An On-Demand and Cloud-Based Digital Scholarship Applications Dashboard

Building on the findings of a 2013 NEH Digital Humanities Start-Up funded project, in early 2016 we began working on an IMLS Sparks! funded project: Digital Scholarship Applications Dashboard. The project is a collaborative initiative between University IT and the Library's Center for Digital Scholarship. We are currently evaluating an efficient and user-friendly dashboard solution that will allow faculty and student to easily choose, configure, deploy, and evaluate any of a set of common web applications in a shared and virtual hosting environment. The service is similar to those offered by commercial hosting providers for deployment of popular web applications, but our Scholars Dashboard service will focus on tools more relevant to digital scholarship and digital humanities. The prototype leverages OpenNebula, an open source cloud-computing platform for managing distributed data center environments, and Amazon Web Services for deploying virtual machines. In this article, we will describe the work we have done in the last year and further discuss the role of digital scholarship teams within academic libraries in providing cloud-based infrastructure for digital scholarship and research.     

Comparison of different regression models to fit the force–velocity relationship of a knee extension exercise

The aims of this study were to compare the goodness of fit and the concurrent validity of three regression models of the force–velocity relationship in a unilateral knee extension exercise. The force–velocity relationship and the one-repetition-maximum load in the dominant and non-dominant leg were obtained in 24 male sports sciences students by a progressive protocol. Additionally, the maximum voluntary contraction (MVC) of the knee extensor muscles was recorded. Individual force–velocity relationships were obtained by the linear, quadratic polynomial and exponential regression models. Although the adjusted coefficients of determination of all three models were high, the polynomial model’s coefficient was slightly but significantly higher than the rest of the models (p < 0.05), while the standard error of estimate was slightly higher for the linear than for polynomial model (p = 0.001). MVC was underestimated by F ₀ calculated from the linear and polynomial models, while the maximum power was accurately estimated by the linear model. In summary, while the polynomial model revealed somewhat better fit, the linear model more accurately estimates the maximum power and provides the parameters of apparent physiological meaning. Therefore, we recommend using the linear model in research and routine testing of mechanical capacities of knee extensors.     

Teacher’s perceptions of their significance towards their students: the effects of cultural background, gender, and school role

The present study investigates in what ways teachers themselves see their significance vis-à-vis their students. Seven hundred fifty-seven teachers (64% females and 36% males) from 59 Israeli schools participated in the study. We found that in general, teachers view “significant teachers” as those that help and assist their students and those that serve as a personal example for them. Some effects of teacher’s cultural background, gender, and school roles on their perceptions are reported. Teacher burnout was negatively correlated with the positive characteristics attributed to significant teachers. Implications for teachers and for educational institutions are discussed.     

Early School-leaving in Spain: evolution,intensity and determinants

Spain has one of the highest levels of early school leaving and educational failure of the European Union. The purpose of this paper is to analyse the anatomy of early school leaving in Spain and its characteristics. In order to do so, in the first part we discuss the measurement problems related with this concept and the evolution of drop-out rates in Spain. We argue that the published figures of early school leaving slightly underestimate the phenomenon, and discuss the impact of the increase in immigration rates on the level of educational failure and its very unequal distribution in terms of gender. In a second part, using data from the Labour Force Surveys of 2000 and 2007, we explore the factors behind educational failure by means of a logistic regression. The results of this model confirm the explanatory power of social reproduction hypotheses, but also show that there are important aspects of the patterns and recent evolution of early school leaving which cannot be explained by a single theoretical approach.     

The Influences of Brain Dominance and Biological Sex on Emotional Expressivity,Sensitivity, and Control

Nonverbal communication is the primary channel for the communication of emotion. The abilities to express, control, and decode emotions are important social skills. In this study, we investigated the effects of hemispheric brain dominance and sex on emotional social skills, specifically emotional expressivity, sensitivity, and control. Using the measurements of handedness, we classified participants as being standard, mixed, or anomalous dominant. We presumed that hemispheric brain dominance and sex would interact to influence emotional expressivity, sensitivity, and control. Analysis revealed that brain dominance and sex interacted to influence negative emotional expressivity and emotional control. Specifically, mixed dominant (MD) males scored highest in negative emotional expressivity and lowest in emotional control, whereas MD females scored lowest on negative emotional expressivity and second highest on emotional control. In general, MD men and women reported behaviors opposite of traditional sex differences in emotional expression.     

Meta-action research with pre-service teachers: a case study

This article analyses a case of action research collaboratively conducted by a university teacher and 50 students in a master’s course in teacher training. Its originality resides in the socio-economic, academic, and conceptual nature of the obstacles encountered in the module; in the meta-theoretical orientation of the action research that was chosen to overcome them; and in how triangulation strategies were devised to compensate for the limitations imposed by the academic framing of the course. In spite of the brevity of the research cycle, both the structure of the course and teacher–student interaction improved rapidly and significantly, as did the latter’s trust in the teacher. As a result, important advances in learning also ensued, and the pedagogical potential of this research method was thereby confirmed.     

Inter-repetition rest training and traditional set configuration produce similar strength gains without cortical adaptations

This study compared the functional and neural effects of two strength training programmes differing in set configuration. Thirteen participants performed 10 sessions, over a period of 5 weeks, of unilateral leg extensions with different set configurations but with identical work-to-rest ratios for each limb: a traditional configuration (4 sets of 8 repetitions, 10RM load, 3-min pause between sets) and an inter-repetition rest configuration (32 repetitions, 10RM load, 17.4 s of rest between each repetition). Mean propulsive velocity of the traditional sessions was lower than for inter-repetition rest sessions (0.48 ± 0.06 vs. 0.54 ± 0.06 m · s^?1; P < 0.001), while perceived exertion was higher (8.3 ± 0.9 and 6.56 ± 1.6 for traditional training and IRT; P = 0.002). One repetition maximum (RM), work with 10RM load, maximum mean propulsive power, maximum voluntary contraction and time to failure with 50% of maximum isometric force improved similarly in both legs (time effect, P < 0.001; effect size range, 0.451–1.190). Time and set configuration did not show significant main effects or interactions for cortical adaptations (motor-evoked potentials, short-interval intracortical inhibition, intracortical facilitation). There were no significant correlations between changes in cortical and peripheral neural adaptations and strength improvement. In conclusion, inter-repetition rest configuration was as effective as traditional training in improving muscle performance.     

HIGHER EDUCATION REFORM AND WESTERN ASSISTANCE IN HUNGARY: THE TEMPUS EXPERIENCE

The TEMPUS programme was started in the early 1990's in a unique political climate in eastern European countries. It was a very considerable innovation as a complex and efficient higher education programme, targeted at the real needs of the recipients. As no higher education strategies existed at that time in the region, TEMPUS was not able to support comprehensive structural changes, at least in Hungary, in the university sphere. Its unique success in terms of efficiency can be traced back to the presence of the European dimension, the professional management of the Programme, and the very appropriate emotional challenge it has presented both in the East and the West.