society of Toxicologic Pathology, and the views expressed might not reflect the best practices recommended by these Societies. This article should not be construed to represent the policies, positions, or opinions of their respective organizations, employers, or regulatory agencies.

Published
2019
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35. The Effectiveness of Cost Reduction with Charge Displays on Test Ordering under the Health Insurance System in Japan: A Study Using Paper-based Simulated Cases for Residents and Clinical Fellows.

Author

Hirota Y, Suzuki S, Ohira Y, Shikino K, and Ikusaka M

Subjects
Adult, Diagnostic Tests, Routine statistics & numerical data, Female, Humans, Internship and Residency, Japan, Male, Middle Aged, Outpatient Clinics, Hospital economics, Physicians, Practice Patterns, Physicians' statistics & numerical data, Unnecessary Procedures economics, Unnecessary Procedures statistics & numerical data, Cost Savings methods, Diagnostic Tests, Routine economics, Health Care Costs statistics & numerical data, Insurance, Health economics, Practice Patterns, Physicians' economics
Abstract

Objective To determine whether or not displaying the cost of tests can help reduce charges on test ordering in Japan. Methods This study was conducted under the setting of a simulated first visit of an outpatient for general internal medicine in a secondary medical institution in Japan. We randomly assigned 27 residents and clinical fellows to Team A or B. The first half, without charges displayed on the ordering system, was designated the "non-display group," and the participants of Team A selected tests for each paper-based simulated case (Q1-Q14), while the participants of Team B selected tests for Q15-Q28. The second half, which had charges displayed, was designated the "display group," and the participants of Team A selected tests for Q15-Q28, while the participants of Team B selected tests for Q1-Q14. The main outcome measure was the difference in the cost of tests per paper-based simulated case between the non-display and display groups. Results The median (interquartile range) cost of tests per paper-based simulated case was 12,255 yen (5,040-23,695 yen) in the non-display group versus 9,425 yen (2,320-21,700 yen) in the display group, showing a decrease of 2,830 yen with charges being displayed (p=0.002). Conclusion Displaying the charges when ordering tests in paper-based simulated cases resulted in cost reduction. The adoption of this intervention may reduce health insurance costs under the health insurance system in Japan, which has features such as universal health coverage and universal access to care.

Published
2019
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36. Evaluation of an ad hoc paper-based syndromic surveillance system in Ibaraki evacuation centres following the 2011 Great East Japan Earthquake and Tsunami.

Author

Griffith MM, Yahata Y, Irie F, Kamiya H, Watanabe A, Kobayashi Y, Matsui T, Okabe N, Taniguchi K, Sunagawa T, and Oishi K

Subjects
Communicable Diseases epidemiology, Disease Outbreaks statistics & numerical data, Humans, Japan epidemiology, Earthquakes, Sentinel Surveillance, Tsunamis
Abstract

Outbreaks of infectious diseases can occur after natural disasters as vital services are disrupted and populations move into evacuation centres. National notifiable disease surveillance may be inadequate in these situations because of resource-consuming disease confirmation or system interruptions. Although syndromic surveillance has been used as an alternative in post-disaster situations, no systematic evaluations of it have been published. We evaluated the ad hoc paper-based syndromic surveillance system implemented in evacuation centres in Ibaraki prefecture after the 2011 Great East Japan Earthquake and Tsunami. We assessed the simplicity, acceptability, data quality, timeliness and portability of this system and reviewed its usefulness. We concluded that the system was simple, acceptable, portable and useful. The documentation and monitoring of disease events and trends were useful for developing interventions in evacuation centres and have since been used to improve post-disaster infectious disease and surveillance knowledge in Japan. We believe timeliness was a challenge due to the chain of data transmission and communication passing through an intermediary. Future implementations of this system could consider a more direct chain of data transmission and communication from collectors to analysers. Too few key informant interviewees and the inability to obtain original paper-based data from evacuation centres limited our findings; we conducted this evaluation four years after the response occurred. Future evaluations should be completed closer to when operations cease. The usefulness of the system suggests adopting it in future disasters. A simple, plain-language manual should be developed to improve future employment.

Published
2018
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38. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (14th, Vilamoura, Algarve, Portugal, October 18-20, 2017)

Author

International Association for Development of the Information Society (IADIS), Sampson, Demetrios G., Spector, J. Michael, Ifenthaler, Dirk, and Isaías, Pedro

