Relevant bibliographies by topics / Educational technology – Data processing

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Educational technology – Data processing'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Educational technology – Data processing"

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Li, Haiying, Janice Gobert, Art Graesser, and Rachel Dickler. "Advanced Educational Technology for Science Inquiry Assessment." Policy Insights from the Behavioral and Brain Sciences 5, no. 2 (2018): 171–78. http://dx.doi.org/10.1177/2372732218790017.

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The Next Generation Science Standards (NGSS) for K-12 science education has outlined new standards that integrate science inquiry practices with scientific concepts and ideas. The challenge with implementing this framework has been determining how to provide students with authentic scientific experiences and real-time individualized scaffolding during inquiry, as well as reliably and validly assess students’ inquiry competencies. This article reviews current computer-based educational technologies, namely, educational data mining and natural language processing, and describes how these technologies have been used to automatically assess science inquiry practices aligned with NGSS practices. The second section describes the implementation of real-time adaptive, individualized scaffolds and instruction, based on automated inquiry assessment techniques. Finally, we aim to direct the attention of policy makers toward the use of technology to promote significant progress of nationwide inquiry-based learning, teaching, and assessment.
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Lu, Liping, and Jing Zhou. "Research on Mining of Applied Mathematics Educational Resources Based on Edge Computing and Data Stream Classification." Mobile Information Systems 2021 (March 25, 2021): 1–8. http://dx.doi.org/10.1155/2021/5542718.

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Facing the massive data of higher education institutions, data mining technology is an intelligent information processing technology that can effectively discover knowledge from the massive data and can discover important information that people have previously ignored from the huge data information. This article is dedicated to the development of applied mathematics education resource mining technology based on edge computing and data stream classification. First of all, this article establishes a resource system architecture suitable for existing applied mathematics education through edge computing technology, which can effectively improve the efficiency of data mining. Secondly, the data stream classification algorithm is used for information extraction and classification integration of massive applied mathematical education data. This method provides potential and valuable information for decision-makers and education practitioners. Finally, the simulation and performance test of the system verify that it has the functions of mathematical information mining and data processing. This system will provide strong support for applied mathematics education reform.
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Zhang, Guolei, Jia Li, and Li Hao. "Cloud Computing and Its Application in Big Data Processing of Distance Higher Education." International Journal of Emerging Technologies in Learning (iJET) 10, no. 8 (2015): 55. http://dx.doi.org/10.3991/ijet.v10i8.5280.

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In the development of information technology the development of scientific theory has brought the progress of science and technology. The progress of science and technology has an impact on the educational field, which changes the way of education. The arrival of the era of big data for the promotion and dissemination of educational resources has played an important role, it makes more and more people benefit. Modern distance education relies on the background of big data and cloud computing, which is composed of a series of tools to support a variety of teaching mode. Clustering algorithm can provide an effective evaluation method for students' personality characteristics and learning status in distance education. However, the traditional K-means clustering algorithm has the characteristics of randomness, uncertainty, high time complexity, and it does not meet the requirements of large data processing. In this paper, we study the parallel K-means clustering algorithm based on cloud computing platform Hadoop, and give the design and strategy of the algorithm. Then, we carry out experiments on several different sizes of data sets, and compare the performance of the proposed method with the general clustering method. Experimental results show that the proposed algorithm which is accelerated has good speed up and low cost. It is suitable for the analysis and mining of large data in the distance higher education.
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Fikastiana Cahya, Theresia Wati, and Erly Krisnanik. "Perancangan Sistem Informasi Pengolahan Data Akademik Pada Pendidikan Anak Usia Dini Berbasis Website." Journal of Applied Computer Science and Technology 2, no. 1 (2021): 49–58. http://dx.doi.org/10.52158/jacost.v2i1.137.

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The use of information technology, especially in education, is very important today, because almost all educational institutions use technology to support the performance of employees and teachers. Academic data processing in educational institutions, especially in early childhood education needs to be considered because currently in implementing student data processing is still done manually. Manual data collection is considered quite slow because it requires very high accuracy to reduce the occurrence of errors, duplication of data, and to maintain the accuracy of the data. Data recording and reports on ledgers often experience loss because each year the data continues to increase and it is difficult to find and require long student data. The solution to the problems that occur in early childhood education is to build a website-based academic data processing information system that can adjust to needs and overcome problems that occur. So, the purpose of this study is to design a website-based academic data processing information system to facilitate PAUD in processing student academic data. In developing this system using the prototype method and the programming language PHP. The results of the study show that the use of the prototype method is very helpful in the design process where it functions in the relationship between the user and the designer in order to know what is needed so that the application built will be appropriate and can function as a medium of information and communication to parents of students with schools and to help PAUD processing student data
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Halimovich, Yuldashev Abdusamat, and Ermatov Axror Baxtiyorjon Ogli. "Increasing Learning Efficiency Using Adaptive Testing Technology." American Journal of Engineering And Techonology 03, no. 02 (2021): 31–41. http://dx.doi.org/10.37547/tajet/volume03issue02-05.

