Academic Term Research Articles

Exploring the Path of Data Intellectual Property Protection in the Context of the Digital Economy

The digital economy's rapid growth has ushered society into a new era, where data holds immense significance. In the field of legal academia, data can be seen as an important carrier of intellectual property rights in a legal sense. Therefore, the research on the path and models of intellectual property protection for data in the context of the digital economy has become a focus of domestic and foreign scholars. This paper aims to address the issues of limited avenues and low effectiveness in the protection of data intellectual property rights in China. Through the definition and comparison of the concepts of data and intellectual property rights in academic terms, this paper analyzes and compares the data protection models in various countries worldwide with the actual data protection situation in China, and summarizes the findings. Furthermore, the paper proposes specific measures for the protection of data intellectual property rights in China, such as establishing clear standards for certifying data compilation works and enacting specialized legislation for data protection. These proposed regulations help to alleviate the current challenges in data intellectual property rights protection to a certain extent.

Inovasi Berkelanjutan: ESG Initiatives Untuk Masa Depan Yang Bertanggung Jawab

In an era of globalization marked by rapid technological progress, sustainability has become a central issue governing many aspects of human life. Sustainability is no longer just an academic term but a guiding principle that guides action and innovation across all sectors. Continuous innovation plays an important role in responding to environmental, social and corporate challenges in operating responsibly. ESG (Environmental, Social and Governance) principles have emerged as a key framework inspiring continuous innovation, key to creating a more sustainable and responsible future. In the context of the port industry, Pelindo, one of the largest operators, is committed to various ESG initiatives to maintain sustainability in its operations. These measures include environmental, social and governance actions aimed at reducing environmental impact, improving the well-being of communities surrounding the port and strengthening corporate governance. Pelindo understands the importance of maintaining ecosystems and creating a positive impact. This effort, therefore, constitutes an important step towards a socially and environmentally responsible future. Close collaboration between government, business and communities is needed to promote sustainability in the port industry, considering sustainable logistics practices and low-carbon energy as solutions for a more sustainable future.

Lessons Learned from the Pandemic in the UAE: Children COVID-19 Vaccine Hesitancy and Its Impact on the Choice of Distance versus Face-to-Face Learning Modalities: An In-Depth Analysis of a National Study.

This study addresses the crucial aspect of childhood COVID-19 vaccination and its impact on parental decisions concerning learning modalities during the pandemic. This study aimed to gauge parental hesitancy towards vaccinating their children and its influence on choosing between distance and face-to-face learning options. Following STROBE guidelines for cross-sectional studies, this study surveyed 1973 parents in the United Arab Emirates using Google Forms during the COVID-19 pandemic. The results revealed that while more than half of the parents (51.6%) were willing to vaccinate their children if the COVID-19 vaccine was accessible and affordable, a significant majority (91.2%) expressed concerns about the rapid vaccine development process, which was the primary reason for vaccine rejection. Interestingly, a sizable portion (55.3%) had experienced online learning in the previous academic term, and, of those, 59.6% believed it negatively influenced their children's academic performance. Consequently, 66.4% expressed intent to shift their children back to face-to-face learning once feasible. Significantly, parents with medical backgrounds were more inclined (91.6%) to opt for face-to-face schooling compared to those without such backgrounds. Logistic regression analysis indicated associations between sociodemographic characteristics, educational level and background, and the decision to return children to face-to-face learning. Interestingly, when it comes to vaccine hesitancy, a noteworthy connection exists between the parents' reluctance to vaccinate their children and their preference for distance learning. In fact, parents who responded negatively to vaccinating their children against COVID-19, if the vaccine was available, showed a clear preference for the distance learning modality (p-value < 0.0001). This study underscores the complex interplay of factors and community perspectives shaping parental acceptance of childhood COVID-19 vaccination. The development pace of vaccines significantly influences parents' attitudes and beliefs about vaccination programs. Parents' medical backgrounds exhibit a clear correlation with their perceptions of sending children back to school safely. This highlights the potential impact of parental medical knowledge on decision making, emphasizing the need to consider parents' professional backgrounds when devising education- and vaccination-related policies.