Abstract

These proceedings contain the papers of the 14th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2017), 18-20 October 2017, which has been organized by the International Association for Development of the Information Society (IADIS) and endorsed by the Japanese Society for Information and Systems in Education (JSISE). The CELDA 2017 Conference received 72 submissions from more than 25 countries. Out of the papers submitted, 27 were accepted as full papers for an acceptance rate of 38%; 23 were accepted as short papers and 2 were accepted as reflection papers. In addition to the presentation of full, short and reflection papers, the conference also includes one keynote presentation from an internationally distinguished researcher, "Classroom Orchestration: From Practical Tips to Formal Models" (Pierre Dillenbourg). Full papers include: (1) Are Learning Logs Related to Procrastination? From the Viewpoint of Self-Regulated Learning (Masanori Yamada, Misato Oi and Shin'ichi Konomi); (2) Asymmetry in the Perception of Friendship in Student Groups (Luigi Lancieri); (3) Exploring Teacher Use of an Online Forum to Develop Game-Based Learning Literacy (Amanda Barany, Mamta Shah and Aroutis Foster); (4) Educational Assessment of Students in Primary School in Tunisia (Wiem Ben Khalifa, Dalila Souilem and Mahmoud Neji); (5) Impact of Early Numeracy Training on Kindergartners from Middle-Income Families (Carla Meloni, Rachele Fanari, Andrea Bertucci and Sara Berretti); (6) 360 Degree Videos within a Climbing MOOC (Michael Gänsluckner, Martin Ebner and Isidor Kamrat); (7) Cultivating Students' Reading Literacy Using Digital Textile-Based Reading in a Chinese Primary School (Patricia Norte, Joao Negreiros and Ana Correia); (8) How to Flip a Classroom and Improve Student Learning and Engagement: The Case of PSYC1030 (Pedro Isaias, Blake McKimmie, Aneesha Bakharia, John Zornig and Anna Morris); (9) Early Numerical Competence and Number Line Task Performance in Kindergartners (Rachele Fanari, Carla Meloni and Davide Massidda); (10) Exploring the Impact of the Informational Value of Feedback Choices on Performance Outcomes in an Online Assessment Game (Maria Cutumisu); (11) Refining Presentation Documents with Presentation Schema (Yuki Obara and Akihiro Kashihara); (12) The Knowledge Development Model: Responding to the Changing Landscape of Learning in Virtual Environments (Nan B. Adams); (13) Mobile Learning Analytics in Higher Education: Usability Testing and Evaluation of an APP Prototype (Matthias Kuhnel, Luisa Seiler, Andrea Honal and Dirk Ifenthaler); (14) Digital Competence Model of Distance Learning Students (Ketia Kellen A. da Silva and Patricia A. Behar); (15) How Dispositional Learning Analytics Helps Understanding the Worked-Example Principle (Dirk Tempelaar); (16) Pushing Buttons: A Sociomaterial Exploration of the Distributed Lecture (Anna MacLeod, Paula Cameron, Olga Kits and Cathy Fournier); (17) Multimodal Teaching and Learning with the Use of Technology: Meanings, Practices and Discourses (Vasiliki Papageorgiou and Petros Lameras); (18) Contrasts in Openness toward Mobile Learning in the Classroom: A Study of Elementary, Middle and High School Teachers (Rhonda Christensen and Gerald Knezek); (19) Classification of Learning Styles in Virtual Learning Environment Using J48 Decision Tree (Renato R. Maaliw, III and Melvin A. Ballera); (20) Using Short Videos as Testing Elements in Skill Matching--Test Design in the SMART Project (Marc Beutner and Frederike Anna Rüscher); (21) I Might Not Be as Tech as You Think: Collegiate Print versus Digital Preferences (Joan Ann Swanson, Susan L. Renes and Anthony T. Strange); (22) A Visualization System for Predicting Learning Activities Using State Transition Graphs (Fumiya Okubo, Atsushi Shimada, Yuta Taniguchi and Shin'ichi Konomi); (23) OCRA, A Mobile Learning Prototype for Understanding Chemistry Concepts (Tenku Putri Norishah Tenku Shariman and Othman Talib); (24) Teaching Strategies and Methods in Modern Environments for Learning of Programming (Slobodanka Djenic and Jelena Mitic); (25) A Lecture Supporting System Based on Real-Time Learning Analytics (Atsushi Shimada and Shin'ichi Konomi); (26) Characteristics of Effective Pedagogical Strategies for Self-Regulated Learning in Technology-Enhanced Environments: Towards Improving Learning Outcome (Ian S. McGowan); and (27) Pseudo-Haptic Feedback for Promoting Narrative Comprehension (Kazuaki Umetsu and Akihiro Kashihara). Short papers include: (1) Development of a Support Application and a Textbook for Practicing Facial Expression Detection for Students with Visual Impairment (Hirotaka Saito, Akinobu Ando, Shota Itagaki, Taku Kawada, Darold Davis and Nobuyuki Nagai); (2) Teaching Media Design by Using Scrum. A Qualitative Study within a Media Informatics Elective Course (Ines Herrmann, Sander Münster, Vincent Tietz and Rainer Uhlemann); (3) An Architecture to Support Wearables in Education and Wellbeing (Fernando Luis-Ferreira, Andreia Artifice, Gary McManus and João Sarraipa); (4) Differentiated Learning Environment--A Classroom for Quadratic Equation, Function, and Graphs (Emre Dinç); (5) Leveraging the Affordances of Mobile Learning for Vocabulary Gains (Michael Bowles); (6) Towards a Framework of Using Knowledge Tools for Teaching by Solving Problems in Technology-Enhanced Learning Environment (Sergei Kostousov and Dmitry Kudryavtsev); (7) Exploring Students' Learning Journals with Web-Based Interactive Report Tool (Yuta Taniguchi, Fumiya Okubo, Atsushi Shimada and Shin'ichi Konomi); (8) The Framework of Intervention Engine Based on Learning Analytics (Muhittin Sahin and Halil Yurdugül); (9) On the Use of E-TPCK for Situated Teacher Professional Development (Maria Mama Timotheou, Andri Christodoulou and Charoula Angeli); (10) Narb-Based Analysis of Tweets Related to United Airlines Controversy: Learning Beyond the Media (Ananda Mitra); (11) Learners' and Teachers' Perceptions of Learning Analytics (LA): A Case Study of South Hampton Solent University (SSU) (Osama Khan); (12) Issues of IT-Professionals Training in Traditional Educational Process (Farid Eminov and Irina Golitsyna); (13) The Isolation Emotion: An Emotional Point of View on Teaming and Group Tools in E-Learning Environments (Tarek Boutefara and Latifa Mahdaoui); (14) Development of Critical Thinking with Metacognitive Regulation and Toulmin Model (Yasushi Gotoh); (15) A Preliminary Investigation into Parents' Concerns about Programming Education in Japanese Primary Schools (Yukiko Maruyama, Hiroko Kanoh and Kinya Adachi); (16) Designing Philadelphia Land Science as a Game to Promote Identity Exploration (Amanda Barany, Mamta Shah, Jessica Cellitti, Migela Duka, Zachari Swiecki, Amanda Evenstone, Hannah Kinley, Peter Quigley, David Williamson Shaffer and Aroutis Foster); (17) Juxtapose: An Exploration of Mobile Augmented Reality Collaborations and Professional Practices in a Creative Learning Environment (Darren Menorath and Laurent Antonczak); (18) Gender, Games and Space (Suzanne de Castell, Hector Larios and Jennifer Jenson); (19) The Contribution of Collective Intelligence for the Analysis of the Phenomenon of Students Overcrowding (Dikagma Bassagou and Luigi Lancieri); (20) Integrated Collaborative E-Learning for the Global Management Education in the 21st Century (Barbara W. K. Son); (21) Relations between Cognitive Resources and Two Types of Germane Load for Learning (Kazuhisa Miwa, Hitoshi Terai and Yosuke Mizuno); (22) A Framework for People Re-Identification in Multi-Camera Surveillance Systems (Sirine Ammar, Nizar Zaghden and Mahmoud Neji); and (23) Connecting the Dots: Linking Creativity, Synthesis Skills, and the Students' Anxiety about the Future (Ioan Susnea, Emilia Pecheanu, Luminita Dumitriu and Adina Cocu). The two reflection papers are: (1) Localising Content for an XMOOC in the UAE (Jenny Eppard and Preeya Reddy); and (2) Academic Reading on a Collaborative, Online Platform (Jenny Eppard and Preeya Reddy). An author index is included. Individual papers contain references.