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Purpose: The article describes a set of software developed for adaptive testing technology in the implementation of an objective assessment of students' knowledge. There is also information about the possibility of computerizing education, reducing the unproductive live work of teachers, preserving the methodological potential of experienced professors, installing computer software for management. Methods: It is noted that the experiments were carried out by 2nd year students of the Andijan Machine-Building Institute in the direction of "Ground transport systems and their operation." Results: The research results are presented in the form of some data by means of mathematical statistical processing. The Pearson, Kolmagorov and Romanovsky criteria were also used to check the accuracy of the study results. Conclusion: it is stated that a software package aimed at creating a technology for remote and adaptive testing without the participation of the human factor will allow processing the results of experiments in educational and research centers and achieving them in practice.
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Irnaka, Theodosius Marwan, Wahyudi Wahyudi, Eddy Hartantyo, Adien Akhmad Mufaqih, Ade Anggraini, and Wiwit Suryanto. "SEISGAMA: A Free C# Based Seismic Data Processing Software Platform." International Journal of Geophysics 2018 (2018): 1–8. http://dx.doi.org/10.1155/2018/2913591.

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Seismic reflection is one of the most popular methods in geophysical prospecting. Nevertheless, obtaining high resolution and accurate results requires a sophisticated processing stage. There are many open-source seismic reflection data processing software programs available; however, they often use a high-level programming language that decreases its overall performance, lacks intuitive user-interfaces, and is limited to a small set of tasks. These shortcomings reveal the need to develop new software using a programming language that is natively supported by Windows® operating systems, which uses a relatively medium-level programming language (such as C#) and can be enhanced by an intuitive user interface. SEISGAMA was designed to address this need and employs a modular concept, where each processing group is combined into one module to ensure continuous and easy development and documentation. SEISGAMA can perform basic seismic reflection processes. This ability is very useful, especially for educational purposes or during a quality control process (in the acquisition stage). Those processes can be easily carried out by users via specific menus on SEISGAMA’s main user interface. SEISGAMA has been tested, and its results have been verified using available theoretical frameworks and by comparison to similar commercial software.
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Doblada, John Cyrus L., and Dennis G. Caballes. "Relationship of Teachers' Technology Skills and Selected Profile: Basis for Redesigning Training for Online Distance Learning Modality." Instabright International Journal of Multidisciplinary Research 3, no. 1 (2021): 17–22. http://dx.doi.org/10.52877/instabright.003.01.0044.

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The use of ICT as part of teacher’s instruction heightened because of the COVID-19 pandemic. This study analyzed the relationship of teacher’s selected profile such as educational attainment, field of specialization and years in service in association with skills in information processing, content creation, communication and problem-solving. The study utilized correlational research design and questionnaire as instrumentation. Simple random sampling was used to obtain the necessary number of samples from the population. Percentage and frequency distribution and chi-square test was used for analyzing the data collected. The data revealed in terms of content creation shows a significant relationship to educational attainment where it implies that the skills of making content using programs and software varies depending on the educational attainment a teacher achieved. Also, in terms of information processing, the data shows a significant relationship to years in service where it suggests that the skills in processing, collecting and analyzing information using online software and engine varies depending on the experience of the teacher. This study recommends introducing and utilize a variety of technology options in training teachers and consider new and innovative learning methods in training them.
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Bugaichuk, Tatiyana V., and Polina A. Polyakova. "PSYCHOLOGICAL ASPECTS OF USING BIG DATA TECHNOLOGY IN THE CONTEXT OF DISTANCE LEARNING." Yaroslavl Pedagogical Bulletin 116, no. 5 (2020): 177–83. http://dx.doi.org/10.20323/1813-145x-2020-5-116-177-183.

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The issue of studying a person's abilities to perceive a large amount of information during the period of distance learning is poorly understood and extremely relevant. The problem of our research is the identification of modern technologies for supporting education system specialists in working with a large amount of information, the ability to perceive and analyze it, as well as reducing the level of information fatigue among educational workers during distance learning, since the digitalization of education has an intense negative impact on mental processes of employees, on their psychological and social well-being. The article describes the results of a theoretical study of the interdisciplinary convergence of the indicated problem, expanding the understanding of Big Data technology through the psychology of abilities and the psychology of education. At the same time, the authors of the article note the increasing role of Big Data technology in the modern conditions of a pandemic and distance learning. Big Data technology or «Big Data» means a certain system of methods and some algorithms for working with large amounts of data. These data sets are aimed at acquiring a qualitatively new understanding of what this information carries. Now there are four main directions of the formation of large volumes of data in the education system. These are online training systems, internal information systems of educational organizations, information about employees and the requirements of the organization's management to potential employees, information about students. Having studied the main directions of Big Data development when processing large amounts of various information, we found links with the implementation of Big Data methods, tools and technologies in the field of education and the efficiency of employees. The authors identified and studied an important function of Big Data in the period of distance learning – it is the creation of psychological well-being of employees of the education system and the leveling of the problem of information fatigue.
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Amo, Daniel, Pablo Gómez, Luis Hernández-Ibáñez, and David Fonseca. "Educational Warehouse: Modular, Private and Secure Cloudable Architecture System for Educational Data Storage, Analysis and Access." Applied Sciences 11, no. 2 (2021): 806. http://dx.doi.org/10.3390/app11020806.

