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The increasing rates of illicit behaviors, particularly financial crimes, e.g., bank fraud and tax evasion, adversely affect national economies. In such cases, using nondestructive methods, scientists must evaluate relevant documents carefully to preserve their value as evidence. When forensic laboratories analyze paper as evidence, they typically investigate its origin and date of manufacture. If a document’s date is earlier than the earliest availability of the paper used in its creation, then this anachronism indicates that the document has been backdated. This study investigated weave marks and drainage marks for forensic purposes. Machine learning models for forensic document examination were developed and evaluated. The partial least squares discriminant analysis (PLS-DA), support vector machine (SVM), and artificial neural network (ANN) classification models achieved F1-scores of 0.903, 0.952, and 0.931, respectively. In addition, to enhance model effectiveness and construct a robust model, variables were selected using the VIP scores generated by the PLS-DA model. As a result, the SoftMax classifier in the ANN model maintained its performance with an F1-score of 0.951 even with a 50% reduction in the number of input variables.

Herein, the challenge of accurately classifying the manufacturing origin of printing paper, including continent, country, and specific product, was addressed. One-dimensional convolutional neural network (1D CNN) models trained on infrared (IR) spectrum data acquired from printing paper samples were used for the task. The preprocessing of the IR spectra through a second-derivative transformation and the restriction of the spectral range to 1800 to 1200 cm-1 improved the classification performance of the model. The outcomes were highly promising. Models trained on second-derivative IR spectra in the 1800 to 1200-cm-1 range exhibited perfect classification for the manufacturing continent and country, with an impressive F1 score of 0.980 for product classification. Notably, the developed 1D CNN model outperformed traditional machine learning classifiers, such as support vector machines and feed-forward neural networks. In addition, the application of data point attribution enhanced the transparency of the decision-making process of the model, offering insights into the spectral patterns that affect classification. This study makes a considerable contribution to printing paper classification, with potential implications for accurate origin identification in various fields.

It is generally perceived that a substantial number of engineering faculty are still unaware of alternative educational methods, and many who are aware of them choose not to incorporate them into their approach to teaching. There are several likely reasons for this inertia, aside from the inevitable human resistance to change. The primary focus of imparting information is restricted to fulfilling the course requirements and, the upcoming term end examination. It is imperative to adopt a change from teaching to learning paradigm engaging the students in Higher Order Thinking Skills. Knowledge and technological advancements are changing the role of engineering and engineering faculty in the society. Engineering Education reforms need to focus on inductive teaching and stimulated learning. Students should be taught critical thinking skills and creative thinking skills to keep pace with the rapidly changing engineering profession. This paper reports the study done to test and explore the faculty awareness of Bloom's Taxonomy of Educational Objectives in the cognitive domain and Higher Order Thinking Skills (HOTS) and to evaluate question papers set by engineering faculty with respect to HOTS as proposed by Bloom's Taxonomy. Various active learning strategies to enhance critical thinking skills and creative thinking skills of the students are recommended for use by the faculty in their interactions with the students.

Introduction: To be a successful academic writer, we need a strong awareness of the circumstances that support our writing productivity., Commentary: First and foremost, writing requires time-on-task. To obtain focused, effective writing time, we may need to increase our accountability related to writing. In addition, each writer needs a writing system - a set of processes that helps them to reliably complete their writing work. To build an effective writing system, we advocate for observation, reflection, and experimentation related to our writing processes. In particular, examination of the what, where, when, and how of writing is critical. Strategies for optimizing productivity during writing sessions are also needed., Implications: Strengthening writing productivity requires mechanisms for accountability, awareness of our writing process, and strategies to enhance the effectiveness of each writing session., (Copyright © 2019 Elsevier Inc. All rights reserved.)

Computer assisted assessment is becoming more and more common through further and higher education. There is some debate about how easy it will be to migrate current assessment practice to a computer enhanced format and how items which are currently re-used for formative purposes may be adapted to be presented online. This paper proposes an evaluatory framework to assess and enhance the practicability of large-scale CAA migration for existing items and assessments. The framework can also be used as a tool for exposing compromises between delivery mechanism and validity--exposing the limits of validity of modified paper based assessments and highlighting the crucial areas for transformative assessments. (Contains 1 note, 5 tables, and 1 figure.)