Published
2017

39. Clinical Quantification of Myocardial Blood Flow Using PET: Joint Position Paper of the SNMMI Cardiovascular Council and the ASNC.

Author

Murthy VL, Bateman TM, Beanlands RS, Berman DS, Borges-Neto S, Chareonthaitawee P, Cerqueira MD, deKemp RA, DePuey EG, Dilsizian V, Dorbala S, Ficaro EP, Garcia EV, Gewirtz H, Heller GV, Lewin HC, Malhotra S, Mann A, Ruddy TD, Schindler TH, Schwartz RG, Slomka PJ, Soman P, and Di Carli MF

Subjects
Adult, Coronary Artery Disease diagnostic imaging, Coronary Artery Disease physiopathology, Humans, Image Processing, Computer-Assisted, Japan, Middle Aged, Stress, Physiological, Coronary Circulation, Nuclear Medicine, Positron-Emission Tomography methods, Societies, Medical
Published
2018
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41. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Madeira, Portugal, July 1-4, 2016)

Author

International Association for Development of the Information Society (IADIS), Nunes, Miguel Baptista, and McPherson, Maggie

Abstract

These proceedings contain the papers of the International Conference e-Learning 2016, which was organised by the International Association for Development of the Information Society, 1-3 July, 2016. This conference is part of the Multi Conference on Computer Science and Information Systems 2016, 1-4 July. The e-Learning (EL) 2016 conference aims to address the main issues of concern within e-Learning. This conference covers both technical as well as the non-technical aspects of e-Learning. These proceedings contain keynote lecture, "Twenty-First Century Skills, Technology and Open Learning: Re-Designing Teaching for the Digital Age" (Tony Bates) [abstract only] and workshop, "Making Sustainable Online Learning a Reality Informed by the Community of Inquiry Framework" (Susi Peacock and Lindesay Irvine). Full papers in these proceedings include: (1) Determining Factors of Students' Perceived Usefulness of e-Learning in Higher Education (Aleksander Aristovnik, Damijana Keržic, Nina Tomaževic and Lan Umek); (2) EvalCOMIX®: A Web-Based Programme to Support Collaboration in Assessment (María Soledad Ibarra-Sáiz and Gregorio Rodríguez-Gómez); (3) A Holistic Approach to Scoring in Complex Mobile Learning Scenarios (Marcel Gebbe, Matthias Teine and Marc Beutner); (4) Content Development for 72,000 Learners: An Online Learning Environment for General Practitioners. A Case Study (Dirk Pilat); (5) First Stages of Adult Students' Relationship to Scientific Knowing and Research in the Open University's Web-Based Methodology Course (Leena Isosomppi and Minna Maunula); (6) A Quantitative Analysis of the Role of Social Networks in Educational Contexts (Azam Shokri and Georgios Dafoulas); (7) Care Management: On Line-Based Approaches to Nurse Education in Ultrasound Imaging (Elena Taina Avramescu, Mitrache Marius and Adrian Camen); (8) Can e-Learning Change Work Practices? (Signe Schack Noesgaard); (9) A Practice of Mobile Learning Bases on Cloud Computing (Heng Wu and Zhong Dong); (10) Guidelines for Conducting a Post-Graduate Module within a Blended Synchonous Learning Environment, Facilitator and Student Perspectives (Christopher Upfold); (11) IT Tools in Initial Teacher Training (Dorin Herlo); (12) Application of a Reference Framework for Integration of Web Resources in DOLTRN--Case Study of Physics--Topic: Waves (Fabinton Sotelo Gomez and Armando Ordóñez); (13) Creating Micro-Videos to Demonstrate Technology Learning (Mark Frydenberg and Diana Andone); (14) An Analysis of Students Enrolled to an Undergraduate University Course Offered Also Online (Nello Scarabottolo); (15) How Do We Know What is Happening Online: A Triangulated Approach to Data Analysis (Marina Charalampidi and Michael Hammond); (16) Analysis of 3D Modeling Software Usage Patterns for K-12 Students (Yi-Chieh Wu, Wen-Hung Liao, Ming-Te Chi and Tsai-Yen Li); and (17) A Distributed Intelligent e-Learning System (Terje Kristensen). Short papers in these proceedings include: (1) Using Cognitive Maps to Promote Self-Managed Learning in Online Communities of Inquiry (Susi Peacock and John Cowan); (2) Automation in Distance Learning: An Empirical Study of Unlearning and Academic Identity Change Linked to Automation of Student Messaging within Distance Learning (Hilary Collins, Hayley Glover, Fran Myers and Mor Watson); (3) Developing the 1st MOOC of University of Porto: Challenges and Strategies (Isabel Martins, Nuno Regadas and Margarida Amaral); (4) Informal Language Learning in Authentic Setting, Using Mobile Devices and SNS (Ruthi Aladjem and Bibiana Jou); (5) Enhancing Third-Year Medical Clerkships: Using Mobile Technology for Teaching and Learning (Janette R. Hill, Michelle A. Nuss, Ronald M. Cervero, Julie K. Gaines and Bruce Middendorf); (6) Statistical Measures of Integrity in Online Testing: Empirical Study (Tom Wielicki); (7) The Complexities of Digital Storytelling: Factors Affecting Performance, Production, and Project Completion (Peter Gobel and Makimi Kano); (8) Collegewide Promotion on e-Learning/Active Learning and Faculty Development (Nobuyuki Ogawa and Akira Shimizu); (9) Training Portuguese Teachers Using Blended Learning--A Different Approach (Bertil P. Marques and Paula Escudeiro); (10) Gamify and Recognize Prior Learning: How to Succeed in Educators' Further Professional Training with Open Badges (Esko Lius); (11) How Do K-12 Students' Manage Applications on Their Mobile Devices? (Ruthi Aladjem and Sharon Hardof); (12) Digital Storytelling for Inclusive Education: An Experience in Initial Teacher Training (Marco Lazzari); and (13) Learning Factory--Assembling Learning Content with a Framework (Peter Steininger). Reflection papers in these proceedings include: (1) Equalizing Educational Opportunities by ICT (Ana María Delgado García and Blanca Torrubia Chalmeta); (2) The Acceptability of MOOC Certificates in the Workplace (Christina Banks and Edward Meinert); (3) Orchestration of Social Modes in e-Learning (Armin Weinberger and Pantelis M. Papadopoulos); (4) Information Competencies and Their Implementation in the Educational Process of Polish Universities. Exploratory Studies (Anna Tonakiewicz-Kolosowska, Iwona Socik and Monika Gajewska); (5) Virtual & Real Face to Face Teaching (Romeo Teneqexhi and Loreta Kuneshka); and (6) Virtual Scaffolding--Constructivism in Online Learning (Lachlan MacKinnon and Liz Bacon). The following poster is included: Active Learning Methods in Programming for Non-IT Students (Olga Mironova, Irina Amitan, Jüri Vilipõld and Merike Saar). An author index is included. Individual papers contain references.

