338 research outputs found
2023-2024 Boise State University Undergraduate Catalog
This catalog is primarily for and directed at students. However, it serves many audiences, such as high school counselors, academic advisors, and the public. In this catalog you will find an overview of Boise State University and information on admission, registration, grades, tuition and fees, financial aid, housing, student services, and other important policies and procedures. However, most of this catalog is devoted to describing the various programs and courses offered at Boise State
General Course Catalog [2022/23 academic year]
General Course Catalog, 2022/23 academic yearhttps://repository.stcloudstate.edu/undergencat/1134/thumbnail.jp
The Secondary School Science Olympiad Experience: Coaches Opinions and Attitudes Regarding Participation and Content Acquisition
Science Olympiad (SO) is a team-oriented STEM competition that offers students the opportunity to participate in a wide range of STEM topics attracting students with varying STEM interests. This hermeneutic phenomenological cross-case study explored the experiences of 12 SO coaches with experience coaching middle school and/or high school teams. Educational settings for the teams included public schools, private schools, and homeschool. Coaches were asked to fill out an open-ended questionnaire about their SO coaching experiences. Based upon questionnaire responses, coaches were invited to participate in follow-up interviews. The experiences related by the coaches in the interviews were written as case studies and a cross-case analysis was conducted to reveal patterns and themes across the coachesâ experiences. Themes explored encompassed coachesâ views on student benefits as well as personal benefits to the coaches; challenges coaches perceived students overcoming as well as challenges experiences for the coaches; and the amount and type of support coaches have discovered they and their students need in order to have a positive SO experience. Coaches indicated that they found coaching an SO team to be enjoyable or rewarding because they saw students having fun while learning. Some coaches also stated that SO allowed students to gain knowledge (literacy) not available to them in the classroom setting and they viewed this knowledge to be especially valuable for the student pursuing a STEM career in the future. Key findings of coachesâ perspectives included that student participation in SO confirmed STEM career choice, assisted in STEM skills acquisition, and encouraged several areas of personal development. Some coaches reported their own personal knowledge and skill growth as benefits to coaching. Some key findings support other related research. The perspective that competition offers opportunities for personal growth coincides with studies conducted by Wirt (2011) and Schmidt (2014). Examples given by coaches of STEM knowledge acquisition as a part of preparation for competition match with some literacy goals stated in the NGSS (NRC, 2013) document and the general literacy idea promoted by UNESCO (2017) that literacy exists along a continuum where individuals find the level of competency needed for their personal interests and career goals. Coachesâ examples of students enjoying and benefiting from competition support the findings of studies by Campbell and Walberg (2011), Wirt (2011), Ozturk & Debelak (2008), Abernathy and Vineyard (2001), and Verhoeff (1997). Many coaches discussed the importance of mentors for student success in SO competition. The descriptions of the guidance given by the mentorsâ support statements by Ozturk and Debelak (2008) claiming that an adult guide is necessary for students to glean the maximum benefits from participation in competitions. Most of the coaches in this study were eager to share their experiences and offer advice to anyone interested in coaching an SO team. Included in the findings of this study are recommended strategies for acquiring funding, recruitment of team members, team structuring, team building, and promoting team recognition and publicity for achievements
2022-2023 Xavier University Undergraduate and Graduate University Catalog
https://www.exhibit.xavier.edu/coursecatalog/1275/thumbnail.jp
The Secondary School Science Olympiad Experience: Coaches Opinions and Attitudes Regarding Participation and Content Acquisition
Science Olympiad (SO) is a team-oriented STEM competition that offers students the opportunity to participate in a wide range of STEM topics attracting students with varying STEM interests. This hermeneutic phenomenological cross-case study explored the experiences of 12 SO coaches with experience coaching middle school and/or high school teams. Educational settings for the teams included public schools, private schools, and homeschool. Coaches were asked to fill out an open-ended questionnaire about their SO coaching experiences. Based upon questionnaire responses, coaches were invited to participate in follow-up interviews. The experiences related by the coaches in the interviews were written as case studies and a cross-case analysis was conducted to reveal patterns and themes across the coachesâ experiences. Themes explored encompassed coachesâ views on student benefits as well as personal benefits to the coaches; challenges coaches perceived students overcoming as well as challenges experiences for the coaches; and the amount and type of support coaches have discovered they and their students need in order to have a positive SO experience. Coaches indicated that they found coaching an SO team to be enjoyable or rewarding because they saw students having fun while learning. Some coaches also stated that SO allowed