The anatomy of the human shoulder predisposes the neurovascular bundle to compression at different levels of the thoracic outlet during abduction of the arm. There are four possible levels of compression at the thoracic outlet pathway: at the costo-clavicular angle, the inter-scalenic angle, under the pectoralis minor muscle or at the level of the humeral head. The positional thoracic outlet compression (TOC) often remains completely asymptomatic. When symptomatic, compressions are collectively referred to as thoracic outlet syndrome (TOS) and may require surgery if physical therapy fails to improve symptoms. The “thoracic outlet compression with complications or sequelae” (the acronym of which is “TOC-CS”, which can be simplified as “TOX”) will almost invariably lead to surgery to release the compression, and other possible treatment targeting the complications as required. There is a continuum between TOC, TOS and TOX, which are simply different clinical stages of the same mechanical issue, just like the Rutherford grades represent different stages of lower extremity arterial disease. We believe that discriminating between TOC, TOS and TOX clarifies clinical definitions and their respective treatment options. TOC is to be considered as a physiological positional phenomenon, TOS requires medical or surgical treatment and surgery should be considered as a primary option in TOX.

Higher education institutions (HEIs) often function in an environment where various institutional pressures force them to position themselves on a national-international orientation scale in order to gain legitimacy in the eyes of different constituents with different expectations. Empirical insights, however, on how HEIs respond to these forces and position themselves within this debate are largely lacking. Hence, this study builds on organizational identity theory and institutional theory to assess the national and international identity claims expressed by the mission statements, a dominant organizational identity narrative, of HEIs as well as institutional factors affecting the selected position. A mixed methods analysis of the mission statements of 120 US universities indicates that universities' identity claims can be classified in five categories of national claims and five of international claims. The findings suggest that institutional forces affect the position of universities on the national/international continuum but that universities' attempts to reconcile these pressures are much more refined than expected as universities try to strike a subtle balance between being similar and different.

This study analyzed all available teacher preparation program mission statements in the American Association of Colleges for Teacher Education (n = 475) using exploratory sequential mixed methods, intersecting theory with qualitative and quantitative analysis. First, we inductively constructed a five-tiered framework for categorizing mission statements and identified patterns of orientation with varying degrees of commitment to social justice. We then examined specific characteristics (religious affiliation, region, degree of urbanization, public versus private, nonprofit versus for-profit) of each institution using Pearson chi-square statistical tests of homogeneity, Monte-Carlo simulations, and pairwise comparisons using Fisher exact tests. We found that those programs located in urban areas, the Mid East, and Far West regions have a higher frequency of mission statements with justice characteristics when compared to those in rural areas and the Southeast region. However, analysis of religiously-affiliated and secular programs, as well as private and public teacher education institutions, revealed no meaningful frequency differences.

Purpose: Paper-based artifacts hold significant cultural and social values. However, paper is intrinsically fragile to microorganisms, such as mold, due to its cellulose composition, which can serve as a microorganisms' nutrient source. Mold not only can damage papers' structural integrity and pose significant challenges to conservation works but also may subject individuals attending the contaminated artifacts to health risks. Current approaches for strain identification usually require extensive training, prolonged time for analysis, expensive operation costs, and higher risks of secondary damage due to sampling. Thus, in current conservation practices with mold-contaminated artifacts, little pre-screening or strain identification was performed before mold removal, and the cleaning techniques are usually broad-spectrum rather than strain-specific. With deep learning showing promising applications across various domains, this study investigated the feasibility of using a convolutional neural network (CNN) for fast in-situ recognition and classification of mold on paper. Methods: Molds were first non-invasively sampled from ancient Xuan Paper-based Chinese books from the Qing and Ming dynasties. Strains were identified using molecular biology methods and the four most prevalent strains were inoculated on Xuan paper to create mockups for image collection. Microscopic images of the molds as well as their stains situated on paper were collected using a compound microscope and commercial microscope lens for cell phone cameras, which were then used for training CNN models with a transfer learning scheme to perform the classification of mold. To enable involvement and contribution from the research community, a web interface that actuates the process while providing interactive features for users to learn about the information of the classified strain was constructed. Moreover, a feedback functionality in the web interface was embedded for catching potential classification errors, adding additional training images, or introducing new strains, all to refine the generalizability and robustness of the model. Results & Conclusion: In the study, we have constructed a suite of high-confidence classification CNN models for the diagnostic process for mold contamination in conservation. At the same time, a web interface was constructed that allows recurrently refining the model with human feedback through engaging the research community. Overall, the proposed framework opens new avenues for effective and timely identification of mold, thus enabling proactive and targeted mold remediation strategies in conservation. [ABSTRACT FROM AUTHOR]