Published
2016

42. Education Provision to Every One: Comparing Perspectives from around the World. BCES Conference Books, Volume 14, Number 1

Author

Bulgarian Comparative Education Society (BCES), Popov, Nikolay, Wolhuter, Charl, Kalin, Jana, Hilton, Gillian, Ogunleye, James, and Niemczyk, Ewelina

Abstract

Papers from the proceedings of the 14th Annual Conference of the Bulgarian Comparative Education Society was submitted in two volumes. Volume 1 contains papers submitted at the conference held in Sofia, Bulgaria, June 14-17, 2016. Volume 2 contains papers submitted at the 4th International Partner Conference of the International Research Centre (IRC) "Scientific Cooperation," Rostov-on-Don, Russia. The overall conference theme was "Education Provision to Every One: Comparing Perspectives from Around the World" and included six thematic sections: (1) Comparative Education & History of Education; (2) Pre-service and In-service Teacher Training & Learning and Teaching Styles; (3) Education Policy, Reforms and School Leadership; (4) Higher Education, Lifelong Learning and Social Inclusion; (5) Law and Education: Legislation and Inclusive Education, Child Protection & Human Rights Education; and (6) Research Education: Developing Globally Competent Researchers for International and Interdisciplinary Research. The book contains a Preface: "Bulgarian Comparative Education Society: 25 Years of Being International" (Nikolay Popov); an Introduction: "Education Provision to Everyone: Comparing Perspectives from Around the World" (Lynette Jacobs) and papers divided into the respective thematic sections. Part 1: "Comparative Education & History of Education": (1) Jullien: Founding Father of Comparative and International Education Still Pointing the Way (Charl Wolhuter); (2) Presentation of Marc-Antoine Jullien's Work in Bulgarian Comparative Education Textbooks (Teodora Genova & Nikolay Popov); (3) "Teach Your Children Well": Arguing in Favor of Pedagogically Justifiable Hospitality Education (Ferdinand J. Potgieter); (4) Theory for Explaining and Comparing the Dynamics of Education in Transitional Processes (Johannes L. van der Walt); (5) Nordic Internationalists' Contribution to the Field of Comparative and International Education (Teodora Genova); (6) International Research Partners: The Challenges of Developing an Equitable Partnership between Universities in the Global North and South (Karen L. Biraimah); (7) Providing Books to Rural Schools through Mobile Libraries (Lynette Jacobs, Ernst Stals & Lieve Leroy); (8) South African Curriculum Reform: Education for Active Citizenship (Juliana Smith & Agnetha Arendse); (9) Universities Response to Oil and Gas Industry Demands in South Texas (USA) and Tamaulipas (Mexico) (Marco Aurelio Navarro); (10) Goals That Melt Away. Higher Education Provision in Mexico (Marco Aurelio Navarro & Ruth Roux); (11) How the Issue of Unemployment and the Unemployed Is Treated in Adult Education Literature within Polish and U.S. Contexts (Marzanna Pogorzelska & Susan Yelich Biniecki); (12) Contribuciones de un Modelo Multiniveles para el Análisis Comparado de Impactos de Políticas Educativas en la Educación Superior (Mirian Inés Capelari) [title and paper are provided in Spanish, abstract in English]; and (13) Internationalization, Globalization and Relationship Networks as an Epistemological Framework Based on Comparative Studies in Education (Amelia Molina García & José Luis Horacio Andrade Lara). Part 2: "Pre-service and In-service Teacher Training & Learning and Teaching Styles": (14) The Goals and Conditions of Qualitative Collaboration between Elementary Schools and Community -- A Challenge for the Professional Development (Jana Kalin & Barbara Šteh); (15) South African Heads of Department on Their Role in Teacher Development: Unexpected Patterns in an Unequal System (André du Plessis); (16) Do Teachers, Students and Parents Agree about the Top Five Good Teacher's Characteristics? (Marlena Plavšic & Marina Dikovic); and (17) Personality Traits and Learning Styles of Secondary School Students in Serbia (Gordana Djigic, Snežana Stojiljkovic & Andrijana Markovic). Part 3: "Education Policy, Reforms & School Leadership": (18) Routes into Teaching: Does Variety Aid Recruitment or Merely Cause Confusion? A Study of Three Different Programmes for Teacher Training in England (Gillian Hilton); (19) The Status of Teaching as a Profession in South Africa (Corene de Wet); (20) Initial and Continuing Professional Development of Adult Educators from an Educational - Policy Perspective: Rethinking from Croatia (Renata Cepic & Marijeta Mašic); (21) Educational Reform from the Perspective of the Student (Claudio-Rafael Vasquez-Martinez, Felipe Gonzalez-Gonzalez, Jose-Gerardo Cardona-Toro, MaríaGuadalupe Díaz-Renteria, Maria-Ines Alvarez, Hector Rendon, Isabel Valero, Maria Morfin, Miguel Alvarez); (22) Leadership and Context Connectivity: Merging Two Forces for Sustainable School Improvement (Nylon Ramodikoe Marishane); (23) Approaches to In-servicing Training of Teachers in Primary