Terhi Nurmikko-Fuller

Ancient Sumerian online

Publisher: Association for Computing Machinery (ACM)

Date: 14-10-2014

DOI: 10.1145/2659837

Abstract: Far from its beginnings as symbols pressed into clay tablets, Ancient Sumerian is now being digitized and shared through cutting edge semantic web technologies.

11 Publishing Sumerian Literature on the Semantic Web

Publisher: BRILL

Date: 2018

DOI: 10.1163/9789004375086_013

An Analysis of Student Representation, Representative Features and Classification Algorithms to Predict Degree Dropout

Publisher: ACM

Date: 04-03-2019

DOI: 10.1145/3303772.3303800

A Serious Game Powered by Semantic Web technologies

Publisher: ACM

Date: 18-05-2015

DOI: 10.1145/2740908.2742840

Tweets, Death and Rock 'n' Roll: Social Media Mourning on Twitter and Sina Weibo

Publisher: ACM

Date: 15-05-2018

DOI: 10.1145/3201064.3201079

Nonaqueous Solvent Extraction for Enhanced Metal Separations: Concept, Systems, and Mechanisms

Publisher: American Chemical Society (ACS)

Date: 19-11-2021

DOI: 10.1021/ACS.IECR.1C02287

Ten simple rules for measuring the impact of workshops

Publisher: Public Library of Science (PLoS)

Date: 30-08-2018

DOI: 10.1371/JOURNAL.PCBI.1006191

The Effect of Accelerating Migration of Services to Digital Channels on the Elderly

Publisher: ACM

Date: 25-06-2017

DOI: 10.1145/3091478.3098867

Jazzcats: navigating an RDF triplestore of integrated performance metadata

Publisher: ACM

Date: 28-09-2018

DOI: 10.1145/3273024.3273031

Swinging Triples: Bridging Jazz Performance Datasets using Linked Data

Publisher: ACM

Date: 09-10-2018

DOI: 10.1145/3243907.3243914

Knowing the past to Plan for the Future - An In-depth Analysis of the First 10 Editions of the WEBIST Conference

Publisher: SCITEPRESS - Science and and Technology Publications

Date: 2015

DOI: 10.5220/0005447704310442

A Comprehensive Analysis of the First Ten Editions of the WEBIST Conference

Publisher: Springer International Publishing

Date: 2016

DOI: 10.1007/978-3-319-30996-5_13

In Collaboration with In Concert

Publisher: ACM

Date: 12-08-2016

DOI: 10.1145/2970044.2970049

An Educational Game Based on Images and Semantic Web Technologies

Publisher: IEEE

Date: 07-2016

DOI: 10.1109/ICALT.2016.18

BABY ElEPHaT - Building an Analytical Bibliography for a Prosopography in Early English Imprint Data

Publisher: iSchools

Date: 2016

DOI: 10.9776/16588

On organising multimedia performance corpora for musicological study using Linked Data

Publisher: ACM

Date: 25-06-2015

DOI: 10.1145/2785527.2785532

Setting parameters for developing undergraduate expertise in transdisciplinary problem solving at a university-wide scale: a case study