students to gain knowledge (literacy) not available to them in the classroom setting and they viewed this knowledge to be especially valuable for the student pursuing a STEM career in the future. Key findings of coachesâ perspectives included that student participation in SO confirmed STEM career choice, assisted in STEM skills acquisition, and encouraged several areas of personal development. Some coaches reported their own personal knowledge and skill growth as benefits to coaching. Some key findings support other related research. The perspective that competition offers opportunities for personal growth coincides with studies conducted by Wirt (2011) and Schmidt (2014). Examples given by coaches of STEM knowledge acquisition as a part of preparation for competition match with some literacy goals stated in the NGSS (NRC, 2013) document and the general literacy idea promoted by UNESCO (2017) that literacy exists along a continuum where individuals find the level of competency needed for their personal interests and career goals. Coachesâ examples of students enjoying and benefiting from competition support the findings of studies by Campbell and Walberg (2011), Wirt (2011), Ozturk & Debelak (2008), Abernathy and Vineyard (2001), and Verhoeff (1997). Many coaches discussed the importance of mentors for student success in SO competition. The descriptions of the guidance given by the mentorsâ support statements by Ozturk and Debelak (2008) claiming that an adult guide is necessary for students to glean the maximum benefits from participation in competitions. Most of the coaches in this study were eager to share their experiences and offer advice to anyone interested in coaching an SO team. Included in the findings of this study are recommended strategies for acquiring funding, recruitment of team members, team structuring, team building, and promoting team recognition and publicity for achievements
2023-2024 Lynn University Academic Catalog
The 2023-2024 Academic Catalog initially published as a web-only document.
The Department of Marketing and Communication created a PDF version, which is available for download here.https://spiral.lynn.edu/accatalogs/1052/thumbnail.jp
2013-2014, University of Memphis bulletin
University of Memphis bulletin containing the graduate catalog for 2013-2014.https://digitalcommons.memphis.edu/speccoll-ua-pub-bulletins/1434/thumbnail.jp
Advances on Applications of Bioactive Natural Compounds
This is a reprint of articles from the Special Issue published online in the open access journal Applied Sciences (ISSN 2076-3417) (available at: https://www.mdpi.com/journal/applsci/special issues/Bioactive Natural Compounds).info:eu-repo/semantics/publishedVersio
A Framework To Develop Business Models For The Exploitation Of Disruptive Technology
Adopting new technology to expand business prospects is not a new trend. Certainly, this brings innovation and new opportunities to the business but also raises several challenges. This research addresses the challenges of business modelling in relation to disruptive technologies. Emerging technologies are very dynamic, resulting in continuous new developments. Therefore, businesses need to adjust their business models to stay sustained with this dynamic nature of technology. This research aims to create a conceptual framework and a related methodology to develop business models for the commercial use of disruptive technologies.
The research evaluates the gaps in the major business model development methodologies and argues that these methodologies are not adequate for businesses that offer high-end products and services to their customers. It creates a framework to make a methodical comparison among different business model methodologies. Based on that framework, it conducts a systematic comparison of five significant business model development methodologies to identify possible flaws. It analyses business elements of two use cases, where a disruptive technology, in this case, cloud computing in the form of cloud-based simulation, offers significant value to customers. Thereafter, it compares the components of all the five identified methodologies with each other using business elements of the selected use case. While the analysis highlights the differences and the similarities between the methodologies, it also reveals the limitations of the current approaches and the need for further decomposing technological elements.
Therefore, the study carries out an empirical investigation based on selective sampling. Seven real-life business use cases that execute the application of disruptive technology (i.e., cloud/HPC-based simulation as a solution based on cloud computing & high-performance computing) have been explored, involving 30 individual companies. Thenceforth, a thematic analysis of these use cases, based on a detailed report provided by a European research project, is conducted. Besides, three months of observation is carried out by participating in the same project as a âResearch Associateâ from the period of July 2019 to September 2019. This three-month observation supports not only providing access to 26 business use cases and their relevant documents but also validating the information provided, as well as finding clarity in collected data. Moreover, the selected business use cases are particularly useful for identifying the technology elements that are required to create the proposed framework. The analysis has resulted in an understanding of the dynamics of the interrelationship of social and technical factors for developing new technological solutions that push the development of new business models devised for delivering solutions exploiting disruptive technologies.
