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Relevant bibliographies by topics / Student database

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Academic literature on the topic 'Student database'

Author: Grafiati

Published: 10 March 2023

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Journal articles on the topic "Student database"

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Prakoso, Luxman Aji, Abu Qosim Almisfalah, and Endra Arief Kurniawan. "MENINGKATKAN KETERAMPILAN SISWA DALAM PEMBELAJARAN DATABASE, MAIL SERVER DI SEKOLAH SMKN 9 SURAKARTA." Buletin Literasi Budaya Sekolah 2, no. 2 (December 8, 2020): 164–68. http://dx.doi.org/10.23917/blbs.v2i2.12845.

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In improving the quality of student skills in the process of learning databases, mailserver at SMKN 9 SURAKARTA, schools not only depend on the quality of managers but also improvement of management systems and the development of students' ability to apply database concepts. Mastery of database concepts is very important in order to improve student skills and improve student creativity in developing websites and improving the quality or ability of students so they can compete in the world of work. The database is one of the important components in information systems, with the information system it will provide accurate, timely and relevant information for its users so that it can be used for decision making. Teacher strategies in improving Database skills at SMKN 9 SURAKARTA, in delivering the teacher's material, first explain and explain clearly and hatefully then give examples of outputs from the database program, so students will try to be more competitive and efficient and try to improve skills in learning databases the.

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Ann Ross, Barbara. "Setting up a Student Database." Nurse Educator 20, no. 1 (January 1995): 11–12. http://dx.doi.org/10.1097/00006223-199501000-00004.

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Ross, Barbara Ann. "Track Student Progress with a Database." Nurse Educator 19, no. 6 (November 1994): 6. http://dx.doi.org/10.1097/00006223-199411000-00004.

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Healy, Lulu, and Celia Hoyles. "Using a Database for Student Research." Mathematics Teaching in the Middle School 2, no. 3 (January 1997): 154–58. http://dx.doi.org/10.5951/mtms.2.3.0154.

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Computer databases, widely available in schools, have the potential to offer new ways of approaching aspects of data handling within mathematics education. It is not always easy, however, to integrate the use of databases into everyday classroom life. Although databases can be used in ways that encourage students to test hypotheses, generate conjectures, and interpret trends in data, these results do not happen unless students are involved in meaningful inquiry in which they research an item of personal interest. The project described in this article is one of a series developed in collaboration with teachers to exploit the use of computer databases in the search for information. By orienting data handling around students' own research endeavor, we aimed to stimulate students' interest not only in the data themselves but also in the mathematical strategies underpinning the research process.

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Tokhirov, Ezozbek, and Ezoza Xakimova. "Assess students’ knowledge database formation." Актуальные вопросы развития инновационно-информационных технологий на транспорте 2, no. 2 (November 22, 2022): 18–21. http://dx.doi.org/10.47689/978-9943-7818-0-1-v2-pp18-21.

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This article aims to develop a database of student knowledge assessment using modern software tools that are user-friendly and understandable based on demand and supply. Also, the task of this database is to create a convenient environment for evaluating students’ knowledge and obtaining the necessary information.

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Mitchell, Alanah, and Amy Grace Vaughan. "Implementing Team-Based Learning: Findings From a Database Class." Journal of Information Technology Education: Innovations in Practice 21 (2022): 001–23. http://dx.doi.org/10.28945/4903.

