RQ3. Platform is sustainable and it meets the users' needs
I. Relevant results for system integrity tests: • User passwords are being encrypted as required. • Deduplication (eliminating duplicate copies of repeating data or single-instance storage) and presentation of a single URL for improving referencing performs as expected. • The repository is capable of handling a large number of user accounts and user activity.
II. Relevant results for data integrity tests: • The spider captures the timestamp and the original URLs. • Capture of the blog, its comments and its embedded content performs as expected. • The updated versions of the same content are captured and stored as expected. • Insufficient contextual metadata about the crawl and the blog was being received from the spider. (This has improved since CS1).
III. Relevant results for preservation tests: • The evaluation demonstrates that all the data captured by the spider is being ingested into the system; however, improvement is necessary for capturing additional contextual metadata about the crawl and the blog. • More description is needed with regard to the content of the object (e.g. topic, language, etc.) and to technical aspects (e.g. formats). (This has improved since CS1). • Content retrieved via APIs is stored in two different databases as part of the preservation strategy.
IV. Relevant results for functionality tests: • The repository provides updates via RSS channel as expected. • Archive’s descriptive statistics and its export operate as expected. • The platform functions perform as expected to users and administrators.
RQ3. Where are the materials accumulated in the global economy that could enable a circularity transition?
RQ3. How do social forms of metacognitive regulation episodes emerge and function in scientific inquiry activities? 216 7.2.4 Theoretical contributions 219 7.2.5 Methodological contributions 222 7.3 Limitations of the study 224 7.4 Implications of the study 226 7.5 Future directions for research 228 7.6 Final words 230 References 231 APPENDICES 252 Appendix A – An overview of three popular SRL models 253 Appendix B – Sequence and duration of small group and whole class inquiry activities 258 Appendix C - Sample lesson plans and group activity worksheets 259 Appendix D – Semi-structure interview protocol 279 Appendix E – Sample information sheets and consent forms 280 Appendix F - Transcriptions of the episodes in the Figures 4.7, 4.8 and 4.9 286 Appendix G – An example dialogue from the introductory activities 295 Appendix H – An example dialogue from whole class discussions 297 Table 3.1 – Target student groups 63 Table 3.2 – Objectives of the scientific inquiry activities according to Xxx. Xxxxx’x unit plans 68 Table 3.3 – Observation schedule for all the recorded lessons 73 Table 3.4 – Stimulated-recall interviews schedule 77 Table 3.5 – An example of the analysis of video data through the coding scheme 81 Table 3.6 – Coding scheme for the students’ regulation of learning processes 83 Table 3.7– An example of the analysis of the stimulated-recall interview data 89 Table 3.8 – An example of the analysis of the semi-structured interview data 92 Table 5.1 – Profile of Group A 162 Table 5.2 – Profile of the Group B 170 Table 6.1 Frequency and percentages of the themes regarding the emergence of metacognitive co-regulation episodes across the different types of inquiry activities 183 Table 6.2 Frequency and percentages of the themes regarding the emergence of shared metacognitive regulation episodes across the student groups 193 Figure 3.1 – Summary of the research design 60 Figure 3.2 – The layout of the science and technology classroom 67 Figure 4.1 – Average rates of the episodes of planning processes during the scientific inquiry activities 102 Figure 4.2 – Average rates of the episodes of metacognitive monitoring processes during the scientific inquiry activities 107 Figure 4.3 – Average rates of the episodes of metacognitive evaluation processes during the scientific inquiry activities 118 Figure 4.4 – Average rates of the emotional and motivational monitoring episodes across the types of activities 120 Figure 4.5 – Average rates of the emotional and motiva...
RQ3. Do terrorists that use the Internet exhibit different experiences to those that do not? RQ4: Does using the Internet help or hinder plots? These questions are taken in turn before turning to a discussion of their findings and integration into the academic literature. This chapter demonstrates that terrorists use the Internet heavily for a range of pre-event behaviours. However, this should not necessarily be taken as evidence for an “online radicalisation” thesis; bivariate tests show that the online realm is not replacing the offline and that, for the most part, those that use the Internet do not exhibit different behaviours to those that do not. Finally, despite the claims that the Internet could be a security risk by radicalising would-be terrorists, the findings of this chapter suggest that those that use the Internet are less likely to be successful than those that do not.
RQ3. Do terrorists that use the Internet exhibit different experiences to those that do not? Although RQ2 demonstrated that the Internet does not appear to be replacing the offline domain as the primary venue for radicalisation – as suggested by scholars like Xxxxxxx (2008b) – the next logical question is whether engaging on the Internet offers affordances that lead to different user experiences. For example, Xxxx and colleagues (2017) find that lone actors are significantly more likely to learn via the Internet than their group-based counterparts, who can pool human, social, technical, and financial capital. This RQ will first present the descriptive statistics for the variables of interest that are related to actors’ events, such as the four categories assigned to the number of actors that execute a plot; the role that actors had in events; for those that attack, the type and target of the attack, as well as whether it was deadly. Then, these event behaviours and other demographic variables, such as age and gender, will be tested against the online behaviours discussed above to assess whether those that use the Internet are more likely have different experiences than those that do not.
RQ3. The chapter proposes a new lock-free tree data structure for parallel MCTS.
RQ3. What factors have shaped teachers’ beliefs and attitudes towards single-gender education? Finding 7 Finding 8