Schools in South Africa (Vimbi P. Mahlangu); (24) Social Justice and Capacity for Self-development in Educational Systems in European Union (Bo-Ruey Huang); (25) Social Justice and Capacity for Self-Development in Educational System in Japan (Yu-Fei Liu); and (26) Emotions in Education Generated by Migration (Graciela Amira Medecigo Shej). Part 4: "Higher Education, Lifelong Learning & Social Inclusion": (27) Ambivalent Community: International African Students in Residence at a South African University (Everard Weber An); (28) Internationalization of Higher Education Institutions in Latvia and Turkey: Its Management and Development during the Last Decade (Sibel Burçer & Ilze Kangro); (29) Lifelong Learning: Capabilities and Aspirations (Petya Ilieva-Trichkova); (30) Where Have All the Teachers Gone: A Case Study in Transitioning (Amanda S. Potgieter); (31) An Overview of Engineering Courses in Brazil: Actual Challenges (Alberto G. Canen, Iara Tammela & Diogo Cevolani Camatta); (32) Multiculturalism and Peace Studies for Education Provision in Time of Diverse Democracies (Rejane P. Costa & Ana Ivenicki); (33) Social Inclusion of Foreigners in Poland (Ewa Sowa-Behtane); (34) An Autistic Child Would Like to Say "Hello" (Maria Dishkova); (35) Research Approaches for Higher Education Students: A Personal Experience (Momodou M Willan); (36) Social Networks Use, Loneliness and Academic Performance among University Students (Gordana Stankovska, Slagana Angelkovska & Svetlana Pandiloska Grncarovska); and (37) The Personal Characteristics Predictors of Academic Success (Slagana Angelkoska, Gordana Stankovska & Dimitar Dimitrovski). Part 5: "Law and Education: Legislation and Inclusive Education, Child Protection & Human Rights Education": (38) An Exploration of the Wider Costs of the Decision by the Rivers State Government in Nigeria to Revoke International Students' Scholarships (Elizabeth Achinewhu-Nworgu & Queen Chioma Nworgu); (39) Strategies for Improving the Employability Skills and Life Chances of Youths in Nigeria (Elizabeth Achinewhu-Nworgu, Steve Azaiki, Shade Babalola & Chinuru Achinewhu); (40) Examining the Role, Values, and Legal Policy Issues Facing Public Library Resources in Supporting Students to Achieve Academic Success (Elizabeth Achinewhu-Nworgu, Steve Azaiki & Queen Chioma Nworgu); (41) Peer Exclusion at Physical Education (Gorazde Sotosek); (42) Exclusion and Education in South Africa: An Education Law Perspective of Emerging Alternative Understandings of Exclusion (Johan Beckmann); and (43) Educational and Social Inclusion of Handicapped Children. Polish Experiences (Anna Czyz). Part 6: "Research Education: Developing Globally Competent Researchers for International and Interdisciplinary Research": (44) Observations about Research Methodology during 15 Years of Presenting Capacity-Building Seminars (Johannes L. van der Walt); and (45) Using a Play-Based Methodology in Qualitative Research: A Case of Using Social Board to Examine School Climate (Anna Mankowska). Following the presentation of the complete conference papers, the following abstracts are provided: (1) Project-Based Learning in Polish-American Comparative Perspective (Marzanna Pogorzelska); (2) Teaching and Researching Intervention and Facilitation in a Process of Self-reflection: Scrutinity of an Action Research Process (Juliana Smith); (3) Investigating Perceptions of Male Students in Early Childhood Education Program on Learning Experiences (Ayse Duran); (4) Teacher Professional Development and Student Achievement in Turkey: Evidence from TIMSS 2011 (Emine Gumus & Mehmet Sukru Bellibas); (5) The Usage of CBT and Ayeka Approach at the Kedma School (Yehuda Bar Shalom & Amira Bar Shalom); (6) Factors Affecting Turkish Teachers' Use of ICT for Teaching: Evidence from ICILS 2013 (Mehmet Sukru Bellibas & Sedat Gumus); (7) Application of Big Data Predictive Analytics in Higher Education (James Ogunleye); (8) The Pursuit of Excellence in Malaysian Higher Education: Consequences for the Academic Workplace (David Chapman, Sigrid Hutcheson, Chang Da Wan, Molly Lee, Ann Austin, Ahmad Nurulazam); (9) Challenging the Value and Missions of Higher Education: New Forms of Philanthropy and Giving (Pepka Boyadjieva & Petya Ilieva-Trichkova); (10) The Effects of Major-changing between Undergraduates and Postgraduates on the Major Development of Postgraduates (Jinmin Yu & Hong Zhu); (11) Spotlight on Canadian Research Education: Access of Doctoral Students to Research Assistantships (Ewelina Kinga Niemczyk); (12) Regulation or Freedom? Considering the Role of the Law in Study Supervision (J. P. Rossouw & M. C. Rossouw); (13) The Subjectivity-Objectivity Battle in Research (Gertrude Shotte); and (14) Interdisciplinary Approach to Teaching Chemistry: Electrochemical Biosensors Case Study (Margarita Stoytcheva & Roumen Zlatev). A Name Index is included. (Individual papers contain references.) [For Volume 2, "Education Provision to Every One: Comparing Perspectives from around the World. BCES Conference Books, Volume 14, Number 2" see ED568089.]