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Aim/Purpose: The complexity of today’s organizational databases highlights the importance of hard technical skills as well as soft skills including teamwork, communication, and problem-solving. Therefore, when teaching students about databases it follows that using a team approach would be useful. Background: Team-based learning (TBL) has been developed and tested as an instructional strategy that leverages learning in small groups in order to achieve increased overall effectiveness. This research studies the impact of utilizing team-based learning strategies in an undergraduate Database Management course in order to determine if the methodology is effective for student learning related to database technology concepts in addition to student preparation for working in database teams. Methodology: In this study, a team-based learning strategy is implemented in an undergraduate Database Management course over the course of two semesters. Students were assessed both individually and in teams in order to see if students were able to effectively learn and apply course concepts on their own and in collaboration with their team. Quantitative and qualitative data was collected and analyzed in order to determine if the team approach improved learning effectiveness and allowed for soft skills development. The results from this study are compared to previous semesters when team-based learning was not adopted. Additionally, student perceptions and feedback are captured. Contribution: This research contributes to the literature on database education and team-based learning and presents a team-based learning process for faculty looking to adopt this methodology in their database courses. This research contributes by showing how the collaborative assessment aspect of team-based learning can provide a solution for the conceptual and collaborative needs of database education. Findings: Findings related to student learning and perceptions are presented illustrating that team-based learning can lead to improvements in performance and provides a solution for the conceptual and collaborative needs of database education. Specifically, the findings do show that team scores were significantly higher than individual scores when completing class assessments. Student perceptions of both their team members and the team-based learning process were overall positive with a notable difference related to the perception of team preparedness based on gender. Recommendations for Practitioners: Educational implications highlight the challenges of team-based learning for assessment (e.g., gender differences in perceptions of team preparedness), as well as the benefits (e.g., development of soft skills including teamwork and communication). Recommendation for Researchers: This study provides research implications supporting the study of team assessment techniques for learning and engagement in the context of database education. Impact on Society: Faculty looking to develop student skills in relation to database concepts and application as well as in relation to teamwork and communication may find value in this approach, ultimately benefiting students, employers, and society. Future Research: Future research may examine the methodology from this study in different contexts as well as explore different strategies for group assignments, room layout, and the impact of an online environment.

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Schoenecker, Craig, and Richard Reeves. "The National Student Clearinghouse: The largest current student tracking database." New Directions for Community Colleges 2008, no. 143 (June 2008): 47–57. http://dx.doi.org/10.1002/cc.335.

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Win, Aye Mon, and Khin Lay Myint. "Database Security Model using Access Control Mechanism in Student Data Management." International Journal of Trend in Scientific Research and Development Volume-3, Issue-3 (April 30, 2019): 529–31. http://dx.doi.org/10.31142/ijtsrd22820.

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Korotun, Olha V., Tetiana A. Vakaliuk, and Vladimir N. Soloviev. "Model of using cloud-based environment in training databases of future IT specialists." CTE Workshop Proceedings 7 (March 20, 2020): 281–92. http://dx.doi.org/10.55056/cte.360.

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The authors substantiates and develops the model of using cloud-based environment (CBE) in the training of databases of future information technology (IT) specialists, which consists of interrelated units: target (purpose, task of using CBE), conceptual (pedagogical approaches, didactic principles), organizational and semantic (characteristics of CBE, basic requirements for CBE, subjects of training, CBE of the teacher, CBE of the student, curricula of institution of higher education, educational-methodical complex of discipline “Databases”, installation and configuration of database management system, development of educational material from the database in electronic form, selection of cloudbased systems of distance learning, introduction of cloud-based systems of distance learning in the training of students’ databases, selection of CBE in database training (databases, forms, methods, tools), evaluative (criteria, indicators, levels of professional and practical competence of future IT specialists on the use of CBE in database training), effective (increased formation of the information and communication technologies of future IT specialists on the use of CBE in database training).

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Isbister, Christian. "Indians in the Database." Pathfinder: A Canadian Journal for Information Science Students and Early Career Professionals 2, no. 2 (May 4, 2021): 2–17. http://dx.doi.org/10.29173/pathfinder38.

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The goal of this exploratory research study is to better understand how students in the Faculty of Native Studies at the University of Alberta relate to terminology for Indigenous peoples in Canada, namely Indian, in controlled vocabulary subject headings. The language used in controlled vocabularies to describe resources about Indigenous peoples does not always reflect terms Indigenous peoples use to describe themselves, leading to a disconnect between users and subject headings. Although this issue is beginning to enter academic discourse alongside reconciliation efforts, to date no research study has examined how students react to this issue. In this study interviews were conducted with five students from the Faculty of Native Studies to better understand how they relate to terminology. Students reported feeling uncomfortable at being forced to use language they saw as racist or insensitive. Future research should be conducted to better understand student relationships with subject headings, particularly at different institutions

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Dissertations / Theses on the topic "Student database"

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Malireddy, Sailaja. "International student services opportunity database (ISSODB)." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1408.

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Sundaram, Prashanthi. "Student database access from the web." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1785.

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This project, Database Access through the Web (DAW), implements a database to store academic and general information of graduate students in the Department of Computer Science, CSUSB and provides access to the database from the web. The motivation of the project comes from needs of the Graduate Coordinator, professors and department staff to access through the Internet student information concurrently.