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Data in the educational context are becoming increasingly important in decision-making and teaching-learning processes. Similar to the industrial context, educational institutions are adopting data-processing technologies at all levels. To achieve representative results, the processes of extraction, transformation and uploading of educational data should be ubiquitous because, without useful data, either internal or external, it is difficult to perform a proper analysis and to obtain unbiased educational results. It should be noted that the source and type of data are heterogeneous and that the analytical processes can be so diverse that it opens up a practical problem of management and access to the data generated. At the same time, ensuring the privacy, identity, confidentiality and security of students and their data is a “sine qua non” condition for complying with the legal issues involved while achieving the required ethical premises. This work proposes a modular and scalable data system architecture that solves the complexity of data management and access. On the one hand, it allows educational institutions to collect any data generated in both the teaching-learning and management processes. On the other hand, it will enable external access to this data under appropriate privacy and security conditions.
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Baranova, N. M., and L. V. Sorokin. "MODERN EDUCATIONAL TECHNOLOGY: PROCESSING AND VISUALIZATION OF THE DATA USING THE MATHEMATICAL PACKAGE ORIGINPRO 8.5.2 (THE CONCEPT OF PSYCHO-COGNITIVE BARRIERS)." RUDN Journal of Informatization in Education 14, no. 3 (2017): 324–33. http://dx.doi.org/10.22363/2312-8631-2017-14-3-324-333.

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Dissertations / Theses on the topic "Educational technology – Data processing"

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Rashotte, Angela L. "Resistance to technology integration in elementary teaching by the technologically proficient classroom teacher." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=83144.

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The Quebec Ministry of Education has implemented curriculum reforms that emphasize the integration of information technology into classroom teaching practices. Despite these efforts, however, many teachers appear to resist using computers in their classrooms. Some of these resistors are technologically literate! The purpose of this qualitative study is to better understand the reluctance of the technologically-literate teachers (with two to three years of experience) to integrate technology into their teaching practices.<br>The six teachers participating in this study completed questionnaires and were individually interviewed using an open-ended approach. The data were then analyzed using the Constant Comparative Method. The results showed that although the participants were using computers in their classrooms, they were not actually integrating technology as stipulated by the curriculum reforms. This was attributed to a number of factors, including personal limitations, job stability, lack of resources and funds, time, training, and curriculum issues.
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Arshad-Ayaz, Adeela. "Education and technology : a critical study of introduction of computers in Pakistani public schools." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102785.

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The importance of technology in education cannot be underestimated. There are compelling reasons for developing nations like Pakistan to introduce technology in their educational systems. Nevertheless the approach and methods used in introducing technology in schools are premised on an economic ideology and based on a techno-centric curriculum that leads to new forms of dependency by keeping individuals from controlling the decisions that significantly shape their lives.<br>Introduction of technology does not automatically guarantee enhanced learning or effective teaching. Technology in education should be used as a tool to increase communication, create awareness, break down existing hierarchies, develop new styles of creating knowledge, and make schooling and education more inclusive. Mere technical use of computers in education does nothing to empower students.<br>The techno-centric introduction of technology in Pakistani public schools is likely to produce inequality. A number of practices in Pakistan's educational and social structure will have to change for the potential of technology to be fully achieved. A shift is needed from 'learning about the computers' to 'using computers in learning', from 'acquisition of limited skills' to 'construction of knowledge', from 'teacher-dependency' to 'independent inquiry' and from 'teacher-centered' to 'student-centered' teaching methods.<br>However, such a change can only take place within a critical framework of education. The critical model based on integrated curriculum treats the computer not as an isolated subject but as a tool that helps learners enhance their critical thinking skills and seek various alternatives to solve problems.<br>Thus, it is important for educational policy-makers to realize that any effort at introducing technology in the educational realm requires theoretical discussion and a societal dialogue to arrive at a framework for technology's place in socio-educational contexts. Pakistan needs to develop and introduce educational technology to seek solutions for its unique economic, social, cultural and human and social development requirements based on its present level of development and evolution.
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Weber, Mark J. "A study of computer technology use and technology leadership of Texas elementary public school principals." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5589/.

