Improving Student-Teachers' Research Literacies through APA Citation 7th and Mendeley Workshops

Academic honesty and plagiarism awareness become essential abilities for university students and early-career researchers. One way to enhance academic honesty and awareness of plagiarism issues is by mastering the skills of managing citations and references/bibliographies. Moreover, nowadays, various reference manager applications can be utilized to assist college students and early researchers in their research activities. Based on these statements, the Primary School Teacher Education (PSTE) study program and Center of Language and Culture (CLC) at President University conducted a community service program for university students and early researchers. This program was conducted through an online platform called Zoom as a preventive measure to curb the spread of the COVID-19 virus. There were 370 students, teachers, and early researchers from campuses across Indonesia and even overseas (Australia & China) who registered for this community service program. Based on the survey distributed after the program, the majority of participants responded very positively, in which their comprehension of referencing and citing and Mendeley is considered improving significantly. Some implications for future practice and research are also outlined in this article

Impact of COVID-19 on cardiovascular testing in the United States versus the rest of the world

Objectives: This study sought to quantify and compare the decline in volumes of cardiovascular procedures between the United States and non-US institutions during the early phase of the coronavirus disease-2019 (COVID-19) pandemic. Background: The COVID-19 pandemic has disrupted the care of many non-COVID-19 illnesses. Reductions in diagnostic cardiovascular testing around the world have led to concerns over the implications of reduced testing for cardiovascular disease (CVD) morbidity and mortality. Methods: Data were submitted to the INCAPS-COVID (International Atomic Energy Agency Non-Invasive Cardiology Protocols Study of COVID-19), a multinational registry comprising 909 institutions in 108 countries (including 155 facilities in 40 U.S. states), assessing the impact of the COVID-19 pandemic on volumes of diagnostic cardiovascular procedures. Data were obtained for April 2020 and compared with volumes of baseline procedures from March 2019. We compared laboratory characteristics, practices, and procedure volumes between U.S. and non-U.S. facilities and between U.S. geographic regions and identified factors associated with volume reduction in the United States. Results: Reductions in the volumes of procedures in the United States were similar to those in non-U.S. facilities (68% vs. 63%, respectively; p = 0.237), although U.S. facilities reported greater reductions in invasive coronary angiography (69% vs. 53%, respectively; p < 0.001). Significantly more U.S. facilities reported increased use of telehealth and patient screening measures than non-U.S. facilities, such as temperature checks, symptom screenings, and COVID-19 testing. Reductions in volumes of procedures differed between U.S. regions, with larger declines observed in the Northeast (76%) and Midwest (74%) than in the South (62%) and West (44%). Prevalence of COVID-19, staff redeployments, outpatient centers, and urban centers were associated with greater reductions in volume in U.S. facilities in a multivariable analysis. Conclusions: We observed marked reductions in U.S. cardiovascular testing in the early phase of the pandemic and significant variability between U.S. regions. The association between reductions of volumes and COVID-19 prevalence in the United States highlighted the need for proactive efforts to maintain access to cardiovascular testing in areas most affected by outbreaks of COVID-19 infection

A Solve-RD ClinVar-based reanalysis of 1522 index cases from ERN-ITHACA reveals common pitfalls and misinterpretations in exome sequencing

Purpose Within the Solve-RD project (https://solve-rd.eu/), the European Reference Network for Intellectual disability, TeleHealth, Autism and Congenital Anomalies aimed to investigate whether a reanalysis of exomes from unsolved cases based on ClinVar annotations could establish additional diagnoses. We present the results of the “ClinVar low-hanging fruit” reanalysis, reasons for the failure of previous analyses, and lessons learned. Methods Data from the first 3576 exomes (1522 probands and 2054 relatives) collected from European Reference Network for Intellectual disability, TeleHealth, Autism and Congenital Anomalies was reanalyzed by the Solve-RD consortium by evaluating for the presence of single-nucleotide variant, and small insertions and deletions already reported as (likely) pathogenic in ClinVar. Variants were filtered according to frequency, genotype, and mode of inheritance and reinterpreted. Results We identified causal variants in 59 cases (3.9%), 50 of them also raised by other approaches and 9 leading to new diagnoses, highlighting interpretation challenges: variants in genes not known to be involved in human disease at the time of the first analysis, misleading genotypes, or variants undetected by local pipelines (variants in off-target regions, low quality filters, low allelic balance, or high frequency). Conclusion The “ClinVar low-hanging fruit” analysis represents an effective, fast, and easy approach to recover causal variants from exome sequencing data, herewith contributing to the reduction of the diagnostic deadlock

Diversidade cultural e inclusão nos contextos de educação de infância: uma narrativa de aprendizagem