The automatic semantic structuring of scientific text allows for more efficient reading of research articles and is an important indexing step for academic search engines. Sequential sentence classification is an essential structuring task and targets the categorisation of sentences based on their content and context. However, the potential of transfer learning for sentence classification across different scientific domains and text types, such as full papers and abstracts, has not yet been explored in prior work. In this paper, we present a systematic analysis of transfer learning for scientific sequential sentence classification. For this purpose, we derive seven research questions and present several contributions to address them: (1) We suggest a novel uniform deep learning architecture and multi-task learning for cross-domain sequential sentence classification in scientific text. (2) We tailor two transfer learning methods to deal with the given task, namely sequential transfer learning and multi-task learning. (3) We compare the results of the two best models using qualitative examples in a case study. (4) We provide an approach for the semi-automatic identification of semantically related classes across annotation schemes and analyse the results for four annotation schemes. The clusters and underlying semantic vectors are validated using k-means clustering. (5) Our comprehensive experimental results indicate that when using the proposed multi-task learning architecture, models trained on datasets from different scientific domains benefit from one another. Our approach significantly outperforms state of the art on full paper datasets while being on par for datasets consisting of abstracts. [ABSTRACT FROM AUTHOR]

The present study is intended to critically examine metadiscourse markers in 24 master thesis abstracts. Twelve of them are written by non-native Iraqi female students and the rest by native American female students. To do so, the researchers have set two aims: examining the types and subtypes of metadiscourse markers in terms of nativity and major and comparing the usages of metadiscourse markers' types and subtypes in terms of nativity. To achieve the present aims, Hyland's model (2005) is adopted. It aids in classifying the types and subtypes of metadiscourse markers in both data. The findings show that the Iraqi and American researchers use the interactive resources more than the interactional ones but the American researchers are capable of engaging their readers since their use of the interactional markers is higher than their counterparts. The field has no effect on the use of metadiscourse markers. There is diversity in the usage of the interactive resources in Iraqi data. Accordingly, the researchers recommend metadiscourse markers to be added to M.A courses as part of abstract writing exercise and the instructors of fourth-year college students to include metadiscourse markers in the writing of their research papers for coherence and clarity.

Trees are a canonical structure for representing evolutionary histories. Many popular criteria used to infer optimal trees are computationally hard, and the number of possible tree shapes grows super-exponentially in the number of taxa. The underlying structure of the spaces of trees yields rich insights that can improve the search for optimal trees, both in accuracy and in running time, and the analysis and visualization of results. We review the past work on analyzing and comparing trees by their shape as well as recent work that incorporates trees with weighted branch lengths.

Corpus studies suggest that verb tense is a differentiating feature between, on the one hand, text pertaining to experimental results (involving methods and results) and on the other hand, text pertaining to more abstract concepts (i.e. regarding background knowledge in a field, hypotheses, problems or claims). In this paper, we describe a user experiment that investigates whether for biological readers, this tense correlation has a psychological correlate. To study this, we defined seven distinct discourse segments types and modified them either by changing the verb tense/mood (for all segment types), negation (for Problems), or presence of an epistemic matrix clause ("These results suggest...") for Implications. Regardless of the original segment type, we found that for Facts, Results and Hypothesis segments, present tense yielded more Fact classifications, past tense more Result interpretations, and modal auxiliaries more Hypothesis interpretations. Methods statements were less sensitive to verb form. Problem segments required negations to be recognized, while Implications required introductory matrix clauses. (Contains 1 figure and 11 tables.)

This paper presents an analysis of papers delivered at the ICALT 2004 conference, in order to understand the current research issues relating to Learning Objects (LOs). The major research results are summarized, and the papers are classified according to the definition of LO used and the approach taken (technical, pragmatic or pedagogic). The technologies employed, and the features present in the papers, are analyzed. (Contains 1 table and 5 figures.)

This paper examines the different types of writing errors performed by 16 international postgraduate students undertaking an intensive English course at a public university in Malaysia. It was mandatory for international postgraduate students who obtained less than IELTS Band 6 to undertake an Intensive English Course (IEC) offered by the University, prior to entering their respective faculties' academic programs. The students were required to write a 3-5 page term paper assignment on a topic related to their field of study. Mixed methodology approach was employed to examine and analyze corpus of students' term papers. The errors in the term papers were identified and classified accordingly. The results of the study revealed that four most common English language errors committed by the participants were sentence structure, articles, punctuation and capitalization. This study also shed light on the manner in which students assumed the rules of English to that of their native language. Such insight is useful for both instructors and students because it provides significant information on the building blocks experienced by English language learners in academic writing.

