Lepiotapsalion
is fully described based on a recent collection from Sardinia (Italy) and the holotype. NrITS- and nrLSU-based phylogeny demonstrates that sequences deposited in GenBank as “
L.psalion
...” and generated from two Dutch and one Chinese collections are not conspecific with the holotype and represent two distinct, undescribed species. These species are here proposed as
Lepiotarecondita
sp. nov. and
Lepiotasinorecondita
ad int.
is fully described based on a recent collection from Sardinia (Italy) and the holotype. NrITS- and nrLSU-based phylogeny demonstrates that sequences deposited in GenBank as "
" and generated from two ...Dutch and one Chinese collections are not conspecific with the holotype and represent two distinct, undescribed species. These species are here proposed as
sp. nov. and
ad int.
Lepiota psalion is fully described based on a recent collection from Sardinia (Italy) and the holotype. NrITS- and nrLSU-based phylogeny demonstrates that sequences deposited in GenBank as “L. ...psalion” and generated from two Dutch and one Chinese collections are not conspecific with the holotype and represent two distinct, undescribed species. These species are here proposed as Lepiota recondita sp. nov. and Lepiota sinorecondita ad int.
Academic development in times of crisis Huijser, Henk; Sim, Kwong Nui
The international journal for academic development,
04/2022, Volume:
27, Issue:
2
Journal Article
Putting an ethical lens on learning analytics West, Deborah; Huijser, Henk; Heath, David
Educational technology research and development,
10/2016, Volume:
64, Issue:
5
Journal Article
Peer reviewed
As learning analytics activity has increased, a variety of ethical implications and considerations have emerged, though a significant research gap remains in explicitly investigating the views of key ...stakeholders, such as academic staff. This paper draws on ethics-related findings from an Australian study featuring two surveys, one of institutional leaders (n = 22) and one of academic staff (n = 353), as well as a set of follow-up interviews (n = 23) with academic level staff. A self-selecting sample of participants was asked about the ethical issues they see as important in learning analytics and about the types of ethical principles or considerations they thought should guide learning analytics use. Data showed participants' views did tend to align with established ethical principles, though the language used to express this varied widely. Building on, and in response to, both the data and the literature review the paper proposes an ethical decision making framework that encourages institutional leaders and those involved in implementing learning analytics to consistently apply and document ethical decision making processes as part of an overall approach to developing well-aligned and transparent institutional policies and broader ethical literacy.
In this paper, we examine the potential of authentic learning activities and assessment to enhance the student learning experience in a standalone introductory geospatial information science module. ...Computer laboratory sessions form seventy-five percent of contact hours and final grade, so authentic learning used a field-based project with specified features, study area and aerial photo form the basis of assessment. The class collects all relevant geospatial information using mobile devices. Students present personally collected, and class-merged geospatial information as workplace style reports in scaffolded assessments. All submitted data are collected by the class and managed by the students. Essential skills and employment opportunities using GIS skills form the basis of authenticity of this module and guide student expectations. We evaluate outcomes through a two-year case study examining design, implementation and revision of the Unit, by using a mixed-methods approach including multiple, staged student surveys, focus groups, and student results. A focus on authenticity increased student appreciation of employability in GIS-related positions, and students reported increased motivation to learn.
Abstract Purpose Because recognition and management of patients with somatoform disorders are difficult, we wanted to determine the specificity, sensitivity, and the test-retest reliability of the ...15-symptom Patient Health Questionnaire (PHQ-15) for detection of somatoform disorders in a high-risk primary care population. Methods We studied the performance of the PHQ-15 in comparison with the Structured Clinical Interview for the Diagnostic and Statistical Manual-IV Axis I disorders (SCID-I) as a reference standard. From January through September 2006, we approached patients for participation. This study was conducted in primary care settings in the Netherlands. Patients aged between 18 and 70 years were eligible if they belonged to 1 or more of the following groups: (1) patients with unexplained somatic complaints, (2) frequent attenders, and (3) patients with mental health problems. For the SCID-I interview we invited all patients with a PHQ-15 score of 6 or greater and a random sample of 30% of patients with a PHQ-15 score of less than 6. The primary study outcomes were the sensitivity and specificity for the validity and the κ coefficient for the test-retest reliability. Results Of 2,147 eligible patients, 906 (42%) participated (mean age 48 years, 62% female). At a cutoff level of 3 or more severe somatic symptoms during the past 4 weeks, sensitivity was 78% and specificity 71%. The test-retest reliability was 0.60. Conclusions The PHQ-15 is a valid and moderately reliable questionnaire for the detection of patients in a primary care setting at risk for somatoform disorders.
This paper explores the use of a range of qualitative methods to measure learning gain of teaching assistants (TAs) in mainland China at a Sino-British University where the authors used to work. It ...uses a case study to report on an evaluation of TA training at the University, which is part of its Postgraduate Research Development Programme, to ascertain students’ acquired skills and skills gaps. A key focus of this evaluation consists of exploring ways to measure learning gain for individual TAs. As teacher educators, the researchers delivered TA training, conducted specialist observations of TAs’ teaching practice, as well as a series of ‘Learning to Teach’ groups. Measuring individual learning gain of TAs occurred during the semester and at the end of the semester. Criteria and measurements were tested to explore how learning gain of TAs could be measured in a Chinese higher education context. Implications outlined in this paper could be useful for TA training in higher education settings. Key findings include that evaluation of learning gain should occur at different points in time, as well as be continuous, consistent and comprehensive. In other words, multiple approaches, including both quantitative and qualitative methods, could capture a more objective picture of TAs’ learning gains.
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