Description Coding Research Articles

You Don’t Have to be Their Best Friend: Complicating the Instructor-Student Relationship through a Mixed-Method Typology

The purpose of this study was to explore the nuances of instructor-student relationships with a nationally representative sample of students. Participants were randomly assigned to describe relationships with their best, worst, and/or last instructor and rate their satisfaction with each relationship, and the level of closeness with the instructor. Coding of student descriptions revealed 13 themes, organized into six pairs of constructive/destructive relationship anchors and one neutral category (Professional Relationship). Importantly, professional relationships were not as close as constructive relationships but were equally satisfying, indicating the closeness in instructor-student relationships has diminishing returns. Results are discussed in the context of instructional communication research and pedagogy.

Dublin Descriptors for Problem Scenarios in Problem Based Learning

Problem-based learning has been one of the major pedagogies that support various learning styles, utilizing problems as a key element in studies. While there are many ways to solve a problem, Computational Thinking can be one of them. Typically, we formulate learning outcomes and design assessments to attain these goals. However, there are cases where a single outcome may not suffice, especially with multi-layered problems. In such scenarios, we propose using Dublin Descriptors and evaluate the study using system design problems. Two case studies were designed, requiring students to reflect on the components of computational thinking. Reflections in the second case study were designed according to the written Dublin Descriptors. We conducted qualitative and quantitative analyses on data from 37 students in two case studies to identify themes related to Bloom's and Dublin Descriptors, using In Vivo, Descriptive, and Focus coding in two rounds of analysis. Statistical inferences suggest that the method holds promise for cases requiring advancement beyond Level 4. Dublin Descriptors show promise in cases where information needs to be communicated from ideas to inferences. Keywords—Computational Thinking; Dublin Descriptors, Problem-Based learning; Reflections, System Design

Study habits of English-majored students: a case study in Vietnam

Study habits play a crucial role in the academic performance of students at all education levels. Especially, students’ study habits have been considerably impacted due to the Covid-19 pandemic. This study was conducted with the aim of investigating the study habits of students and their changes in this time to help learners understand their study habits and make some suitable adjustments to reach academic success. The data was collected through an online questionnaire administered to 325 English-majored students. Descriptive statistics, T-tests, ANOVA, and thematic coding were used to analyze the data. The findings revealed that there are significant differences in study habits of male and female students, particularly in terms of note-taking habits, mode of study, and time management habits while study habits were not affected by class levels and academic results. Besides, the majority of participants confirmed that their study habits relatively changed after the pandemic.

Stakeholder’s Perspective on the Challenges Faced during the Implementation of the Integrated Curriculum at Medical Colleges of Khyber Pakhtunkhwa

OBJECTIVES To explore and identify the challenges stakeholders face in implementing and sustaining the integrated curriculum in undergraduate medical colleges of Khyber Pakhtunkhwa METHODOLOGY The study design was qualitative exploratory. A total of 15 participants (student, faculty member, and educationist from each institute, two public sector and three private sector medical colleges in Peshawar. The participants meeting the inclusion criteria were enrolled through a purposive sampling technique. An interview guide was developed based on the literature review, and experts’ validation was done and used to conduct semi-structured interviews with nine participants. A Focused group discussion (FGD) comprised six participants to complement the data from individual interviews. Audio recordings of interviews and FGD were transcribed verbatim manually. The ten transcripts were fragmented and searched for primary codes. A total of 166 codes in vivo codes were generated. The second cycle of 44 descriptive codes was defined. The secondary codes were merged into 17 subthemes and six themes. RESULTSA total of six themes were derived from the data. The themes were that planning curriculum integration is like planning an uphill drive, dream versus ground reality, moving up and down the ladder, teamwork is the heart of the paradigm shift, the challenges, and the road to success. Participants views on the difficulty of implementing an integrated curriculum varied widely, and these differences were attributable to the participants' unique perspectives and contextual factors of the institutes. CONCLUSION Implementing an integrated curriculum is not a journey on the road; it faces many challenges. Teamwork is the hallmark of successful implementation.