This synthesis paper summarizes research literature addressing challenging behaviours in children and youth with autism spectrum disorders and developmental disabilities in school settings. We conducted a comprehensive literature review to identify relevant peer-reviewed articles published between the years 2000 and 2011. The methodological quality of all studies was screened following a standard quality assessment checklist. Intervention effects were assessed quantitatively. Results of quality analysis and intervention effectiveness were integrated to identify interventions with strong support and evidence of effectiveness. We discuss results in terms of implications for intervention choice and implementation in school settings, limitations, and directions for future re-search.

This essay addresses the question of the relevance of the work of educational historians and the ways in which they, historically, have positioned their work as meaningful. In asking what the relevance of the history of education was or could be, the author arrived at the following questions: (1) How do we, as educational historians, understand the relevance and potential impact of our own work?; and (2) What kinds of claims do we make to convince each other that our work is worthy of our own time, worthy of publication, and worthy of others' attention? For this study, Kelley King examined the journals of Midwest History of Education Society (MHES) and the Organization of Educational Historians (OEH) from the birth of the organization to the present. The "Journal of the Midwest History of Education Society" was published as the "papers and proceedings of the annual meetings" of the MHES. Time constraints and the difficulty of obtaining copies of some volumes limited the scope to those published approximately every five years, beginning with the 1972 proceedings (published in 1973). 139 articles over the thirty-five year period were examined to identify the author's stated rationale for each article. The analysis found twelve categories of rationale, which was then reduced to eleven categories of rationale that made the case for history for its own sake or for history in the service of the present. This essay presents each rationale, discusses it, then explores the broader picture.

The purpose of this research is to analyze the mission statements of business colleges operating in the United Arab Emirates. To this end, written and visual documents in the websites of business colleges were surveyed to collect data on components of mission such as philosophy, contribution, markets, and distinctiveness. Content analysis was used to analyze the data and the components of mission were classified or measured on a simple scale. The cost of tuition was also examined as, considered together with other findings, it can help point to the business strategy followed by colleges. The findings reveal clusters of colleges sharing similar characteristics and following strategies of differentiation or cost leadership in a segmented and crowded business education market. Predominantly privately-owned and characterized by a market philosophy but often with little distinctiveness business colleges are essentially teaching-oriented institutions. The need for return on investment and profit in a competitive education market has resulted in high tuition fees especially among better-known and internationally-accredited colleges. International accreditation is becoming important as the quality of education receives more attention. One limitation of this research is that conclusions are drawn on the basis of material found in publicly available documents only. The framework used in this research to analyze organizational mission of colleges of business in UAE can be helpful in carrying out similar research of tertiary institutions elsewhere.

Adult observers have surprisingly low calculation efficiencies for letter recognition (see, e.g., Pelli, Burns, Farell, & Moore-Page, 2006). Here, we examine the possibility that this is partly due to observers' neglecting paper features (e.g., the absence of ascenders and descenders in 'o'). Each of 16 observers completed 5,000 trials of a single-letter two-alternative forced-choice detection task. Using a combination of classification image analyses and Bayesian statistical analyses, we argue that between 60% and 75% of our participants indeed neglected paper features., (© 2014 ARVO.)

The paper has three major objectives. The first objective of the paper is to synthesize and define common categories of meta-analysis. The second objective is to propose a way to comprehend these common categories of meta-analysis through learning from their respective generic conceptual frameworks. The third objective is to point out which R packages to use to conduct a meta-analysis for each category presented in this paper. In practice, research novices may not know where to begin to learn a topic of meta-analysis for their research. Furthermore, they may not know how the topic of meta-analysis progresses from basics to advanced. This makes it almost next to impossible to use meta-analysis in their research. Certainly, this is problematic. Thus, this paper intends to help research novices overcome this problem. To achieve this, the three objectives mentioned at the beginning were implemented. To propose a synthesis of common categories of meta-analysis along with their respective definitions, a literature review was used as a method to synthesize and define the common categories of meta-analysis presented in this paper. Here, synthesizing meta-analysis categories in one figure would make it much easier for research novices to see the breadth of the subject in question. To propose an easy way to understand the concepts of meta-analysis through learning from their respective generic conceptual frameworks, personal experience was used as a method to make that offering. Here, it is encouraged that research novices should go beyond the definitions of categories of meta-analysis. They can try to frame their research by using example conceptual frameworks presented in the paper as a starting point. To point out which R packages to use with what categories of meta-analysis, a literature review was used as a method to identify those appropriate R packages available. Here, it would be useful for research novices to know which R packages they may need for their meta-analysis research. In summary, the contributions of the paper here would make research novices see and understand the common categories of meta-analysis from the bottom to the top of the pyramid, also offers an easy way to understand the common categories of meta-analysis by illustrating how to develop conceptual frameworks for the common categories of meta-analysis, and finally recommending the R packages to be used with the categories of meta-analysis. Ultimately, we hope that research novices will be able to use meta-analysis successfully in their research.