Published
2016

44. The Changing Academic Profession in Asia: The Formation, Work, Academic Productivity, and Internationalization of the Academy. Report of the International Conference on the Changing Academic Profession Project, 2014. RIHE International Seminar Reports. No. 22

Author

Hiroshima University, Research Institute for Higher Education (Japan)

Abstract

The International Conference on the Changing Academic Profession Project convened in Hiroshima City, Japan, January 24-25, 2014. It was jointly hosted by the Research Institutes of Higher Education at Hiroshima and Kurashiki Sakuyo Universities. The theme of the conference was "The Changing Academic Profession in Asia: The Formation, Work, Academic Productivity, and Internationalization of the Academy." Two keynote address and eight presentations were made by university professors from seven countries and regions. The present volume is a collection of the addresses and papers presented at the conference. Following a foreword by Fumihiro Maruyama, contents include: (1) Institutionalization of the R-T-S Nexus in the Academic Profession from an International, Comparative Perspective (Akira Arimoto); (2) Strong States, Strong Systems (William K. Cummings); (3) Quality of Education and Research at Higher Education Institutions in Cambodia: Results of the Survey on University Faculty Members (Yuto Kitamura, Naoki Umemiya, and Aki Osawa); (4) The Internationalization of the Academy in Asia: Major Findings from the International Survey (Futao Huang); (5) Effects of International Education Degree and Organizational Effectiveness Perception on Academic Research Productivity in China (Lu Li and Fengqiao Yan); (6) Career Prospects of the Malaysian Academic Profession (Aida Suraya Md. Yunus and Vincent Pang); (7) Academic Career Development in Vietnam (Pham Thanh Nghi); (8) The Self-Contained Academic Profession in Japan, a Matured Country (Akiyoshi Yonezawa); (9) The Impact of Research Productivity on Academics in Taiwan (Robin J. Chen and Ching-Shan Wu); (10) University Academic Staffs' Career and Research Productivity: Similarities and Differences in Six Asian Nations (Tsukasa Daizen); and (11) What Is a Mature University in This Competitive World? (Yumiko Hada). The conference program and list of participants are appended. Individual papers contain references. [Charles R. Barton edited the manuscripts in this report. For "The Internationalization of Higher Education: Realities and Implications. Report of the International Workshop on University, 2013. RIHE International Seminar Reports. No. 21," see ED574175.]

Published
2015

45. Critical CALL: Proceedings of the 2015 EUROCALL Conference (22nd, Padova, Italy, August 26-29, 2015)

Author

Research-publishing.net (France), Helm, Francesca, Bradley, Linda, Guarda, Marta, and Thouësny, Sylvie

Abstract

The 22nd EUROCALL conference was held at the University of Padova from the 26th to the 29th of August 2015, the first time that EUROCALL has been held in Italy. The event was organized in collaboration with the University Language Centre and the support of the Department of Political Science, Law and International Studies. Over 300 delegates travelled from over 37 different countries to attend. The theme of the conference this year was Critical CALL, drawing inspiration from the work carried out in the broader field of Critical Applied Linguistics. The term "critical" has many possible interpretations, and as Pennycook (2001) outlines, has many concerns. It was from these that the conference theme was decided, in particular the notion that assumptions that lie at the basis of a field's praxis should be questioned, ideas that have become "naturalized" and are not called into question. Another concern of Critical Applied Linguistics is the relationship between the macro and the micro, an engagement with issues of power and inequality and an understanding of how classrooms and conversations are related to broader social, cultural and political relations. Over 200 presentations were delivered in 68 different sessions, both in English and Italian, on topics related specifically to the theme and also more general CALL topics. 94 of these were submitted as extended papers and appear in this volume of proceedings. An author index is included. (Individual papers contain references.)

Published
2015

46. Proceedings of the International Conferences on Education Technologies (ICEduTech) and Sustainability, Technology and Education (STE) (New Tapei City, Taiwan, December 10-12, 2014)

Author

International Association for Development of the Information Society (IADIS), Kommers, Piet, Issa, Tomayess, Issa, Theodora, Chang, Dian-Fu, and Isias, Pedro

