The Smartphone in Self-regulated Learning and Student Success: Clarifying Relationships and Testing an Intervention

This two-part observational and intervention study addressed the role of the smartphone in self-regulated learning (SRL) and student success as measured by achievement. Smartphone usage among students has been identified as contributing to lower academic achievement in a variety of settings. What is unclear is how smartphone usage contributes to lower outcomes. This study surveyed participants’ self-regulated learning skills and smartphone usage at the beginning and end of the term for first semester undergraduates. A regression analysis demonstrated that when controlling for prior achievement, general SRL measures had a positive impact on first semester achievement. Smartphone related SRL did not have a direct impact on achievement. The second part of the study evaluated the efficacy of a brief intervention to ameliorate factors contributing to lower achievement. Students were presented with either SRL strategies, awareness and attention strategies or career planning guidance (control). A regression analysis of the brief intervention resulted in modest gains in SRL but did not influence achievement

Smartphone Usage and Studying: Investigating Relationships between Type of Use and Self-Regulatory Skills

The purpose of this study is to investigate the relationships between self-regulated learning skills and smartphone usage in relation to studying. It is unclear whether poor learning habits related to smartphone usage are unique traits or a reflection of existing self-regulated learning skills. The self-regulatory skills (a) regulation, (b) knowledge, and (c) management of cognition were measured and compared to the smartphone practices (a) multitasking, (b) avoiding distractions, and (c) mindful use. First-year undergraduates (n = 227) completed an online survey of self-regulatory skills and common phone practices. The results support the predictions that self-regulatory skills are negatively correlated with multitasking while studying and are positively correlated with distraction avoidance and mindful use of the phone. The management of cognition factor, which includes effort, time, and planning, was strongly correlated with multitasking (r = −0.20) and avoiding distractions (r = 0.45). Regulation of cognition was strongly correlated with mindful use (r = 0.33). These results support the need to consider the relationship between self-regulation and smartphone use as it relates to learning

Synthesis and Characterization of Ethylenedithio-MPTTF-PTM Radical Dyad as a Potential Neutral Radical Conductor

During the last years there has been a high interest in the development of new purely-organic single-component conductors. Very recently, we have reported a new neutral radical conductor based on the perchlorotriphenylmethyl (PTM) radical moiety linked to a monopyrrolotetrathiafulvalene (MPTTF) unit by a π-conjugated bridge (1) that behaves as a semiconductor under high pressure. With the aim of developing a new material with improved conducting properties, we have designed and synthesized the radical dyad 2 which was functionalized with an ethylenedithio (EDT) group in order to improve the intermolecular interactions of the tetrathiafulvalene (TTF) subunits. The physical properties of the new radical dyad 2 were studied in detail in solution to further analyze its electronic structure.This work was supported by the EU ITN iSwitch 642196 and “Nano2Fun” 607721 DGI grant (BeWell; CTQ2013-40480-R), the Networking Research Center on Bioengineering, Biomaterials, and Nanomedicine (CIBER-BBN), and the Generalitat de Catalunya (grant 2014-SGR-17). ICMAB acknowledges support from the Spanish Ministry of Economy and Competitiveness, through the “Severo Ochoa” Programme for Centres of Excellence in R&D (SEV-2015-0496). In Denmark, this work was supported by the Danish Council for Independent Research | Natural Sciences (#11-106744). M.S. is grateful to Spanish Ministerio de Educación, Cultura y Deporte for a FPU grant. We thank Vega Lloveras for ESR spectroscopy and Amable Bernabé for MALDI spectroscopy.Peer reviewe

Development of the Smartphone and Learning Inventory: Measuring Self-Regulated Use

Smartphone use in learning environments can be productive or distracting depending upon the type of use. The use is also impacted by the learner’s view and understanding of the smartphone and self-regulated learning skills. Measures are needed to specify uses and learner understandings to address the implications for teaching and learning. This study reports on the development of a multi-factor inventory designed to measure multitasking while studying, avoiding distractions while studying, mindful phone use, and phone knowledge. The inventory was completed by 514 undergraduate students enrolled in a first-year seminar. The results indicate good reliability and a three-factor structure with multitasking and avoiding distraction merging into one factor. The resulting measure can support research to improve self-regulation of smartphone use. Suggestions regarding instructional use are provided