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The purpose of this study was to determine Texas elementary principals' level of computer technology use and their leadership in technology integration activities as defined by the National Educational Technology Standards for Administrators (NETS*A). Additionally the study addressed technology implementation as an innovation and used the literature concerning change and innovation models to identify organizational and personal factors that might affect the level of technology use and the leadership behaviors. Survey data retrieved from 216 Texas elementary public school principals led to the formation of the following conclusions. The elementary principals involved this study reported high level computer technology use, especially with the computer tools involving communication. Principals also reported high level leadership performance to the NETS*A standards. Multiple analyses of variance (MANOVA) revealed no significant difference in mean scores between the dependent variables of computer use or leadership performance to the NETS*A standards and the independent variables including the organizational factors of school location, district spending per student, campus minority status, and campus Title I status. A regression analysis revealed a statistically significant positive relationship between principals' computer technology use and personal variables of training and perceived risk-benefit. Another regression analysis revealed a statistically significant relationship between principals' technology leadership performance to the NETS*A standards and personal variables of training, perceived risk-benefit and perceived pressure to implement technology. Multiple regression analyses revealed no correlation between the dependent variables of technology use and technology leadership. A correlation analysis revealed a weak correlation between the two dependent variables with less than 4% of the variance explained by that relationship. There is a need for continuing research examining possible relationships between principals' technology use, their technology leadership behaviors, and the degree of technology integration in their schools. The findings from this study could be used by principal preparation programs to focus on technology integration training and personal factors that may affect principals' technology leadership behavior and technology use.
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Sicilia, Carmen. "The challenges and benefits to teachers' practices in constructivist learning : environments supported by technology." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98582.

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This research is intended for educational policy makers. This is an exploratory study that investigates Quebec's classrooms as a new educational reform is implemented. There are two relevant pieces of legislation in the reform that elicited this study. First, teachers are required to adopt constructivist teaching practices; second, teachers must use ICT in classrooms. The questions being addressed are: (1) What are the current challenges and benefits impacting teachers with the integration of computers in the classroom environment? (2) What do classroom practices look like given (a) in the context of Quebec's constructivist-learning environment and (b) the possibility of ICT support. Case studies with teachers from elementary and high schools show changes in teacher and student role; however, lack of guidelines hinder constructivist teaching practices. Five predominant challenges were identified: lack of personal development, lack of time, technical support, accessibility, and classroom management. The study also identifies five elements as benefits: sharing of information; communication; editing; monitoring; web access.
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Thomas, Charalambos Bob. "Information communications technologies in education : a Faustian bargain?" Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33934.

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There is currently a glaring absence of critical discourse surrounding the integration of information communications technologies in schools. Despite a growing body of literature showing that technology has both advantages and disadvantages, schools are incorporating ICT as if it were a panacea for educational and societal ills. This deification of ICT is based on utilitarian concerns and spiritual yearnings. The first chapter situates the author and outlines how the larger technology metanarrative has a mythic status. Chapter two situates the appeal to utilitarian and spiritual values in the wider culture. The final chapter examines how these issues are played out in the school system. The author concludes with a summary and raises areas for further investigation, along with suggestions for change.
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Bodily, Robert Gordon. "Designing, Developing, and Implementing Real-Time Learning Analytics Student Dashboards." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7258.

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This document is a multiple-article format dissertation that discusses the iterative design, development, and evaluation processes necessary to create high quality learning analytics dashboard systems. With the growth of online and blended learning environments, the amount of data that researchers and practitioners collect from learning experiences has also grown. The field of learning analytics is concerned with using this data to improve teaching and learning. Many learning analytics systems focus on instructors or administrators, but these tools fail to involve students in the data-driven decision-making process. Providing feedback to students and involving students in this decision-making process can increase intrinsic motivation and help students succeed in online and blended environments. To support online and blended teaching and learning, the focus of this document is student-facing learning analytics dashboards. The first article in this dissertation is a literature review on student-facing learning analytics reporting systems. This includes any system that tracks learning analytics data and reports it directly to students. The second article in this dissertation is a design and development research article that used a practice-centered approach to iteratively design and develop a real-time student-facing dashboard. The third article in this dissertation is a design-based research article focused on improving student use of learning analytics dashboard tools.
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Berry, William Lee. "The use of computer technology to compare and analyze community college dissertations." FIU Digital Commons, 1989. http://digitalcommons.fiu.edu/etd/1655.

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A purpose of this research study was to demonstrate the practical linguistic study and evaluation of dissertations by using two examples of the latest technology, the microcomputer and optical scanner. That involved developing efficient methods for data entry plus creating computer algorithms appropriate for personal, linguistic studies. The goal was to develop a prototype investigation which demonstrated practical solutions for maximizing the linguistic potential of the dissertation data base. The mode of text entry was from a Dest PC Scan 1000 Optical Scanner. The function of the optical scanner was to copy the complete stack of educational dissertations from the Florida Atlantic University Library into an I.B.M. XT microcomputer. The optical scanner demonstrated its practical value by copying 15,900 pages of dissertation text directly into the microcomputer. A total of 199 dissertations or 72% of the entire stack of education dissertations (277) were successfully copied into the microcomputer's word processor where each dissertation was analyzed for a variety of syntax frequencies. The results of the study demonstrated the practical use of the optical scanner for data entry, the microcomputer for data and statistical analysis, and the availability of the college library as a natural setting for text studies. A supplemental benefit was the establishment of a computerized dissertation corpus which could be used for future research and study. The final step was to build a linguistic model of the differences in dissertation writing styles by creating 7 factors from 55 dependent variables through principal components factor analysis. The 7 factors (textual components) were then named and described on a hypothetical construct defined as a continuum from a conversational, interactional style to a formal, academic writing style. The 7 factors were then grouped through discriminant analysis to create discriminant functions for each of the 7 independent variables. The results indicated that a conversational, interactional writing style was associated with more recent dissertations (1972-1987), an increase in author's age, females, and the department of Curriculum and Instruction. A formal, academic writing style was associated with older dissertations (1972-1987), younger authors, males, and the department of Administration and Supervision. It was concluded that there were no significant differences in writing style due to subject matter (community college studies) compared to other subject matter. It was also concluded that there were no significant differences in writing style due to the location of dissertation origin (Florida Atlantic University, University of Central Florida, Florida International University).
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Lomerson, William L. (William Lough). "Information Technology Needs of Professional Education Faculty with the Implications for the Design of Information Technology Systems." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc332783/.

