Blended Approach Research Articles

Effectiveness of Blended Teaching on Academic Achievement in Organic Chemistry: A case of Grade-12 Learners from an Underprivileged South African School

In South Africa, particularly in underprivileged high schools, the unavailability of resources means that the use of traditional face-to-face teaching methods that promote passive learning is prevalent. Despite a few of these schools utilising blended teaching methods that can potentially promote active learning, research that evaluates the effectiveness of these methods in promoting academic achievement is limited. Diagnostic reports on National Senior Certificate examinations of South Africa show that Grade-12 learners perform poorly in organic chemistry. Therefore, this study which was conducted during the COVID-19 pandemic, aimed to determine how effective blended teaching methods are in fostering academic achievement compared to traditional face-to-face teaching, focusing on Grade-12 organic chemistry. In this quantitative study, using Vygotsky’s socio-cultural and Maslow’s hierarchy of needs theories as the theoretical framework, two hundred learners were randomly placed into two equal groups. Group-1 (experimental) was taught all organic chemistry concepts stipulated in the South African national curriculum using a blended teaching method while Group-2 (control) was taught the same concepts using traditional face-to-face teaching method. A standardised test (KOOCT) was administered to both groups followed by descriptive and inferential statistical analyses (independent t-tests). Findings showed that Group-1 scores (M = 41.74, SD = 19.533) were higher than those for Group-2 (M = 27.18, SD = 13.039), t (198) = 6.234, p = .00 < .05 showing that using blended teaching approach was more effective in promoting academic achievement than traditional face-to-face teaching only. The effect size (Cohen’s d=.882) ensures practical significance of the study.

Learning to safeguard: exploring adult safeguarding officers' readiness for online learning and their perceptions of a blended learning safeguarding training programme

PurposeThis paper aims to present commentary on adult safeguarding designated officers’ (nominated senior staff members in the Health Service Executive and its funded services) in Ireland readiness for online learning and their perception of the blended approach used in their training and considers the implications of this for practice.Design/methodology/approachIn total, 233 designated officers were surveyed. A self-administered online survey comprising of two instruments was used. The questionnaire combines two previously validated tools measuring readiness for online learning and perceptions of blended learning. Minor modifications were made to account for local circumstance and language. Demographic questions relevant to the survey population were added. The response rate was 49%.FindingsDesignated officers regarded specified competencies for online learning as important to very important with highest importance placed in time management. Designated officers expressed they were confident to very confident in their ability to accomplish all competencies in online learning. The highest confidence was in the technical competencies. Designated officers are demonstrating high readiness for online learning. Designated officers reported positively on online contributions and on blended learning workload. The scores indicate positive perceptions of the blended learning experience. Responses to an open-ended question were largely positive with some suggestions for improvement made.Practical implicationsFindings have helped inform planning and development of the Health Service Executive’s adult safeguarding training for designated officers with changes made since this survey was undertaken.Originality/valueTo the best of the author’s knowledge, this is the first time a survey was undertaken of designated officers in Ireland with a view to improving safeguarding training. Recommendations for adaptions to the blended designated officer programme were proposed and subsequently accepted and implemented.

An innovative method for accurate NBA player performance forecasting and line-up optimization in daily fantasy sports

AbstractThis study presents a novel approach for predicting NBA players' performance in Fantasy Points (FP) by developing individualized models for 203 players, using advanced basketball metrics from season 2011–2012 up to season 2020–2021 from reliable sources. A two-step evaluation and validation process secured validity, while applying linear optimization methodology, considering constraints such as salary and player position to recommend an eight-player line-up for Daily Fantasy Sports (DFS). Four scenarios with 14 machine learning models and meta-models with a blending approach with an ensembling methodology were evaluated. Using individual per-player modeling, standard and advanced features, and different timespans resulted in accurate, well-established, and well-generalized predictions. Standard features improved MAPE results by 1.7–1.9% in the evaluation and 0.2–2.1% in the validation set. Additionally, two model selection cases were developed, with average scoring MAPEs of 28.90% and 29.50% and MAEs of 7.33 and 7.74 for validation sets. The most effective models included Voting Meta-Model, Random Forest, Bayesian Ridge, AdaBoost, and Elastic Net. The research demonstrated practical application using predictions in a real-life DFS case evaluated in a DFS tournament on a specific match day. Among 11,764 real users, our Daily Line-up Optimizer ranked in the top 18.4%, and profitable line-ups reached the top 23.5%. This unique approach proves the proposed methodology's effectiveness and emphasizes its profitability, as the optimizer process delivers positive results.