Improving the Students’ Ability in Writing Text by Using Realia at Madrasah Aliyah DDI

The research endeavors to ascertain the advancement of students' compositional prowess in the domain of procedural text subsequent to pedagogical intervention employing realia at Madrasah Aliyah DDI. Employing a pre-experimental design, the study was conducted within the premises of Madrasah Aliyah DDI. The target population encompassed students enrolled in the eleventh grade during the academic term of 2022/2023. Employing purposive sampling, a sample size of 30 students from the aforementioned grade was selected. The research instrument utilized was a procedure text writing assessment. The findings of the data analysis distinctly underscored a significant disparity in the students' capacity to compose procedure texts, as evidenced by the variance between pre-test and post-test results. Specifically, the mean score for the pre-test stood at 58.73, contrasting with the post-test mean score of 72.58, reflecting a notable enhancement of 13.77 points. This discernible progress in writing proficiency indicates the salutary impact of incorporating realia. This observation was further corroborated by the outcomes of the t-test, which notably exceeded the critical t-table value (11.53 &gt; 2.045), affirming the efficacy of the intervention.

EXAMINATION OF THE PREDICTION OF FLEXIBILITY FOR LEARNER SATISFACTION IN ONLINE COURSES

Universities consider student satisfaction in order to improve the online education they give to students and to question the fulfillment of their responsibilities. Student satisfaction may depend not only on the educational institution but also on individual characteristics. One of these individual characteristics is flexibility, which requires multidimensional pedagogical responsibility in online learning environments. The aim of this study is to examine whether the flexibility of time management, the flexibility of teacher contact, and the flexibility of content predict online course satisfaction. In this research, the predictive relational research method was used. 1794 students participated in the research. During an academic term, students took an online Turkish II course at a university’s Distance Education Research and Application Center. According to the results of the analysis, the students’ three flexibility predicts their satisfaction and the model that explains their satisfaction is significant (R2=.60; p&amp;lt;.01). In the model, the variable that most explains student satisfaction is the flexibility of content. In addition, other variables explaining student satisfaction are students’ flexibility in teacher contact and their flexibility in time management. Based on the results of the research, implications, and suggestions are presented.

상담 수퍼비전에서 초심 수퍼바이저가 경험한 윤리적 딜레마 연구

Objectives This study attempted to find out the nature and meaning of ethical dilemmas that novice supervisors experience in supervision.&#x0D; Methods For reaching those, the study was conducted by Giorgi’s phenomenological method. In-depth interviews( average 90 minutes) with 10 novice supervisors whose supervision experience is less than 5 years were conducted, and the interview data was analyzed through the steps of identifying the overall meaning, classifying the semantic units, converting academic terms, and integrating into general structural statements.&#x0D; Results As a result, 135 semantic units were derived. Through phenomenological reflection and transformation of imagination, 32 subjects were drawn from those semantic units, which were then classified into 10 categories; feeling vague and burdened, reproaching oneself for not being able to fulfill the role due to lack of professional competence, feeling uncomfortable for not respecting supervisees or not being honest with them, undergoing hardships supervising and evaluation supervisees, facing situation by oneself not knowing what to do, facing difficulties applying the ethical guidelines in practice, facing difficulties balancing ethical guidelines and legal responsibility, confronting aggravated confusion due to structural problems, establishing standards based on experience, growing as a supervisor and working with ethical dilemmas.&#x0D; Conclusions Academic and practical implications of these results are discussed in relation to the previous studies about developmental traits of novice supervisiors and ethical dilemmas in supervision, with suggestion for follow-up studies.

Teaching Data Science with Literate Programming Tools

This paper presents a case study on using Emacs and Org-mode for literate programming in undergraduate computer and data science courses. Over three academic terms, the author mandated these tools across courses in R, Python, C++, SQL, and more. The onboarding relied on simplified Emacs tutorials and starter configurations. Students gained proficiency after undertaking initial practice. Live coding sessions demonstrated the flexible instruction enabled by literate notebooks. Assignments and projects required documentation alongside functional code. Student feedback showed enthusiasm for learning a versatile IDE, despite some frustration with the learning curve. Skilled students highlighted efficiency gains in a unified environment. However, the uneven adoption of documentation practices pointed to a need for better incorporation into grading. Additionally, some students found Emacs unintuitive, desiring more accessible options. This highlights a need to match tools to skill levels, potentially starting novices with graphical IDEs before introducing Emacs. The key takeaways are as follows: literate programming aids comprehension but requires rigorous onboarding and reinforcement, and Emacs excels for advanced workflows but has a steep initial curve. With proper support, these tools show promise for data science education.

Business of involution: self-study rooms and work culture in China

ABSTRACT Discussions of involution – a culture of overwork in China – have grown especially rife on the Chinese Internet, reinforced by a dismal outlook on employment. Translated from an academic term ‘involution,’ ‘neijuan’ references a contemporary structure of alienation experienced primarily by college students: a sense of being entrapped in a society without opportunities, yet having to endure an endless series of stressful competitions to carve a respectable life. Drawing from fieldwork and interviews, this paper examines the culture of involution through self-study rooms, places where people pay to study. Rapidly expanding in number since 2019, self-study rooms have become a popular tool used by youths to cope with involution. Modulating attentional capacities through design, these rooms assure users that they could study better, and excel in competitive exams and certification processes to find progression in life trajectories. However, in doing so, self-study rooms also normalize an alienated learning and work culture in China, framing the attentional discomfort of forced learning as gain, and the privacy of self-study rooms as forms of individualistic therapy. Users learn not only to push their bodies within these rooms, they also use it to weep privately, expelling pressures to return to ‘gainful’ behavior.