Even though working with data is as important as coding for understanding and dealing with complex problems across multiple fields, it has received very little attention in the context of Computational Thinking. This paper discusses an approach for bridging the gap between Computational Thinking with Data Science by employing and studying classification as a higher-order thinking process that connects the two. To achieve that, we designed and developed an online constructionist gaming tool called SorBET which integrates coding and database design enabling students to interpret, organize, and analyze data through game play and game design. The paper presents and discusses the results of a pilot study that aimed to investigate the data practices secondary students develop through playing and modifying SorBET games, and to determine the impact of game modding on student critical engagement with CT. According to the results, students developed and used certain data practices such as data interpretation and data model design to become better players or to design an interesting classification game. Moreover, game modding process motivated students to question the original games' content, leading them to develop a critical stance towards the game data model and representations.

This paper compares website usability--specifically library users' understanding of library terms--for fifty-one original research studies between 2012-2021, with the findings of John Kupersmith's 2011 white paper "Library Terms That Users Understand." Studies reported approximately twice as many terms that users didn't understand than terms users did understand, with some terms appearing in both categories. Analysis of the findings suggests a majority of Kupersmith's guidelines remain applicable to today's online environment, with some adjustments related to technology advances. We propose an additional guideline that acknowledges the role non-library websites play in guiding how users interact with library terminology.

Observation is widely regarded as a fundamental way of studying nature. However, due to its complexity, proposing a comprehensive characterization is challenging. Observation is a method of studying nature that can be divided into several dimensions. Each of these dimensions can be presented as a pair of terms, which are elaborated in this paper based on the epistemological, philosophical, and educational literature. In addition, the dimensions can be assigned to two levels, which can be used to group the individual dimensions. This epistemological perspective on the method is enriched by historical examples from different periods in physics and astronomy to substantiate and illustrate the classifications. The aim of the paper is to provide an overview of the epistemological features of the method in terms of these dimensions, which may be helpful for discussions in teacher training courses.

Nationally and internationally equity in education has become a key goal. In Norway, a White Paper has been tabled to address how equity can be improved through education. In this paper the pedagogic and knowledge orientation of the initiatives are analyzed and discussed in relation to two models of equity: "equity through equality" and "equity through diversity." The paper finds that although contradictions are present, the Norwegian ministry clearly favors the equality model. The author claims that the presented policies can be understood as a response to the global educational trend that Apple refers to as "conservative modernization." This can further be related to Bernstein's "Totally Pedagogised Society," where the adaptable, trainable individual is a key notion. The paper concludes that the lack of attention given to the diversity of citizens may be a major shortcoming, as lack of recognition is in many ways what causes educational failure in the first place. (Contains 3 tables and 7 footnotes.)

Questions are used to obtain information, stimulate thinking, and redirect reasoning. Academics in higher education use questions on a daily basis to stimulate thinking and reasoning in students. Final examination papers are used by academics to assess the retention and application skills of students. The assumption, however, exists that questions relating to application skills at universities of technology should start to dominate the higher academic levels in education, with a subsequent drop in questions regarding retention skills. These questions may be categorized as either higher order or lower order questions. This article attempts to distinguish between these two types of questions in light of Bloom's taxonomy, with similar concepts such as deep and surface learning being examined. The literature review is applied to an electrical engineering module titled Electronics, which serves as the case study. The results of this study indicate that a high percentage of the final examination papers dealt with the objective "Application," where students had to make use of numerous mathematical equations to solve various unknowns. The results also indicated that academics in electronics are using more lower order than higher order questions in their final examination papers. A balance is suggested between these two types of questions for various academic levels at universities of technology. (Contains 3 tables and 1 figure.)