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This study identified determinants existing within the academic environment of professional education faculty that influence the development and implementation of an information technology system to support their professional endeavors. Such a system would encourage these faculty to integrate technology into their curriculum and, consequently, produce teacher graduates who could employ information technology effectively in teaching. This study used a field survey research design with a mailed questionnaire. Both institutional and personal demographic factors were examined. The population exhibited a high level of homogeneity. This study indicated that ease of use, reliable operation, and capability to integrate technology into their personal work style were the most important concerns of faculty members. These factors reduce the emotional and intellectual costs of using technology.
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Heine, Jennifer Miers. "Staff Development Methods for Planning Lessons with Integrated Technology." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3343/.

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This study compared cooperative and individual staff development methods for planning lessons with integrated technology. Twenty-three teachers from one elementary school participated in the study. The sample was the entire population. Nine participants were assigned to the control group, and fourteen participants were assigned to the experimental group. Names of participants were randomly drawn to determine group assignment. Participants in the control group worked individually in all three staff development sessions, while participants in the experimental group chose a partner, with whom they worked cooperatively in all three staff development sessions. Each participant or pair of participants submitted a lesson plan prior to participation in three staff development sessions. Following the sessions, each participant or pair of participants submitted a lesson plan. Three independent raters rated lesson plans to determine the participants' respective levels on the Level of Technology Implementation Observation Checklist (Moersch, 2001). The ratings of the lesson plans submitted before the training were compared to those collected after the training using a two-by-two mixed model ANOVA. The occasion (pre- vs. post-test), group, and interaction variables were all statistically significant at the .1 level; however, only the occasion variable had a strong effect size. These data suggest that (1) all teachers who participated in the training, whether individually or cooperatively, were able to develop lesson plans at a higher level of technology implementation and (2) cooperative staff development methods had no advantage over individual staff development methods with respect to teachers' ability to write lessons with integrated technology.
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Bennett, Sandra M. "Exploring the relationship between continuing professional education and job satisfaction for information technology professionals in higher education." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5296/.

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The study had four main hypotheses that examined the relationships between job satisfaction and the reasons for attending continuing professional education (CPE). The purpose of this study was to examine the relationships between training and job satisfaction with the objective of adding to the body of knowledge related to both job satisfaction and training and development. Participation Reasons Scale was used to measure the reasons for attending CPE activities, and the Job in General Scale and Job Descriptive Index was used to measure job satisfaction. The surveys were administered over the Internet to information technology professionals working in higher education. The participants were contacted by email with a message explaining the purpose of the research and a Web link that took the participants directly to the survey. After collecting the data, it was exported into SPSS and analyzed using Spearman Rho and Mann Whitney U statistics and a simple structure exploratory factor to determine any underlying structures between the job satisfaction and CPE.
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Books on the topic "Educational technology – Data processing"

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Mann, Monica. Technology in education. Pacific Resources for Education and Learning, 1998.

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Burke, Jennifer. Technology standards for students. Southern Regional Education Board, 2001.

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Picciano, Anthony G. Educational leadership and planning for technology. 3rd ed. Merrill, 2002.

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G, Picciano Anthony, ed. Educational leadership and planning for technology. 2nd ed. Merrill, 1998.

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Educational leadership and planning for technology. 5th ed. Pearson, 2011.

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Educational leadership and planning for technology. 4th ed. Pearson/Merrill Prentice Hall, 2006.

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Office, General Accounting. School technology: Five school districts' experiences in funding technology programs : report to Congressional requesters. The Office, 1998.

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McKenzie, Jamieson A. How teachers learn technology best. FNO Pess, 1999.

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IFIP TC 3/WG 3.7 International Working Conference on Information Technology in Educational Management (6th 2004 Las Palmas, Canary Islands). Information technology and educational management in the knowledge society: IFIP TC3 WG3.7, 6th International Working Conference on Information Technology in Educational Management (ITEM), July 11-15, 2004, Las Palmas de Gran Canaria, Spain. Springer Science, 2005.

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Burns, Mary. Using what learners know. Southwest Educational Development Laboratory, 2000.

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Book chapters on the topic "Educational technology – Data processing"

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Wang, Na, Qitong He, Rui Wang, and Qun Li. "Application of Information Technology in Clinical Education." In Data Processing Techniques and Applications for Cyber-Physical Systems (DPTA 2019). Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1468-5_137.