The rhetoric of political science in parliament. A study of Westminster debates after the Second World War

ABSTRACT A parliamentary perspective on the politics of the academic political science connects my former interest in the history of the discipline with parliamentary studies. This article continues the discussion in a previous article of mine on the German Bundestag. The conceptual point lies in a mutual suspicion between parliamentarians and academics regarding politics. In this present study I analyse Westminster debates on the concept of ‘political science’. Possible similarities between British and (West-)German debates appear in how this applies to academic authorities, in the increasing number of parliamentarians having studied political science at university, as well as in the distance towards academic political scientists. However, in the Bundestag political science is understood in academic and disciplinary terms and references to it serve for the members’ politicking. In Westminster a concept of political science frequently refers to a intellectual tradition persisting also in the late twentieth century and it emphasizes analysing political changes as challenged to political science.

Academic procrastination as a mediator between learning environment and academic performance

Learning environment variables, such as online/in-person learning and time in academic term, are known to increase students’ academic procrastination and worsen their academic performance. However, the role of academic procrastination in the relationship between learning environment and academic performance remains unclear. The objective of the present study was to investigate the multivariate relationships among learning environment variables, including online/in-person classrooms and time in academic term; academic procrastination; and academic performance simultaneously in an integrated model. A longitudinal field study consisting of 120 undergraduate participants was conducted from 2019 to 2022. A structural equation model was constructed to test the relationships among variables. The results showed that in the second half of the academic quarter in online learning environments, students procrastinated more and submitted assignments close to the deadline, which resulted in low academic performance. Students’ academic procrastination mediated the relationship between learning environment and academic performance.

Student engagement with teacher and automated written corrective feedback on L2 writing: A multiple case study

The present multiple-case study, based on the multi-dimensional perspective on student engagement with CF proposed by Ellis (2010), set out to scrutinize students’ behavioral, cognitive, and affective engagement with written corrective feedback (WCF) provided by two different sources: teacher WCF and automated written corrective feedback (AWCF) provided by Writing Mentor. To this end, four Iranian EFL learners—two limited proficient and two modestly proficient writers—were selected purposefully from two sections of an academic writing course, one providing teacher WCF and the other AWCF. Participants in both sections wrote five argumentative essays during an academic term, received feedback on grammar, usage, and mechanics, and made revisions. The results demonstrated that the participants had different engagement levels and were categorized as highly engaged, moderately engaged, and minimally engaged students. In section 1, both participants who received teacher WCF were behaviorally and cognitively engaged with the feedback; however, one participant spent more time, used more resources, and showed more revision acts. Regardless of their behavioral and cognitive engagement level, they both demonstrated deep affective engagement with teacher feedback. In section 2, while one participant who received AWCF demonstrated deep and active engagement in all three dimensions, the other participant was reluctant to respond to the feedback and demonstrated a minimal level of engagement. Findings indicate that students’ engagement with WCF, whether provided by a teacher or automated writing evaluation system, is influenced by students’ beliefs and attitudes toward feedback and the sources of that feedback. Students’ writing proficiency was not clearly or consistently related to their degree of feedback engagement.

Virtual classrooms in distance education: an examination of virtual classroom experiences

"This study examines the virtual classroom experiences of graduate students. Virtual classroom applications related to the course “applications of scientific research” taught at a state university were treated as a case study. Virtual classroom recordings, defined using the university’s learning management system, were used as research data. The study data consisted of virtual classroom recordings created throughout the academic term, shared documents, students’ synchronous participation statuses in classes, completion statuses of virtual class activities, watching statuses of live lessons, preparation statuses for shared documents, and instant messaging during synchronous virtual classroom experiences. Content analysis was used to analyze the data. The virtual classrooms encompass 45 students, including 30 females and 15 males, who took the course ‘Scientific Research Practices’ at a state university during the 2020–2021 academic year at the postgraduate level. The results show that effective and well-managed virtual classrooms enabled students to participate simultaneously. Virtual classrooms facilitated the development of a sense of community among students, and these students adhered to the norms typically observed in a physical classroom. Conducting an effective educational process in virtual classrooms is closely linked to the instructor’s skills. Furthermore, the technical issues encountered did not significantly impact the educational process negatively."