기술변화가 고용과 임금에 미치는 영향

This study links and analyzes textual data on patents and occupations to create a patent volume by occupation and analyzes the effect of skill characteristics proxied by patent volume on employment and wages. We used CPC code descriptions, and Occupational Dictionary descriptions, linking US SOC, IOC, KSOC. Using FastText as a word embedding method, we calculated the cosine similarity of O*NET and CPC texts to create a patent volume variable by occupation. The analysis shows that the effect of technology on employment and wage changes is statistically significant (-) in the panel fixed effects model. While the employment effect is largely non-linear, i.e., decreasing in the short run and increasing in the medium and long run, the wage effect shows a negative linear relationship. These findings are largely in line with existing international studies in this area and confirm the general finding that the effects of technological change are not uniform or unidimensional and require policy responses that take into account different contexts and dimensions.

Optimizing RTL Code Obfuscation: New Methods Based on XML Syntax Tree

As the most widely used description code in digital circuits and system on chip (SoC), the security of register transfer level (RTL) code is extremely critical. Code obfuscation is a typical method to ensure the security of RTL code, but popular obfuscation methods are not fully applicable to RTL code. In addition, some RTL code obfuscation tools also have issues with incomplete functionality or obfuscation errors. In view of the above issues, this paper studies the RTL code security problem represented by obfuscation. Based on the extensible markup language (XML) syntax tree generated by parsing RTL code, a complete RTL code refactoring model is constructed, and four targeted RTL code obfuscation methods are proposed, namely: Layout obfuscation; Parameter obfuscation; Critical path obfuscation; Code increment obfuscation. Utilizing the developed obfuscation tool, an assessment of the performance and effectiveness of the obfuscation methods is conducted, alongside testing the equivalence between the obfuscated code and the source code. The experimental results show that the proposed obfuscation methods have higher practicability and reliability, and have the characteristics of high obfuscation coverage that can be stable at over 98% and preservation of compiler indicative Comments.

‘People that suffer or have been through it know the answers’: stakeholders’ perspectives on improving healthcare systems for end-of-life care in chronic obstructive pulmonary disease

BackgroundChronic obstructive pulmonary disease (COPD) is a progressive and disabling lung condition with a high mortality. Our research has shown that health care for end-of-life COPD is poorly integrated. The aim of this study was to involve people with end-of-life COPD, their support people and health professionals in the design of healthcare services to help improve the delivery of care for advanced COPD, including informing system-level quality improvement.DesignWe conducted a focus group study involving stakeholders of healthcare services: people with end-of life COPD, support people, bereaved support people, and community- and hospital-based health care professionals.MethodsWe conducted qualitative analysis using deductive structural coding, and then inductive descriptive and pattern coding. Analyses were triangulated by investigators. The research positioned people with end-of-life COPD, their support people and health professionals as experts in healthcare services. Critical theory and Actor-Network theory informed the analysis.ResultsSeven focus groups involving 74 participants reported their experiences of end-of-life care for COPD. Five themes related to healthcare systems responses to improving care quality were identified: governance, system integration, resource design and development, standardisation of processes, and communication.ConclusionStakeholders provided multiple healthcare system-level responses to end-of-life care in COPD that could inform healthcare service design and clinical quality improvement.

Towards a Paradigm Shift: Analysis of Student Teachers’ and Teacher Education Institutions’ Readiness on Kurikulum Merdeka

This research is to examine the preparedness and initiatives of Teacher Training and Education Institutes (LPTK) and student teachers in implementing Kurikulum Merdeka. This cross-sectional study employs a phenomenological approach. The study encompasses 448 student teachers from various provinces in Indonesia. Data were gathered through a questionnaire featuring open-ended questions, and the results were analyzed using a multistage descriptive coding and pattern approach. The findings reveal that 82.81% of student teachers are ready to implement Kurikulum Merdeka. However, in terms of understanding, 24.55% of them still need to improve their understanding about the new curriculum. In conclusion, there persists a need to continually enhance the knowledge and skills of student teachers in navigating the implementation of Kurikulum Merdeka. Additionally, LPTK must ensure the provision of competencies adequately.

