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The purpose of this study is data generated from any social networking sites may provide some hidden knowledge on a particular domain. Based on this concept the previous paper had proved that social connectivity enhancement takes place through triadic closure and embeddedness in terms of social network graph-theoretic approach. Further, the work was justified by genetic algorithm (GA) where observation showed how interdisciplinary work can occur because of crossover, and therefore, different groups of researchers could be identified. Further enhancement of the work has been focused on in this paper.

In continuation with the previous work, this paper detects other possible fields related to “high graded researchers” who can share the information with the other group of researchers (“imminent high graded” and “new researchers”) using particle swarm optimization (PSO) technique.

While exploitation was done using GA in the previous work, exploration is done in the current work based on PSO using the same grade score value to the objective function. Both the velocity and direction of high graded researchers in this extended work could be derived, which was not possible using GA.

This could help the next two levels of researchers (“imminent high graded researchers” and “new researchers”) in expanding their research fields in line with the fields of high graded researchers.

The purpose of this paper is to compare the acceptance ratings and drivers of liking and disliking attributes of aseptic-packaged cooked rice by consumers, researchers and experts.

Descriptive analysis (DA) was conducted using trained panelists. Acceptability was measured by consumers, researchers and experts. The results of DA and acceptability were analyzed using partial least square regression.

There was no strong relationship among the three groups in their rating patterns for the samples (r=−0.342-0.445). The liking factors for each group were as follows: consumers (rice cake flavor and moisture), researchers (wet wood flavor and whiteness) and experts (wet wood flavor and size of rice). The disliking factors for each group were as follows: consumers (wet wood flavor and brown particle), researchers (moisture) and experts (old rice aroma). The consumers, researchers and experts seemed to have different acceptances and key descriptive attributes for aseptic-packaged cooked rice.

The consensus by researchers during the product development process required caution with regard to the fact that the evaluation by the researchers could be different from what consumers or experts prefer.

Setting-up in-house panelists group would be minimized the discrepancy between consumers and researches.

This study contributes to understanding of the acceptability by food researchers and comparing to consumers and experts for the first time in sensory field.

This paper aims to examine the impact of initial public offering (IPO) grading on earnings management by Indian companies in their IPOs. Specifically, it investigates whether earnings management significantly differs in the pre-IPO grading regime and post-IPO grading regime. Further, it examines whether earnings management significantly differs between high-graded and low-graded IPOs.

The cross-sectional modified Jones model is used to obtain the discretionary accruals, a proxy for earnings management. The impact of IPO grading on earnings management is assessed using multiple regression analysis.

Earnings management is significantly lower in graded IPOs as compared to the ones that are not graded. Further, among the graded IPOs, the high-graded IPOs exhibit lower earnings management as compared to the low-graded IPOs. The findings are robust to the use of an alternative measure for discretionary accruals.

IPO grading in India is a unique certification mechanism, introduced for the first time in any market. This paper establishes the efficacy of this mandatory certification mechanism in reducing earnings management. The findings could be valuable to issuer companies, investors and market regulators.

Many universities now offer courses online using learning management systems (LMS). Numerous studies have been conducted to assess the effectiveness of the LMS but few studies have examined how student online behavior within the course, or what they think about the online course, are related to their actual learning outcomes. The paper aims to discuss this issue.

In this study, student activity in an online business course was captured though learning analytics and assignments to determine if online activity and reflective learning impact final grade. A post-positivist ideology was employed. The dependent variable was the grade resulting from five assignments assessed using rubrics. Correlation, t-tests, multiple regression, surface response regression, General Linear Model (GLM)/F-tests, text analytics, analysis of means (ANOM), and cluster analysis were used to test the hypotheses.

Four statistically significant predictors of online student learning performance were identified: course logins, lesson reading, lesson quiz activity, and lesson quiz scores. This four factor model captured 78 percent of variance on course grade which is a strong effect and larger than comparative studies using learning analytics with online courses. Text analytics and ANOM conducted on student essays identified 17 reflective learning keywords that were grouped into five clusters to explain online student behavior.

First, from a pedagogy standpoint, encouraging students to complete more online lessons including quizzes, generally promotes learning, resulting in higher grades, which is a win:win for students and for the university. Second, from an IT perspective, the student pre and post testing resulted in statistically significant increase of IT-course knowledge, which puts students on a solid foundation to begin an online business course. Additionally, the link between students voicing IT problems but nonetheless scoring very well on the course certainly implies the development of IT self-efficacy, developed partly through the pre and post testing process. A clear link was established between course learning objectives and student learning performance by using a unique text analytics procedure.

The mixed-methods research design started with hypothesis testing using parametric and nonparametric techniques. Once a statistically significant predictive GLM was developed, qualitative data were collected from what the students thought as expressed in their last essay assignment. Text analytics was used to identify and statistically weight the 17 most frequent reflective learning keywords from student essays. A visual word cloud was presented. Parametric statistics were then used to partition the reflective learning keywords into grade boundaries. Nonparametric cluster analysis was used to group similar reflective keyword-grade associations together to form five clusters. The five clusters helped to explain student online behavior.