The Optimization of Hybrid Technology in Synchronous and Asynchronous Speaking Class

In an era characterized by dynamic shifts in the field of education, the pursuit of effective teaching remains a prominent objective. This study investigates a novel methodology that integrates hybrid synchronous and asynchronous methods to enhance students' English language speaking skills in the context of English language instruction. This study commences by underscoring the significance of possessing proficient English-speaking skills. Dynamic learning encompasses a combination of real-time interactions and exercises that can be completed at different times. The objective of this study is to elucidate the perspectives of educators towards the integration of hybrid synchronous and asynchronous methodologies in the instruction of English language skills, specifically in the context of speaking classes. Educators in high school or vocational settings ought to use a blended approach to English language instruction, specifically in the context of speaking courses. The research employed a descriptive case study approach. The study incorporated participants who were engaged in semi-structured interviews that encompassed questionnaires administered with high rates of close-ended responses. The findings of the study indicate that there is a significant impact of social and psychological elements on teachers' proficiency in online communication. The ramifications of these findings are of great importance for educators in the field of English language instruction. The utilization of hybrid synchronous and asynchronous approaches has the potential to enhance students' oral communication abilities within the classroom setting. In summary, the hybrid approach to English instruction, encompassing both ongoing and non-ongoing components, involves the inclusion of proficient-speaking teachers and actively engaged students in speaking-focused sessions.

Fostering engaging online learning experiences: Investigating situational interest and mind-wandering as mediators through learning experience design

Traditionally, learning among young students has taken place within structured, physical classroom settings. However, the emergence of distance learning has introduced a diverse range of learning methods, including online, hybrid, and blended approaches. When the COVID-19 pandemic led to extended delays in in-person instruction, use of educational technologies such as asynchronous videos and online platforms were deployed to deliver mathematics curricula aligned with the Common Core State Standards (CCSS), though best practices for teaching mathematics asynchronously are not well studied. This study focuses on exploring the effectiveness of a math course on proportional reasoning that was co-designed, developed, and deployed in 5th and 6th grade Orange County classrooms. Examining the learning experience design (LXD) paradigm, this research focuses on discerning its influence on (n = 303) children's engagement during their involvement in an online, video-based math course. LXD is implemented by combining evidence-based pedagogical instructional design with human-centered user experience (UX) design. The study utilized a structural equation model to analyze the relationships between learners' user experiences, situational interest, mind-wandering, and online engagement. The results demonstrated significant direct effects between students' situational interest, user experience, and their level of online engagement. Findings also indicate that students' situational interest and mind-wandering significantly mediate the relationship between their user experiences and online engagement. These results have important theoretical and practical implications for researchers, designers, and instructors. By combining evidenced-based pedagogical learning design with human-centered user experience design, LX designers can promote situational interest, reduce mind-wandering, and increase engagement in elementary mathematics courses conducted in asynchronous online settings.

Accessing care for Long Covid from the perspectives of patients and healthcare practitioners: A qualitative study.