Revealing reviews: employing Tripadvisor to explore children’s experiences at medical museums

Today more than 170 medical museums in 29 countries across the globe welcome tourists. Given their long history and increasing popularity, it is surprising that researchers have ignored medical museums, now heralded as must-see dark tourism destinations. This paper explores the experiences of young tourists visiting three such medical museums. To launch this research into medical museums, we chose an untapped data source for child tourism: Tripadvisor reviews. Although Tripadvisor reviews appear frequently in adult tourism literature, they have yet to be used in child tourism research. Using specific exclusion and inclusion criteria, we gathered and analyzed 97 online comments that depicted young tourists’ reactions. Qualitative analysis using descriptive coding yielded four themes, from physical illness and disgust to fascination and delight.

The Information Literacy Class as Theatrical Performance: A Qualitative Study of Academic Librarians’ Understanding of Their Teacher Identity

This qualitative study examines how academic librarians understand, conceptualize, and describe their teacher identity. The role of the academic librarian has greatly changed due to the advent of information technology. Traditionally, they were generalists, who were responsible for selecting and maintaining library collections. Academic librarian roles have evolved into web developers, information literacy (IL) instructors, emerging technology innovators, marketing and outreach coordinators, open education resources (OER) advocates, and scholarly communication experts. This research investigates the academic librarian as teacher phenomenon, how they describe their professional identity as teachers, the skills, knowledge, and competencies they teach, and their beliefs of how they are perceived by faculty. The author conducted interviews with six participants via Zoom. Using in vivo and descriptive coding, the author analyzed the interview data and three broad themes emerged: philosophy, identity, and perception. This study contributes to the literature of the importance of IL as a key facet of academic librarians’ professional identity, their instructional role on campus, the increase in their teaching responsibilities, and how they describe their professional identity as teachers. Further, this research contributes to academic librarians’ teaching practices and may inform LIS program administrators to update their curriculum and offer more courses on instruction, pedagogy, and learning theories. The study also illustrates a disconnect between academic librarians’ lack of instructional preparedness and an increased demand for teaching among academic librarians.

Codification and description of phenological growth stages of taro (Colocasia esculenta var. antiquorum) according to the extended BBCH Scale

AbstractTaro [Colocasia esculenta (L.) Schott var. antiquorum] is an important tuber crop widely cultivated in tropical and sub‐tropical regions, for its corms, leaves, and petioles. Millions of people living in developing countries in Asia, Africa, and Central America, utilise taro as a staple or subsistence food and it plays a very crucial role there for food security, nutritional security, livelihood improvement, and employment generation. It exhibits a capacious range of diversity worldwide regarding plant characteristics. However, its phenology has not yet been described systematically. The present study defines codes and phenological growth stages of taro according to the extended Biologische Bundesanstalt, Bundessortenamnt, and Chemische Industrie (BBCH) scale using a three‐digit numerical coding system for its description. A total of nine principal growth stages were described such as germination (0), leaf development (1), elongation of shoot/stem (2), tuber formation (3), development of inflorescence/spadix (5), flowering (6), development of berries/fruiting (7), ripening of berries and seed development (8) and senescence and beginning of dormancy (9) and further, each of the principal development stages has been partitioned into optional developmental growth stages. Under remarkable circumstances, it is valuable to use mesostages with three‐digit codes for description. The study of extended BBCH scale for taro has immense importance in crop management, crop improvement, germplasm characterisation, and assessment of impact of the climate on phenology under different agro‐climatic conditions for the selection of suitable genotypes.

Examining the use of psychiatric collaborative care and behavioral health integration codes at federally qualified health centers: A mixed-methods study.