Abstract

These proceedings contain the papers of the International Conferences on Educational Technologies (ICEduTech 2014), and Sustainability, Technology and Education (STE 2014). The International Conference on Educational Technologies (ICEduTech 2014) is the scientific conference addressing the real topics as seen by teachers, students, parents and school leaders. Scientists, professionals and institutional leaders are invited to be informed by experts, sharpen the understanding of what education needs and how to achieve it. Topics for the ICEduTech Conference include: (1) Education in Context: Education in the Network Society, Educational Games, Social Media in Education, Home Schooling, Students' Rights, Parents' Rights, Teachers' Rights, Student-Safe Searching, School Violence, Education and Tolerance for Peace and Education in Developing Countries; (2) Education as Professional Field: Teacher Education, Teachers' Professional Development, Teachers' Workload, Teacher Support for Grading, Time Tabling, Grading, Learning Tools, and Online Learning Software, Teachers' learning in Communities of Practice, Web-based Communities for Teacher Support, Teachers' Career Planning, Legal and Financial Issues, Conflict Resolution and Mediation, Governance and Servant Leadership and Educational Policies; (3) Curricular Evolution: Problem-based Learning, Critical Thinking Skills, Creativity Skills, Learning Citizenship, Global Education, Media Literacy / Pedagogy, Multicultural Education and Alternative Assessment Methods; (4) Learner Orientation: Student-Oriented Learning, Peer- and Collaborative Learning, Learning Strategies: Learn how to Learn, Motivating Students, Recognizing Students' Learning Styles and Special Education; (5) Integrating Educational Technologies: Social Media and Social Networking, The Semantic Web 3.0, Podcasting for Broadcasting Video Lectures, Podcasting feedback to students, Wiki and blogs in Higher Education, Mobile, Virtual and Vicarious Learning and Simulations and Modeling; and (6) International Higher Education: Marketing Higher Education as a Business Case, Pitfalls and Solutions in Joint and Double Degree Programs, Enculturation and International Teacher Accreditation, Web-based, Mobile, Virtual Presence and Social Media to Overcome Student Mobility, Blended Learning and Student Assessment at a Distance, Student Mobility and Distance Education, New-Emerging Standards and Benchmarks for Higher Education, Education, Research, Exchange and Capacity Building, 21st Century Academic and Industrial Brain Exchange, Academic Salaries, Faculty Contracts, Residence Permits and Legal Issues, International Student Exchange Funding Programs: Erasmus Mundus, the U.S. Council on International Educational Student Exchange, and the Euro-American "Atlantis" program, Networks for International Higher Education in the Pacific, Australia, Europe, Asian and European countries and Higher Education, Cultural Diversity, Tolerance and Political Conflict. The International Conference on Sustainability, Technology and Education (STE) aims to address the main issues which occur by assessing the relationship between Sustainability, Education and Technology. Broad areas of interest are: Sustainability and Leadership, Sustainability and Green IT, Sustainability and Education. Following three Keynote Lectures by Chun-Yen Chang, David Tawei Ku, and Pedro Isais, the full papers presented are as follows: (1) The Study of Adopting Problem Based Learning in Normal Scale Class Course Design (Chia-ling Hsu); (2) Student Learning Through Hands-On Industry Projects (Lingma Lu Acheson); (3) A Study of Facilitating Cognitive Processes with Authentic Support (Rustam Shadiev, Wu-Yuin Hwang, Yueh-Min Huang and Tzu-Yu Liu); (4) Mobile-Assisted Second Language Learning: Developing a Learner-Centered Framework (Choy Khim Leow, Wan Ahmad Jaafar Wan Yahaya and Zarina Samsudin); (5) Social Interaction Development through Immersive Virtual Environments (Jason Beach and Jeremy Wendt); (6) Teaching and Learning in the Digital Era: A Case Study of Video-Conference Lectures from Japan to Australia (Seiko Yasumoto); (7) Lessons Learnt from and Sustainability of Adopting A Personal Learning Environment & Network (PLE&N) (Eric Tsui and Farzad Sabetzadeh); (8) Studying Challenges in Integrating Technology in Secondary Mathematics with Technological Pedagogical and Content Knowledge (TPACK) (Dorian Stoilescu); (9) Building Better Discipline Strategies for Schools by Fuzzy Logics (Dian-Fu Chang, Ya-Yun Juan and Wen-Ching Chou); (10) Assessing Critical Thinking Performance of Postgraduate Students in Threaded Discussions (Cheng Lee Tan and Lee Luan Ng); (11) Work-Integrated Learning with Work-Integrated Learners (Martin Gellerstedt and Tobias Arvemo); (12) A Framework for Gamified Activities Based on Mobile Games (Ana Amelia Carvalho, Inês Araújo and Nelson Zagalo); (13) The OpenForest Portal as an Open Learning Eosystem: Co-Developing in the Study of a Multidisciplinary Phenomenon in a Cultural Context (Anu Liljeström, Jorma Enkenberg, Petteri Vanninen, Henriikka Vartiainen and Sinikka Pöllänen); (14) Designing Participatory Learning (Henriikka Vartiainen); (15) The Relationship among Principals' Technology Leadership Teaching Innovation, and Students' Academic Optimism in Elementary Schools (Chuan-Chung Hsieh, Hung-Chin Yen and Liu-Yen Kuan); (16) Design Research Methods for Future Mapping (Sugandh Malhotra, Prof. Lalit K. Das and Dr. V. M. Chariar); (17) Makahiki: An Open Source Serious Game Framework for Sustainability Education and Conservation (Yongwen Xu, Philip M. Johnson, George E. Lee, Carleton A. Moore and Robert S. Brewer); (18) The Relationships among Principals' Distributed Leadership, School Knowledge Innovation and ICT Use in Taiwanese Elementary Schools (Chuan-Chung Hsieh, Jui-Hsuan Hung and Hao-Chiou Li); (19) Beauty of Wholeness and Beauty of Partiality "New Terms Defining the Concept of Beauty in Architecture in Terms of Sustainability and Computer Aided Design (Ayman A. Farid, Weaam M. Zaghloul and Khaled M. Dewidar); (20) Galvanizing Local Resources: A Strategy for Sustainable Development in Rural China (Eun Ji Cho); (21) Teaching Assembly for Disassembly: An Under-Graduate Module Experience (Eleftheria Alexandri); and (22) System-Events Toolbox- Activating Urban Places for Social Cohesion through Designing a System of Events that Relies on Local Resources (Davide Fassi and Roberta Motter). Short Papers include: (1) A Design and Development of Distance Learning Support Environment for Collaborative Problem Solving in Group Learners (Takuya Nitta, Ryo Takaoka, Shigeki Ahama and Masayuki Shimokawa); (2) Academic Use of Social Media Technologies as an Integral Element of Informatics Program Delivery in Malaysia (Jane See Yin Lim, Barry Harper and Joe F. Chicharo); (3) Digital Storytelling across Cultures: Connecting Chinese & Australian Schools (Mark Pegrum, Grace Oakley, Cher Ping-Lim, Xi Bei Xiong and Hanbing Yan); (4) A Study on Building an Efficient Job Shadowing Management Methodology for the Undergraduate Students (Koichi Sakoda and Masakazu Takahashi); (5) Using Tablet PCS in Classroom for Teaching Human-Computer Interaction: An Experience in High Education (Andre Constantino da Silva, Daniela Marques, Rodolfo Francisco de Oliveira and Edgar Noda); (6) Technology and Motor Ability Development (Lin Wang, Yong Lang and Zhongmin Luo); (7) The Integrated Framework of College Class Activities--Using Learn Mode with the Introduction of Educational Technology as an Example (Chia-Ling Tsai and David Tawei Ku); (8) Training Pre-Service Chinese Language Teachers to Create Instructional Video to Enhance Classroom Instruction (Lih-Ching Chen Wang and Ming-Chian Ken Wang); (9) Using Project-Based Learning and Google Docs to Support Diversity (Amy Leh); (10) Exploring Social Equity Aspects in Integrating Technology in Primary Mathematics Education (Dorian Stoilescu); (11) Chinese Fantasy Novel: Empirical Study on New World Teaching for Non-Native Learners (Bok Check Meng and Goh Ying Soon); and (12) Building of a Disaster Recovery Framework for E-Learning environment Using Private Cloud Collaboration (Satoshi Togawa and Kazuhide Kanenishi). The reflection papers include: (1) Stoic Behavior Hypothesis in Hint Seeking and Development of Reversi Learning Environment as Work Bench for Investigation (Kazuhisa Miwa, Kazuaki Kojima and Hitoshi Terai); (2) Alternative Assessment Methods Based on Categorizations, Supporting Technologies and A Model for Betterment Marion G. Ben-Jacob and Tyler E. Ben-Jacob; (3) Wiki -Enhanced Scaffolding to Encourage Student Participation in a Content and Language Integrated Learning (CLIL) Classroom (Chun-Yi Lin) ; and (4) Pragmatics and Seminotics: Movies as Aesthetic Audio-Visual Device Expedite Second Language Acquisition (Lucia Y. Lu). Individual papers contain references. An author index is included. [These conferences are co-sponsored by Curtin University, Curtin Business School (Australia), and the International Society for Professional Innovation Management.]