Publisher: Springer Science and Business Media LLC

Date: 05-05-2023

DOI: 10.1057/S41599-023-01709-8

Abstract: As part of a curriculum reform process, The Australian National University (ANU) is introducing a universal undergraduate requirement that responds to decades-long calls for universities to take seriously the development of expertise in the transdisciplinary problem solving required to address the major challenges facing society. Described here are the process and outcomes of the deliberations of the working group tasked with setting parameters for the implementation of this expertise. The working group identified relevant context, including that the requirement has to work for all of the University’s 13,000 undergraduate students, allowing them to tailor coursework in transdisciplinary problem solving according to their disciplinary choices, personal interests and career aspirations. The expertise is to be developed in existing and new courses, featuring small classes with flexible interactive delivery and should build on the University’s comprehensive coverage of academic disciplines and fields, along with the university’s strong track records in transdisciplinary research and education. The working group developed an ANU framework for transdisciplinary problem solving, focused on the following six characteristics: change-oriented, systemic, context-based, pluralistic, interactive and integrative. How these characteristics can be translated into learning outcomes is demonstrated, along with relevant ways of teaching. The working group highlighted two key challenges that those involved in the mechanics of the implementation will have to deal with and proposed a way forward for the first of them. One is for students to be able to readily identify relevant courses. The working group proposed a tag-and-points system, with the ‘tag’ identifying courses relevant to transdisciplinary problem solving and ‘points’ indicating the number of characteristics covered and the depth of that coverage. The second challenge is coordination across courses to minimise duplication and maximise the opportunity to keep building skills. The paper concludes by summarising key areas that may be useful to others deliberating on the expertise required for university graduates to effectively contribute to addressing societal challenges, as well as how universities can best foster the development of that expertise.

Experts and likely to be closed discussions in question and answer communities: An analytical overview

Publisher: Elsevier BV

Date: 03-2019

DOI: 10.1016/J.CHB.2018.06.004

Modelling Experts Behaviour in Q&A Communities to Predict Worthy Discussions

Publisher: IEEE

Date: 07-2017

DOI: 10.1109/ICALT.2017.56

Enhancing Scholarly Use of Digital Libraries

Publisher: ACM

Date: 19-06-2016

DOI: 10.1145/2910896.2910903

Classroom Standing Desks and Sedentary Behavior: A Systematic Review

Publisher: American Academy of Pediatrics (AAP)

Date: 02-2016

DOI: 10.1542/PEDS.2015-3087

Abstract: Reducing sedentary behaviors, or time spent sitting, is an important target for health promotion in children. Standing desks in schools may be a feasible, modifiable, and acceptable environmental strategy to this end. To examine the impact of school-based standing desk interventions on sedentary behavior and physical activity, health-related outcomes, and academic and behavioral outcomes in school-aged children. Ovid Embase, Medline, PsycINFO, Web of Science, Global Health, and CINAHL. Full-text peer-reviewed journal publications written in English s les of school-aged youth (5–18 years of age) study designs including the same participants at baseline and follow-up and use of a standing desk as a component of the intervention. Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Eight studies satisfied selection criteria and used quasi-experimental (n = 4), randomized controlled trial (n = 3), and pre–post, no control (n = 1) designs. When examined, time spent standing increased in all studies (effect sizes: 0.38–0.71), while sitting time decreased from a range of 59 to 64 minutes (effect sizes: 0.27–0.49). Some studies reported increased physical activity and energy expenditure and improved classroom behavior. One-half of the studies had nonrandomized designs, and most were pilot or feasibility studies. This initial evidence supports integrating standing desks into the classroom environment this strategy has the potential to reduce sitting time and increase standing time among elementary schoolchildren. Additional research is needed to determine the impact of standing desks on academic performance and precursors of chronic disease risk.

Treasure Explorers - A Game as a Diagnostic Assessment Tool

Publisher: IEEE

Date: 07-2016

DOI: 10.1109/ICALT.2016.136

Finding Topical Experts in Question & Answer Communities

Publisher: IEEE

Date: 07-2016

DOI: 10.1109/ICALT.2016.68

Katholieke Universiteit Leuven - Campus Kulak

Location: Belgium

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KU Leuven

Location: Belgium

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University Of Southampton

Location: United Kingdom of Great Britain and Northern Ireland

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Australian National University

Location: Australia

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University Of Oxford

Location: United Kingdom of Great Britain and Northern Ireland

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Discovery Projects - Grant ID: DP160103488

Start Date: 06-2016

End Date: 06-2021

Amount: $459,606.00

Funder: Australian Research Council

Linkage Infrastructure, Equipment And Facilities - Grant ID: LE210100013

Start Date: 07-2021

End Date: 12-2024

Amount: $600,000.00

Funder: Australian Research Council