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Wang, Na, Xige Yang, Rui Wang, and Jinguo Wang. "Application of Information Technology to Promote the Practice of Medical Education Teaching." In Data Processing Techniques and Applications for Cyber-Physical Systems (DPTA 2019). Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1468-5_87.

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Gui, Quanan. "VR Technology in Physical Education from the Perspective of 5G." In 2020 International Conference on Data Processing Techniques and Applications for Cyber-Physical Systems. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-1726-3_77.

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Yan, Bo. "Application of Information Technology in the Problems and Countermeasures of Kindergarten Science Education." In Data Processing Techniques and Applications for Cyber-Physical Systems (DPTA 2019). Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1468-5_120.

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Zhang, Shuang, and Mairu Liu. "The Application and Development of Network Technology in College Physical Education." In 2020 International Conference on Data Processing Techniques and Applications for Cyber-Physical Systems. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-1726-3_14.

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Li, Jiang, and Xiaohua Ke. "Application of Big Data Technology to Ideological and Political Education in Institutions of Higher Learning." In Data Processing Techniques and Applications for Cyber-Physical Systems (DPTA 2019). Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1468-5_62.

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Wang, Chen. "On the Development of Computer Technology in Music Education Under the Background of 5G." In 2020 International Conference on Data Processing Techniques and Applications for Cyber-Physical Systems. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-1726-3_121.

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Romero, Cristóbal, José Raúl Romero, and Sebastián Ventura. "A Survey on Pre-Processing Educational Data." In Educational Data Mining. Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02738-8_2.

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Siddiqui, Khalid J., Gurmukh Singh, and Turhan Tunali. "Educational Technology Eroding National Borders." In Digital Information Processing and Communications. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-22389-1_31.

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Naranjo C., Alberto, Maria del Maria del, Juan Diego Sierra M., Juan Rodrigo Sanz, and Tim A. Osswald. "Injection Technology." In Injection Molding Processing Data. Carl Hanser Verlag GmbH & Co. KG, 2018. http://dx.doi.org/10.3139/9781569906675.002.

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Conference papers on the topic "Educational technology – Data processing"

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Yu, Zhenmei, Li Ying, Hu Baofang, and Xie Hongsheng. "A dynamic particle swarm optimizer for educational data processing." In 2012 International Symposium on Information Technology in Medicine and Education (ITME 2012). IEEE, 2012. http://dx.doi.org/10.1109/itime.2012.6291252.

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Pokorny, Milan. "Blended Learning Can Improve the Results of Students in Combinatorics and Data Processing." In 2019 International Symposium on Educational Technology (ISET). IEEE, 2019. http://dx.doi.org/10.1109/iset.2019.00050.

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Filippova, Anna. "Matrix Data Processing Technology For Resource Saving." In Humanistic Practice in Education in a Postmodern Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.106.

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Longzhao Zhong, Beizhan Wang, Zhiyan Wang, and Zhenpeng Zhan. "Research and application of massive data processing technology." In 2013 8th International Conference on Computer Science & Education (ICCSE). IEEE, 2013. http://dx.doi.org/10.1109/iccse.2013.6554024.

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Bebenina, Ekaterina V. "Improving The Quality Of Education Management With Big Data Processing Technology." In 9th International Conference on Cognitive - Social, and Behavioural Sciences (icCSBs 2020). European Publisher, 2020. http://dx.doi.org/10.15405/epes.20121.3.

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Yin, Li, Hanita Hassan, and Mahani Mokhtar. "Application of SPSS Data Processing Technology in International Education in China." In 2021 2nd International Conference on Education, Knowledge and Information Management (ICEKIM). IEEE, 2021. http://dx.doi.org/10.1109/icekim52309.2021.00130.

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Yang, Guang, and Gang Qiao. "Data Processing Method for Current Land Use Using GIS Technology." In 2010 Second International Workshop on Education Technology and Computer Science. IEEE, 2010. http://dx.doi.org/10.1109/etcs.2010.336.

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Wan, Xiang, Cheng Wang, Zhengming Tang, Haijun Sun, Shan Gao, and Lei Qiao. "A Discretization Method for Industrial Data Based on Big Data Technology." In 2020 International Conference on Computers, Information Processing and Advanced Education (CIPAE). IEEE, 2020. http://dx.doi.org/10.1109/cipae51077.2020.00060.

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Zarzuelo, Carmen, Alejandro López-Ruiz, Manuel Díez-Minguito, Juan Rosal-Salido, Antonio Moñino, and Miguel Ortega-Sánchez. "INTRODUCING GRADUATE STUDENTS INTO OCEANOGRAPHIC INSTRUMENTATION AND DATA POST-PROCESSING TECHNIQUES." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0034.

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Meng, Qingbao. "Study on Computer Information Processing Technology in the Era of Big Data." In 2017 7th International Conference on Mechatronics, Computer and Education Informationization (MCEI 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/mcei-17.2017.196.

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Reports on the topic "Educational technology – Data processing"

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Cruse, J. M., and C. P. McGinnis. Tank waste processing and disposal technology development data summary. Office of Scientific and Technical Information (OSTI), 1994. http://dx.doi.org/10.2172/10141930.