Long Covid is an emerging long-term condition, with those affected raising concerns about lack of healthcare support. We conducted a qualitative study to identify facilitators and barriers to healthcare access for people with Long Covid, aiming to enhance our understanding of the specific nature of these barriers and how patient experiences may vary. In the context of the Symptoms, Trajectory, Inequalities and Management: Understanding Long-COVIDto Address and Transform Existing Integrated Care Pathways (STIMULATE-ICP) Delphi study, a nationally distributed online survey was conducted. Eight patients and eight healthcare practitioners (HCP) were interviewed via telephone or video call. Framework analysis, sensitised by the candidacy theory, was used to identify barriers and facilitators over four levels of access to care. Three themes were identified: (i) patients' efforts to navigate emerging pathways for Long Covid, (ii) the patient-HCP interaction and (iii) service resources and structural constraints. Barriers to specialist care included long waiting times, communication gaps across services and a lack of continuity in care. Facilitators included collaborative, patient-centred approaches, patients' active role in their healthcare and blended approaches for appointments. The perspectives of both patients and HCPs largely aligned. The candidacy framework was valuable in understanding the experiences of people with Long Covid seeking access to healthcare. Individuals perceived themselves as eligible for care, but they often encountered obstacles in obtaining the expected level of care or, in some cases, did not receive it at all. Our findings are discussed in the context of the candidacy model through multiple processes of identification, negotiation, permeability and appearances at health services. These themes seem to be especially important for the emerging new pathway model and are relevant to both primary and secondary care. This study highlights that despite these interviews being conducted two years after the start of the COVID-19 pandemic, people with Long Covid still struggle to access healthcare, emphasising the ongoing need to provide equitable timely healthcare access for people with Long Covid. People with Long Covid advised on all stages of this research.

COVID-19 Changes the Nature of Tele-Mental Health: A Scope Review

COVID-19 temporarily removed legal restrictions, institutional hurdles, organizational impediments, and technological barriers to telemental health implementations that allow mental health therapists to apply virtual meeting technologies to serve their patients. Therapists transitioned from an under-appreciated health sub-specialty small business model to essential caregiver status needing management and technological expertise to measure service quality and outcomes. A systematic literature review identified factors essential for mental health workers and organizations transitioning patient therapy models from face-to-face to online support services under pandemic restrictions. This study revealed that management, technology, health services, and legal issues represent four critical areas of e-health research during the pandemic restrictions. This study suggests that telehealth applications require alterations in both the training and skills of the providers and the need for effective management of the telehealth business as digital mental health platforms supplant traditional delivery channels. Post-pandemic telehealth applications should be a blended approach that combines the best experiences from traditional treatments and virtual ones based on the digital skills of patients and healthcare providers.

Green, recyclable and high latent heat form-stable phase change composites supported by cellulose nanofibers for thermal energy management

Efficiently addressing the challenge of leakage is crucial in the advancement of solid-liquid phase change thermal storage composite materials; however, numerous existing preparation methods often entail complexity and high energy consumption. Herein, a straightforward blending approach was adopted to fabricate stable phase change nanocomposites capitalizing on the interaction between TEMPO-oxidized cellulose nanofibers (TOCNF) and polyethylene glycol (PEG) molecules. By adjusting the ratio of TOCNF to PEG and the molecular weights of PEG, TOCNF/PEG phase change composites (TPCC) with customizable phase transition temperature (40.3–59.1 °C) and high phase transition latent heat (126.3–172.1 J/g) were obtained. The TPCC of high-loaded PEG (80–95 wt%) ensured a leakage rate of less than 1.7 wt% after 100 heating-cooling cycles. Moreover, TPCC exhibits excellent optical properties with a transmittance of over 90 % at room temperature and up to 96 % after heating. The thermal response analysis of TPCC demonstrates exceptional thermal-induced flexibility and good thermal stability, as well as recyclability and reshaping ability. This study may inspire others to design bio-based phase change composites with potential applications in thermal energy storage and management of smart-energy buildings, photothermal response devices, and waste heat-generating electronics.