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Johnson, Deʹ Tishaa. "Development of a student business application database." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/djohnson2006.pdf.

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Hening, Dyah A. "Missing Data Imputation Method Comparison in Ohio University Student Retention Database." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1256491596.

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Chien, Li-ching Chang Kai-Hsiung. "Promulgating graduate research and disseminating student information through web applications and database management." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/master's/CHIEN_LI-CHING_2.pdf.

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Risco, Silviu. "Supporting the learning of rapid application development in a database environment." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/54678/1/Silviu_Risco_Thesis.pdf.

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Intelligent Tutoring Systems (ITSs) are computer systems designed to provide individualised help to students, learning in a problem solving context. The difference between an ITS and a Computer Assisted Instruction (CAI) system is that an ITS has a Student Model which allows it to provide a better educational environment. The Student Model contains information on what the student knows, and does not know, about the domain being learnt, as well as other personal characteristics such as preferred learning style. This research has resulted in the design and development of a new ITS: Personal Access Tutor (PAT). PAT is an ITS that helps students to learn Rapid Application Development in a database environment. More specifically, PAT focuses on helping students to learn how to create forms and reports in Microsoft Access. To provide an augmented learning environment, PAT’s architecture is different to most other ITSs. Instead of having a simulation, PAT uses a widelyused database development environment (Microsoft Access). This enables the students to ask for help, while developing real applications using real database software. As part of this research, I designed and created the knowledge base required for PAT. This contains four models: the domain, student, tutoring and exercises models. The Instructional Expert I created for PAT provides individualised help to the students to help them correctly finish each exercise, and also proposes the next exercise that a student should work on. PAT was evaluated by students enrolled in the Databases subject at QUT, and by staff members involved in teaching the subject. The results of the evaluation were positive and are discussed in the thesis.

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Tolley, Mark. "The Utility and Usefulness of an In-house Database: An Aid to Understand Student Ratings." TopSCHOLAR®, 1995. http://digitalcommons.wku.edu/theses/890.

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The purpose of this project is three fold:(a) a review of the literature regarding student ratings, (b) the creation of a student rating database and (c) the development of an applications manual to accompany the database. From a thorough review of the literature, this project identifies the utility and usefulness of student ratings as one element in the evaluation of instruction. The literature review addressed the following questions: (a) Do we need student ratings of instructors? (b) Can student rating data be used to improve instruction? (c) can we be sure that the data and the means by which they are acquired are valid and reliable? (d) Are there variables that may bias student ratings?, and (e) How can a database be used to help improve the effectiveness of classroom instruction? The second goal of this project was to established a student rating database designed to house data from past, present and future student ratings. The database contains variables currently collected by the student rating system of Western Kentucky University. In addition, the database contains variables identified by the research as helpful in the interpretation of rating data. Lastly, a database applications manual (see Appendix) was developed which provides the user step-by-step directions for program access, data entry, data storage, and data retrieval/export.

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Haas, Michael S., and Mary L. Hochstetler. "Information Engineering of the curricular officers' segment of a unified student academic database for NPS." Thesis, Monterey, California. Naval Postgraduate School, 1991. http://hdl.handle.net/10945/26593.

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Oppermann, Rebecca. "Improving Critical Thinking Skills of Undergraduate Respiratory Therapy Students Through the Use of a Student-Developed, Online, Respiratory Disease Management Database." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468942315.

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Slaughter, Aaron Tory. "A relational database model and data migration plan for the student services department at the Marine Corps Institute." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1997. http://handle.dtic.mil/100.2/ADA361583.

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Thesis (M.S. in Information Technology Management) Naval Postgraduate School, September 1997.
Thesis advisor,(s): Kamel, Magdi N. Appendix H, I, and P are located in the back pocket of this Thesis. "September 1997." Includes bibliographical references (p. 103-104). Also available in print.

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Books on the topic "Student database"

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Lloyd, M. A postgraduate student records database system. Manchester: UMIST, 1993.

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Weir-Germia, Janice. The John Loughborough School online student database. London: University of East London, 1997.

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Slepecky, Anna L. Paradox 4.0: Student manual. New York, N.Y: Glencoe, 1994.

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P, Briggs Michael, and Gibbs Jeff G, eds. Paradox: A student tutorial. Englewood Cliffs, NJ: Prentice-Hall, 1991.