The restricted time allocated to courses and the immediate need to read literature in English necessitates the teaching of selective reading in many English as a foreign language contexts. This paper reports on one element of an expeditious (quick, effective, efficient and selective) reading course for learners in an English for Academic Purposes (EAP) context. It details how postgraduate students of chemistry in a Tunisian university are taught to read titles of empirical research papers, as this becomes as important as reading abstracts for fast-tracking relevant data. Analysis of the literature in the field of technical writing identifies four types of titles. Based on this classification, the course component aims at raising the learners' awareness of the linguistic exponents that typify titles, and making them appreciate the importance of titles and their classification. The paper details how this single strategy fits into an expeditious approach to the teaching of reading.

Making annotations on books and learning materials is part of students' everyday life. Although there are many computer-based annotation systems, many people prefer to print digital documents and make annotations on physical paper. We introduce a classification scheme for computer-based annotation systems and provide an overview of different systems using this scheme. During our investigations, we identified several shortcomings in existing annotation systems: limitation to single document formats, no capturing of relations to reflect lateral reading, loss of context information an annotation was created in and limited sharing capabilities among collaborative users. To overcome these shortcomings, we introduce the concepts of "Anchor Points," "Artefacts" and "Spaces." Anchor Points define locations in arbitrary documents. Artefacts capture annotations on multiple Anchor Points in several documents, allowing students to map their current working context that typically contains several open documents and a relationship between them. Spaces are repositories for the learning materials and annotations that are automatically replicated among collaborative mobile users.

This paper reports on the development of an analysis engine for the Research Writing Tutor (RWT), an AWE program designed to provide genre and discipline-specific feedback on the functional units of research article discourse. Unlike traditional NLP-based applications that categorize complete documents, the analyzer categorizes every sentence in Introduction section texts as both a communicative move and a rhetorical step. We describe the construction of a cascade of two support vector machine classifiers trained on a multi-disciplinary corpus of annotated texts. This work not only demonstrates the usefulness of NLP for automated genre analysis, but also paves the road for future AWE endeavors and forms of automated feedback that could facilitate effective expression of functional meaning in writing.

Copyright of China Pulp & Paper is the property of China Pulp & Paper Magazines Publisher and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: to analyse the artistic bindings of the eighteenth-century prints stored in the Historical-artistic Binding Database of the Royal Library, in order to locate the endpapers made with decorated papers, and to classify and describe them according to the proposals of the specialist literature. Methodology: The records from the database were retrieved using the "date" field, and the information is extracted from the "endpapers" and "notes" fields. The reproductions of the endpapers were analysed, identified and described following the classification model of decorated papers inspired by the works of Professor Carpallo Bautista, consisting of five techniques and their variants. Finally, a comparative analysis was carried out. Results: Among the 382 eighteenth-century prints with artistic bindings, ten were located and analysed that include endpapers decorated with xylographic plates, 135 with marbled or mottled papers (with designs corresponding to seven variants), four with paste-glued papers, three with dotted papers, 18 with gold and embossed papers, and four of other kinds such as silver or percaline paper. [ABSTRACT FROM AUTHOR]

The purpose of this article is to analyze the content of mission statements of Spanish public universities and explore two questions: firstly, whether missions differ according to the date they were drawn up, and second, whether their discourse reflects new public management policies proposed by the government. The study covered 47 public universities, which were divided into two groups according to their creation date: pre and post 1985. The mission statements were collected from official university websites. Results showed that universities generally prioritized teaching over research and service to society. This was more noticeable in newly created universities. Both groups of universities presented a classic management model.

Higher Education Institutions (HEIs) have mission statements as a matter of course. This article analyses 127 mission statements from UK HEIs, comprising 76.048% of the mainstream UK higher education sector. The statements were divided into the categories of Russell Group; Other; and Specialist Institution. A mixed methods research approach was adopted. The article identifies the fifty-seven most frequently used terms in mission statements. It also identifies the average lengths for each of the three categories. The article also analyses claims made and language used in mission statements: selected statements were subjected to close analysis. The article shows mission statements from Russell Group universities tend to be shorter, whereas HEIs outside the Russell Group make more detailed statements of their provision and credentials. Structurally, mission statements are distinct between the three categories. Linguistically, there is less distinction, though there is some difference in the most frequently used terms in each category.

