1,720,967 research outputs found
Exploring the daily life experiences of UCC registered doctoral [PhD/ MD/ Practitioner Doctorate] students and how the UCC “Everyday Matters: Healthy Habits for University Life” digital badge impacted their daily life and well-being
No full textBackground - Poor mental health and well-being among university students, including doctoral students, is a growing concern globally. Engaging in occupations every day and maintaining occupational balance is believed to improve health and increase well-being. However, little is currently known about the daily life, occupational balance, and well-being of doctoral students. Whole university approaches to promoting student well-being and success are urgently needed, along a continuum of support including universal, targeted, and intensive interventions. The “Everyday Matters: Healthy Habits for University Life” digital badge (EMDB) is an occupation-based time-use and well-being universal intervention offered to doctoral students as a cocurricular micro-credential at University College Cork (UCC). This study explored and described the daily life experiences of doctoral students and how pursuing their degree impacted their occupational balance and well-being, as well as examined doctoral students’ experience of participating in the EMDB.
Method - Purposive sampling methods were used in this qualitative interpretive descriptive study to recruit 10 UCC PhD/MD/Practitioner Doctorate students who completed the EMDB. Data were generated through individual semi-structured interviews and thematic analysis was completed.
Findings - Doctoral students have a range of roles, responsibilities, and occupations that they need to and want to engage in on a daily basis. For many, balancing their daily occupations and roles alongside their doctoral degree is challenging. Undertaking a doctoral degree can have both a positive and negative impact on well-being. The EMDB successfully supported the daily lives and well-being of doctoral students.
Conclusion - Obtaining an insight into the perspectives and experiences of students allows a better understanding of the students’ doctoral journey. Supporting the well-being of doctoral students is essential to enhance their doctoral journey and assist them in successfully completing their degree
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Time use, daily activities, and health-related quality of life of school-going late adolescents in Cork city and county: A cross-sectional study
No full textAim: This thesis examines a question posed by founding occupational scientist Dr. Elizabeth Yerxa (1993) – “what is the relationship between human engagement in a daily round of activity (such as work, play, rest and sleep) and the quality of life people experience including their healthfulness” (p. 3). Specifically, I consider Yerxa’s question in relation to the quotidian activities and health-related quality of life (HRQoL) of late adolescents (aged 15 - 19 years) in Ireland. This research enquiry was informed by an occupational perspective of health and by population health, ecological, and positive youth development perspectives. Methods: This thesis is comprised of five studies. Two scoping literature reviews informed the direction of three empirical studies. In the latter, cross-sectional time use and HRQoL data were collected from a representative sample of 731 school-going late adolescents (response rate 52%) across 28 schools across Cork city and county (response rate 76%). In addition to socio-demographic data, time use data were collected using a standard time diary instrument while a nationally and internationally validated instrument, the KIDSCREEN-52, was used to measure HRQoL. Variable-centred and person-centred analyses were used. Results: The scoping reviews identified the lack of research on well populations or an adolescent age range within occupational therapy and occupational science; limited research testing the popular assumption that time use is related to overall well-being and quality of life; and the absence of studies that examined adolescent 24-hour time use and quality of life. Established international trends were mirrored in the findings of the examination of weekday and weekend time use. Aggregate-level, variable-centred analyses yielded some significant associations between HRQoL and individual activities, independent of school year, school location, family context, social class, nationality or diary day. The person-centred analysis of overall time use identified three male profiles (productive, high leisure and all-rounder) and two female profiles (higher study/lower leisure and moderate study/higher leisure). There was tentative support for the association between higher HRQoL and more balanced time use profiles. Conclusion: The findings of this thesis highlight the gendered nature of adolescent time use and HRQoL. Participation in daily activities, singly and in combination, appears to be associated with HRQoL. However, the nature of this relationship is complex. Individually and collectively, adolescents need to be educated and supported to create health through their everyday patterns of doing
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
Universal design for learning and anatomy healthcare education
No full textInclusive learning environments and educational experiences for all individuals have been identified as priorities in recent educational policies in the Republic of Ireland (ROI) and Northern Ireland (NI). Driven by these policy mandates, curricula across all disciplines, including anatomy education, are undergoing reform to ensure inclusive learning experiences are afforded to all individuals.
Anatomy is a critical component of healthcare curricula. Robust knowledge of anatomy ensures the safe and effective practice of healthcare professionals. Motivation and engagement have been found to play an integral role in successful student learning. However, there are reports of a lack of both motivation and engagement among some healthcare students studying anatomy. Hence there is need to incorporate a specific pedagogical framework in anatomy curricula to enhance motivation and engagement among healthcare students and in turn promote an inclusive learning experience.
The aim of this thesis was to determine whether Universal Design for Learning (UDL) would be an appropriate pedagogical framework in the design and delivery of anatomy curricula to enhance healthcare students’ motivation and engagement.
Firstly, a scoping review, which is a method of mapping emerging literature, was carried out which established that UDL has not been utilised in anatomy curricula of third level healthcare programmes, specifically medicine, dentistry, occupational therapy or speech and language therapy (Chapter Two). While there are published studies incorporating teaching strategies which align with UDL, and have in turn reported benefits to student learning, none of these studies specifically mention the UDL framework. Motivation levels of first year undergraduate healthcare students in University College Cork (UCC) at the start and end of their anatomy modules were established (Chapter 3) using the Motivated Strategies for Learning Questionnaire (MSLQ), and a change in motivation over the duration of the module was identified. First year healthcare students in UCC and anatomy educators based in the ROI and United Kingdom (UK) were surveyed (Chapter Four and Chapter Five, respectively). The first year healthcare students were informed about UDL as they neared the end of an anatomy module. After informed consent was obtained a paper questionnaire was distributed to potential participants. An online questionnaire was distributed to anatomy educators using the online platform Microsoft Forms and was available for 12 weeks. Both studies highlighted that very few anatomy students or educators were aware of UDL. However, the majority of the participants in both studies acknowledged the potential of the UDL framework to enhance the design and delivery of anatomy curricula.
The results of this thesis show that the incorporation of UDL into the design and delivery of third level anatomy curricula could potentially enhance student motivation, engagement and their overall educational experience. More specifically, the results from the scoping review (Chapter Two) indicated that teaching methods which align with UDL enhance anatomy students’ academic performance, motivation and confidence. The results described in Chapter Three highlight the range in motivation levels among anatomy students enrolled in various healthcare programmes both at the start of their respective anatomy modules and at the end. The majority of first year anatomy healthcare students thought that UDL benefits student learning (99%, n=186) and that the implementation of UDL increases student engagement (97%, n=183) (Chapter Four). Finally, the results described in Chapter Five revealed that anatomy educators have a mixed opinion of UDL as some participants were concerned about the time commitment required to implement UDL in anatomy curricula design. Nevertheless, the potential benefit of the utilisation of ULD was acknowledged by the majority of the participants.
In summary, students vary in their levels of motivation to study anatomy and the manner in which they prefer to engage with learning material, activities and assessments. The utilisation of the UDL pedagogical framework in anatomy curricula can accommodate learner variability and in turn afford all students the opportunity to reach their individual potential while enhancing and promoting an inclusive third level educational experience
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
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