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New Horizons Computer Learning Centers, Inc., ed. Access 2003: Intermediate : student manual. Boston, MA: Course Technology, 2006.

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Inc, Logical Operations, ed. Excel 3.0 database and graphics: Windows : student manual. Rochester, NY: Logical Operations, 1991.

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Inc, Logical Operations, ed. Access 1.0, level 1, Windows: Student manual. Rochester, N.Y. (595 Blossom Rd., Rochester 14610): Logical Operations, 1992.

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Inc, Logical Operations, ed. Paradox 4.0, advanced: DOS : student manual. New York: Logical Operations, 1992.

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Inc, Logical Operations, ed. FoxPro 2.0, introduction, DOS: Student manual. Rochester, NY: Logical Operations, 1992.

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1950-, Bond Linda Ann, North Central Regional Educational Laboratory (U.S.), Council of Chief State School Officers., and Educational Resources Information Center (U.S.), eds. State student assessment programs database: School year 1994-1995. [Oak Park, IL]: North Central Regional Educational Laboratory, 1996.

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Book chapters on the topic "Student database"

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van Wijk van Brievingh, Rogier P., and Patrick Min. "The Student Database." In Biomedical Modeling and Simulation on a PC, 458–70. New York, NY: Springer New York, 1993. http://dx.doi.org/10.1007/978-1-4613-9163-0_29.

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O’Neill, Paul, and Ala Al-Zobaidie. "Student Admission: Expert and Database Systems." In Database and Expert Systems Applications, 24–27. Vienna: Springer Vienna, 1991. http://dx.doi.org/10.1007/978-3-7091-7555-2_5.

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Sobecki, Janusz, and Damian Fijałkowski. "Student Automatic Courses Scheduling." In New Challenges for Intelligent Information and Database Systems, 219–26. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-19953-0_22.

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Sobecki, Janusz, and Jakub M. Tomczak. "Student Courses Recommendation Using Ant Colony Optimization." In Intelligent Information and Database Systems, 124–33. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-12101-2_14.

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Peña-Ayala, Alejandro, and Riichiro Mizoguchi. "Student Modeling by Data Mining." In New Challenges for Intelligent Information and Database Systems, 207–16. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-19953-0_21.

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Lu, Wei, Tongtong Wang, Min Jiao, Xiaoying Zhang, Shan Wang, Xiaoyong Du, and Hong Chen. "Predicting Student Examinee Rate in Massive Open Online Courses." In Database Systems for Advanced Applications, 340–51. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55705-2_27.

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Xu, Moke, Yu Liang, and Wenjun Wu. "Predicting Honors Student Performance Using RBFNN and PCA Method." In Database Systems for Advanced Applications, 364–75. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55705-2_29.

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Liu, Haobing, Yanmin Zhu, and Yanan Xu. "Learning from Heterogeneous Student Behaviors for Multiple Prediction Tasks." In Database Systems for Advanced Applications, 297–313. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59416-9_18.

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Ward, Douglas R. "Boosting Connectivity in a Student Generated Collaborative Database." In Proceedings of the Second European Conference on Computer-Supported Cooperative Work ECSCW ’91, 191–201. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-3506-1_15.

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Zhu, Tianyu, Qi Liu, Zhenya Huang, Enhong Chen, Defu Lian, Yu Su, and Guoping Hu. "MT-MCD: A Multi-task Cognitive Diagnosis Framework for Student Assessment." In Database Systems for Advanced Applications, 318–35. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91458-9_19.

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Conference papers on the topic "Student database"

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Slater, Stephanie. "international STudies of Astronomy Education Research Database (iSTAR)." In Robotic Telescopes, Student Research and Education. Our Solar Siblings, 2018. http://dx.doi.org/10.32374/rtsre.2017.035.

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Mitrpanont, Jarernsri L., Aphinat Atchaphan, Saran Rattanajung, and Sirachai Chaiphadung. "Herbe — Herb database management system." In 2017 6th ICT International Student Project Conference (ICT-ISPC). IEEE, 2017. http://dx.doi.org/10.1109/ict-ispc.2017.8075328.

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Anderson, Nicole, and Kirby McMaster. "Database frameworks: Textbooks vs. student perceptions." In 2009 39th IEEE Frontiers in Education Conference (FIE). IEEE, 2009. http://dx.doi.org/10.1109/fie.2009.5350666.