Advances in the synthesis of functionalised pyrrolotetrathiafulvalenes

The electron-donor and unique redox properties of the tetrathiafulvalene (TTF, 1) moiety have led to diverse applications in many areas of chemistry. Monopyrrolotetrathiafulvalenes (MPTTFs, 4) and bispyrrolotetrathiafulvalenes (BPTTFs, 5) are useful structural motifs and have found widespread use in fields such as supramolecular chemistry and molecular electronics. Protocols enabling the synthesis of functionalised MPTTFs and BPTTFs are therefore of broad interest. Herein, we present the synthesis of a range of functionalised MPTTF and BPTTF species. Firstly, the large-scale preparation of the precursor species N-tosyl-(1,3)-dithiolo[4,5-c]pyrrole-2-one (6) is described, as well as the synthesis of the analogue N-tosyl-4,6-dimethyl-(1,3)-dithiolo[4,5-c]pyrrole-2-one (7). Thereafter, we show how 6 and 7 can be used to prepare BPTTFs using homocoupling reactions and functionalised MPTTFs using cross-coupling reactions with a variety of 1,3-dithiole-2-thiones (19). Subsequently, the incorporation of more complex functionality is discussed. We show how the 2-cyanoethyl protecting group can be used to afford MPTTFs functionalised with thioethers, exemplified by a series of ethylene glycol derivatives. Additionally, the merits of 1,8-diazabicyclo[5.4.0]undec-7-ene (DBU) as an alternative to the most common deprotecting agent, CsOH·H2O are discussed. Finally, we show how a copper-mediated Ullman-type reaction can be applied to the N-arylation of MPTTFs and BPTTFs using a variety of aryl halides

The Smartphone as a Self-regulatory Planning Tool: Promise or Peril

This study examines the relationship between student planning, smartphone use, and course achievement. The ubiquitous smartphone can promote or hinder learning depending upon how it is used. Prior research has explored overall smartphone use (e.g., hours used) and generally found negative relationships with academic achievement. This study investigates the learner’s approach to a specific academic endeavor, planning, and how the choice of support tools may relate to self-regulated learning skills and course grade. First-year college students reported on their approach to academic planning and how popular tools such as the smartphone and/or a planner were used to that end. The results indicated a strong relationship between both modes of planning and self-regulated learning skills (planner, R = .305, p < .01; smartphone, R = .157, p <.01). The modes of planning had a differing effect on course grades when controlling for self-regulated learning skills with the smartphone planning demonstrating a negative influence (ß = -.078, p < .05) and the planner or notebook demonstrating a positive influence (ß = .082, p < .05). The findings suggest that teachers and students should critically examine the tools they use to support academic goals

The Smartphone as a Self-regulatory Planning Tool

This study examines the relationship between student planning, smartphone use, and course achievement. The ubiquitous smartphone can promote or hinder learning depending upon how it is used. Prior research has explored overall smartphone use (e.g., hours used) and generally found negative relationships with academic achievement. This study investigates the learner’s approach to a specific academic endeavor, planning, and how the choice of support tools may relate to self-regulated learning skills and course grade. First-year college students reported on their approach to academic planning and how popular tools such as the smartphone and/or a planner were used to that end. The results indicated a strong relationship between both modes of planning and self-regulated learning skills (planner, R = .305, p < .01; smartphone, R = .157, p <.01). The modes of planning had a differing effect on course grades when controlling for self-regulated learning skills with the smartphone planning demonstrating a negative influence (ß = -.078, p < .05) and the planner or notebook demonstrating a positive influence (ß = .082, p < .05). The findings suggest that teachers and students should critically examine the tools they use to support academic goals

Smartphone Usage and Studying: Investigating Relationships between Type of Use and Self-Regulatory Skills

