107 research outputs found
Mediating effect of psychological needs satisfaction for presence, gratitude, and academic motivation during online learning among Malaysian private university undergraduates / Tamilselvan Ramis
No full textAcademic motivation is a vital aspect of human learning and development. It is essential to better understand both direct and indirect predictors of superior academic motivation, to address the problem of declining academic motivation among undergraduates in online learning. As lack of interaction has been cited as a central reason for reduced academic motivation in online learning, this study examined the associations between (i) presence and academic motivation and (ii) gratitude and academic motivation, as well as the mediating role of psychological needs satisfaction on the relationships between (i) presence and academic motivation and (ii) gratitude and academic motivation, particularly, among undergraduates during online learning at private universities in Malaysia. A correlational research design was employed in this study. Two hundred and fifty students who are pursuing their tertiary education in private universities across the country, recruited via convenience sampling, filled in an online survey. The variables namely presence, gratitude, academic motivation, and psychological needs satisfaction were measured using the Community of Inquiry Survey, the Gratitude Questionnaire-Six-Item Form, the Academic Motivation Scale as well as Basic Psychological Need Satisfaction and Frustration Scale respectively. Pearson’s r with bootstrapping analyses revealed that there is a significant positive relationship between presence and autonomous academic motivation as well as between presence and controlled academic motivation. There is also a significant negative relationship between presence and academic amotivation. In addition, there is a significant positive relationship between gratitude and autonomous academic motivation. There is a significant negative relationship between gratitude and academic amotivation. However, it was found that there is no significant relationship gratitude and controlled academic motivation. Furthermore, PLS-SEM analyses suggested that psychological needs satisfaction significantly mediates the relationship between social presence and autonomous academic motivation (β = 0.100, p = .021), but not the relationship between cognitive (β = 0.061, p = .140) and teaching presences (β = -0.039, p = .315) and autonomous academic motivation. Psychological needs satisfaction significantly mediates the relationship between gratitude and autonomous academic motivation (β = 0.090, p = .003). However, it was found that psychological needs satisfaction does not significantly mediate the relationships between cognitive (β = 0.004, p = .846), social (β = 0.006, p = .826), and teaching presences (β = -0.002, p = .866) and controlled academic motivation. Psychological needs satisfaction does not significantly mediate the relationship between gratitude and controlled academic motivation as well (β = 0.006, p = .827). Further, psychological needs satisfaction was found to significantly mediate the relationship between social presence and academic amotivation (β = -0.125, p = .013), but not the relationship between cognitive (β = -0.076, p = .122) and teaching presences (β = 0.049, p = .311) and academic amotivation. Psychological needs satisfaction significantly mediates the relationship between gratitude and academic amotivation (β = -0.113, p = .001). The findings of the current study provide insights into addressing the problem of low academic motivation among students during online learning, in turn, aid university administrations to address the higher rates of attrition in online learning
Effects of solicited, formative, and summative teacher feedback on self-regulated learning of undergraduates in a Malaysian private university / Tamilselvan Ramis
No full textDeveloping self-regulated learners is one of the mandates of modern education. Though, a general trend of decreasing students‟ self-regulation from primary to secondary school has been recorded internationally, and university students do not report having optimal self-regulated learning. Teacher feedback is shown to be an inherent catalyst of students‟ self-regulated learning. However, the role of more tailored, targeted feedback towards specific challenges faced by students and the temporal location of feedback in facilitating students‟ self-regulated learning are still under-researched. As such, the current study aimed to examine the role of solicited teacher feedback, and formative and summative teacher feedback in facilitating students‟ self-regulated learning. A randomized pretest-posttest control group experimental design was employed in this study. A total of 157 psychology undergraduates from a Malaysian private university received either solicited, formative, and summative teacher feedback; solicited and summative only teacher feedback; unsolicited, formative, and summative teacher feedback; unsolicited and summative only teacher feedback; or no teacher feedback (control) over the course of an academic semester. The students‟ self-regulated learning was measured using the Motivated Strategies for Learning Questionnaire (MSLQ). The results revealed that participants in the solicited teacher feedback condition reported significantly greater levels of metacognitive and behavioral components of self-regulated learning as compared to participants in the unsolicited teacher feedback condition, after controlling for pre-manipulation level of self-regulated learning. However, there was no significant difference in the motivational component of self-regulated learning between students who are given solicited