Despite evidence to support the integration of behavioral health and physical health care, the adoption of Integrated Behavioral Health (IBH) has been stymied by a lack of reliable and sustainable financing mechanisms. This study aimed to provide information on the use of Psychiatric Collaborative Care Model (CoCM) and behavioral health integration (BHI) codes and the implementation of IBH in federally qualified health centers (FQHCs). This cross-sectional, mixed-methods study involved an electronic survey of administrators and follow-up qualitative interviews from a subset of survey respondents. Quantitative data were analyzed using descriptive analysis and thematic coding was used to analyze qualitative data to identify salient themes. Administrators (N = 52) from 11 states completed the survey. Use of CoCM (13%) or BHI codes (17.4%) was low. Most administrators were not aware that CoCM (72%) or BHI codes (70%) existed. Qualitative interviews (n = 9) described barriers that further complicate IBH and code use like workforce shortages and insufficient reimbursement for the cost to deliver CoCM services. Although FQHCs are working to meet the needs of the communities they serve, a lack of billing clarity and awareness and workforce issues hinder the adoption of the CoCM. FQHCs face many demands to provide care to safety net populations, yet are not fully equipped with the resources, workflows, staffing, and payment structures to support CoCM/BHI billing. Increased financial and logistical support to build practice infrastructure is needed to reduce the administrative complexity and inadequate reimbursement mechanisms that currently hinder the implementation of the CoCM and integrated care delivery. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Hyperbolic graph convolutional neural network with contrastive learning for automated ICD coding

The International Classification of Diseases (ICD) is a widely used criterion for disease classification, health monitoring, and medical data analysis. Deep learning-based automated ICD coding has gained attention due to the time-consuming and costly nature of manual coding. The main challenges of automated ICD coding include imbalanced label distribution, code hierarchy and noisy texts. Recent works have considered using code hierarchy or description for better label representation to solve the problem of imbalanced label distribution. However, these methods are still ineffective and redundant since they only interact with a constant label representation. In this work, we introduce a novel Hyperbolic Graph Convolutional Network with Contrastive Learning (HGCN-CL) to solve the above problems and the shortcomings of the previous methods. We adopt a Hyperbolic graph convolutional network on ICD coding to capture the hierarchical structure of codes, which can solve the problem of large distortions when embedding hierarchical structure with graph convolutional network. Besides, we introduce contrastive learning for automatic ICD coding by injecting code features into text encoder to generate hierarchical-aware positive samples to solve the problem of interacting with constant code features. We conduct experiments on the public MIMIC-III and MIMIC-II datasets. The results on MIMIC III show that HGCN-CL outperforms previous state-of-art methods for automatic ICD coding, which achieves a 2.7% and 3.6% improvement respectively compared to previous best results (Hypercore). We also provide ablation experiments and hierarchy visualization to verify the effectiveness of components in our model.

Improve Code Summarization via Prompt-Tuning CodeT5

Code comments are crucial in software engineering, aiding in program maintenance and code reuse. The process of generating clear and descriptive code comments, outlining code functionality, is called code summarization. Existing code summarization methods are typically trained using transformer-based models. However, these trained models often possess limited parameters and lack specific training tasks, hindering their ability to capture code semantics effectively. This paper uses a high-capacity pre-trained model, CodeT5, for code summarization. CodeT5 is designed with an encoder-decoder architecture that excels in code summarization tasks. Furthermore, we adopt a novel paradigm, "pre-train, prompt, predict", to unlock the knowledge embedded within CodeT5. We devise a prompt template to convert input code into code prompts and fine-tune CodeT5 with these prompts—a process we term prompt tuning. Our effectiveness experiments demonstrate that prompt tuning CodeT5 with only 40% of the dataset can achieve comparable performance to fine-tuning CodeT5 with 100% of the dataset. This means our approach is applicable in few-shot learning scenarios. Additionally, our prompt learning method is not sensitive to the size of the tuning dataset. Our practicality experiments show that the performance of prompt-tuned CodeT5 far surpasses that of transformer-based models trained on code-comment datasets collected from Stack Overflow.