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Phyue, Soe Lai. "Construction of Myanmar WordNet lexical database." In 2011 IEEE Student Conference on Research and Development (SCOReD). IEEE, 2011. http://dx.doi.org/10.1109/scored.2011.6148759.

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Mlakar, Uroš, Iztok Fister Jr., Monika Marković, and Iztok Fister. "Data Mining Big Data Inpatient Database Using Cuckoo Search." In StuCoSReC. 4th Student Computer Science Research Conference. University of Primorska Press, 2017. http://dx.doi.org/10.26493/978-961-7023-40-4.19-22.

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Paethong, Pornpat, Mikiko Sato, and Mitaro Namiki. "Low-power distributed NoSQL database for IoT middleware." In 2016 Fifth ICT International Student Project Conference (ICT-ISPC). IEEE, 2016. http://dx.doi.org/10.1109/ict-ispc.2016.7519260.

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Reddy, Lakshmi Sreenivasa, Vijaya Bhaskar Velpula, B. Raveendrababu, S. Sailaja, and K. Bindhu Madhavi. "Finding peculiar students from student database using outlier analysis: Data mining approach." In 2014 IEEE International Conference on MOOC, Innovation and Technology in Education (MITE). IEEE, 2014. http://dx.doi.org/10.1109/mite.2014.7020262.

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Oussena, Samia, and Lynne Dunckley. "Adopting Student-Centred Approach to Advanced Database Teaching." In 24th British National Conference on Databases (BNCOD'07). IEEE, 2007. http://dx.doi.org/10.1109/bncod.2007.5.

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Tsuishu, Kenta, and Seiji Hotta. "Cubic style browsing system for large-scale image database." In 2014 Third ICT International Student Project Conference (ICT-ISPC). IEEE, 2014. http://dx.doi.org/10.1109/ict-ispc.2014.6923213.

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Siepermann, Markus, Richard Lackes, and Chris Borgermann. "E-LEARNING SUPPORTED SQL TEACHING." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-124.

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Most database systems that are used in enterprises are based on the database language SQL. As a kind of programming language, SQL cannot only be taught with paper and pencil. Instead, it is evident to use computers so that students can make their own practical experiences. But then, students may "get lost" in the database: They can destroy the underlying data base scheme or delete too many data sets. Then, case studies or exercises that build upon each other cannot be solved correctly or students cannot verify if they solved the exercises correctly because they work on a modified data base different to the one that is assumed for the reference output of SQL queries. Besides, if students work on the same data base the learning progress of a student can be negatively affected not only by himself but by other students. The e-learning system presented here solves this situation. It provides a database environment to each single student separated from other students so that it cannot be influenced by others. There, students can build their own "private" data base with which they can work during the courses. Predefined databases and schemes are provided for case studies and consecutive exercises so that students can always return to different milestones provided in the learning process. We analysed the usefulness of the system concerning the learning progress of students. In bachelor as well as master courses, the use of the system has clearly led to a better understanding of SQL.

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Reports on the topic "Student database"

1

Korotun, Olha V., Tetiana A. Vakaliuk, and Vladimir N. Soloviev. Model of using cloud-based environment in training databases of future IT specialists. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3865.

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The authors substantiates and develops the model of using cloud-based environment (CBE) in the training of databases of future information technology (IT) specialists, which consists of interrelated units: target (purpose, task of using CBE), conceptual (pedagogical approaches, didactic principles), organizational and semantic (characteristics of CBE, basic requirements for CBE, subjects of training, CBE of the teacher, CBE of the student, curricula of institution of higher education, educational-methodical complex of discipline “Databases”, installation and configuration of database management system, development of educational material from the database in electronic form, selection of cloud-based systems of distance learning, introduction of cloud-based systems of distance learning in the training of students’ databases, selection of CBE in database training (databases, forms, methods, tools), evaluative (criteria, indicators, levels of professional and practical competence of future IT specialists on the use of CBE in database training), effective (increased formation of the information and communication technologies of future IT specialists on the use of CBE in database training).

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Beoku-Betts, Iman, and Tom Kaye. EdTech Horizon Scan: Blockchain technology in education. EdTech Hub, July 2022. http://dx.doi.org/10.53832/edtechhub.0101.

