114 research outputs found
Progress report no. 7
No full textStatement of responsibility on title-page reads: editor: M.J. Driscoll; contributors: D.C. Aldrich, M.J. Driscoll, O.K. Kadiroglu, S. Keyvan, H.U.R. Khan, D.D. Lanning, R. Morton, J. Pasztor, T.J. Reckart, A.A. Salehi, J.I. Shin, A.T. Supple, D.J. Wargo, and S.S. WuIncludes bibliographical referencesProgress report; September 30, 1976U.S. Atomic Energy Commission contracts: E(11-1) 225
The (5, p)-arithmetic hyperbolic lattices in three dimensions : a dissertation in Mathematics, presented to the Massey University in partial fulfillment of the requirements for the degree of Doctor of Philosophy
No full textThe group contains an unlimited number of lattices of orientation-preserving isometries of hyperbolic 3-space (equivalently Kleinian groups of finite co-volume) that may be produced by using two elements of finite orders and as generators. For example, all but a finite number of - orbifold Dehn surgery on any of the infinite number of hyperbolic two-bridge links (or knots if ) would have (orbifold) fundamental groups that are such uniform (co-compact) lattices. However, it was demonstrated in \cite{MM} that, up to conjugacy, two elements of finite order could generate only a finite number of arithmetic lattices. In fact, it is proved in \cite{MM} that there are only a finite number of {\em nearly arithmetic} groups, that is groups generated by two elements of finite order that are discrete subgroups of arithmetic groups and are not free on the two generators.
The main result of this thesis is the determination of all the finitely many arithmetic lattices in the orientation preserving isometry group of hyperbolic -space generated by an element of order and an element of order , along with the determination of all the associated nearly arithmetic groups. These groups will have a presentation of the form
In this Thesis, we find that necessarily
\begin{itemize}
\item
\item The total degree of the invariant trace field
is at most and at most for lattices.
\item Each orbifold is either a two bridge link of slope surgered with , orbifold Dehn surgery or a Heckoid group with rational slope and with , and is a Farey word - described later.
\end{itemize}
For each such group, we find a discrete and faithful representation in , identify the rational slope and identify the associated number theoretic data
Role of procedural justice, trust, job satisfaction, and organizational commitment in Organizational Citizenship Behavior (OCB) of teachers: Proposing a modified social exchange model
No full textAbstractWhile the literature in non educational organization is extensive, there are very few studies related to social exchange predictors of teacher OCB. Among existing evidence, two of the high cited studies have been implemented by Moorman, Niehoff, and Organ (1993) and Konovsky and Pugh (1994). Although their social exchange models have been cited by different studies, they haven’t attracted the attention of educational researchers. In the present study 3 models generated from their models were examined by structural equation modeling. The sample was 652 teachers and 131 principals. Data were collected through 5 questionnaires. The most important finding of this study is the positive fit indexes of a modified model. According to this model procedural justice has two lines to promote teacher OCB. First through influencing teacher trust and the second line is to influence teacher OCB through job satisfaction and organizational commitment. Since most empirical evidence on the social exchange predictors of OCB are limited to non educational organizations, this study, extends this line of inquiry in public school
Fielding Peter Carey: economy, archive, celebrity
No full text© 2018 Dr. Keyvan AllahyariThis thesis accounts for a method of reading Carey’s fiction as works of national literature in the minor register (colonial, peripheral, small) which refract a sense of the possibility of circulation in transnational literary markets. The publication of Carey’s debut work, The Fat Man in History, by the University of Queensland Press in 1974 coincided with the termination of The Traditional Markets Agreement, which resulted in assisting American publishers to roam more freely in the Australian literary market. Drawing on Pierre Bourdieu’s concepts of the literary field, capital, and habitus, my thesis starts by examining the publication of The Fat Man as a microevent to better understand the macroevent of Carey’s position-taking in the transnational marketplace. The mid-1970s shifted Carey’s position in the field and established a trajectory through which he accumulated significant cultural and economic capital in the following decades. This method interrogates Carey’s rising visibility in relation to the construction of a new status for the postcolonial authors and the possibilities of the global publishing industry since the 1960s throughout to the present moment, including the politics of literary prizes and literary festivals, the rise of literary agents, the commodification of literary archives, and the merging of conglomerate publishing houses.