The purpose of this study is to investigate the relationships between self-regulated learning skills and smartphone usage in relation to studying. It is unclear whether poor learning habits related to smartphone usage are unique traits or a reflection of existing self-regulated learning skills. The self-regulatory skills (a) regulation, (b) knowledge, and (c) management of cognition were measured and compared to the smartphone practices (a) multitasking, (b) avoiding distractions, and (c) mindful use. First-year undergraduates (n = 227) completed an online survey of self-regulatory skills and common phone practices. The results support the predictions that self-regulatory skills are negatively correlated with multitasking while studying and are positively correlated with distraction avoidance and mindful use of the phone. The management of cognition factor, which includes effort, time, and planning, was strongly correlated with multitasking (r = &minus;0.20) and avoiding distractions (r = 0.45). Regulation of cognition was strongly correlated with mindful use (r = 0.33). These results support the need to consider the relationship between self-regulation and smartphone use as it relates to learning

Nordic MEMS - Status and possibilities

Microsystems, or small, functional components, will be the key components in systems realizing &#8220;the instrumentation society&#8221; we are entering during the next 5-10 years. There are numerous possible applications for microsystems. As a breakthrough technology, allowing unparalleled synergy between previously unrelated fields such as biology and microelectronics, many new microsystems applications will emerge, expanding beyond that which is currently identified or known

Evidence in Civil Procedure

Darbā autors apskata un vērtē tiesas pierādījumus civilprocesā. Autors norāda uz tiesas pierādījumu specifisko struktūru un piedāvā apzīmēt tos ar atsevišķu terminu „tiesas pierādījumi”. Autors apskata populārākās tiesas pierādījuma izpratnes koncepcijas un norāda uz to nepilnībām. Autors norāda uz tiesas pierādījuma elementu – priekšmeta, satura un formas, nozīmi praktiskajā civilprocesā. Atsevišķa uzmanība ir veltīta tiesas pierādījumu iesniegšanai, kā atsevišķai procesuālajai darbībai. Darbā tiek analizēti svarīgākie tiesas pierādījumu klasifikācijas pamati un ar tiem saistītie riski – ziņu sagrozīšanas un nozaudēšanas risks, vairāku secinājumu izdarīšanas risks. Darbā ir izteikti konkrēti priekšlikumi Civilprocesa likuma grozījumiem. Termins „apstāklis” ir jāaizstāj ar terminu „fakts”. Jāprecizē terminu „pierādījums” un „pierādīšanas līdzeklis” pielietošana. Jānostiprina vienots termins „tiesas pierādījums”. Jānostiprina visu lietas dalībnieku pienākums iesniegt tiesas pierādījumus. Jāprecizē procesuālās darbības – tiesas pierādījumu iesniegšanas, saturs. Pušu un trešo personu paskaidrojumi ir izslēdzami no pierādīšanas līdzekļu saraksta. Atslēgvārdi: civilprocess, pierādījums, fakts, ziņas, pierādīšana, forma.The author in the Thesis views and evaluates court evidences in a civil litigation. The author highlights a specific structure of court evidences and suggests marking thereof by a term “court evidences”. The author views the most popular concepts of understanding of court evidence and points at their imperfection. The author points at the court evidence elements – the subject, content and forms, meaning in a practical civil litigation. Special attention is given to submission of court evidences, as to a special procedural action. The significant classification bases of court evidences and the related risks – the risks of distortion and loss of data – are analyzed in the Thesis. The Thesis contains concrete proposals on amendments to Civil Procedure Law. A term “circumstance” should be replaced by a term “fact”. It is necessary to precise application of the terms “evidence” and “kinds of proof”. It is necessary to consolidate a single term “court evidences”. It is necessary to consolidate the content of obligations of all participants in a case on submission of court evidences. It is necessary to precise the content of procedural action – submission of court evidences. Explanations of parties or of third parties should be excluded from the list of kinds of proof. Keywords: civil procedure evidence, fact, information, proof, form