Institution
University of Bedfordshire
Education•Luton, Bedford, United Kingdom•
About: University of Bedfordshire is a education organization based out in Luton, Bedford, United Kingdom. It is known for research contribution in the topics: Population & Context (language use). The organization has 3860 authors who have published 6079 publications receiving 143448 citations. The organization is also known as: University of Luton.
Papers published on a yearly basis
Papers
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TL;DR: In this article, a cooling test was conducted to find how much efficiency improvement can be achieved with the cooling condition, and a cooling system is proposed for possible system setup of residential solar PV application.
98 citations
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University of Delaware1, Taipei Medical University2, University of Aveiro3, University of Manchester4, National Autonomous University of Mexico5, Newcastle University6, Rutgers University7, Oregon State University8, National Taitung University9, University of Maryland College of Agriculture and Natural Resources10, Fraunhofer Society11, European Molecular Biology Organization12, University Hospitals Birmingham NHS Foundation Trust13, University of Birmingham14, University of Bonn15, University of Copenhagen16, École Polytechnique Fédérale de Lausanne17, University of New South Wales18, SRI International19, University of Oxford20, Ontario Institute for Cancer Research21, Cardiff University22, Bharathiar University23, Max Planck Society24, Georgetown University25, University of Zurich26, French Institute of Health and Medical Research27, Aix-Marseille University28, University of Cambridge29, Academia Sinica30, University of Bedfordshire31, Oregon Health & Science University32, California Institute of Technology33, Université de Montréal34, Medical College of Wisconsin35, Elsevier36, European Bioinformatics Institute37, Hoffmann-La Roche38, National Institutes of Health39, University of Missouri40, Mitre Corporation41
TL;DR: The development of the interactive task, from planning to execution, is described and major findings for the systems tested are discussed.
Abstract: Fully automated text mining (TM) systems promote efficient literature searching, retrieval, and review but are not sufficient to produce ready-to-consume curated documents. These systems are not meant to replace biocurators, but instead to assist them in one or more literature curation steps. To do so, the user interface is an important aspect that needs to be considered for tool adoption. The BioCreative Interactive task (IAT) is a track designed for exploring user-system interactions, promoting development of useful TM tools, and providing a communication channel between the biocuration and the TM communities. In BioCreative V, the IAT track followed a format similar to previous interactive tracks, where the utility and usability of TM tools, as well as the generation of use cases, have been the focal points. The proposed curation tasks are user-centric and formally evaluated by biocurators. In BioCreative V IAT, seven TM systems and 43 biocurators participated. Two levels of user participation were offered to broaden curator involvement and obtain more feedback on usability aspects. The full level participation involved training on the system, curation of a set of documents with and without TM assistance, tracking of time-on-task, and completion of a user survey. The partial level participation was designed to focus on usability aspects of the interface and not the performance per se. In this case, biocurators navigated the system by performing pre-designed tasks and then were asked whether they were able to achieve the task and the level of difficulty in completing the task. In this manuscript, we describe the development of the interactive task, from planning to execution and discuss major findings for the systems tested.
98 citations
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98 citations
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TL;DR: It is argued that e-learning take-up represents adoption of an innovation in educational services, rather than just an IT technology, and that only perceived compatibility and trialability have significant influence on e- learning adoption intention.
Abstract: This research aims to examine, from an innovation adoption perspective, Chinese students' intention of taking up e-learning degrees. A survey of Chinese students was conducted to reveal their perceptions concerning innovation attributes relevant to e-learning and their intentions of taking e-learning programmes provided by UK universities. Given the rapid development in e-learning and its potential impact on how learning takes place, this research argues that e-learning take-up represents adoption of an innovation in educational services, rather than just an IT technology. It therefore examined e-learning adoption using Rogers's relational model of perceived innovation attributes. Rogers's model was adapted to the e-learning context. A questionnaire survey was developed to collect data from a sample of Chinese students (n=215). Prior to final analysis the dimensionality and validity of the implementation of Rogers relational model was assessed. Findings suggested that only perceived compatibility and trialability have significant influence on e-learning adoption intention.
97 citations
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TL;DR: This paper explored how two interscholastic soccer coaches incorporated teaching games for understanding (TGfU) into their coaching practice and found that it offered a way for practitioners to challenge their practice, move from a "comfort zone" and open themselves up to self-reflection.
Abstract: Background: Coaches’ knowledge and actions are both the product and manifestation of a personally experienced involvement with the coaching process; they are linked to the coach's history and both are attributable to how they were learned. Changing established coaching practice can be problematic, particularly as coaching lacks a critical tradition, and coaches are more likely to be seen sticking with ‘safer’, ‘tried and tested’, traditional methods. Butler recently noted in 2005 that approaches such as Teaching Games for Understanding (TGfU) offer a way for practitioners to challenge their practice, move from a ‘comfort zone’ and open themselves up to self-reflection. Purpose: With this in mind, the purpose of this study was to explore how two interscholastic soccer coaches incorporated TGfU into their coaching practice. Methods: Two interscholastic soccer coaches; Brad, an experienced Head coach of the program and coach of the varsity team (n = 18), and Jeff, a first-year coach in the program and the co...
97 citations
Authors
Showing all 3892 results
Name | H-index | Papers | Citations |
---|---|---|---|
Jie Zhang | 178 | 4857 | 221720 |
Oscar H. Franco | 111 | 822 | 66649 |
Timothy J. Foster | 98 | 420 | 32338 |
Christopher P. Denton | 95 | 675 | 42040 |
Ian Kimber | 91 | 620 | 28629 |
Michael J. Gidley | 86 | 420 | 24313 |
David Carling | 86 | 186 | 45066 |
Anthony Turner | 79 | 489 | 24734 |
Rhys E. Green | 78 | 285 | 30428 |
Vijay Kumar Thakur | 74 | 375 | 17719 |
Dave J. Adams | 73 | 283 | 19526 |
Naresh Magan | 72 | 400 | 17511 |
Aedin Cassidy | 70 | 218 | 17788 |
David A. Basketter | 70 | 325 | 16639 |
Richard C. Strange | 67 | 249 | 17805 |