Examining first year students' preparedness for studying engineering

The purpose of this paper is to report on initial descriptive data of this longitudinal project which will examine the knowledge, motivation, personality, and learning approaches of first year engineering students and how well they each predict subsequent retention and academic performance. These outcomes are yet to be achieved and are beyond the scope of this paper

Investigation of Early Age Tensile Stresses, Shrinkage Strains in Pavements and Standard Drying Shrinkage Tests

Crack prevention is often a critical parameter in the design and construction of ground and suspended concrete slabs. Often when the degree of restraint is high, uncontrolled cracking can influence the serviceability of a structure. Designers often use the specification of maximum values for standard 56-day drying shrinkage tests as determined by Australian Standard AS1012.13 in an attempt to control cracking of concrete pavements. Previous research has shown that the development of tensile stresses, and hence the increased risk of crack formation and propagation, is linked to events that take place in the first four to six hours after placement. Other work has shown that the results from the AS1012.13 drying shrinkage test can be more variable than those for compressive strength data. In this paper, the results from an experimental program involving the construction and instrumentation of five slabs, made using concrete with nominal 56-day drying standard shrinkage strains ranging from 450 microstrain to 800 microstrain, are reported. The aim was to investigate the relationship between early age shrinkage, which is not measured in the standard drying shrinkage test, standard 56-day drying shrinkage strain values and actual strains in slabs

Educational technologies and learning objectives

Technologies such as online tools, simulations, and remote labs are often used in learning and training environments, both academic and vocational, to deliver content in an accessible manner. They promise efficiencies of scale, flexibility of delivery, and face validity for a generation brought up on electronic devices. However, learning outcomes are not the same in all circumstances and sometimes contextual and cultural factors can lead to the failure of a technology which has been successful elsewhere. This paper draws on studies of the use of simulators and simulations within the vocational environment of the rail industry and uses Realistic Evaluation to assess and specify what works for whom in what circumstances. It is postulated that this evaluation framework could be a useful tool in the assessment of educational technologies used in engineering education. © Tibbits et. al., 201

Імпакт-фактори наукових журналів та індекси цитування вчених: проблеми точності, моралі, етики та можливості використання

Показано всебічно позитиви та негативи оцінки наукової діяльності за допомогою імпакт-факторів наукових журналів та індексів цитування вчених. Дано огляд дискусій західних вчених щодо цього.Показаны всесторонне позитивы и негативы оценки научной деятельности с помощью импакт-факторов научных журналов и индексов цитирования ученых. Дан обзор дискуссий западных ученых относительно этого.The author examines positive and negative implications of the R&D performance evaluation by use of impact-factors of scientific journals and citation indices of scientists, and reviews the debate among Western scientists about it

Is increased hepatitis C virus case-finding combined with current or 8-week to 12-week direct-acting antiviral therapy cost-effective in UK prisons? A prevention benefit analysis

UNLABELLED: Prisoners have a high prevalence of hepatitis C virus (HCV), but case-finding may not have been cost-effective because treatment often exceeded average prison stay combined with a lack of continuity of care. We assessed the cost-effectiveness of increased HCV case-finding and treatment in UK prisons using short-course therapies. A dynamic HCV transmission model assesses the cost-effectiveness of doubling HCV case-finding (achieved through introducing opt-out HCV testing in UK pilot prisons) and increasing treatment in UK prisons compared to status quo voluntary risk-based testing (6% prison entrants/year), using currently recommended therapies (8-24 weeks) or interferon (IFN)-free direct-acting antivirals (DAAs; 8-12 weeks, 95% sustained virological response, £3300/week). Costs (British pounds, £) and health utilities (quality-adjusted life years) were used to calculate mean incremental cost-effectiveness ratios (ICERs). We assumed 56% referral and 2.5%/25% of referred people who inject drugs (PWID)/ex-PWID treated within 2 months of diagnosis in prison. PWID and ex-PWID or non-PWID are in prison an average 4 and 8 months, respectively. Doubling prison testing rates with existing treatments produces a mean ICER of £19,850/quality-adjusted life years gained compared to current testing/treatment and is 45% likely to be cost-effective under a £20,000 willingness-to-pay threshold. Switching to 8-week to 12-week IFN-free DAAs in prisons could increase cost-effectiveness (ICER £15,090/quality-adjusted life years gained). Excluding prevention benefit decreases cost-effectiveness. If >10% referred PWID are treated in prison (2.5% base case), either treatment could be highly cost-effective (ICER<£13,000). HCV case-finding and IFN-free DAAs could be highly cost-effective if DAA cost is 10% lower or with 8 weeks' duration. CONCLUSIONS: Increased HCV testing in UK prisons (such as through opt-out testing) is borderline cost-effective compared to status quo voluntary risk-based testing under a £20,000 willingness to pay with current treatments but likely to be cost-effective if short-course IFN-free DAAs are used and could be highly cost-effective if PWID treatment rates were increased. (Hepatology 2016;63:1796-1808)

The influence of emotional reaction on help seeking by victims of school bullying

Research has started to focus on how victims of school bullying cope, but there is still very little understanding if why pupils cope in one way and not another. This paper aimed to examine the effects of gender, school-stage, frequency of victimization and different emotions (anger, vengeance, self-pity, indifference, and helplessness) upon the choice of social support that children report using. Questionnaires were completed by 6282 Maltese schoolchildren aged between 9 and 14 years old. Analyses revealed that specific patterns of emotion and victimization predict whether pupils report using certain sources of social support. Results are discussed in relation to their relevance for possible intervention, future research needs and implications for the theoretical framework used