Integrating Virtual Tools Into the Face-To-Face Teaching of Undergraduate Analytical Chemistry

At the National University of Luján, traditional classroom-based instruction characterized the analytical chemistry courses. However, in response to evolving educational needs, a transition to hybrid education combining virtual and face-to-face activities is occurring. In this context, some questions arise: Can all face-to-face activities be replaced by virtual activities? What benefits does the inclusion of virtual activities bring to the curriculum? Reflecting on the experiences gained during the virtual instruction period that occurred due to the pandemic, the teaching group recognized the value of integrating virtual and face-to-face components. In a comparative assessment of teaching tools, the consensus emerged that a blended approach is crucial for effective analytical chemistry education in the current educational landscape. The findings indicated that, for theoretical lessons, a hybrid approach with face-to-face sessions complemented by asynchronous virtual tools proved to be advantageous. This allowed students the flexibility to review lessons at their convenience. Regarding practical work, a preference for face-to-face instruction was noted, as it facilitated hands-on experience in laboratories with real equipment and samples. However, it was found that the simulation software for gas and liquid chromatography equipment allowed the incorporation of valuable experiences for the study of both methodologies without extending the time required to carry out the practical work or requiring new inputs.

Fostering academic English writing through blended approach: A study of Bengali learners of English

This study aims to discover the impact of blended learning approaches on developing academic English writing. English is the most dominant language all over the world. In Bangladesh, it is used as a medium of instruction in many educational institutions. It is important to have good proficiency in English to build a good academic career. The purpose of the study is to reveal the effective ways of using blended learning method to develop academic English writing. It has chosen content analysis as the method and progresses it through developing codes, categories, and themes to reach the goal. Basically, blended learning is gaining more acceptance in the education sectors, but still a conventional approach is dominant. But Lack of technological support, ICT-based knowledge and training, devices and motivations are the main reasons behind this. But integrating blended learning has increased the chances of a successful teaching-learning environment. Though it has limitations, it makes academic activities easier by using technology. And government has also taken steps to integrate blended learning method with the conventional approach to develop the pedagogy (“Policy on Blended Learning for Bangladesh’’, 2021). To integrate blended learning method of writing pedagogy, the first and foremost thing is to ensure ICT-based training and developed infrastructure. Then choose the blended models that can influence writing skill. The present study focuses on finding out the strategies that can make effective integration of blended learning models with writing pedagogy.

Accountancy students’ perceptions of the quality of teaching and learning experiences in two UK business schools: implications for generic skills development

PurposeFocusing on the quality of teaching and learning, this study aims to explore the perceptions of accountancy students in two emerging UK Higher Education Institutions (HEIs) of the quality of their learning experiences and the impact of these experiences on generic skills development.Design/methodology/approachA questionnaire survey was used to collect the data. OLS regression was used to test the hypothesis regarding the impact of student learning experiences (lecturer ability, assessment and curriculum) on generic skills development.FindingsStudents value the lecturer as the most important determinant of the quality of their experience. They rated their assessment programme very positively, and the curriculum suggests that students tend to experience a deep blended approach to learning. They also felt that they acquired a wide range of soft competency skills such as those associated with research, critical thinking and time management. Multivariate findings indicate that lecturer ability and curriculum contribute significantly and positively to generic skills development.Practical implicationsThe study provides a benchmark for international accounting and business educators in any efforts to assess the efficacy of HE delivery since the pandemic. By implication, it enables the identification of enhancements to the previous character of delivery and hence offers the means to direct improvements to the student experience. Such improvements can then be seen in the National Student Survey (NSS) scores, thereby positively contributing to the next Teaching Excellence Framework. Additionally, such tangible enhancements in NSS scores may be advantageous to HEIs, in the UK and other Western countries, in their efforts to recruit international students on whom they place great reliance for increased revenue, to their international business education programmes.Originality/valueThis study addresses the research gap surrounding the link between teaching and learning approaches in accounting and the development of generic skills. Furthermore, acknowledging that the COVID-19 pandemic with its imposed structural change in the HE teaching and learning environment ushered in a new model of curriculum delivery, this study reflects on the pre-COVID-19 scenario and gathers student perceptions of their teaching and learning experiences before the changes necessitated by lockdowns. It therefore brings the opportunity to anchor future research exploring the post-COVID-19 environment and secure comparative analyses.

