715 research outputs found
Exploring bluewashing practices of alleged sustainability leaders through a counter-accounting analysis
No full textThis paper is aimed at analyzing, through a counter-accounting approach, to what extent companies considered to be sustainability leaders release transparent and balanced information on their commitment to the United Nations Global Compact (UNGC) and Sustainable Development Goals (SDGs). A content analysis was conducted on the sustainability reports of a sample of 28 companies from the UNGC LEAD program, and the results were compared with information disclosed by external sources not controlled by the studied organizations. Corporate disclosure counter-accounting reveals that more than 80% of the significant negative events related to LEAD companies were not reported or were only partially reported in their sustainability reports. Contrary to researchers' initial expectations, the length of the sustainability reports was not positively associated with their completeness or transparency. The findings of this study contribute to the literature on bluewashing and counter-accounting. They question the performance of companies considered to be sustainability leaders and the transparency of their reporting practices. From a managerial standpoint, the analysis of the results points at the necessity to shift the focus from the quantity of reports to their quality and transparency
Scientists and Their Schools: Grigoriy Vitalyevich Khlopin (1863–1929), Professor at Yuriev (Tartu) and Odessa Universities
No full textAn extensive body of literature is devoted to the life and work of one of the leading hygienists Grigoriy Vitalyevich Khlopin, who was head of the Department of Hygiene at the University of Yuriev (present-day Tartu) in 1896–1903 (Loit, Loit & Kalnin, 1968; Belitskaya, 1982). Major encyclopedias published in Russia include biographical entries about him (Shishkin, 1978; Koshelev, 1985). In addition, Khlopin’s background is given in both general biographical dictionaries and other biographical books of the universities where he worked (Levitskii, 1903; Zolotarev, Ilyin & Luki, 1992; Volkov & Kulikov, 2003). Notable among these are the monographs by A. A. Rachkov (1965) and A. P. Shcherbo (2006). However, the former was published nearly half a century ago and was, in some respects, outdated, and the latter concentrated on the analysis of the "nal, the St. Petersburg period in Khlopin’s academic activities. This article aims to provide a more detailed study on the establishing and the initial phase of Khlopin’s scienti"c and hygienic school during the Yuriev period of his activity. Khlopin’s Yuriev period was followed by his stay in Odessa, where he was joined also by some of his Yuriev students (Alexander Rammul, Konstantin Dobrovolsky, and Ivan Brickman). The study includes several archival materials from the Moscow and Novorossiysk (Odessa) universities, many of which were "rst introduced by the authors of this article for scienti"c discovery
Updated_Appendix_A_OandE_1 – Supplemental material for The Measurement of Green Workplace Behaviors: A Systematic Review
No full textSupplemental material, Updated_Appendix_A_OandE_1 for The Measurement of Green Workplace Behaviors: A Systematic Review by Virginie Francoeur, Pascal Paillé, Alexander Yuriev and Olivier Boiral in Organization & Environment</p
Characteristics of problem solving in spectroscopy: Productive and unproductive pathways
No full textSolving spectroscopy problems is a complex challenge. There are many possible approaches to solving such problems however students often believe there is only a single right pathway to reach the correct endpoint. Previously, we generated teaching resources by recording solutions produced by Honours and PhD students, postdocs, senior researchers, and professors (Yuriev, 2018). This presentation will cover the novel analysis of these recordings, that was carried out to identify productive and unproductive pathways in problem solutions and to explore their novice and expert characteristics. Think-aloud interviews revealed that participants with different academic levels demonstrated common problem-solving features, for example assessing completion. However, the feature expression was expertise-dependent. For example, all participants initiated problem solution by interpreting spectral data, however novices did it less productively than the experts. Similarly, unlike novices, experts were able to explicitly verbalise their problem-solving strategies and reflect on the quality and meaning of the solution outcome. Recognising alternative problem-solving pathways highlights the diverse ways a problem can be interpreted and solved. The multiple possible strategies identified during the analysis will inform spectroscopy teaching and learning and will allow students to develop their own strategies to solving spectroscopy problems.
REFERENCE
Yuriev, E., Burton, J., Vo, K., Maher, S., Thompson, C., & Scanlon, M. (2018). Engaging students with multiple pathways for problem solving. Proceedings of the Australian Conference on Science and Mathematics Education (pp. 104-105). Flinders University, Adelaide, Australia
Variability of performance and yield constituents in winter bread wheat accessions
No full textThis paper is focused on the study of the performance constituent variability in 104 new winter bread wheat cultivars from 10 countries worldwide, which was carried out in 2016-2019 at the Plant Production Institute named after V.Ya. Yuriev of NAAS of Ukraine. Research results revealed that spike length was the least variable parameter depending on the growing conditions (CV = 2.0-19.2%) and that the following characteristics responded most strongly to changes in the growing conditions: kernel number per spike (CV = 3.5-30.6%), spike weight (CV = 2.3-47.1%), and kernel weight per spike (CV = 1.2-55.1%). According to the variability degree, it was established that cv. Ladyzhynka, Polianka, and Apertus were most responsive to changes in the growing conditions, while cv. Dobirna, Darynka Kyivska, MIP Asol, and Cappelle Desprez were stable in terms of expression of the performance constituents and yield
STUDENT DEVELOPMENT OF PROBLEM-SOLVING SKILLS USING METACOGNITIVE SCAFFOLDING
No full textDespite problem solving being a core skill in chemistry, students struggle to solve chemistry problems. This difficulty may be the result of students trying to solve problems through memorising algorithms. Our research group developed a metacognitive scaffold, known as Goldilocks Help, to support students through structured problem solving and its phases, such as planning and evaluation (Yuriev et al., 2017). This study investigated how first-year chemistry students engaged with the scaffold and how that engagement affected their learning. Data was collected from the assignments, which involved students solving an allocated problem and reflectively comparing their effort to an expert solution. This qualitative study was underpinned by a social constructionist epistemology. A mixed-method approach of frequency and thematic analyses was used. Initially, students did not engage with the scaffold due to viewing it as extra work and time, that needed to be done in addition to solving a problem. Over repeated assignment cycles, students showed greater engagement with the scaffold and became more metacognitively self-aware. Scaffold use and observing the expert solution, helped students to reflect and articulate their problem-solving processes. Students were able to identify improvement strategies and potential points of error that could be avoided.