Deportigualízate: enacting critical intersectional feminist pedagogy in Spanish PESTE

ABSTRACT Background Physical education is seen as a subject that can both entrench but also challenge inequities. Within Spain, there is legislation requiring educators to teach about gender equity in schools across all subjects. Given this, topics around gender (and equity more broadly) are being taught in some Spanish Physical Education-Sport Tertiary Education (PESTE) programmes. Purpose The purpose of this paper is to explore university students’ experiences of engaging with a critical intersectional feminist pedagogy unit in a Spanish PESTE programme. Methods This paper represents one participatory action research study that is part of a larger research project exploring equity in physical education. The authors use qualitative data generation methods (including interviews, evaluations, field notes, and others) as well as data analysis (narrative analysis, descriptive coding, concept coding) to develop the findings. Findings The findings examine two teaching moments from the unit that students resonated with the most. In so doing, the authors examine the specific factors that the students discussed the most as affecting the way they think about equity in health, physical activity, and education. Conclusions The authors conclude by arguing that critical approaches to physical education that draw on embodied pedagogies and emplaced criticality have the ability to make ripples of change that can help raise issues of equity amongst future physical education professionals.

Teaching music unmusically: The impact of the COVID‐19 pandemic on secondary school music curricula in England

AbstractThe COVID‐19 pandemic, which emerged during 2020, had a wide‐ranging impact on all forms of social engagement in England until February 2022, when all COVID restrictions were lifted. Schools were widely affected during this time in both tangible and tacet interactions. The impact of COVID restrictions on curricula for 11–14‐year‐olds in the Key Stage 3 secondary music classroom in schools has been among the more hidden educational impacts, and research in this area has been limited. This article discusses research conducted between November 2020 and June 2021, which took the form of an online survey with 59 classroom music teachers and semi‐structured interviews with 12 music teacher participants. Adopting a methodology of descriptive coding and thematic analysis for interviews and open‐response survey questions, the findings reveal 10 unintended consequences of COVID‐19 safety measures for curriculum music teaching in schools. The article concludes by developing the concept of the ‘funnelling’ of music teaching during this time and explores the lasting impacts of such treatment, tracing the implications for the future of music curriculum in school and policy contexts.

A comprehensive description and application of the FloodW simulation code for flooded ship problems: From still water to irregular wave scenarios

This paper provides a compendium of the numerical model that goes under the name of FloodW. This code is a fast tool for the simulation and the analysis of the effects of flooding water on ship dynamics and loads in time domain, developed for safety purposes. It has been recently involved in the international benchmark study on simulation of flooding and motions of damaged Ropax vessels within the EU Horizon 2020 project FLARE, where the name FloodW was given for the first time. Indeed, the development of the code started almost 10 years ago for still water applications, limited to ship motions, up to flooding simulation in regular waves with the possibility to study also non-linear hull girder loads. The core feature of the flooding water modeling is in the assumption of a free surface normal to the apparent gravity vector, which is evaluated accounting for ship and water dynamics. Although this approach, from validations with experimental data, was found accurate in the whole range of filling levels of the damaged compartment, with finer accuracy for intermediate fillings, an alternative method was also proposed and implemented, pertinent to low filling levels. Therefore, this paper provides a comprehensive description of the FloodW code together with its applications, including also the recent developments in participating to the benchmark FLARE, regarding ship flooding in irregular wave scenario.

