Suchergebnisse

This experimental study indicates that computer-mediated communication (CMC) is a viable mode of social-emotion-oriented communication. In this study, the effects of frequency and duration of messaging on impression development in CMC were investigated. Undergraduate participants were randomly assigned to each of the four experimental groups. For a period of 2 weeks, participants monitored discussion lists that differed in relation to the frequency and duration of messaging in asynchronous CMC environments. ANOVA results indicated that duration and frequency had significant main effects on impression development in asynchronous CMC environments. No interaction effects were found. The results of this study support the social-emotion-oriented model in CMC.

Mixed ionic-electronic conducting membranes have seen significant progress over the last 25 years as efficient ways to obtain oxygen separation from air and for their integration in chemical production systems where pure oxygen in small amounts is needed. Perovskite materials are the most employed materials for membrane preparation. However, they have poor phase stability and are prone to poisoning when subjected to CO2 and SO2, which limits their industrial application. To solve this, the so-called dual-phase membranes are attracting greater attention. In this review, recent advances on self-supported and supported oxygen membranes and factors that affect the oxygen permeation and membrane stability are presented. Possible ways for further improvements that can be pursued to increase the oxygen permeation rate are also indicated. Lastly, an overview of the most relevant examples of membrane reactors in which oxygen membranes have been integrated are provided. ; This project has received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No 679933. The present publication reflects only the author's views and the European Union is not liable for any use that may be made of the information contained therein.

BACKGROUND: This study evaluated the impact of a safe injection safety training on healthcare worker (HCW) practice and knowledge following an HIV outbreak in Roka commune, Cambodia. METHODS: Surveys were conducted at baseline (September 2016) and seven months after a training intervention (March 2018) using the World Health Organization standardized injection practices assessment tool. HCWs were sampled at 15 purposively government health facilities in two provinces. HCWs were observed during injection practices and interviewed by trained experts from Becton-Dickinson and the Ministry of Health Cambodia. The Rao-Scott chi square test was used test for differences between baseline and follow-up. RESULTS: We completed 115 observations of practice at baseline and 206 at post-training follow-up. The proportion of patients whose identification was confirmed by HCWs prior to procedure being performed increased from 40.4% to 98% (p <0.0001). The proportion of HCWs who practiced correct hand hygiene increased from 22.0% to 80.6% (p = 0.056) [therapeutic observations] and 17.2% to 63.4% (p = 0.0012) [diagnostic observations]. Immediate disposal of sharps by HCWs decreased from 96.5% to 92.5% (p = 0.0030). CONCLUSIONS: We found significant improvements in the practice of patient identity confirmation and hand hygiene but not in the immediate disposal of sharps in the post-training intervention. However, findings are not representative of all HCWs in the country. Further pre-service and in-service training and monitoring are necessary to ensure sustained behavior change.

This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars' reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human constituents of an academic realm, with the two shaping one another. One implication of this proposition is that these non-human elements exist as political actors', just like their human counterparts, having agency' - which they exercise over humans. This turns academic domains into political (functional or dysfunctional) battlefields' wherein both humans and non-humans engage in political activities and actions that form the identity of the academic domain. For more information about the authorship approach, please see Al Lily AEA (2015) A crowd-authoring project on the scholarship of educational technology. Information Development. doi:10.1177/0266666915622044.

Academic cognition and intelligence are 'socially distributed'; instead of dwelling inside the single mind of an individual academic or a few academics, they are spread throughout the different minds of all academics. In this article, some mechanisms have been developed that systematically bring together these fragmented pieces of cognition and intelligence. These mechanisms jointly form a new authoring method called 'crowd-authoring', enabling an international crowd of academics to co-author a manuscript in an organized way. The article discusses this method, addressing the following question: What are the main mechanisms needed for a large collection of academics to collaborate on the authorship of an article? This question is addressed through a developmental endeavour wherein 101 academics of educational technology from around the world worked together in three rounds by email to compose a short article. Based on this endeavour, four mechanisms have been developed: a) a mechanism for finding a crowd of scholars; b) a mechanism for managing this crowd; c) a mechanism for analyzing the input of this crowd; and d) a scenario for software that helps automate the process of crowd-authoring. The recommendation is that crowd-authoring ought to win the attention of academic communities and funding agencies, because, given the well-connected nature of the contemporary age, the widely and commonly distributed status of academic intelligence and the increasing value of collective and democratic participation, large-scale multi-authored publications are the way forward for academic fields and wider academia in the 21st century. ; peerReviewed

This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars' reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human constituents of an academic realm, with the two shaping one another. One implication of this proposition is that these non-human elements exist as political actors', just like their human counterparts, having agency' - which they exercise over humans. This turns academic domains into political (functional or dysfunctional) battlefields' wherein both humans and non-humans engage in political activities and actions that form the identity of the academic domain. For more information about the authorship approach, please see Al Lily AEA (2015) A crowd-authoring project on the scholarship of educational technology. Information Development. doi:10.1177/0266666915622044.