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Salter, R., Quyen Dong, Cody Coleman, et al. Data Lake Ecosystem Workflow. Engineer Research and Development Center (U.S.), 2021. http://dx.doi.org/10.21079/11681/40203.

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The Engineer Research and Development Center, Information Technology Laboratory’s (ERDC-ITL’s) Big Data Analytics team specializes in the analysis of large-scale datasets with capabilities across four research areas that require vast amounts of data to inform and drive analysis: large-scale data governance, deep learning and machine learning, natural language processing, and automated data labeling. Unfortunately, data transfer between government organizations is a complex and time-consuming process requiring coordination of multiple parties across multiple offices and organizations. Past successes in large-scale data analytics have placed a significant demand on ERDC-ITL researchers, highlighting that few individuals fully understand how to successfully transfer data between government organizations; future project success therefore depends on a small group of individuals to efficiently execute a complicated process. The Big Data Analytics team set out to develop a standardized workflow for the transfer of large-scale datasets to ERDC-ITL, in part to educate peers and future collaborators on the process required to transfer datasets between government organizations. Researchers also aim to increase workflow efficiency while protecting data integrity. This report provides an overview of the created Data Lake Ecosystem Workflow by focusing on the six phases required to efficiently transfer large datasets to supercomputing resources located at ERDC-ITL.
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Yan, Yujie, and Jerome F. Hajjar. Automated Damage Assessment and Structural Modeling of Bridges with Visual Sensing Technology. Northeastern University, 2021. http://dx.doi.org/10.17760/d20410114.

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Recent advances in visual sensing technology have gained much attention in the field of bridge inspection and management. Coupled with advanced robotic systems, state-of-the-art visual sensors can be used to obtain accurate documentation of bridges without the need for any special equipment or traffic closure. The captured visual sensor data can be post-processed to gather meaningful information for the bridge structures and hence to support bridge inspection and management. However, state-of-the-practice data postprocessing approaches require substantial manual operations, which can be time-consuming and expensive. The main objective of this study is to develop methods and algorithms to automate the post-processing of the visual sensor data towards the extraction of three main categories of information: 1) object information such as object identity, shapes, and spatial relationships - a novel heuristic-based method is proposed to automate the detection and recognition of main structural elements of steel girder bridges in both terrestrial and unmanned aerial vehicle (UAV)-based laser scanning data. Domain knowledge on the geometric and topological constraints of the structural elements is modeled and utilized as heuristics to guide the search as well as to reject erroneous detection results. 2) structural damage information, such as damage locations and quantities - to support the assessment of damage associated with small deformations, an advanced crack assessment method is proposed to enable automated detection and quantification of concrete cracks in critical structural elements based on UAV-based visual sensor data. In terms of damage associated with large deformations, based on the surface normal-based method proposed in Guldur et al. (2014), a new algorithm is developed to enhance the robustness of damage assessment for structural elements with curved surfaces. 3) three-dimensional volumetric models - the object information extracted from the laser scanning data is exploited to create a complete geometric representation for each structural element. In addition, mesh generation algorithms are developed to automatically convert the geometric representations into conformal all-hexahedron finite element meshes, which can be finally assembled to create a finite element model of the entire bridge. To validate the effectiveness of the developed methods and algorithms, several field data collections have been conducted to collect both the visual sensor data and the physical measurements from experimental specimens and in-service bridges. The data were collected using both terrestrial laser scanners combined with images, and laser scanners and cameras mounted to unmanned aerial vehicles.
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Li, Howell, Tom Platte, Jijo K. Mathew, W. Benjamin Smith, Enrique Saldivar-Carranza, and Darcy M. Bullock. Using Connected Vehicle Data to Reassess Dilemma Zone Performance of Heavy Vehicles. Purdue University, 2020. http://dx.doi.org/10.5703/1288284317321.

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The rate of fatalities at signalized intersections involving heavy vehicles is nearly five times higher than for passenger vehicles in the US. Previous studies in the US have found that heavy vehicles are twice as likely to violate a red light compared with passenger vehicles. Current technologies leverage setback detection to extend green time for a particular phase and are based upon typical deceleration rates for passenger cars. Furthermore, dilemma zone detectors are not effective when the max out time expires and forces the onset of yellow. This study proposes the use of connected vehicle (CV) technology to trigger force gap out (FGO) before a vehicle is expected to arrive within the dilemma zone limit at max out time. The method leverages position data from basic safety messages (BSMs) to map-match virtual waypoints located up to 1,050 ft in advance of the stop bar. For a 55 mph approach, field tests determined that using a 6 ft waypoint radius at 50 ft spacings would be sufficient to match 95% of BSM data within a 5% lag threshold of 0.59 s. The study estimates that FGOs reduce dilemma zone incursions by 34% for one approach and had no impact for the other. For both approaches, the total dilemma zone incursions decreased from 310 to 225. Although virtual waypoints were used for evaluating FGO, the study concludes by recommending that trajectory-based processing logic be incorporated into controllers for more robust support of dilemma zone and other emerging CV applications.
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Toney, Autumn, and Melissa Flagg. U.S. Demand for AI-Related Talent. Center for Security and Emerging Technology, 2020. http://dx.doi.org/10.51593/20200027.