teacher feedback and students who are given unsolicited teacher feedback, after controlling for pre-manipulation level of self-regulated learning. There was no significant difference in self-regulated learning between students who are given formative and summative teacher feedback, and students who are given summative teacher feedback only, after controlling for pre-manipulation level of self-regulated learning. Finally, there was no significant interaction effect of type of feedback (solicited and unsolicited) and timing of feedback (formative and summative, and summative only) on students‟ self-regulated learning, after controlling for pre-manipulation level of self-regulated learning. The findings of the study attest to the importance of solicited teacher feedback in enhancing students‟ self-regulated learning and provide unique insights on the role of teacher feedback in cultivating students‟ self-regulated learning in Malaysian private university context
Zhang_Online_Appendix – Supplemental material for A Compassionate Self Is a True Self? Self-Compassion Promotes Subjective Authenticity
No full textSupplemental material, Zhang_Online_Appendix for A Compassionate Self Is a True Self? Self-Compassion Promotes Subjective Authenticity by Jia Wei Zhang, Serena Chen, Theordora K. Tomova, Begüm Bilgin, Wen Jia Chai, Tamilselvan Ramis, Hadi Shaban-Azad, Pooya Razavi, Thingujam Nutankumar and Arpine Manukyan in Personality and Social Psychology Bulletin</p
Supplemental_Materials – Supplemental material for A Compassionate Self Is a True Self? Self-Compassion Promotes Subjective Authenticity
No full textSupplemental material, Supplemental_Materials for A Compassionate Self Is a True Self? Self-Compassion Promotes Subjective Authenticity by Jia Wei Zhang, Serena Chen, Theordora K. Tomova, Begüm Bilgin, Wen Jia Chai, Tamilselvan Ramis, Hadi Shaban-Azad, Pooya Razavi, Thingujam Nutankumar and Arpine Manukyan in Personality and Social Psychology Bulletin</p
Effect of solicited teacher feedback on self-regulated learning of Malaysian undergraduates
No full textConceptual design of a process for hydrogen production from waste biomass and its storage in form of liquid ammonia
No full textConceptual design of a process for hydrogen production from waste biomass and its storage in form of liquid ammonia
Ilenia Rossetti 1*, Gianguido Ramis 2
1 Chemical Plants and Industrial Chemistry Group, Dip. Chimica, Università degli Studi di Milano, CNR-ISTM and INSTM Unit Milano-Università, via C. Golgi 19, 20133 Milan, Italy, [email protected], presenting author * corresponding author
2 Dip. Ing. Chimica, Civile ed Ambientale, Università degli Studi di Genova and INSTM Unit Genova, via all’Opera Pia 15A, 16145 Genoa, Italy, [email protected]
INTRODUCTION
Many options have been proposed to store energy form intermittent energy sources. Chemical storage presents a unique feature: flexibility. Chemicals can be moved, stored, and distributed easily, with many of them having a mature market already standing for over decades. Hydrogen is currently under assessment as energy vector and numerous paths for its production, distribution and consumption present a complex variation and trade-off between costs, emissions, scalability and requirements. Ammonia has been recently presented as a zero-carbon molecule that can provide the required energy storage medium for renewable sources. It can be stored under easy conditions (i.e., refrigerated at −33 °C at atmospheric pressure or at 0.8−1.0 MPa under atmospheric temperature), thus making it a versatile, easy to store medium. Moreover, liquid ammonia has a greater volumetric hydrogen density than liquid hydrogen itself (i.e., liquid hydrogen at 20 K has approximately 70 kg of H2/m3, while liquid ammonia at 300 K and 1.0 MPa has 106 kg of H2/m3), so that the immediate implementation of an “ammonia economy” can support the futuristic “hydrogen economy”. In this work we present the simulation of a plant for the exploitation of renewable hydrogen (e.g. from biomass gasification) with production of renewable ammonia as hydrogen vector and energy storage medium
EXPERIMENTAL/THEORETICAL STUDY
The simulation and sizing of all unit operations were performed with Aspen Plus® as software. Vegetable biomass is used as raw material for hydrogen production, more specifically pine sawdust.
RESULTS AND DISCUSSION
The hydrogen production process is based on a gasification reactor at high temperature (700-800 °C), in the presence of a gasifying agent such as air or steam. At the outlet, a solid residue (ash) and a certain amount of gas, which mainly contains H2, CH4, CO and some impurities (e.g. sulphur or chlorine compounds) are obtained.
Subsequently this gas stream is purified and treated in a series of reactors in order to maximize the hydrogen yield. In fact, after the removal of the sulphur compounds through an absorption column with MEA (to avoid poisononing of the catalytic processes), 3 reactors are arranged in series: Methane Steam Reforming (MSR), High temperature Water-Gas Shift (HT-WGS), Low temperature Water-Gas Shift (LT-WGS).
In the first MSR reactor, the methane present reacts at 1000 °C in presence of steam and a nickel-based catalyst, in order to obtain mainly H2, CO and CO2. Subsequently two steps of WGS are present to convert most of the CO into H2 and CO2. Also these reactions are carried out in the presence of a catalyst and with an excess of water.
All the oxygenated compounds must be carefully eliminated: the remaining traces of CO are methanated while CO2 is removed by a basic scrubbing with MEA (35 wt%) inside an absorption column. The Haber-Bosch synthesis of ammonia was carried out at 200 bar and in a temperature range between 300 and 400 °C, using two catalysts: Fe (wustite) and Ru/C.