Temporal cluster-based local deep learning or signal processing-temporal convolutional transformer for daily runoff prediction?

Water scarcity poses a major obstacle to sustainable development, and precise discharge prediction plays a vital role in enabling effective water resource management. This study investigated improved prediction techniques for nonstationary time series. The study evaluated the effect of signal processing techniques and blending approaches on the performance of deep learning models for daily discharge prediction. It also compared the performance of cluster-based local modeling with hybrid signal processing-deep learning approaches. Two robust deep learning methods, Long Short-Term Memory (LSTM) and Convolutional Neural Network (CNN), along with a powerful signal processing approach called discrete wavelet transform, were utilized for prediction of daily discharge. Three blending approaches were assessed: 1) decomposing both inputs and target, 2) decomposing only the target, and 3) decomposing only the inputs and then blending them with deep learning models. Also, a new hybrid deep learning based model namely discrete wavelet transform-Temporal Convolutional Transformer (DWT-TCT) was developed. The results showed that a single-output wavelet transform-deep learning model (3rd blending approach) outperformed multi-output models, demonstrating a relative enhancement of up to 56% for the LSTM model and 51% for the CNN model. Furthermore, temporal cluster-based local modeling displayed promising performance, resulting in an improvement of up to 18% in NRMSE compared to the wavelet transform-deep learning model, while also requiring less computational cost. The successful results of the temporal cluster-based local modeling approach provide a beneficial alternative to hybrid signal processing-deep learning models. In addition the results showed that the proposed DWT-TCT model outperformed all other models with NRMSE ranges from 6.8% to 16.2% in the study areas. The results have implications for hydrology and water resources management, as they can be used to develop more precise and effective models for predicting discharge in view of nonstationarity.

Systemic analysis of different Niruha Basti’s in Vatavyadhi (Gridhrasi) - A Case Study

Ayurveda is popular holistic science in this present era that deals with scientific evidence-based treatment principles and approaches toward a positive lifestyle. It explains mainly about 2 types of Chikitsa i.e., Shodhana and Shamana. Out of this, Basti Chikitsa is one of the 5 important treatment modalities that are explained under panchakarma and it is often used in the management of different kinds of Vatavyadhi.[1] The different manifestations of Gridhrasi with different cause requires a blended approach of various treatment modalities with Basti Chikitsa as a centre of focus. This Case study includes 3 different presentations of Gridhrasi with Pain in low back region radiating to lower limbs successfully treated with 3 different Niruha Bastis. Assessments of Subjective parameters include Lakshanas of Gridhrasi and Objective parameters include Straight Leg Raising Test and Bragard’s sign.

Sustainable-resilient-responsive supply chain with demand prediction: An interval type-2 robust programming approach

This study configures a novus multi-objective three-stage supply chain network that aims at optimizing sustainability, resilient and responsive measures, simultaneously. At first, a novel prediction model based on Markov chain, Dempster-Safer evidence theory and Shapely value is developed under trapezoidal interval type-2 fuzzy ambience to predict the demand of future scenarios. The prediction model prevents undesired loss occurred due to illogical demand consideration. To encounter interval type-2 fuzziness as well as risk in decision making, an unprecedented trapezoidal interval type-2 fuzzy robust possibilistic programming approach is introduced. The DEcision MAking Trial and Evaluation Laboratory method is suggested in the framework of trapezoidal interval type-2 fuzzy to prioritize the objective function by scrutinizing the interrelationship among different objective function components. As a result, the subjectiveness in the decision making framework is reduced. The generated configuration is then analysed using a blended approach that merges multi-choice reference goal programming with utility functions and particle swarm optimization. The integrated approach produces high-quality solution in lesser computational time. The insightful explorations are delivered based on a case study of hydrogen fuel supply chain in India. The outcomes show how resilient tactics are quite effective and can significantly enhance social, environmental, and economic aspects. It is determined that the best results for supply chain are obtained when the suggested sustainable, resilience and responsiveness tactics are used jointly. Moreover, the sensitivity analysis results suggest that the objective functions are substantially affected by the responsive level; therefore, managers ought to envisage the trade-off between responsiveness and other objective functions.

