Ecomining as a pattern of integrated approach towards sustainable mining

This paper briefly describes the Educational Project “EcoMining: Development of Integrated PhD Program for Sustainable Mining & Environmental Activities” (2019–2022), which is being implemented between Dnipro University of Technology (DUT, Ukraine) and Technical University Bergakademie Freiberg (TU BAF, Germany) under support of German Academic Exchange Service (DAAD)

Lucene4IR: Developing information retrieval evaluation resources using Lucene

The workshop and hackathon on developing Information Retrieval Evaluation Resources using Lucene (L4IR) was held on the 8th and 9th of September, 2016 at the University of Strathclyde in Glasgow, UK and funded by the ESF Elias Network. The event featured three main elements: (i) a series of keynote and invited talks on industry, teaching and evaluation; (ii) planning, coding and hacking where a number of groups created modules and infrastructure to use Lucene to undertake TREC based evaluations; and (iii) a number of breakout groups discussing challenges, opportunities and problems in bridging the divide between academia and industry, and how we can use Lucene for teaching and learning Information Retrieval (IR). The event was composed of a mix and blend of academics, experts and students wanting to learn, share and create evaluation resources for the community. The hacking was intense and the discussions lively creating the basis of many useful tools but also raising numerous issues. It was clear that by adopting and contributing to most widely used and supported Open Source IR toolkit, there were many benefits for academics, students, researchers, developers and practitioners - providing a basis for stronger evaluation practices, increased reproducibility, more efficient knowledge transfer, greater collaboration between academia and industry, and shared teaching and training resources

Programme Evaluation of Unemployment Benefits in Japan: An Average Treatment Effect Approach

Empirical results show that unemployment benefits (UB) recipients significantly change to worse job conditions with respect to wages and firm size, but change to better job conditions with respect to occupation, position, industry, and residence. While the effects for occupation are not significant, UB recipients have a significant tendency to stay the same. In other words, results of other conditions imply that they reduce the reservation wage to get better conditions with respect to occupation, industry and residence. This means strong inertia in these aspects.

THE IMAGE BUILDING OF PUSDIKLAT MIGAS CEPU THROUGH SOCIAL PROGRAMS

As one of the centre of education and training in the oil and gas industry, Pusdiklat Migas Cepu always tries to create mutual relationship between institution and its public. To run this aim, Public Relations division in Pusdiklat Migas Cepu has important role in establishing mutual communication between institution and its public. One of the efforts is by holding social programs in the form of community development. Based on the job training, the objectives of this report are to know the activity of Public Relations in Pusdiklat Migas Cepu and the implementation of social programs done by Pusdiklat Migas Cepu in creating a good image. This final project report is completed through several methods, there are: collecting, analyzing, and concluding the data. The data in this final project report were obtained by holding observation in Pusdiklat Migas Cepu, interviewing the Public Relations staffs in Pusdiklat Migas Cepu, and conducting a library research. Based on the job training for a month in this institution, it can be seen that the activities of Public Relations in Pusdiklat Migas Cepu are very rich. It is because Public Relations Division in Pusdiklat Migas Cepu has to be responsible in communicating information internally and externally. It is aimed to create good relationship with the public either external or internal. Accordance with it, Public Relations in Pusdiklat Migas Cepu try to provide social contribution to the society. The programs can be divided into educational social programs and noneducational social programs. The educational programs are in the form of Community Development by giving training for Cepu citizen in the oil and gas field and providing studying medium for the students of senior high school and university. And, the non-educational programs are in the form of humanitarian help. Most of non-educational programs are done incidentally. In the end of this final project report, the writer concludes that the activities of Public Relations in Pusdiklat Migas Cepu are appropriate with the aim of institution to create a good image. By running social programs, the institution will be able to retain its existence and can get the public trust

The effects of vocational training programmes on the duration of unemployment in Eastern Germany

Vocational training programmes have been the most important active labour market policy instrument in Germany in the last years. However, the still unsatisfying situation of the labour market has raised doubt on the efficiency of these programmes. In this paper, we analyse the effects of the participation in vocational training programmes on the duration of unemployment in Eastern Germany. Based on administrative data for the time between the October 1999 and December 2002 of the Federal Employment Administration, we apply a bivariate mixed proportional hazards model. By doing so, we are able to use the information of the timing of treatment as well as observable and unobservable influences to identify the treatment effects. The results show that a participation in vocational training prolongates the unemployment duration in Eastern Germany. Furthermore, the results suggest that locking-in effects are a serious problem of vocational training programmes. JEL Classification: J64, J24, I28, J6

Trialing project-based learning in a new EAP ESP course: A collaborative reflective practice of three college English teachers

Currently in many Chinese universities, the traditional College English course is facing the risk of being ‘marginalized’, replaced or even removed, and many hours previously allocated to the course are now being taken by EAP or ESP. At X University in northern China, a curriculum reform as such is taking place, as a result of which a new course has been created called ‘xue ke’ English. Despite the fact that ‘xue ke’ means subject literally, the course designer has made it clear that subject content is not the target, nor is the course the same as EAP or ESP. This curriculum initiative, while possibly having been justified with a rationale of some kind (e.g. to meet with changing social and/or academic needs of students and/or institutions), this is posing a great challenge for, as well as considerable pressure on, a number of College English teachers who have taught this single course for almost their entire teaching career. In such a context, three teachers formed a peer support group in Semester One this year, to work collaboratively co-tackling the challenge, and they chose Project-Based Learning (PBL) for the new course. This presentation will report on the implementation of this project, including the overall designing, operational procedure, and the teachers’ reflections. Based on discussion, pre-agreement was reached on the purpose and manner of collaboration as offering peer support for more effective teaching and learning and fulfilling and pleasant professional development. A WeChat group was set up as the chief platform for messaging, idea-sharing, and resource-exchanging. Physical meetings were supplementary, with sound agenda but flexible time, and venues. Mosoteach cloud class (lan mo yun ban ke) was established as a tool for virtual learning, employed both in and after class. Discussions were held at the beginning of the semester which determined only brief outlines for PBL implementation and allowed space for everyone to autonomously explore in their own way. Constant further discussions followed, which generated a great deal of opportunities for peer learning and lesson plan modifications. A reflective journal, in a greater or lesser detailed manner, was also kept by each teacher to record the journey of the collaboration. At the end of the semester, it was commonly recognized that, although challenges existed, the collaboration was overall a success and they were all willing to continue with it and endeavor to refine it to be a more professional and productive approach

A double-edged sword: Use of computer algebra systems in first-year Engineering Mathematics and Mechanics courses

Many secondary-level mathematics students have experience with graphical calculators from high school. For the purposes of this paper we define graphical calculators as those able to perform rudimentary symbolic manipulation and solve complicated equations requiring very modest user knowledge. The use of more advanced computer algebra systems e.g. Maple, Mathematica, Mathcad, Matlab/MuPad is becoming more prevalent in tertiary-level courses. This paper explores our students’ experience using one such system (MuPad) in first-year tertiary Engineering Mathematics and Mechanics courses. The effectiveness of graphical calculators and computer algebra systems in mathematical pedagogy has been investigated by a multitude of educational researchers (e.g. Ravaglia et al. 1998). Most of these studies found very small or no correlation between student use of graphical calculators or exposure to computer algebra systems with future achievement in mathematics courses (Buteau et al. 2010). In this paper we focus instead on students’ attitude towards a more advanced standalone computer algebra system (MuPad), and whether students’ inclination to use the system is indicative of their mathematical understanding. Paper describing some preliminary research into use of computer algebra systems for teaching engineering mathematics

TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning