In 1870, after a decade of vigorous public debate over the economic importance of technical and scientific learning for the colony’s development, the Industrial and Technological…
Abstract
In 1870, after a decade of vigorous public debate over the economic importance of technical and scientific learning for the colony’s development, the Industrial and Technological Museum was established in the city of Melbourne ‘as a means of public instruction’ for the people of Victoria. Founded in February 1870 and officially opened on 8 September 1870, the new public museum occupied the building erected at the rear of the Public Library for the 1866 International Exhibition. The Industrial and Technological Museum, later the Science Museum and now part of Museum Victoria, was directed by J. Cosmo Newbery and managed by a sectional committee of the Public Library, Museums, and National Gallery of Victoria Trust, which Parliament had incorporated and enlarged in December 1869.
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Em Pijl‐Zieber, Brad Hagen, Chris Armstrong‐Esther, Barry Hall, Lindsay Akins and Michael Stingl
Nurses and other professional caregivers are increasingly recognising the issue of moral distress and the deleterious effect it may have on professional work life, staff…
Abstract
Nurses and other professional caregivers are increasingly recognising the issue of moral distress and the deleterious effect it may have on professional work life, staff recruitment and staff retention. Although the nursing literature has begun to address the issue of moral distress and how to respond to it, much of this literature has typically focused on high acuity areas, such as intensive care nursing. However, with an ageing population and increasing demand for resources and services to meet the needs of older people, it is likely that nurses in long‐term care are going to be increasingly affected by moral distress in their work. This paper briefly reviews the literature pertaining to the concept of moral distress, explores the causes and effects of moral distress within the nursing profession and argues that many nurses and other healthcare professionals working with older persons may need to become increasingly proactive to safeguard against the possibility of moral distress.
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Sophia Ding and Peter H. Egger
This chapter proposes an approach toward the estimation of cross-sectional sample selection models, where the shocks on the units of observation feature some interdependence…
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This chapter proposes an approach toward the estimation of cross-sectional sample selection models, where the shocks on the units of observation feature some interdependence through spatial or network autocorrelation. In particular, this chapter improves on prior Bayesian work on this subject by proposing a modified approach toward sampling the multivariate-truncated, cross-sectionally dependent latent variable of the selection equation. This chapter outlines the model and implementation approach and provides simulation results documenting the better performance of the proposed approach relative to existing ones.
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March WED.4. One‐Day Conference on In‐Training of Library and Information Staff. Imperial College, London.
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James P. LeSage and R. Kelley Pace
For this discussion, assume there are n sample observations of the dependent variable y at unique locations. In spatial samples, often each observation is uniquely associated with…
Abstract
For this discussion, assume there are n sample observations of the dependent variable y at unique locations. In spatial samples, often each observation is uniquely associated with a particular location or region, so that observations and regions are equivalent. Spatial dependence arises when an observation at one location, say y i is dependent on “neighboring” observations y j, y j∈ϒi. We use ϒi to denote the set of observations that are “neighboring” to observation i, where some metric is used to define the set of observations that are spatially connected to observation i. For general definitions of the sets ϒi,i=1,…,n, typically at least one observation exhibits simultaneous dependence, so that an observation y j, also depends on y i. That is, the set ϒj contains the observation y i, creating simultaneous dependence among observations. This situation constitutes a difference between time series analysis and spatial analysis. In time series, temporal dependence relations could be such that a “one-period-behind relation” exists, ruling out simultaneous dependence among observations. The time series one-observation-behind relation could arise if spatial observations were located along a line and the dependence of each observation were strictly on the observation located to the left. However, this is not in general true of spatial samples, requiring construction of estimation and inference methods that accommodate the more plausible case of simultaneous dependence among observations.
Samaneh Abdoli, Mohammadreza Nili Ahmadabadi, Hashem Fardanesh and Mohammad Asgari
This study aims to identify the most important factors affecting the usability of Learning Management Systems (LMSs) and present these factors in the form of a comprehensive and…
Abstract
Purpose
This study aims to identify the most important factors affecting the usability of Learning Management Systems (LMSs) and present these factors in the form of a comprehensive and practical framework and validate the framework.
Design/methodology/approach
In this research, a mixed research method and sequential exploratory research design were used. In the qualitative section, the qualitative meta-synthesis method was utilized to extract usability factors from the research literature and formulate the framework of factors, and in the quantitative section, the survey method was employed to validate the framework. In the qualitative section, the research field included the research available in the Scopus and Web of Science databases, and the data collection tool included electronic and printed documents on the usability factors of LMSs. To validate the findings, in addition to citing research literature and theoretical foundations, the audit trail, consensual validity and expert peer review methods were used. Also, to analyze the data, the thematic analysis method and thematic network via MAXQDA 2020 software were used. In the quantitative section, the statistical population was students of the Faculty of Psychology and Educational Sciences at Allameh Tabatabai University in Iran, and the sample included undergraduate students of this faculty with a volume of 200 people. The tool for collecting information was a researcher-made questionnaire that was provided to students in the first half of the academic year 2022–2023. To validate the findings, content-related validity through Content Validity Ratio (CVR) and Content Validity Index (CVI) and construct validity through Confirmatory Factor Analysis (CFA) and Convergent Validity were examined. Cronbach’s alpha coefficient and Composite Reliability (CR) were also used to check reliability. To analyze the data one-sample T-test via SPSS 27 software was used, and the PLS-SEM was utilized via SmartPLS 4 software to validate the framework proposed by the researcher.
Findings
The findings from the qualitative part of this research include basic themes and organizing themes related to the global theme of usability. Based on the findings from the qualitative part, it can be concluded that the factors in terms of frequency in the research literature have the following ranks: interaction (first rank), ease of use and usefulness (second rank), learnability (third rank), navigation (fourth rank), satisfaction and enjoyment, visual design and accessibility (fifth rank), help and assessment and feedback (sixth rank) and content, errors correction and privacy and security (seventh rank). The findings of the quantitative part include the external fit indexes of the framework and the internal fit index of the framework; based on the obtained values, it can be concluded that the framework of LMS usability factors has a good fit.
Research limitations/implications
This research is the first comprehensive study of all theories on the usability of LMSs, in which a framework is proposed that combines the important factors mentioned in the relevant theories and models for the first time. Additionally, practical and applicable suggestions are provided in this study to enhance each of the usability factors of LMS.
Originality/value
To the best of the authors’ knowledge, this research presents a framework for the first time in which all important factors of usability theories and models are combined and prioritizes these factors based on their importance in relevant research. It also provides practical recommendations for enhancing these factors in LMSs for system developers and instructional designers.