Connecting in a remote world: Psychotherapy & counselling students’ experiences of remote teaching and learning

ABSTRACT In 2017 Scholl et al. highlighted a growing trend towards online courses in Psychotherapy & Counselling training. With the emergence of the Coronavirus (COVID-19) pandemic, this growth has accelerated, with more training now taking place in an online setting. This study explored students’ experiences of remote learning on a Psychotherapy & Counselling training, with a particular focus on engagement and interaction in an online setting. A Thematic Analysis was carried out on the data and the central organising theme of Connection emerged. Three sub-themes were identified including, ‘Connection to Self’, ‘Connection to Others’ and ‘Connection to Lecturers’. Findings indicate that connection can be nurtured online through intentional and considered instruction. Findings also suggest that students miss the personal connections that face-to-face teaching affords with a preference for a blended approach to learning. The results are used to make specific recommendations for Counselling & Psychotherapy educators.

Enhancing English Language Learning In Tertiary Education Through Blended Approaches: A Bangladesh Perspective

Purpose of the study: Main purpose of this study to investigates the implications of adopting blended approaches in enhancing English language proficiency, bridging the digital divide, and preparing students for the demands of a globalized world. Through a Bangladesh perspective, this research seeks to illuminate the transformative power of blended learning.
 Methodology: This research employs a qualitative approach. In depth Interviews (IDI) and FGDs has been administered to thirty facilitators and thirty students to measure benefits and challenges associated with blended learning. Additionally, Interviews with ten pedagogy experts has provide insights into successful implementation strategies. Data has been analyzed thematically.
 Main Findings: Research findings show that by blending technology with traditional pedagogy, this approach prepares students for a world where adaptability and digital literacy are paramount. The success of this approach relies on the collaborative efforts of educational institutions, instructors, and students, all working towards a holistic and dynamic learning experience that empowers students to thrive in an interconnected global society.
 Novelty/Originality of this study: This study adds additional knowledge of the challenges and efforts associated with blended approaches to English language learning in tertiary education in Bangladesh.The study's findings can be used as a guide for interested parties, including educators and institutions of higher learning, to address the issues with English language teaching and learning in tertiary education and improve student language learning quality.

Teaching food biotechnology in a university engineering program: blended and in-person approaches in Ecuador

Food biotechnology is a modern science that generates interesting goods and services for society, it is part of the curriculum of agribusiness engineering careers in Ecuadorian universities. The objective was to determine the influence of the teaching system (in-person and blended) on learning levels. The sample consisted of four hundred students of the fifth level of the aforementioned career, divided into 8 different academic semester periods, during 4 consecutive years (2018, 2019, 2020, and 2021), four in an in-person system and four in a blended system (in-person and online) of an Ecuadorian public university, through a quasi-experimental type of research. The evaluation was carried out using both the grade records obtained by the students, as well as the application of a theoretical and practical test at the end of the course. The data were analyzed using descriptive statistics and a Student's t-test (P≤0.05). It was found that the in-person education system allows 72 % of learning of Biotechnology knowledge while the blended system improves it by up to 86 % with statistical differences between them, so Biotechnology is better understood and applied through a blended system of education.

Feasibility of an Application-Based Outpatient Rehabilitation Program for Stroke Survivors: Acceptability and Preliminary Results for Patient-Reported Outcomes.