To use or not to use ChatGPT and assistive artificial intelligence tools in higher education institutions? The modern-day conundrum – students’ and faculty’s perspectives

Students’ use of Artificial Intelligence tools to complete assignments spawns issues in academic integrity. The purpose of this study was to explore students’ and faculty’s perspectives on the benefits and challenges of using ChatGPT and assistive Artificial intelligence (AI) tools to complete assignments. This descriptive phenomenological qualitative methodology study encompassed interviews with eight students who used Large Language Models (LLMs) AI tools to complete their assignments and nine students who did not. It also contains interviews with six Faculty and their perspectives on students’ use of Large Language Models (LLMs) AI tools to complete their assignments and their thoughts on the benefits and challenges. The participants were purposively selected. The data were coded based on Braun and Clarke’s (2013) six steps in thematic analysis. Descriptive, in vivo, and evaluative coding were used. Additionally, data were examined semantically and latently using reductionist analysis to determine the final themes. Five components of the Unified Theory of Acceptance and Use of Technology (UTTAUT) were applied to the data collected and provided the framework for the study. Behavioural intention served as the foundation. Effort and Performance Expectancies, and facilitating conditions were exemplified in participants’ responses about the use of ChatGPT, Grammarly, and other AI assistive tools, plagiarism/academic integrity, and social influence were indicated when participants (both Students and Faculty) suggested the need for the development of policies and procedures toward the appropriate use of AI tools. Effort and performance expectancies and habits were found in the data collected in the form of consideration of the pros of using AI tools such as ChatGPT and assistive tools. These include the time saved by generating information, examples for both students and Faculty, and help in the teaching/learning process, and one participant found that it motivated her. The cons cited were students’ lack of creativity and the inability to think critically, the cost of the AI assistive tools (related to the component Price), the bandwidth needed to use them, the digital divide, and the false information generated. This study has significance for the use of ChatGPT and assistive AI tools in education and the ethical implications. It is recommended that specific policies be established and enacted to ensure the appropriate use of assistive and Artificial Intelligence (LLMs) tools.

“Boys Love Boy Toys”: a qualitative study exploring the role of fathers in young boys’ gendered toy preferences

Children come to understand the concept of gender and learn to differentiate roles and norms on the basis of gender in early childhood. By interacting with individuals in their social contexts (i.e., family and peers), children are taught about gender norms and expectations, and as a result, learn to negotiate their own identities within different contexts. Parents have an especially important role in how children come to understand their own gender identity, as they have the ability to shape their childrens’ behaviors by endorsing certain gender stereotypes (e.g., girls wear pink, and boys play with trucks). For young boys, their fathers are a key socialization agent in their gender development, as they convey both implicitly and explicitly, gender-appropriate ways of being. Fathers may endorse ideas of traditional masculinity, which constrain boys to conform to the expected male norms, and discourages them from engaging in perceived feminine behaviors, such as cross-gender play. Accordingly, young boys are often expected to prove their manhood by marking their masculinity against femininity, in a power struggle where they are trying to get their gender right. Based on established and current literature in the field of gender identity development and masculinity in early childhood, this qualitative study aimed to explore young boys’ existing working schema of masculinity and the role that their fathers play in shaping it. Participants included six father–son pairs, with boys (ages 4–6) and their fathers (ages 34–37). Fathers were first asked to complete an adapted version of the Child-Rearing Sex-Role Attitude Scale, which assessed their attitudes and beliefs about gender-related toys, activities, and behaviors. Semi-structured interviews were then conducted with the father–son pairs, where they participated in a series of toy-preference activities in a virtual game. Descriptive coding and content analysis were used to analyze the responses boys provided for their toy preferences. Boys reported having a more stereotyped definition of “girl toys” than of “boy toys”, as reflected in their choices of toys that they felt that only girls would like to play with. Fathers’ self-described beliefs reported on the Child-Rearing Sex-Role Attitude Scale were similarly reflected in their behaviours and comments during the interviews with their sons, such that fathers who shared stereotypical beliefs about gender-related behaviours and activities on the scale, engaged in behaviours which corresponded to their beliefs when interacting with their sons. Implications for families and educators are discussed.

DeKeDVer: A deep learning-based multi-type software vulnerability classification framework using vulnerability description and source code

DeKeDVer: A deep learning-based multi-type software vulnerability classification framework using vulnerability description and source code