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Cork Open Research Archive (CORA) is UCC’s Open Access institutional repository which enables UCC researchers to make their research outputs freely available and accessible.


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Diagnostic reference levels of radiographic and CT examinations in Jordan: A systematic review
(Lippincott, Williams & Wilkins, 2024-02) Alzyoud, Kholoud; Al-Murshedi, Sadeq; England, Andrew
A comprehensive search was performed to examine the literature on diagnostic reference levels (DRL) for computed tomography (CT) and radiography examinations that are performed routinely in Jordan. EBSCO, Scopus, and Web of Science were used for the search. The acronym “DRL” and the additional phrase “dose reference levels” were used to search for articles in literature. Seven papers that reported DRL values for radiography and CT scans in Jordan were identified. One study reported DRLs for conventional radiography, two studies reported CT DRLs in pediatrics, and the remaining four studies provided DRL values for adult CT scans. The most popular techniques for determining the DRLs were the entrance surface dose, volume CT dose index (CTDIvol), and dose-length product (DLP) values. Variations in Jordanian DRL values were noted across both modalities. Lower radiation doses and less variation in DRL values may be achieved by educating and training radiographers to better understand dose reduction strategies. To limit dose variance and enable dosage comparison, CT DRLs must be standardized in accordance with the guidelines of the International Commission on Radiological Protection (ICRP).
Graduate Information Literacy Skills (PG6009): A module reimagined
(2023-12-05) Madden, Ronan; Williamson, Ben; Coffey, Aoife; Thorpe, Deborah; Bowman, Siobhan
Introduction: The Library has delivered the PG6009 module since 2008. Running twice per year for PhD and MRes students, it introduces the principles and practice of Information Literacy as applied to research. The course content was influenced by the prevailing view of IL at the time of its design: as a set of abilities requiring individuals to ‘recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information’. Redesigning the module: Students are having a major input. The evaluation process has been adapted to collect more useful feedback, enabling the team to improve the content and delivery. The team agreed to : Create a new cohesive offering with a central theme: open Research; Try new approaches and to seek input and feedback from the students ahead of BoM changes in March 2024; Teach students as a multidisciplinary group; Consider different approaches to delivery e.g. delivered over multiple weeks, and/or a fully online delivery. Feedback from the participants will be important; Incorporate more interactive elements to each unit and evaluating the response to and impact of these elements; Try out a variety of physical spaces that suit the requirements e.g. hands-on practice, discussion, interaction; Continue with a pass/fail assessment, but add formative assessments to encourage and monitor ongoing engagement. What we want you to know: PG6009 is unique in being a library-led module. It is a 5 credit module with a focus on information data literacy. We are evaluating it influenced by metaliteracy and critical information literacy, with a focus on metacognition or critical self reflection as crucial to becoming more self-directed in a rapidly changing information ecosystem.
Teaching Digital Humanities: Neoliberal logic, class, and social relevance
(University of Minnesota Press, 2023) O'Sullivan, James; Croxall, Brian; Jakacki, Diane K.
The digital humanities have a class problem. This is not to say that other disciplines are immune from socioeconomic disparities, but that DH is a space in which students, across all stages of education, benefit from access to resources that would not normally be a necessity in the arts and humanities. To succeed in the digital humanities often requires privileged knowledge and resources, access to expensive equipment, software, expertise and training networks that remain beyond the reach of many students and their institutions. Many students do not have access to computers capable of performing substantial analytics, or they attend institutions where licensed platforms commonplace in DH are not provided. Many students do not have access to digital libraries providing readings and datasets, or cannot afford the majority of the field’s major publications, still in print and quite expensive. Many students do not have the resources to attend the field’s many training networks, and many students, in this age of remote learning and working, do not even have sufficient bandwidth to engage with DH through web-based tools and communities. Education is always subject to the dynamics of class, but the humanities before the digital turn were at least a space through which social relations could be challenged, relatively free of the cultural logic and resource requirements that heighten inequalities.
US efficient factors in a Bayesian model scan framework
(Emerald Publishing Ltd., 2024-01-15) O'Connell, Michael
Purpose: The author examines the impact these efficient factors have on factor model comparison tests in US returns using the Bayesian model scan approach of Chib et al. (2020), and Chib et al.(2022). Design/methodology/approach: Ehsani and Linnainmaa (2022) show that time-series efficient investment factors in US stock returns span and earn 40% higher Sharpe ratios than the original factors. Findings: The author shows that the optimal asset pricing model is an eight-factor model which contains efficient versions of the market factor, value factor (HML) and long-horizon behavioral factor (FIN). The findings show that efficient factors enhance the performance of US factor model performance. The top performing asset pricing model does not change in recent data. Originality/value: The author is the only one to examine if the efficient factors developed by Ehsani and Linnainmaa (2022) have an impact on model comparison tests in US stock returns.
Deluded mindfulness
(Taylor & Francis, 2023-12-22) Dockstader, Jason; Ferrarello, Susi; Hadjioannou, Christos
This chapter looks at two Chinese traditions that can be described as offering a similar kind of unorthodox practice of mindfulness. Both the classical Daoism of the Zhuangzi and the medieval Buddhism of the Tiantai school develop an approach to mindfulness that presupposes unique metaphysical and epistemic views. In contemporary philosophical terms, by combining a strong many-one identity view in mereology, a novel form of existence monism in fundamental metaphysics, and an explosive trivialism in epistemology, both classical Daoism and Tiantai Buddhism develop an approach to mindfulness wherein each and every moment of experience or thought is accessed and regarded as creating, inherently including, and ultimately being identical to each and every other moment of experience. Every partially and locally coherent, yet wholly and globally incoherent, phenomenon is created by the discerning, deluded mind of everyday sentient beings, and it is by contemplating this deluded mind that one reaches similar soteriological goals of liberation and independence. In the Zhuangzi, this is found in the discussions of the ‘fasting of the mind’ and ‘sitting in forgetfulness,’ of matching Nature's endless production of momentary indexical distinctions, each of which contains the entirety of the Dao's infinite multiplicity. In Tiantai, this is found in discussions of the ‘contemplation of the mind’ and ‘contemplation of inherent inclusion,’ of the attempt to access ‘one moment of experience as three thousand worlds,’ with such ‘three thousand worlds’ being all phenomena created by the deluded mind, which is, namely, everything. The chapter, then, develops this novel form of mindfulness and calls it ‘deluded mindfulness.’ In the process, it aims to ascribe to deluded mindfulness the capacity to offer therapeutic benefits that follow from affirming the many contradictory understandings of mindfulness today.