The university coursework timetabling problem: An optimization approach to synchronizing course calendars

In university settings, scheduling coursework over an academic term and across several courses is an extremely difficult task, owing to numerous complexities and constraints, such as the uniqueness of each student and instructor’s schedules, workload limits, syllabus considerations, university policies, and the length of the academic term. In addition to the inherent difficulty, the activity is usually performed arbitrarily and with little to no coordination among the relevant decision-makers, including department chairs and faculty members. Although mathematical models have been developed to address similar educational timetabling problems, models that tackle the scheduling of coursework, in particular, are lacking. In this regard, the present study introduces the university coursework timetabling problem (UCWTP), and proposes an optimization tool as a solution approach. The UCWTP involves scheduling a set of coursework covering different courses and several course sections over an academic term such that the quality of the resulting timetable is optimized. To model the case, a multi-objective mixed integer linear programming model was formulated with constraints divided into two types, hard and soft, with the latter defining the quality of the timetable based on three dimensions: (1) compliance with curriculum requirements, (2) adherence to student workload limits, and (3) adherence to instructor workload limits. The hypothetical case considered yielded promising results as a 100% weighted satisfaction was attained, equivalent to an average improvement of 9.45% relative to multiple heuristically constructed timetables. The exact algorithm proves to be sufficiently effective as a solution approach, yielding reasonable computational times of less than 2 min for real-world university scenarios.

A window into the academic term control mechanism: a thorough presentation of processed terms in the process of completing an environmental science dictionary

AbstractThe evaluation and improvement of scientific terminology translation plays a crucial role in consistently and accurately communicating knowledge at an academic level as well as in applying this theoretical knowledge in practice. This becomes even more important in countries such as Greece where the majority of scientific innovations originate from other, predominately English-speaking, countries. Consequently, the dissemination of this knowledge must go through a translation process. Within this context, the author is conducting postdoctoral research in the academic field of Environmental Engineering and Hydraulics in the School of Engineering of the AUTh, Department of Civil Engineering. The research focuses on evaluating English to Greek handbooks in the academic field of Environmental Engineering and Hydraulics by using a translation control mechanism based on seven variables firstly derived from the studies of Belgian translatologist Dirk Delabastita. The outcomes so far highlighted the quality of academic and translation work, but also identified a number of translation ambiguities, different semantic variations of terms within the source text in relation to their context, the complete absence of certain terms in the translated text, and the use of an incorrect term’s translation. The evaluation of all these cases constitutes a comprehensive decision-making process that can be applied by any translator of technical texts. This process involves first evaluating the translated texts in their mother tongue and then suggesting enhanced term translations, ultimately contributing to the establishment of a more cohesive scientific consensus in Environmental Engineering terminology to implement the optimal utilization of scientific environmental methods by the Greek academic community to protect the environment, particularly in the highly sensitive Eastern Mediterranean region. Moreover, this process represents an initial step toward creating a state-of-the-art tool in teaching technical translation and lexicography to Environmental Engineering students as well as introducing foreign terminology to students in the faculty of engineering and the schools of English language and literature in the department of translation and intercultural studies, with specialization in technical translation.

COVID-19 Tedbirleri Sürecinde Öğrencilerin Tıbbi İngilizce Dersine Katılımı ile ilgili Düşünceleri

This study aimed to investigate undergraduate nursing students’ opinions on the instructional mode of attendance at Medical English classes during novel coronavirus (COVID-19) measures in the 2021-2022 academic term. Convenience sampling was utilized to obtain data. The data were collected using an online interview with three open-ended questions and highly structured observation accompanied by field notes (n=49). Thematic analysis was used to analyse the data. The findings showed that during COVID-19, the main reasons undergraduate nursing students preferred face-to-face education included being more effective and productive. During online learning, most of the nursing students’ conditions did not allow joining online classes, such as limited internet access, problems with the internet connection, and also their departmental programme that included face-to-face classes after online Medical English classes. The interview findings were consistent with the data obtained using observation in this study. The findings suggest that students’ opinions should be considered while making formal decisions. Hybrid education, synchronous (live) and asynchronous (recorded) sessions together, seems to be the best option. Each stakeholder, like teachers and managers, should be hand in hand with students when making decisions, especially in unexpected processes like COVID-19.

