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This paper considers the specific opportunities and challenges of engaging in ethnographic research with organisations in which the researcher participates as a volunteer ethnographer.

The findings in this paper are based on four years of ethnographic research within a social enterprise.

This paper finds that there are significant benefits of the role of the volunteer ethnographer and suggests ways to address some of the challenges.

As the field of social enterprise and ethnography grows and researchers engage with methodological discussions about participant observation, the authors suggest that attention should also be paid to the specifics of the role of the volunteer ethnographer.

There is growing interest in the use of ethnography in social enterprises. This paper offers unique insight into how this methodology has been applied in the context of self-reliant groups and the importance of the engaging with discussion about the specific role of the volunteer ethnographer.

Semantic retrieval and discovery of datasets published as open data remains a challenging task. The datasets inherently originate in the globally distributed web jungle, lacking the luxury of centralized database administration, database schemes, shared attributes, vocabulary, structure and semantics. The existing dataset catalogs provide basic search functionality relying on keyword search in brief, incomplete or misleading textual metadata attached to the datasets. The search results are thus often insufficient. However, there exist many ways of improving the dataset discovery by employing content-based retrieval, machine learning tools, third-party (external) knowledge bases, countless feature extraction methods and description models and so forth.

In this paper, the authors propose a modular framework for rapid experimentation with methods for similarity-based dataset discovery. The framework consists of an extensible catalog of components prepared to form custom pipelines for dataset representation and discovery.

The study proposes several proof-of-concept pipelines including experimental evaluation, which showcase the usage of the framework.

To the best of authors’ knowledge, there is no similar formal framework for experimentation with various similarity methods in the context of dataset discovery. The framework has the ambition to establish a platform for reproducible and comparable research in the area of dataset discovery. The prototype implementation of the framework is available on GitHub.

The purpose of this two-part research was to investigate the effect of remote learning on student progress in elementary education. Part 2, presented in this paper, is a follow-up study to examine how student progression in the two pandemic-induced environments compared to the pre-pandemic conditions.

The authors expanded the quantitative, quasi-experimental factorial design of the authors' initial study with additional ex-post-facto standardized test score data from before the pandemic to enhance the group comparison with a control: the conventional pre-pandemic classroom environment. Thus, the authors were able to examine in which ways the two pandemic-induced learning environments (remote and hybrid) may have affected learner progress in the two subject areas: English Language (ELA) and Math. Additionally, the authors provided a grade-by-grade breakdown of analysis results.

Findings revealed significant group differences in grade levels at or below 6th grade. In the majority of analyzed comparisons, learner achievement in the hybrid group was significantly lower than those in either the remote or the classroom group, or both.

The additional findings further supported the authors' initial hypotheses: Differences in the consistency and continuity of educational approaches, as well as potential differences in learner predispositions and the availability of home support systems may have influenced observed results. Thus, this research also contributes to the general knowledge about learner needs in elementary education.

During the pandemic, remote learning became ubiquitous. However, in contrast to e-learning in postsecondary education, for which an abundance of research has been conducted, relatively little is known about the efficacy of such approaches in elementary education.

Co-curricular engagement in postsecondary education provides students with a breadth of opportunity for leadership-focused developmental experiences. However, few studies have qualitatively examined in detail how alumni describe years later how formal co-curricular involvement contributes to their development. Such lack of attention has resulted in what we describe as a “hidden leadership curriculum” embedded in co-curricular engagement. To address this gap in the literature, we explored the leadership experiences of 25 recent alumni who were engaged within various co-curricular organizations, and the leadership lessons relevant to their professional success that they report learning as a direct result of their involvement. Findings from this study reveal how the inherent organizational challenges embedded within co-curricular engagements lead students to develop a more interdependent, relational conception of effective leadership behaviors. These conceptualizations place value on collective group engagement and decision-making, and help students recognize group needs over individual desires. In addition, many participants reported acquiring the value of generativity – building a leadership pipeline - within their respective co-curricular organizations. We discuss practical implications, such as the central role of challenging experiences within the co-curriculum, and suggest future research recommendations.

This article showcases how mobile app technology can enhance leadership education through a new mobile app called My Student Leader. My Student Leader represents a novel approach to leadership education so that students may use smartphone technology to enhance student leadership development on campus. The app facilitates the creation of Leader Plans associatedwithservicelearningactivitiesandcampus eventswhichthencanbeemailedtoteam members, faculty and staff.There also is a section for students to write a Leadership Legacy reflection. This application brief addresses the stages of development of the app and the outcomes associated with mobile technology use for leadership education.

The purpose of this study is to verify how the carbon doping of the WC-Co cemented carbide (CC) affected their structure before their processing by hot isostatic pressing (HIP) technology.

The samples for this experiment were fabricated by selective laser melting technology (SLM) using a YAG fiber laser with a power of P = 40 W and a scanning speed of 83 mm/s. The subsequent carbon doping process was performed in a chamber furnace at 900 0 C for 1, 4 and 12 h. The HIP was performed at 1,390°C and pressures of 40 MPa, 80 MPa and 120 MPa. The changes induced in the structures were evaluated using X-ray diffraction and various microscopic methods.

X-ray diffraction analysis showed that the structure of the samples after SLM consisted of WC, W₂C, Co₄W₂C and Co phases. As a result of the increase in the carbon content in the structure of the samples, the transition carbide W₂C and structural phase Co₄W₂C decayed. Their decay was manifested by the coarsening of the minor alpha phase (WC), which occurred both during the carburizing process and during the subsequent processing using HIP. In the samples in which the structure was carburized prior to HIP, only the structural phases WC and Co were observed in most cases.

The results confirm that it is possible to increase the homogeneity of the CC structure and thus its applicability in practice by additional carburization of the sample structure with subsequent processing by HIP technology.