CONCLUSION
In conclusion, from an hourly flow rate of 1000 kg of dry biomass and 600 kg of nitrogen, 550 kg of NH3 at 98.8 wt% were obtained, demonstrating the proof of concept of this newly designed process for the production of hydrogen from renewable waste biomass and its transformation into a liquid hydrogen vector to be easily transported and stored
A comment to Ramis Barceló
No full textEl autor critica los planteamientos de Ramis en relación con estas dos cuestiones: la vinculación de la «filosofía del Derecho» con el positivismo jurídico; y la propuesta de devolver la filosofía del Derecho a las Facultades de filosofía.The author criticizes Rami’s views in relation to these two issues: the connection of «philosophy of law» with legal positivism; and the proposal to return the philosophy oy law to Philosophy Faculties
Un comentario a Ramis Barceló
No full textThe author criticizes Rami’s views in relation to these two issues: the connection of «philosophy of law» with legal positivism; and the proposal to return the philosophy oy law to Philosophy Faculties.El autor critica los planteamientos de Ramis en relación con estas dos cuestiones: la vinculación de la «filosofía del Derecho» con el positivismo jurídico; y la propuesta de devolver la filosofía del Derecho a las Facultades de filosofía
La Universidad como crisol de identidades: el anuario de 1928 con antecedentes y secuaces
No full textMagaly García Ram is is cleverly able to include the study of a text which is frequently forgotten by the academy: the famously known yearbooks from the University of Puerto Rico, Río Piedras campus, published between 1926 and 1935. García Ramis\u27s collection was kept by her aunt- the first woman who established a technology laboratory in the island. The author not only analizes the form, but also the content of these "books of memories", and points out: "it is a plurality of identities that are sometimes linked, and that sometimes collide, and yet, they dwelled in the mind and soul of those who were soon to be graduates".Magali García Ramis incorpora, de manera ingeniosa, el estudio de un texto hasta el momento poco estudiado por los investigadores de la Academia: los llamados anuarios o álbumes de las clases graduandas de la Universidad de Puerto Rico, Recinto de Río Piedras. La muestra se compone de anuarios publicados entre los años 1926 y 1935, guardados por su tía, la primera mujer en establecer un laboratorio tecnológico en la Isla. La autora analiza estos libros de recuerdos, tanto en su forma como en su contenido, destacando, como ella señala, "una pluralidad de identidades, a veces interconectadas, a veces enfrentadas, que anidaron en el intelecto y el alma de los graduandos"
Els llindars de les Alonsíades. Els paratexts en La Alonsíada, de Joan Ramis, i L?Alonsíada, de Vicenç Albertí
No full textResum: El 1818, l?il·lustrat menorquí Joan Ramis i Ramis (1746-1819) va publicar La Alonsíada, un poema èpic en castellà que narra la conquesta per part d?Alfons III d?Aragó de l?illa de Menorca l?any 1287, aleshores en mans sarraïnes. El mateix any es va imprimir també la traducció del text al català, L?Alonsíada, a cura del seu coetani Vicenç Albertí i Vidal (1786-1859). Tot i que es tracten d?una obra original i la seua traducció, hi ha diferències notables en la presentació de les dues versions. Aquestes divergències afectes aspectes de caire civil i polític, com són la finalitat de cada text o el públic al qual estaven adreçats. En aquesta línia, són molt interessants les implicacions que es desprenen dels paratexts presents en cadascuna de les composicions, ja que posen de manifest les distintes direccions preses per cada autor. Així doncs, en aquest article, partint de la tipologia paratextual proposada per Gérard Genette en Umbrales (1987), hem analitzat les diferències existents entre els paratexts de les dues obres. Aquest estudi ens ha permés concretar els punts civils i polítics en què divergeixen, els motius que van poder provocar les dissensions i la manera com es concreten en la globalitat de les dues obres. Paraules clau: La Alonsíada, Joan Ramis, L?Alonsíada, Vicenç Albertí, paratext In 1818, the Menorcan enlightened Joan Ramis i Ramis (1746-1819) published La Alonsíada, an epic poem in Spanish that narrates the conquest by Alfons III of Aragon of the island of Menorca in 1287, then in Saracen hands. In the same year, the Catalan translation of the text, L?Alonsíada, was also printed by his contemporary Vicenç Albertí i Vidal (1786-1859). Although they are an original work and its translation, there are notable differences in the presentation of the two versions. These divergences affect aspects of civil and political nature, such as the purpose of each text or the audience to which they were addressed. In this line, the implications that arise from the paratexts present in each of the compositions are very interesting, since they show the different directions taken by each author. Thus, in this article, based on the paratextual typology proposed by Gérard Genette in Paratext: Tresholds of interpretation (1987), we have analyzed the differences between the paratexts of the two works. This study has allowed us to specify the civil and political points in which they diverge, the reasons that could cause the dissensions and the manner in which they are specified in the globality of the two works. Keywords: La Alonsíada, Joan Ramis, L?Alonsíada, Vicenç Albertí, paratext
- …