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EdTech Hub horizon scans are publications designed to provoke thinking on a range of topics related to the design, implementation, oversight, and monitoring and evaluation of educational technology (EdTech) tools, products, services, and related ideas. This EdTech Horizon Scan examines the use of blockchain technology in education. Beginning with an overview of blockchain technology, the scan explains what blockchain technology is and how it works. The next section focusses on how blockchain technology can be used in education. In particular, it looks at the benefits of using blockchain technology for micro-credentialing and ownership of learning credentials, the transfer of credits and smart contracts, storing student credentials, identity verification and intellectual property protection. Section 4 gives a summary of the use of blockchain technology, noting the different challenges that may be associated with adopting blockchain technology into education systems. Section 5, gives real examples of the use of blockchain technology in education and different education institutions. Key words: blockchain; cryptography; data; decentralised database; digitalisation; education; micro-credentialing; smart contracting; student credentials; verification An output of the EdTech Hub, https://edtechhub.org

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Hernández-López, Luis Pablo, Miriam Romero-López, and Guillermo García-Quirante. Humor and social competence in High School and University education: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2021. http://dx.doi.org/10.37766/inplasy2021.11.0033.

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Review question / Objective: Research question: What type of relationship exists between the use of humor and social competence, or any of their respective components, in post-compulsory education students? The aim of this paper was to conduct a systematic theoretical review of the relationship between humor and social competence in post-compulsory education students. Information sources: Electronic bibliographic databases of Psychology, Biomedical and Multidisciplinary Sciences, as well as the ProQuest search platform and the SCOPUS and Web of Science meta-search engines. The electronic databases used were MEDLINE, ProQuest Dissertations & Theses Global, Psychology Database, APA PsycArticles, APA PsycInfo, SCOPUS and Web of Science Core Collection. Platforms: ProQuest and the meta-search engines SCOPUS and Web of Science.

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Ben-Dov, Yair, Douglass R. Miller, G. Gibson, M. Kosztarab, and K. Veilleux. Computerized Synthesis of Information on the Scale Insects of the World. United States Department of Agriculture, August 2000. http://dx.doi.org/10.32747/2000.7573991.bard.

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Systematic information on all aspects of agriculture is a significant tool in finding solutions to various problems. This project was initiated to develop a searchable database on taxonomy, host plants, geographic distribution, economic importance and control of scale insects (Hemiptera: Coccoidea). A systematic database has been developed for 17 families of scale insects, namely, Aclerdidae, Asterolecaniidae, Beesoniidae, Carayonemidae, Cerococcidae, Coccidae, Conchaspididae, Dactylopiidae, Eriococcidae, Halimococcidae, Kerriidae, Lecanodiaspididae, Micrococcidae, Ortheziidae, Phenacoleachiidae, Phoenicococcidae and Pseudococcidae. These databases are now available on the Internet in ScaleNet - A Searchable Information System on Scale Insects - a Systematic Database of the Scale Insects of the World, (URL: http://www.sel.barc.usda.gov/scalenet/scalenet.htm ). Since 1997, the year in which ScaleNet was first placed on the Internet, this site became the best worldwide source of information on scale insects. The most reliable evaluation is that the site was 'visited' during 1999 by more than 50,000 users. Messages from the clientele of the site clearly indicate that it is widely used by researchers, applied entomologists, quarantine officers, students as well as the general public.

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Pokryshen, Dmytro A., Evgeniy H. Prokofiev, and Albert A. Azaryan. Blogger and YouTube services at a distant course “Database management system Microsoft Access”. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3272.

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The article is devoted to the coverage of the course “Database management system Microsoft Access”, an educational blog review “The development of a creative child. ІCТ”, which is used as an auxiliary tool for promoting a course and teacher in the Internet, structural analysis of this blog is made. The channel location is set on YouTube video hosting and how it is used in the course on databases. Attention is drawn to the fact that theoretical and practical material is considered on real, implemented informational and analytical systems. To prepare students for the Olympiads and provide methodological help teachers of computer science are looking at tasks from databases that were offered at the All-Ukrainian Olympiads on Information Technologies, especially II, III and IV stages (offline and online Olympiads), which are located in open access to the blog and YouTube channel. The main focus of the article is devoted to the practical side of teaching teachers of computer science, experience in using the above technologies.

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Milek, Karen, and Richard Jones, eds. Science in Scottish Archaeology: ScARF Panel Report. Society of Antiquaries of Scotland, September 2012. http://dx.doi.org/10.9750/scarf.06.2012.193.