O presente relatório realizado no âmbito do Mestrado em Educação Pré-Escolar, tem como tema “Diversidade cultural e inclusão nos contextos de educação de infância”. Teve como principal intencionalidade, a observação e compreensão da organização do ambiente educativo por parte do educador de infância, tendo em conta a inclusão das diferentes culturas das crianças. O objetivo foi analisar o referido ao longo dos períodos de estágio, focando-me no processo de inclusão e articulá-lo com as minhas intervenções, de modo, a enriquecer as minhas observações, mas nunca esquecendo a individualidade de cada criança. A investigação foi efetuada durante os dois períodos de estágio, que decorreram em contextos distintos- Creche e Jardim de Infância- onde tive contacto com duas realidades e práticas diferentes. O presente projeto tem como base uma investigação qualitativa, direcionada pelos princípios orientadores da investigação-ação. No que concerne aos procedimentos de recolha e tratamento de informação, recorri à observação participante, notas de campo, registos multimédia, análise documental e entrevista semiestruturada realizada às educadoras cooperantes de cada contexto. No decorrer do relatório tentei refletir com base nas observações, diálogos e notas de campo retiradas de cada contexto. Compreendi, acima de tudo, que a inclusão é uma temática que deve ser cada vez mais explorada e dialogada. A par disso, o mesmo se aplica para a diversidade cultural, que muitas vezes passa despercebida, e é tão importante uma vez que, traduz toda uma “bagagem” de vivências, ensinamentos e crenças das nossas crianças. Demonstrando que cada um de nós tem a sua autenticidade e importa ser conhecida, valorizada e respeitada. Destaca-se o papel do educador, que consiste em proporcionar momentos e espaços de participação, envolvimento e de escuta ativa para todas as crianças, independentemente das suas especificidades, porque todas importam e são fundamentais no contexto e no meio que as rodeiam. Estas temáticas devem ser exploradas na educação de infância, tendo em conta, que é desde tenra idade que se dá o processo de descoberta do mundo e de si próprio, o que engloba a diversidade apresentada por cada um de nós.This report was carried out within the scope of the Masters in Pre-School Education, with the theme “Cultural diversity and inclusion in the contexto of early childhood education”. Its main intention was the observation and understanding of the organization of the educational environment by the kindergarten teacher taking into account the inclusion and to articulate it with my interventions, in a way, enriching my conditions, but never forgetting the individuality of each child. The investigacion was carried out during the two internship periods, wich took place in different contexts Nursery and Kindergarten- where there was contact with reality and different pratices. This Project is based on qualitative research, guided by the guiding principles of action research. With regard to the collection and information procedures, i resorted to participant observation, field notes, multimédia records, document analysis and semi structured interviews cooperating educators of each context. In the course of the report, he tried to reflect based on observations, dialogues and field notes taken from each context. I understood, above all, that incluion is a theme that must be increasingly explored and discussed. In addition, the same applies to cultural diversity, which often goes unnoticed, and is so important since it translates a whole “baggage” of experiences, teachings and beliefs of our children. Demonstrating that each of us has its authenticity and that it is important to be known, valued and respected. The role of the educator is hinghlighted, which consists of providing moments and spaces for parcipation, involement and listening for all children, regardless of the their specificities, because they are not important and are fundamental in the context. The themes should be explored in early childhood education , taking into account that i tis from an early age that the processo of discovering the world and oneself takes place, which encompasses the diversities presented by each one of us

Avaliação da maturidade da business intelligence nas organizações

Dissertação apresentada como requisito parcial para obtenção do grau de Mestre em Estatística e Gestão de InformaçãoA Business Intelligence (BI) tem um papel decisivo na criação de vantagens competitivas em qualquer organização (Evelson, Karel t al., 2010). Esta dissertação tem como principal intuito propor um modelo actual de maturidade de BI e a respectiva metodologia de avaliação. Para tal, foi iniciada a revisão de literatura que apresenta uma visão global da BI e a forma como esta influencia as organizações. Depois de uma breve exposição de conceitos e de uma visão global do funcionamento da BI, serão apresentados os factores que afectam a maturidade de BI que se constituem como as variáveis do modelo. serão igualmente expostos os modelos de maturidade que serviram de base para a criação do novo modelo. A metodologia de investigação proposta assenta num caso de estudo, propondo e apresentando os elementos necessários para desenvolver uma avaliação de maturidade de BI numa organização

How can we use machine learning for characterizing organizational identification - a study using clustering with Picture fuzzy datasets

This work introduces a data-driven approach based on k-means clustering with datasets elicited under a Picture fuzzy set (PFS) environment. With the vision, mission, and goals statement as a proxy for organizational identity, an actual case study is reported to demonstrate the application of the proposed approach. Four attributes were introduced to describe organizational identification: knowledge, perception, linking, and future attributes. Results revealed that out of 1,911 members, 56.67% of them are considered “proactive citizens”, 32.50% are “ambivalent citizens”, and 10.83% are “disengaged citizens”. Sensitivity analysis shows that the proposed approach is robust to changes in the model parameters. Characteristics of the types of citizens were discussed, and some managerial insights were outlined. Succinctly, this work contributes to the literature by exploring the integration of PFS to k-means clustering to characterize the extent of organizational identification of organizational stakeholders when presented with a new organizational identity – a relatively novel application in organization science