Labeled data are fed to learning models of classification tasks to help them learn to classify unlabeled data. Massive papers are hinged by citations to a few influential papers, much smaller than the total size, which, if labeled, would cause the spread of label information to the most of the papers. We utilized the co-reference relationship between papers since the references cited by a paper dataset usually cannot be contained by the dataset. We stated the problem of optimal paper labeling as the problem of picking a given fraction of nodes from a co-reference network to maximize the number of their neighbors, which is a submodular maximization problem with a cardinality constraint, NP-hard for general networks. We approximately solved it by picking nodes according to the ranks of specific network centralities. We further proved that labeling papers according to the rank of degree, the lowest-complexity centrality, can give a near-optimal solution with specific constraints on the maximum degree of co-reference network and labeling proportion. Experimental results show that our method brings a significant improvement in the accuracy of classification. • A model-agnostic optimization objective is proposed to improve paper classification accuracy. • The optimization objective is maximizing a paper set's neighborhood in a co-reference network. • Labeling high-centrality nodes is a labor-saving and approximative way to the maximizing problem. [ABSTRACT FROM AUTHOR]

The International League Against Epilepsy (ILAE) Classification of the Epilepsies has been updated to reflect our gain in understanding of the epilepsies and their underlying mechanisms following the major scientific advances that have taken place since the last ratified classification in 1989. As a critical tool for the practicing clinician, epilepsy classification must be relevant and dynamic to changes in thinking, yet robust and translatable to all areas of the globe. Its primary purpose is for diagnosis of patients, but it is also critical for epilepsy research, development of antiepileptic therapies, and communication around the world. The new classification originates from a draft document submitted for public comments in 2013, which was revised to incorporate extensive feedback from the international epilepsy community over several rounds of consultation. It presents three levels, starting with seizure type, where it assumes that the patient is having epileptic seizures as defined by the new 2017 ILAE Seizure Classification. After diagnosis of the seizure type, the next step is diagnosis of epilepsy type, including focal epilepsy, generalized epilepsy, combined generalized, and focal epilepsy, and also an unknown epilepsy group. The third level is that of epilepsy syndrome, where a specific syndromic diagnosis can be made. The new classification incorporates etiology along each stage, emphasizing the need to consider etiology at each step of diagnosis, as it often carries significant treatment implications. Etiology is broken into six subgroups, selected because of their potential therapeutic consequences. New terminology is introduced such as developmental and epileptic encephalopathy. The term benign is replaced by the terms self-limited and pharmacoresponsive, to be used where appropriate. It is hoped that this new framework will assist in improving epilepsy care and research in the 21st century.

The paper classification method aims to correctly divide the paper data according to the similarity of its content. However, how to accurately classify according to the content expressed in the paper has always been a problem that various classification algorithms need to face. At present, there is a kind of paper classification method based on deep learning and implemented by the encoder‐decoder structure. This method inputs the words from a large number of papers into encoder, after calculating by NN (neural network) algorithm, the similarity degree of different papers is compared to achieve the purpose of classification. However, this type of method only considers the similarity between words, a NN algorithm can only calculate a large number of word information once, and it cannot find the regularity of classification through word information. But it has a difference with the similarity of the content. This paper starts from the perspective of considering the content, its label information is extracted, and the input vector of encoder‐decoder structure is formed with labels and words. This improves the original paper classification method based on encoder‐decoder structure. Firstly, the label information is based on the content, which can reflect the content of the paper. Secondly, the classification method which combines label information and word information can reflect the content of the paper comprehensively. Thirdly, the label information is independent of word information and NN algorithm is used separately to make this part of the content more consistent in the encoder‐decoder structure. Finally, the label information and the word information are combined, respectively, with the output values obtained by different NN algorithms to realize the classification of the content. This paper proves the effectiveness of the proposed method by evaluating the paper data in web of science and obtaining relevant experimental results. [ABSTRACT FROM AUTHOR]

Increasingly, Artificial Intelligence (AI) is having an impact on distance-based higher education, where it is revealing multiple ethical issues. However, to date, there has been limited research addressing the perspectives of key stakeholders about these developments. The study presented in this paper sought to address this gap by investigating the perspectives of three key groups of stakeholders in distance-based higher education: students, teachers, and institutions. Empirical data collected in two workshops and a survey helped identify what concerns these stakeholders had about the ethics of AI in distance-based higher education. A theoretical framework for the ethics of AI in education was used to analyse that data and helped identify what was missing. In this exploratory study, there was no attempt to prioritise issues as more, or less, important. Instead, the value of the study reported in this paper derives from: (1) the breadth and detail of the issues that have been identified; and (2) their categorisation in a unifying framework. Together these provide a foundation for future research and may also usefully inform future institutional implementation and practice.

