COMP1204: Programming the Shell - Apple Handbook (2013)

This is optional reading, it provides a very nice and clear reference to BASH with references to CShell

Academic Integrity Induction Slides

Start of year induction welcome slide set

UbiCamp Academic Skills

support for academic skills

UbiCamp Academic Skills

set of booklets

Academic Integrity - choices

This interactive story enables you to explore the possible consequences of a breach of academic integrity

IBM's Internet of Things and Academic Initiative

IBM provide a comprehensive academic initiative, (http://www-304.ibm.com/ibm/university/academic/pub/page/academic_initiative) to universities, providing them free of charge access to a wide range of IBM Software. As part of this initiative we are currently offering free IBM Bluemix accounts, either to be used within a course, or for students to use for personal skills development. IBM Bluemix provides a comprehensive cloud based platform as a service solution set which includes the ability to quickly and easily integrate data from devices from Internet of Things ( IoT) solutions to develop and run productive and user focused web and mobile applications. If you would be interested in hearing more about IBM and Internet of Things or you would like to discuss prospective research projects that you feel would operate well in this environment, please come along to the seminar!

Academic writing and publishing

Copy of widely available guide to academic writing Hartley, J., 2008. Academic writing and publishing: A practical handbook, Routledge.3. the Manchester Phrase bank (linked here too) gives example phrases for writing Also Chapter on writing introductions from book aimed at students for whom English is not their first language

Programming with Semantic Broad Data

Presentation at WAIS Away Day, April 2016

Bergsmo, Morten (ed.). Thematic prosecution of international sex crimes. Beijing: Torkel Opsahl Academic Epublisher; 2012, 452 p.

Reseña del libro

Academic stress in master’s students and its modulatory variables: a between-groups design

The present investigation tries to establish the descriptive profile of the academic stress of the students of the masters in education and to identify which sociodemographic and situational variables play a modulator role. This investigation is based on the Person-Surroundings Research Program and the systemical cognitive model of academic stress. The study can be characterized as transectional, correlational and non experimental. The collection of the information was made through the SISCO inventory of Academic Stress which was applied to 152 students. The main results suggest that 95% of the master students report having felt academic stress a few times but with medium-high intensity. Variables gender, civil state, attending masters and institutional support of the attending masters act as modulators in academic stress.

Association between clinically important depressive symptoms and academic achivement among students in Cartagena, Colombia

Background: Some studies show a strong association between depressive symptoms and academic achievement in the adolescent population. However, there are few Colombian publications about this topic. Objective: To establish the association between clinically important depressive symptoms and academic achievement among low socioeconomic status adolescent students. Method: A group of 13 to 17 year-aged adolescents was studied. Meaningful clinically depressive symptoms were measured with Zung’ self-rating depression scale (40/80). Academic achievement was evaluated according to Colombian qualitative model. Results: A total of 43.5% of students reported clinically important depressive symptoms and 30.7% accomplished a poor academic achievement, according to teacher report. The academic achievement was independent of meaningful clinically depressive symptoms, after controlling other variables. Conclusion: Meaningful clinically depressive symptoms are frequent in low socioeconomic status adolescent students. But, meaningful clinically depressive symptoms are not associated with academic performance. Further investigations are needed.

Medical Students Circadian Sleep Rhythms and Academic Performance

Objective: to evaluate, with a preliminary study, the distribution of circadian rhythms, sleep schedule patterns and their relationship with academic performance on medical students. Methodology: in this descriptive study, a 10 item original questionnaire about sleep rhythms and academic performance was applied to medical students from different semesters. Week (class time) and weekend schedules, preferences, daytime somnolence and academic performance were asked. Three chronotypes (morningness, intermediate and eveningness) were defined among waking-sleeping preference, difficulty to sleep early, exam preparation preference hour and real sleep schedule. The sleep hour deficit per week night was also calculated. Results: Of the 318 medical students that answered the questionnaire, 62.6% corresponded to intermediate chronotypes, 8.8% to evening-type and 28.7% to morning-type. Significant difference was found among the two chronotype tails (p=0.000, Chi-square 31.13). No correlation was found between academic performance and age, sex, chronotype, week sleep deficit and sleep hours in week and weekends. A 71.1% of the students slept 6 or fewer hours during class time and 78% had a sleep deficit (more frequent in the evening chronotype). Conclusions: No relation was found between sleep chronotype and academic performance. Students tend to morningness. Few studies have been made on equatorial zones or without seasons