Fermatean Fuzzy DEMATEL and MMDE Algorithm for Modelling the Barriers of Implementing Education 4.0: Insights from the Philippines

Technological transitions in the education sector of developing economies are faced with a range of barriers, involving resource scarcity, socio-cultural concerns, and issues related to management and policy. The popularity of Industry 4.0 has prompted Education 4.0 (EDUC4), an approach to learning that involves transformation using advanced technologies. While a recent work reported a comprehensive list of barriers to EDUC4 implementation, particularly in developing economies, further analysis to identify those priority barriers remains a gap. Thus, this work addresses this gap by introducing a novel methodological extension of the decision-making trial and evaluation laboratory (DEMATEL) method following the integration of Fermatean fuzzy sets (FFS). The FFS, compared to other fuzzy environments, could capture higher levels of uncertainties that are associated when eliciting judgments necessary for the DEMATEL. Such integration is aided by the maximum mean de-entropy (MMDE) algorithm, which analytically determines the threshold value crucial for constructing the prominence-relation map of the DEMATEL. Following its application in evaluating the implementation of EDUC4 in Philippine universities, the critical barriers are the lack of training resources, costs, insufficiency of available technologies, skills gap of human resources, knowledge gap, and the complexity of the learning platforms. Among this set, barriers related to cost and lack of training resources are deemed the most prominent ones. The statistical test on the impact of addressing the two prominent barriers shows that addressing the barrier related to costs yields statistically more favorable results regarding the mitigation of other EDUC4 implementation barriers. Although these insights may contain idiosyncrasies, they can serve as starting points of discussion in other relevant developing economies. These methodological and practical contributions advance the development of analytical tools under uncertainty that can handle pressing problems such as the EDUC4 implementation

Education 4.0 in Developing Economies: A Systematic Literature Review of Implementation Barriers and Future Research Agenda

Education 4.0 (EDUC4) was driven by the onset of the Fourth Industrial Revolution (4IR) to meet labor market requirements resulting from learning that is customized, flexible, accessible, and skills-based. As the concept of EDUC4 develops popularity in the education and innovation research domains, various challenges about its implementation have emerged, especially in developing economies. Thus, there is a need to investigate the existing barriers to EDUC4 implementation. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement, a systematic literature review of journal articles in the Scopus database was conducted. Of the 299 journal articles generated from the initial search on Scopus, 30 met the inclusion criteria and were included in the review. The content analysis yielded 12 barriers which include cybersecurity threat, costly, skills gap of human capital, apprehensive stakeholders, lack of training resources, lack of collaboration, knowledge gap for the customization of curriculum design, insufficient available technologies, health issues, time constraint for material preparation, complexity of learning platforms, and insufficient foundation of basic education. They were then associated with seven themes for better operationalization in Higher Education Institutions (HEIs): (1) human resources, (2) infrastructure, (3) financial, (4) linkages, (5) educational management, (6) learners, and (7) health and environment. Finally, a theoretical predictive model was constructed to present the causal relationships in modeling the problems associated with implementing EDUC4. The insights generated from this work offer both theoretical and practical perspectives for stakeholders of HEIs in the implementation of EDUC4 in developing economies

Preparedness Indicator System for Education 4.0 with FUCOM and Rough Sets

In view of the recent education sectoral transition to Education 4.0 (EDUC4), evaluating the preparedness of higher education institutions (HEIs) for EDUC4 implementation remains a gap in the current literature. Through a comprehensive review, seven criteria were evaluated, namely, human resources, infrastructure, financial, linkages, educational management, learners, and health and environment. This work offers two crucial contributions: (1) the development of an EDUC4 preparedness indicator system and (2) the design of a computational structure that evaluates each indicator and computes an aggregate preparedness level for an HEI. Using the full consistency method (FUCOM) to assign the priority weights of EDUC4 criteria and the rough set theory to capture the ambiguity and imprecision inherent in the measurement, this study offers an aggregate EDUC4 preparedness index to holistically capture the overall preparedness index of an HEI towards EDUC4. An actual case study is presented to demonstrate the applicability of the proposed indicator system. After a thorough evaluation, the results indicate that human resources were the most critical criterion, while health and environment ranked last. Insights obtained from the study provide HEIs with salient information necessary for decision making in various aspects, including the design of targeted policies and the allocation of resources conducive to implementing EDUC4 initiatives. The proposed indicator system can be a valuable tool to guide HEIs in pursuing EDUC4, resulting in a more effective and efficient implementation of this educational paradigm