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The main recommendations of the panel report can be summarised under four key headings:  High quality, high impact research: the importance of archaeological science is reflected in work that explores issues connected to important contemporary topics, including: the demography of, the nature of movement of, and contact between peoples; societal resilience; living on the Atlantic edge of Europe; and coping with environmental and climatic change. A series of large-scale and integrated archaeological science projects are required to stimulate research into these important topics. To engage fully with Science in Scottish Archaeology iv these questions data of sufficient richness is required that is accessible, both within Scotland and internationally. The RCAHMS’ database Canmore provides a model for digital dissemination that should be built on.  Integration: Archaeological science should be involved early in the process of archaeological investigation and as a matter of routine. Resultant data needs to be securely stored, made accessible and the research results widely disseminated. Sources of advice and its communication must be developed and promoted to support work in the commercial, academic, research, governmental and 3rd sectors.  Knowledge exchange and transfer: knowledge, data and skills need to be routinely transferred and embedded across the archaeological sector. This will enable the archaeological science community to better work together, establishing routes of communication and improving infrastructure. Improvements should be made to communication between different groups including peers, press and the wider public. Mechanisms exist to enable the wider community to engage with, and to feed into, the development of the archaeological and scientific database and to engage with current debates. Projects involving the wider community in data generation should be encouraged and opportunities for public engagement should be pursued through, for example, National Science Week and Scottish Archaeology Month.  Networks and forums: A network of specialists should be promoted to aid collaboration, provide access to the best advice, and raise awareness of current work. This would be complemented by creating a series inter-disciplinary working groups, to discuss and articulate archaeological science issues. An online service to match people (i.e. specialist or student) to material (whether e.g. environmental sample, artefactual assemblage, or skeletal assemblage) is also recommended. An annual meeting should also be held at which researchers would be able to promote current and future work, and draw attention to materials available for analysis, and to specialists/students looking to work on particular assemblages or projects. Such meetings could be rolled into a suitable public outreach event.

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Contreras, Claudia Torres, Lina María Vargas Escobar, Jorge Yecid Triana Rodríguez, and Wilson Cañon-Montañez. Spiritual Care Competency in Nursing: An Integrative Literature Review Protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2021. http://dx.doi.org/10.37766/inplasy2021.11.0081.

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Review question / Objective: To review studies with perspectives and intervention strategies for the formation and education in spiritual care for both professionals and nursing students. Condition being studied: Development of empirical studies in the field of nursing education that allow to visualize the developments in the formation of competence in spiritual care, investigating the educational interventions and pedagogical strategies implemented in the formation of nursing professionals and nurses in this specific field. Information sources: Electronic databases: Medline (via PubMed), ProQuest (via EBSCO), Scopus, LILACS and BDENF (via Biblioteca Virtual en Salud – BVS) and SciELO. Scopus, Medline (via PubMed) and LILACS.

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Nelson, Gena. A Systematic Review of the Quality of Reporting in Mathematics Meta-Analyses for Students with or at Risk of Disabilities Coding Protocol. Boise State University, July 2021. http://dx.doi.org/10.18122/sped138.boisestate.

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The purpose of this document is to provide readers with the coding protocol that authors used to code 22 meta-analyses focused on mathematics interventions for students with or at-risk of disabilities. The purpose of the systematic review was to evaluate reporting quality in meta-analyses focused on mathematics interventions for students with or at risk of disabilities. To identify meta-analyses for inclusion, we considered peer-reviewed literature published between 2000 and 2020; we searched five education-focused electronic databases, scanned the table of contents of six special education journals, reviewed the curriculum vitae of researchers who frequently publish meta-analyses in mathematics and special education, and scanned the reference lists of meta-analyses that met inclusion criteria. To be included in this systematic review, meta-analyses must have reported on the effectiveness of mathematics-focused interventions, provided a summary effect for a mathematics outcome variable, and included school-aged participants with or at risk of having a disability. We identified 22 meta-analyses for inclusion. We coded each meta-analysis for 53 quality indicators (QIs) across eight categories based on recommendations from Talbott et al. (2018). Overall, the meta-analyses met 61% of QIs and results indicated that meta-analyses most frequently met QIs related to providing a clear purpose (95%) and data analysis plan (77%), whereas meta-analyses typically met fewer QIs related to describing participants (39%) and explaining the abstract screening process (48%). We discuss the variation in QI scores within and across the quality categories and provide recommendations for future researchers so that reporting in meta-analyses may be enhanced. Limitations of the current study are that grey literature was not considered for inclusion and that only meta-analyses were included; this limits the generalizability of the results to other research syntheses (e.g., narrative reviews, systematic reviews) and publication types (e.g., dissertations).