The majority of stroke survivors experience long-term impairments. Regular physical activity and other lifestyle modifications play an important role in rehabilitation. Outpatient rehabilitation using telemedicine might be suitable to improve functional ability and long-term secondary prevention. The Strokecoach Intervention Program (SIP, Strokecoach GmbH, Cologne, Germany) comprises training, coaching and monitoring with the aim of improving or at least maintaining functional independence and preventing further stroke through more targeted physical activity. The SIP is provided as blended care, which refers to the integrated and coordinated delivery of healthcare services that combines traditional in-person interactions with technology-mediated interventions, optimizing the use of both face-to-face and virtual modalities to enhance patient outcomes. The aim of this study was to evaluate the acceptance of the SIP by the participants and its practical application, as well as to obtain initial indications of effects of the SIP on the basis of patient-related outcome measures, blood pressure measurements and recording of physical activity in parallel with the intervention. Data from individuals with stroke participating in the SIP were analyzed retrospectively. Within the SIP, participants received an application-based training program, were instructed to measure their blood pressure daily and to wear an activity tracker (pedometer). During the intervention period of either 6 or 12 weeks, the participants were supported and motivated by a personal coach via a messenger application. The primary outcomes of the analysis were recruitment, acceptance of and satisfaction with the SIP. Secondary outcomes included functional measures, mobility and health-related quality of life. A total of 122 individuals with stroke could be recruited for the SIP. A total of 96 out of 122 were able to start the program (54% female, mean age 54.8 (SD = 13.1), 6.1 (SD = 6.6) years after stroke onset) and 88 completed the SIP. Participants wore the activity tracker on 66% and tracked their blood pressure on 72% of their intervention days. A further analyzed subgroup of 38 participants showed small improvements in patient-reported outcomes such as health-related quality of life (SF-36) with an increase of 12 points in the subdomain mental health, vitality (12.6) and physical functioning (9.1). However, no statistically significant improvements were found in other performance-based measures (Timed Up and Go test, gait speed). This study showed that a blended therapy approach for stroke survivors with mild to moderate impairments in the chronic phase is feasible and was highly accepted by participants, who benefitted from the additional coaching.

A blending ensemble learning model for crude oil price forecasting

AbstractTo efficiently capture diverse fluctuation profiles in forecasting crude oil prices, we here propose to combine heterogenous predictors for forecasting the prices of crude oil. Specifically, a forecasting model is developed using blended ensemble learning that combines various machine learning methods, including k-nearest neighbor regression, regression trees, linear regression, ridge regression, and support vector regression. Data for Brent and WTI crude oil prices at various time series frequencies are used to validate the proposed blending ensemble learning approach. To show the validity of the proposed model, its performance is further benchmarked against existing individual and ensemble learning methods used for predicting crude oil price, such as lasso regression, bagging lasso regression, boosting, random forest, and support vector regression. We demonstrate that our proposed blending-based model dominates the existing forecasting models in terms of forecasting errors for both short- and medium-term horizons.

Minority Affirmations and the Boundaries of the Nation: Evidence From Québec

Cultural criteria, like language skills and values, are salient features of nationalism discourse, reflecting imagined boundaries that separate ingroup from outgroup member when thinking about the nation. Despite their salience, the relationship between cultural membership criteria and other civic (attainable) or ethnic (ascriptive) national boundaries, along with their implications for intergroup relations, is contested. Using surveys from N = 6448 majority group members in the Canadian province of Québec, we argue cultural boundaries are empirically distinct from civic and ethnic ones. Cultural and civic criteria are both prominent prerequisites for membership into the Québécois national community, but cultural criteria show markedly divergent relationships with outgroup attitudes. The results underline the importance of conceptualizing cultural boundaries as a distinct set of national membership criteria and question the construct validity of blended ethnocultural boundary measures or approaches that aggregate civic and cultural criteria together as equally “attainable” markers of national membership.