REFERENCE
Yuriev, E., Naidu, S., Schembri, L., Short, J. (2017). Scaffolding the development of problem-solving skills in chemistry: guiding novice students out of dead ends and false starts. Chemistry Education Research and Practice, 18, 486-504
A theory of measuring natural selection and genetic monitoring
No full textTwo methods have been compared for determining the value of natural selection in the natural populations. The first method, based on the FST-statistics, employs the dependence of genetic diversity of a species on the value of gene flow between subpopulations of the species, derived from the assumption that all the mutations are close to selective neutrality, and subpopulations effect each other equally. Susceptibility to selection is estimated by the degree of deviation from this relationship between genetic diversity and gene flow in certain species. The second method is based on the probability theory and involves comparison between stabilities of the forms, competing in the population, which is computed using the data about fluctuations in their occurrence in several generations. As applied to the problems of genetic monitoring of rare and valuable species, the first method can be employed for express-assessment of susceptibility of a species to rapid intraspecific changes. The second method is suitable for a long-term and in-depth genetic monitoring of the species subjected to extremely intense natural selection of a disruptive or stabilizing form, which were revealed using the first method. There is a lack of long-term observations of intraspecific genetic variation of rare and protected species. The need for funds that finance long-term genetic research is substantiated
Student approaches to problem solving: What do students really think when they solve problems?
No full textStudents use multiple strategies to solve chemical problems. However, not all problem-solving approaches are conducive to successful problem solving. The effectiveness of an individual’s approach depends on their content knowledge, experience, and metacognitive skills. In this research project, we explored the pathways students undertake while solving chemical problems by conducting think-aloud interviews with first-year undergraduate students. The interviews were analysed thematically and student problem-solving approaches were categorised into productive or unproductive (Rodriguez et al., 2019; Yuriev et al., 2017). Unsuccessful attempts lacked structure and relied on a trial-and-error approach. For example, these students listed all equations they could recall in an attempt to match to the data found in the problem. Successful students took a more structured and meaningful approach. For example, they identified core concepts underlying the problem in order to apply relevant knowledge. Additionally, successful students readily integrated metacognitive strategies to monitor the productivity of their approach. These techniques allowed them to identify errors and assess whether their answer sounded reasonable. An understanding of the variety of student problem-solving approaches, productive and unproductive, will help to inform instruction that addresses student misconceptions and accounts for student struggles with problem solving.
REFERENCES
Rodriguez J. G., Bain K., Hux N. P. & Towns M. H. (2019). Productive features of problem solving in chemical kinetics: More than just algorithmic manipulation of variables. Chemistry Education Research and Practice, 20, 175-186.
Yuriev, E., Naidu, S., Schembri, L., & Short, J. (2017). Scaffolding the development of problem-solving skills in chemistry: Guiding novice students out of dead ends and false starts. Chemistry Education Research and Practice, 18, 486-504
New Finds of Frescoes in St George’s Cathedral of the Yuriev Monastery and Teams of Painters in the Novgorod Land of the First Half of the 12th Century
No full textThe archaeological expedition led by Vl. V. Sedov discovered thousands of fragments of the
original painting around 1130 in the St George Cathedral of the Yuriev Monastery in Novgorod during the 2013–2020. Recent finds of fragments of remarkable frescoes in the Yuriev
Monastery, as well as in the Church of the Annunciation on the Hillfort from the beginning
of the 12th century, significantly expand the traditional understanding of early art in Veliky
Novgorod. These murals allow us to consider in a new way the problem of the work of painters’
teams, their migration and succession in the Novgorod land of the first half of the 12th
century. Just as the architecture of St George’s Cathedral is the pinnacle of Novgorod architecture,
so its frescoes demonstrate the unusually luxurious order of Prince Vsevolod and
an outstanding artistic quality. A special team was to be called up for the decoration of the
St George Cathedral. Its work continued the tradition of princely Novgorod churches of the
first quarter of the 12th century. Probably, the team was called to Novgorod from Kiev, it could
consist of artists from Constantinople or be mixed with Kiev painters. Five teams could work
in the churches in the Novgorod land during the first half of the 12th century. Possibly they
were called up from the workshops of the Monastery of the Caves in Kiev. The participation of
Byzantine artists in those teams was not excluded. The style of the Novgorod murals is not homogeneous,
and they were created by painters of several generations. There’s no information
about the existence of a local Novgorod team of painters in the first half of the 12th century.The research was carried out within the state assignment of Ministry of Science and Higher Education
of the Russian Federation (theme “Pre-Mongol frescoes in Novgorod: archaeological context and scientific
research: The frescoes of St George’s Cathedral, Yuriev monastery from the 2013/2020 excavations”),
agreement no. 075-15-2021-576
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