Using mixture modeling to examine differences in perceptual decision-making as a function of the time and method of participant recruitment

We examine whether perceptual decision-making differs as a function of the time in the academic term and whether the participant is an undergraduate participating for course credit, a paid in-person participant, or a paid online participant recruited via Amazon Mechanical Turk. We use a mixture modeling approach within an evidence accumulation framework that separates stimulus-driven responses from contaminant responses, allowing us to distinguish between performance when a participant is engaged in the task and the consistency in this task focus. We first report a survey showing cognitive psychologists expect performance and response caution to be lower among undergraduate participants recruited at the end of the academic term compared to those recruited near the start, and highest among paid in-person participants. The findings from two experiments using common paradigms revealed very little evidence of time-of-semester effects among course credit participants on accuracy, response time, efficiency of information processing (when engaged in the task), caution, and non-decision time, or consistency in task focus. However, paid in-person participants did tend to be more accurate than the other two groups. Groups showed similar effects of speed/accuracy emphasis on response caution and of discrimination difficulty on information processing efficiency, but the effect of speed/accuracy emphasis on information processing efficiency was less consistent among groups. We conclude that online crowdsourcing platforms can provide quality perceptual decision-making data, but recommend that mixture modeling be used to adequately account for data generated by processes other than the psychological phenomena under investigation.

Perceptions and Coping Strategies in English Writing Among Chinese Study-Abroad Graduate Students

With the internationalization of higher education, more Chinese students are pursuing their postgraduate study in English-medium instruction (EMI) institutions abroad. Related studies have mostly investigated EMI policies and implementation and students’ attitudes; however, they have not examined how Chinese students cope in English-as-a-second-language environments, specifically in academic writing. This study examines Chinese students’ perceptions of English academic writing, difficulties, and coping strategies to complete academic writing requirements in Malaysian universities. Respondents, totalling 128, filled out a 51-item questionnaire. T-test was used for data analysis, and nine students were selected for qualitative interview. The results indicate significant differences in participants’ chances of practicing English writing before and after studying in Malaysia. Although they experienced challenges, such as insufficient prior English writing practice, lack of knowledge in English academic terms and expressions, and difficulty in identifying research gaps, they succeeded with help from teachers, peers, and workshops. Implications for EMI are provided.

职业教育称谓的中国演进

Vocational education, as an exact academic term, originated from “Tianpin Putong Jiaoxiwen” written by Yao Wendong, the general manager of Shanxi Agriculture and Forestry School in 1904. However, the practice of vocational education as a type of education runs through the development of Chinese society, and its emergence and development have experienced a relatively long evolution process. In China, vocational education has experienced the development of traditional apprenticeship, industrial education, vocational education, technical education, and vocational and technical education. With the promulgation and implementation of the Chinese Vocational Education Law in 1996, and vocational education practice and theoretical exploration for more than 40 years since the reform and opening up, it was not until the 2014 national policy document that vocational education was finally adopted as a parallel education type of Chinese general education. Only when there is a clearer understanding of the characteristics and essential attributes of vocational education as a type of education and a consensus is reached, the dispute over the title of vocational education will gradually subside in the academic circle.

Can an Online Course, Life101: Mental and Physical Self-Care, Improve the Well-Being of College Students?

The COVID-19 pandemic has had a significant impact on the mental health of college students worldwide. As colleges shifted to online instruction, students faced disruptions and increased stressors, leading to a decline in mental health that appears to continue in the postpandemic era. To alleviate this problem, academic institutions have implemented various interventions to address mental health issues; however, many of these interventions focus on a single approach and lack diverse delivery methods. This viewpoint introduces the concept of a multimodal self-care online course, Life101: Mental and Physical Self-Care, and discusses the potential effectiveness of such an intervention in improving students' well-being. The course combines evidence-based interventions and incorporates interactive lectures, workshops, and guest speakers. Pre- and postcourse surveys were conducted over a span of 4 academic terms to evaluate the impact of this course on the well-being and self-care practices of students. The survey data suggest positive outcomes in students taking Life101, including the adoption of healthier habits, reduced stress levels, and increased knowledge and practice of self-care techniques. Life101 represents a novel multimodality intervention to address the epidemic of mental health issues faced by students today. By implementing similar evidence-based multimodal didactic curricula across campuses, academic institutions may be able to better equip students to navigate challenges and promote their overall well-being.

Semantic Generalization of the Buzzword "Involution" from the Perspective of Cognitive Metaphor

Originally an academic term in the socio-economic field, "involution" refers to "the development of internal refinement in the face of external constraints", but with the spread of new media, the term has quickly become popular in "academic circles" and is widely used by the general public. In this process, its semantic meaning has also changed. This paper takes a cognitive-metaphorical perspective to sort out the process and metaphorical mechanism of its semantic generalization and further analyzes the causes of its semantic generalization to explore the cultural phenomenon and social psychology behind the Internet buzzword.