There has been little professional debate in the UK literature about nursing diagnosis and this paper explores some of the reasons why nursing diagnosis has failed to gain momentum among nurses in the United Kingdom. The nursing diagnosis movement has now reached some European countries and in the light of the International Classification of Nursing Project (ICNP) and the Strategic Advisory Group for Nursing Information Systems (SAGNIS) project commissioned by the NHS Executive (NHSE), requires a close examination by British nurses. The unsuccessful attempt by the North American Nursing Diagnosis Association (NANDA) to have its taxonomy accepted for inclusion in the World Health Organization's 10th revision of the International Classification of Diseases, an innovation which would have made the NANDA taxonomy the definitive classification of nursing, should alert British nurses to the importance of nursing diagnosis. Although nurses effectively diagnose as part of the nursing process, adoption of the concept of nursing diagnosis as a driving force for practice evades many of them. This paper reflects upon some of the logistical and conceptual difficulties including issues of culture and terminology. It is suggested that nursing diagnosis has a great deal to offer British nurses in their efforts to improve the quality of care and to provide data in this area for both practice and research.

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Abstract Background Functional somatic symptoms and disorders are common and complex phenomena involving both bodily and brain processes. They pose major challenges across medical specialties. These disorders are common and have significant impacts on patients’ quality of life and healthcare costs. Main body We outline five problems pointing to the need for a new classification: (1) developments in understanding aetiological mechanisms; (2) the current division of disorders according to the treating specialist; (3) failure of current classifications to cover the variety of disorders and their severity (for example, patients with symptoms from multiple organs systems); (4) the need to find acceptable categories and labels for patients that promote therapeutic partnership; and (5) the need to develop clinical services and research for people with severe disorders. We propose ‘functional somatic disorders’ (FSD) as an umbrella term for various conditions characterised by persistent and troublesome physical symptoms. FSDs are diagnosed clinically, on the basis of characteristic symptom patterns. As with all diagnoses, a diagnosis of FSD should be made after considering other possible somatic and mental differential diagnoses. We propose that FSD should occupy a neutral space within disease classifications, favouring neither somatic disease aetiology, nor mental disorder. FSD should be subclassified as (a) multisystem, (b) single system, or (c) single symptom. While additional specifiers may be added to take account of psychological features or co-occurring diseases, neither of these is sufficient or necessary to make the diagnosis. We recommend that FSD criteria are written so as to harmonise with existing syndrome diagnoses. Where currently defined syndromes fall within the FSD spectrum – and also within organ system-specific chapters of a classification – they should be afforded dual parentage (for example, irritable bowel syndrome can belong to both gastrointestinal disorders and FSD). Conclusion We propose a new classification, ‘functional somatic disorder’, which is neither purely somatic nor purely mental, but occupies a neutral space between these two historical poles. This classification reflects both emerging aetiological evidence of the complex interactions between brain and body and the need to resolve the historical split between somatic and mental disorders.

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There are steps formally initiated by the Government of India to maintain its adherence to the norms of Inclusive Education. Such schemes, acts and policy drafts are brought into discussion in this paper along with an appraisal of their draft and scope. This include the Sarva Shiksha Abhiyan which became operational from the year 2001, The Right to Education Act, which is implemented from the year 2009 and the Action Plan for Inclusion in Education of Children and Youth with Disabilities of 2005, which was revised in the year 2009. The discussion is anchored around, though not limited to the aspect of 'Diversity' which is very pertinent to the Indian scenario and the philosophy of Inclusion. Cultural and geographical diversity of the Indian sub-continent provoke challenges in 'Doing Diversity' in classrooms and at the same time it is contributing for the teacher and the taught. Considering the scope of the concept of social inclusion and inclusive education, the paper argues that at an implementation level, inclusive education should be one that is responsive to diversities in a classroom and cultural space. Rather than reproducing social structures pertaining to the above mentioned social categories of class, gender, language etc., policy drafting and implementation of inclusive education should make certain attempts which are pro-inclusive. They need to be less privileging towards certain ways of learning and certain ways of evaluation, considering the physical and cultural diversities of the learners. In our discussion on these schemes and their scope in ensuring diversity in classrooms, questions pertaining to certain disadvantaged sections are covered including Scheduled Castes, Scheduled Tribes, Gender nonbinaries, migrants etc.