Carey’s fiction exhibits the anxieties of an Australian author ensnared in neoliberal systems of literary production and distribution, a free market economy biased against national territories (such as Australia) on the periphery of a world republic of letters. Drawing on the sociological paradigm of Pierre Bourdieu, this thesis asks how, and to what extent, can we think of Carey’s fiction and his writerly persona as cultural objects circulating within the global literary marketplace? How does his fiction refract the global forces that produce and distribute his books and celebrity? And what is the relationship between Carey’s stories and the literary marketplace, between the making of his books and the reading of them? Thus, my study offers a lateral examination of two interrelated aspects of Carey’s fiction. On the one hand, it captures a continuum of Australian and transnational practices of literary distinction and advancement that governed the critical and financial success of Carey’s fiction; on the other, it produces insights into the structural homologies between the literary spaces that Carey inhabits and those of his Australian characters confined to minor systems of cultural production and consumption
OUTCOMES OF CRITICAL THINKING IN ENGINEERING EDUCATION: A SYSTEMATIC REVIEW
No full textIdentifying, cultivating, and developing critical thinking competencies is one of the most important success factors of engineers in problem-finding, problem-oriented, problematizing and recognizing innovative solutions and solving complex problems. For this purpose, in the present study, an attempt was made to analyze the place of critical thinking in engineering education by identifying its outcomes. For this purpose, in a systematic review based on the guidelines of PRISMA, the articles indexed in Scopus, Google Scholar and Science-Direct databases in the period from 2010 to 2023, using the combination of keywords “Critical Thinking” OR “Engineering Education” OR “Critical Thinking in Engineering Education” AND “Outcomes OR results” AND “Engineering Education” OR “Engineering” and Benefits, AND “Limitations OR Critical Thinking” were identified and retrieved. Finally, 21 articles were selected for the final analysis after checking the entry and exit criteria. The articles must meet the four conditions including 1. Be related to the research topic; 2. Be published between 2010 and 2023; 3. The articles have reached the final publication; 4. The articles must have the words critical thinking, engineering education. The findings identify nine outcomes, use of critical thinking in engineering education. The results show that for effective teaching of critical thinking and its inclusion in engineering curricula, a more coherent approach is needed to provide a useful and effective formal platform for promoting knowledge, insight, values and skills throughout the curriculum. The needs of students should be considered; therefore, it is necessary to present the methods of teaching critical thinking to engineering professors and provide a concrete, practical and understandable context for cultivating this competence in engineering students. It is clear that considering the vital achievements of critical thinking, the examination and preparation of the requirements and conditions needed to review and update educational policies and micro and macro guidelines to empower engineering professors in cultivating critical thinking in engineering students is not only necessary but undeniable; It seems that not only these requirements have not been paid attention to, but even in practice, they have been neglected, and for this reason, this authentic competence has not been cultivated
USING ACTION RESEARCH TO PROMOTE PERFORMANCE OF WORKING WITH COMPUTER FOR FIRST HIGH SCHOOL STUDENTS
No full textLimitations of Electronic Assessment: A Systematic Review
No full textElectronic assessment—also referred to as online, digital, or automated assessment—has become an integral component of modern education, particularly in the context of e-learning and blended learning environments. It facilitates the evaluation of students’ knowledge, skills, and attitudes while offering notable advantages such as flexibility, cost-effectiveness, and enhanced access to educational data. Despite its growing prominence, electronic assessment is not without its limitations, which can hinder its effectiveness and broader adoption in educational settings. This study aims to systematically identify and analyze the key limitations associated with electronic assessment, with the goal of informing improved practices and aligning assessment strategies with future educational demands. Employing the PRISMA framework, a systematic review was conducted using articles published between 2000 and 2024. Relevant studies were sourced from databases such as Scopus, Google Scholar, and ScienceDirect, using a comprehensive set of search terms related to electronic assessment and its constraints across various educational contexts. The review identified ten major categories of limitations: technical issues, academic integrity concerns, accessibility and equity challenges, difficulties in measuring learning outcomes, data privacy risks, student inexperience, inadequate technical infrastructure, inaccuracies in scoring and grading, challenges in assessing group work, and limited teacher familiarity with assessment technologies. These challenges underscore the need for strategic improvements to maximize the reliability, equity, and pedagogical value of electronic assessments. Furthermore, the findings reveal a predominant focus in the literature on assessing individual content knowledge, with relatively limited exploration of broader educational outcomes or diverse theoretical frameworks. Addressing these gaps—both methodological and practical—will be critical to enhancing the future role of electronic assessment in education
Students’ perceptions of online discussions, participation and e-moderation behaviours in peer-moderated asynchronous online discussions
No full textThe aim of this study was to investigate the relationships between students’ perceptions of online discussions, participation and e-moderation behaviours in peer-moderated asynchronous online discussions. Using survey data, the learning system’s activity log and discussion transcripts, the authors analysed how 84 learners’ perceptions of online discussions influenced their participation and e-moderation behaviours. The results showed that Cognitive and Skill II (critical thinking skills) perceptual aspects significantly influenced the quantity posting and participation patterns. Meanwhile, Skill I (reading and writing skills) and Efficacy were critical factors that influenced quantity non-posting participation. It was also found that the perceptual aspects significantly influenced learners’ e-moderation behaviours to the extent that Affection and Efficacy were critical factors that influenced lower-level e-moderation supports, while Cognition, Affection and Skill II were critical factors that influenced higher-level e-moderation supports. All e-moderation supports were found to be correlated with peers’ quantity posting and participation patterns, except for Access and motivation support
Analyzing the social networks of high- and low-performing students in online discussion forums
No full textAn ego network is an individual’s social netwrk relationships with core members. In this study, the ego network parameters in online discussion spaces of high- and low-performing students were compared. The extent to which students’ ego networks changed over the course were also analyzed. Participation in 7 weeks of online discussions were analyzed for 12 high-performing students and 9 low-performing students. Results suggested that ego networks’ compositions of high- and low-performing students were significantly different. Particularly, high-performing students had denser ego networks and tended to exhibit a higher level of centralities than low-performing students. Results of network visualization indicated that high-performing students increased and kept their networks stable over the course in comparison to low-performing students, who had fragmented networks. Several networks’ change mechanisms for high- and low-performing groups are also identified and discussed
Social annotation tools in higher education: a preliminary systematic review
No full textThis review discusses the evidences in using SA tools in higher education settings. Using a detailed inclusion/exclusion procedure, 71 studies were included. A large number of studies were centred on system design issues and the evaluation of designed tools within education and computer technology classes, with blended learning modality among undergraduates. Findings suggested there was a gradual increase in the frequency of SA-based publications, with Science Direct, Taylor & Francis, and IEEE as the three databases with the most SA publication experiences. Findings were mostly derived from quasi-experiments. Of the four major topics recognised, 'system design and implementation issues' was categorised as the first topic, followed by 'the effectiveness of SA tools on process-oriented measures', 'the effectiveness of SA tools on outcome-oriented measures', and 'the improvement of SA tools and learning design'. Process-oriented and outcome-oriented measures dominating the studies were quantity and quality of annotations and reading performance, respectively
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