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The U.S. government and industry both see artificial intelligence as a pivotal technology for future growth and competitiveness. What skills will be needed to create, integrate, and deploy AI applications? This data brief analyzes market demand for AI-related jobs to determine their educational requirements, dominant sectors, and geographic distribution.
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R. Will Grimes, Norman Merriam, L.J. Fahy, et al. 1.PRELIMINARY EVALUATION OF A PROCESS USING PLASMA REACTIONS TO DESULFURIZE HEAVY OILS; 2.PROCESS SUPPORT AND DEVELOPMENT FOR COMPCOAL; 3.MISCIBLE/IMMISCIBLE GAS INJECTION PROCESSES; 4.COMPCOAL: A PROFITABLE PROCESS FOR PRODUCTION OF A STABLE HIGH-BTU FUEL FROM POWDER RIVER BASIN COAL; 5.EVALUATION OF ALTERNATE FREE RADICAL INITIATORS FOR HEAVY OIL/PLASTICS CO-PROCESSING; 6.DEVELOPMENT OF AN ON-LINE ALKALI MONITORING PROBE; 7.DEVELOPMENT OF A PORTABLE DATA ACQUISITION SYSTEM; 8.BENCH-SCALE TESTING AND VERIFICATION OF PYROLYSIS CONCEPT FOR REMEDIATION OF TANK BOTTOMS; 9.HAZ-FLOTE: EX-SITU DECONTAMINATION OF MATERIALS; 10.IN-SITU AMELIORATION OF ACID MINE DRAINAGE PROBLEMS; 11.THE SYNAG PROCESS: COAL COMBUSTION ASH MANAGEMENT OPTION; 12.CONDITIONING AND HYDRATION REACTIONS ASSOCIATED WITH CLEAN COAL TECHNOLOGY ASH DISPOSAL/HYDRATION. Office of Scientific and Technical Information (OSTI), 1999. http://dx.doi.org/10.2172/767235.

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Southwell, Brian, and Vanessa Boudewyns, eds. Curbing the Spread of Misinformation: Insights, Innovations, and Interpretations from the Misinformation Solutions Forum. RTI Press, 2018. http://dx.doi.org/10.3768/rtipress.2018.cp.0008.1812.

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Although many people now have access to more accumulated information than has ever been the case in human existence, we also now face a moment when the proliferation of misinformation, or false or inaccurate information, poses major challenges. In response to these challenges and to build collaboration across disciplines and expertise and a more effective community of learning and practice, the Rita Allen Foundation partnered with RTI International and the Aspen Institute along with Craig Newmark Philanthropies, Democracy Fund, and Burroughs Wellcome Fund to hold the Misinformation Solutions Forum in October 2018 at the Aspen Institute in Washington, DC. This forum brought together academic researchers, technology professionals, data scientists, journalists, educators, community leaders, funders and a set of graduate student fellows to explore promising ideas for curbing the spread of misinformation. We issued an open call for ideas to be featured in the forum that sought interventions focused on reducing behaviors that lead to the spread of misinformation or encouraging behaviors that can lead to the minimization of its influence. Interventions with technological, educational, and/or community-based components were encouraged, as were projects involving science communication, public health and diverse populations. A panel of expert judges assessed submissions through a blind review process; judges included representatives from the Rita Allen Foundation, as well as external institutions such as the Democracy Fund, the National Institutes of Health, the Poynter Institute, First Draft, and academic institutions. Authors developed the essays presented here based on both original submissions and the iterative collaboration process that ensued.
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Ocean Observatories Initiative (OOI) Science Plan: Exciting Opportunities Using OOI Data. Ocean Observatories Initiative Facility Board, 2021. http://dx.doi.org/10.23860/ooi-science-plan-2021-01.

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Ocean Observatories Initiative (OOI) Science Plan: Exciting Opportunities Using OOI Data articulates the exciting research, educational opportunities, and pathways to advancing the understanding of high-priority science questions using OOI data. Specifically, this Science Plan is intended to inspire and enable the research endeavors of ocean scientists and educators, encourage collaborations, and motivate the training of future generations of scientists. This document highlights the broad science themes and provides examples of important multidisciplinary science questions that require the OOI’s novel technology. Sidebars from scientists using OOI data illustrate the novel approaches being used to address long-standing science questions that are hard to address using ship-based expeditionary practices. The Science Plan includes a high-level synopsis of the current ocean network, OOI program management, and data quality control and delivery. Innovative platforms and technologies are highlighted, as well as best practices developed by the OOI program. The Plan includes examples of educational opportunities and new applications provided by OOI data and ocean observing concepts. Community Engagement activities promoted by the OOI are featured. The document describes the ways in which current U.S. interagency partnerships and international collaborations make use of the OOI network in unique ways. Finally, information on how scientists and educators can participate in the OOI is provided.
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