Published
2014

47. Contribution of postdoctoral fellows to fast-moving and competitive scientific research.

Author

Igami, Masatsura, Nagaoka, Sadao, and Walsh, John

Subjects
POSTDOCTORAL programs, FELLOWSHIP, SCIENTISTS, DESCRIPTIVE statistics
Abstract

This study explores the prevalence of postdoctoral fellows in fast-moving and competitive scientific research. We use the results of a new and original large-scale survey of scientists in Japan and the United States for the analyses. Descriptive statistics show that, in both Japan and the United States: (1) the mean citation time lag was shorter by about 2 years in the highly cited papers (top 1 %) compared to other normal papers; and (2) the perceived degree of competitive threat was also higher for the projects producing the highly cited papers compared to those for normal papers. We also found that the likelihood of participation of postdoctoral fellows is significantly higher in research with shorter mean time lag and higher competitive threat (while that of students is not), controlling for author size, suggesting that postdoctoral fellows are especially prevalent in research efforts in fast-moving and competitive scientific research. [ABSTRACT FROM AUTHOR]

Published
2015
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48. A brief summary of: UNSCEAR White paper on the "Developments since the 2013 report on levels and exposure due to the Accident at Fukushima Daiichi Nuclear Power Station".

Author

Rao, D. D.

Subjects
*RADIATION, *RADIATION damage, *FUKUSHIMA Nuclear Accident, Fukushima, Japan, 2011, *NUCLEAR accidents, *NUCLEAR power plant accidents
Abstract

The article presents a summary of the United Nations Scientific Committee on the Effects of Atomic Radiation (UNSCEAR) White paper which shows developments on the radiation levels and exposure due to the nuclear accident at Fukushima Daiichi Nuclear Power Station (FDNPS) in Japan since 2013. Topics discussed include the radionuclide releases to atmosphere and water, assessment of radiation doses to the public from external exposure, and radiation doses to FDNPS workers.

Published
2016
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49. Mapping out Interactions in Spoken and Written Discourses. Metadiscourse across Genres. Conference Programme & Book of Abstracts (Cyprus, March 30-April 1, 2017)

Author

Akbas, Erdem, Hatipoglu, Ciler, and Bayyurt, Yasemin

Abstract

This is the book of abstracts for the conference held in 2017 entitled: ''METADISCOURSE ACROSS GENRES: MAPPING INTERACTION IN SPOKEN & WRITTEN DISCOURSES'', also known as MAG2017. The 1st International Conference on Metadiscourse Across Genres took place in METU Northern Cyprus Campus, Cyprus between 30 March-1 April 2017 with the participation of Prof. Ken Hyland, Prof. Anna Mauranen and Prof. Annelie Adel as keynote speakers. This international conference aimed to disseminate current research work on Metadiscourse and related areas in line with various qualitative and quantitative approaches with special focuses on Discourse Analysis, Corpus Linguistics, Genre Analysis and eventually the first-of-its kind conference in the field of Metadiscourse has welcomed 110 participant and hosted 3 plenary talks and 94 research talks given by researchers from 40 countries from Japan, Mexico, Turkey to Botswana and United Kingdom. The book of abstracts includes the abstracts of the talks with various qualitative and quantitative approaches with special focuses on Discourse Analysis, Corpus Linguistics, Genre Analysis. We would like to acknowledge that the event was co-organized by individual researchers: Dr. Erdem Akbas (Erciyes University), Assoc Prof. Ciler Hatipoglu (Middle East Technical University) and Prof. Yasemin Bayyurt (Bogazici University) with the initial suggestion coming from Reza Abdi (University of Mohaghegh Ardabili).

Published
2017