Based on this understanding, the research extends a widely used business model ontology (Osterwalderâs Business Model Ontology), and offers a new business model methodology with the introduction of new business model elements related to technology. The technological elements are being identified as the results of the above empirical analysis. Utilising this extended ontology, a novel methodology for developing business models for the exploitation of disruptive technologies is suggested and its applicability is demonstrated in the example of cloud-based simulation case studies.
The research creates three main contributions. Firstly, it uses a systematic approach and identifies that the technological elements are not explicitly defined in the analysed business model methodologies, as well as the factors of disruption in the context of the socio-materiality view is missing. Secondly, it conducts an empirical analysis and defines the specific social and technological elements such as âDynamic Capabilitiesâ, âCompetition Networkâ, âTechnology Typeâ, âTechnology Infrastructureâ, âTechnology Platformâ, and âTechnology Networkâ; that are needed to create a new business model methodology. Finally, it extends an existing business model ontology (which was developed by Alexander Osterwalder) and constructs a new ontological framework with an accompanying methodology to develop business models, particularly for organisations that introduce technological solutions as their main value using disruptive technologies
Collected Papers (on Neutrosophics, Plithogenics, Hypersoft Set, Hypergraphs, and other topics), Volume X
This tenth volume of Collected Papers includes 86 papers in English and Spanish languages comprising 972 pages, written between 2014-2022 by the author alone or in collaboration with the following 105 co-authors (alphabetically ordered) from 26 countries: Abu SuïŹan, Ali Hassan, Ali Safaa Sadiq, Anirudha Ghosh, Assia Bakali, Atiqe Ur Rahman, Laura Bogdan, Willem K.M. Brauers, Erick GonzĂĄlez Caballero, Fausto Cavallaro, GavrilÄ Calefariu, T. Chalapathi, Victor Christianto, Mihaela Colhon, Sergiu Boris Cononovici, Mamoni Dhar, Irfan Deli, Rebeca Escobar-Jara, Alexandru Gal, N. Gandotra, Sudipta Gayen, Vassilis C. Gerogiannis, Noel Batista HernĂĄndez, Hongnian Yu, Hongbo Wang, Mihaiela Iliescu, F. Nirmala Irudayam, Sripati Jha, Darjan KarabaĆĄeviÄ, T. Katican, Bakhtawar Ali Khan, Hina Khan, Volodymyr Krasnoholovets, R. Kiran Kumar, Manoranjan Kumar Singh, Ranjan Kumar, M. Lathamaheswari, Yasar Mahmood, Nivetha Martin, Adrian MÄrgean, Octavian Melinte, Mingcong Deng, Marcel Migdalovici, Monika Moga, Sana Moin, Mohamed Abdel-Basset, Mohamed Elhoseny, Rehab Mohamed, Mohamed Talea, Kalyan Mondal, Muhammad Aslam, Muhammad Aslam Malik, Muhammad Ihsan, Muhammad Naveed Jafar, Muhammad Rayees Ahmad, Muhammad Saeed, Muhammad Saqlain, Muhammad Shabir, Mujahid Abbas, Mumtaz Ali, Radu I. Munteanu, Ghulam Murtaza, Munazza Naz, Tahsin Oner, âȘGabrijela PopoviÄâŹâŹâŹâŹâŹ, Surapati Pramanik, R. Priya, S.P. Priyadharshini, Midha Qayyum, Quang-Thinh Bui, Shazia Rana, Akbara Rezaei, JesĂșs Estupiñån Ricardo, Rıdvan Sahin, Saeeda Mirvakili, Said Broumi, A. A. Salama, Flavius Aurelian SĂąrbu, Ganeshsree Selvachandran, Javid Shabbir, Shio Gai Quek, Son Hoang Le, Florentin Smarandache, DragiĆĄa StanujkiÄ, S. Sudha, Taha Yasin Ozturk, Zaigham Tahir, The Houw Iong, Ayse Topal, Alptekin UlutaÈ, Maikel Yelandi Leyva VĂĄzquez, Rizha Vitania, Luige VlÄdÄreanu, Victor VlÄdÄreanu, Ètefan VlÄduÈescu, J. Vimala, Dan Valeriu Voinea, Adem Yolcu, Yongfei Feng, Abd El-Nasser H. Zaied, Edmundas Kazimieras Zavadskas.âŹ
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