The purpose of this study is the comprehensive numerical assessment of multidirectional (1D/2D/3D) functionally graded composite panel structures with different material gradation patterns and degrees of material heterogeneity. Here, deformation characteristics are obtained under different loading and support conditions.

The finite element solutions of multidirectional functionally graded composite panels subjected to uniform and sinusoidal transverse loads are presented under different support conditions. Here, different functionally graded composites, such as unidirectional (1D) and multidirectional (2D/3D), are considered by distributing constituent materials in one, two and three directions, respectively, using single and multivariable power-law functions. A constitutive model with fully spatial-dependent elastic stiffness is developed, whereas the kinematics of the present structure is defined using equivalent single-layer higher-order theory. The weak form, based on the principle of virtual work, is established and solved consequently using isoparametric finite element approximations via quadrilateral Lagrangian elements.

The appropriate mesh-refinement process is carried out to achieve the mesh convergence; whereas, the correctness of proposed heterogeneous model is confirmed through a verification test. The comprehensive numerical assessment of multidirectional functionally graded panels under various loading and support conditions depicts the importance of degree of material heterogeneity with different gradation patterns and volume-fraction exponents.

A comprehensive analysis on the deformation behaviour of 1D-functionally graded materials (FGMs) (X-FGM, Y-FGM and Z-FGM), 2D-FGMs (XY-FGM, YZ-FGM and XZ-FGM) and 3D-FGM composite panels FGM structures is presented. Multifaceted heterogeneous FGMs are modelled by varying constituent materials in one, two and three directions, using power-law functions. The constitutive model of multi-directional FGM is developed using fully spatial-dependent elastic matrix and higher-order kinematics. Isoparametric 2D finite element formulation is adopted using quadrilateral Lagrangian elements to model 1D/2D/3D-FGM structures and to obtain their deflection responses under different loading and support conditions.

The social science research community in higher education in the United Kingdom constitutes the largest group of staff covered by any of the six research councils. Over 25% of the people entered in the 2001 Research Assessment Exercise (RAE) had a social science base. This chapter examines the way the pattern of social science research in the UK has been affected by, mainly, the RAE, the interpretations and strategic implementations that flow from it, and the funding allocations it informs. It draws on my own previous work, and that of others across a range of social science disciplines, as well as a small survey of active researchers conducted in late 2004/early 2005 as processes were set in train for the 2008 exercise. The critique of a process based mainly on peer review provides food for thought for those in Australia, where a research quality assessment exercise is in prospect. Paradoxically, the UK may be moving, after 2008, to an approach close to the one being abandoned in Australia.

In this chapter, I detail a procedure for incorporating status characteristics with more than two ordered states, or graded status characteristics, into status characteristics theory. I revise theoretical definitions and assumptions accordingly. The new procedure adds a weighting function to the existing mathematical structure of the theory. I show that estimates using the new procedure are consistent with findings drawn from four experiments that were run in the standard setting for status characteristics theory. I also show that the procedure explains more variation and improves global model fit when predicting expectations using newly collected vignette data. I conclude with a general discussion of the procedures and implications for other expectation states theories and for research conducted outside the laboratory.

This paper presents recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for busy practitioners, library science students and those wishing to learn about information literacy in other contexts.

This article annotates 424 English-language periodical articles, monographs, dissertations, theses and reports on library instruction and information literacy published in 2021. The sources were selected from the EBSCO platform for Library, Information Science, and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Scopus, ProQuest Dissertations and Theses, and WorldCat, published in 2021 that included the terms “information literacy,” “library instruction,” or “information fluency” in the title, abstract or keywords. The sources were organized in Zotero. Annotations summarize the source, focusing on the findings or implications. Each source was categorized into one of seven pre-determined categories: K-12 Education, Children and Adolescents; Academic and Professional Programs; Everyday Life, Community, and the Workplace; Libraries and Health Information Literacy; Multiple Library Types; and Other Information Literacy Research and Theory.

The paper provides a brief description of 424 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy within 2021.

Purpose – The purpose is to present item response theory (IRT) as a promising approach to deal with theoretical and methodological challenges which may not be adequately addressed with linear factor analysis (LFA) techniques.

Approach – We address this limitations and present IRT's approach to counteracting these difficulties. We further present two IRT models in greater detail and make a theoretical comparison between these models and LFA techniques. Then, we illustrate how IRT is applied in practice by analyzing a scale of trust by an IRT and an LFA approach and comparing their results.

Practical implications – Scale properties may vary among countries because some items may function differently in different contexts. Moreover, a scale's reliability depends on the value of the latent variable being assessed, which implies that the scale may discriminate better among certain ranges of the latent trait than among others. The theory we hereby present offers a more adequate approach to dealing with these issues than extant LFA methods.

Originality/value – This chapter presents a methodology of recognized value in other fields of knowledge into the field of strategy and international business, thereby advancing the methodologies available for doing research in these domains.

This paper aims to present recently published resources on library instruction and information literacy providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2018.

The paper provides a brief description of all 422 sources, and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and anyone interested as a quick reference to literature on library instruction and information literacy.