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Nelson, Gena. A Systematic Review of the Quality of Reporting in Mathematics Meta-Analyses for Students with or at Risk of Disabilities Coding Protocol. Boise State University, Albertsons Library, July 2021. http://dx.doi.org/10.18122/sped.138.boisestate.

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The purpose of this document is to provide readers with the coding protocol that authors used to code 22 meta-analyses focused on mathematics interventions for students with or at-risk of disabilities. The purpose of the systematic review was to evaluate reporting quality in meta-analyses focused on mathematics interventions for students with or at risk of disabilities. To identify meta-analyses for inclusion, we considered peer-reviewed literature published between 2000 and 2020; we searched five education-focused electronic databases, scanned the table of contents of six special education journals, reviewed the curriculum vitae of researchers who frequently publish meta-analyses in mathematics and special education, and scanned the reference lists of meta-analyses that met inclusion criteria. To be included in this systematic review, meta-analyses must have reported on the effectiveness of mathematics-focused interventions, provided a summary effect for a mathematics outcome variable, and included school-aged participants with or at risk of having a disability. We identified 22 meta-analyses for inclusion. We coded each meta-analysis for 53 quality indicators (QIs) across eight categories based on recommendations from Talbott et al. (2018). Overall, the meta-analyses met 61% of QIs and results indicated that meta-analyses most frequently met QIs related to providing a clear purpose (95%) and data analysis plan (77%), whereas meta-analyses typically met fewer QIs related to describing participants (39%) and explaining the abstract screening process (48%). We discuss the variation in QI scores within and across the quality categories and provide recommendations for future researchers so that reporting in meta-analyses may be enhanced. Limitations of the current study are that grey literature was not considered for inclusion and that only meta-analyses were included; this limits the generalizability of the results to other research syntheses (e.g., narrative reviews, systematic reviews) and publication types (e.g., dissertations).

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Pessino, Carola, Nadir Altinok, and Cristian Chagalj. Allocative Efficiency of Government Spending for Growth in Latin American Countries. Inter-American Development Bank, June 2022. http://dx.doi.org/10.18235/0004310.

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There is scant empirical economic research regarding the way that Latin American governments efficiently allocate their spending across different functions to achieve higher growth. While most papers restrict their analysis to the size of government, much less is known about the composition of spending and its implications for long-term growth. This paper sheds light on how allocating expenditures to investment in quality human and physical capital, and avoiding waste on inefficient expenditures, enhance growth in Latin America. This paper uses a novel dataset on physical and human capital and detailed public spending that includes -for the first time- Latin American countries, which is categorized by a cross-classification that provides the breakdown of government expenditure, both, by economic and by functional heads. The database covers 42 countries of the OECD and LAC between 1985 and 2017. There are five main results. First, the estimated growth equations show significant positive effects of the factors of production on growth and plausible convergence rates (about 2 percent). The estimated effect of the physical investment rate is positive and significant with a long-run elasticity of 1.2. Second, while the addition of years of education as a proxy for human capital tends to have no effect on growth, the addition of a new variable that measures quality-adjusted years of schooling as a proxy for human capital turns out to have a positive and significant effect across all specifications with a long-run elasticity of 1.1. However, if public spending on education (excluding infrastructure spending) is added to the factor specification, growth is not affected. This is mainly because, once quality is considered, spending more on teacher salaries has no effect on student outcomes. Therefore, the key is to increase quality, not just school performance or education spending. Third, both physical and human capital are equally important for growth: the effect of increasing one standard deviation of physical capital or human capital statistically has the same impact on economic growth. Fourth, increasing public investment spending (holding public spending constant) is positive and significant for growth (a 1% increase in public investment would increase the long-term GDP per capita by about 0.3 percent), in addition to the effect of the private investment rate. However, the effect of public spending on payroll, pensions and subsidies does not contribute to economic growth. Fifth, the overall effect of the size of public spending on economic growth is negative in most specifications. An increase in the size of government by about 1 percentage point would decrease 4.1 percent the long-run GDP per capita, but the more effective the government is, the less harmful the size of government is for long-term growth.

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