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Humanities and Social Sciences (15)
Fine Arts, Music, Theatre and Media Studies (1)
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Archived data (5)
Audiovisual data (10)
Software applications (2)
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the world bird database
Avibase is an extensive database information system about all birds of the world, containing over 19 million records about 10,000 species and 22,000 subspecies of birds, including distribution information, taxonomy, synonyms in several languages and more. This site is managed by Denis Lepage and hosted by Bird Studies Canada, the Canadian copartner of Birdlife International. Avibase has been a work in progress since 1992 and I am now pleased to offer it as a service to the bird-watching and scientific community.
EnviDat
Environmental Data Portal
With the Program EnviDat we develop a unified and managed access portal for WSL's rich reservoir of environmental monitoring and research data. EnviDat is designed as a portal to publish, connect and search across existing data but is not intended to become a large data centre hosting original data. While sharing of data is centrally facilitated, data management remains decentralised and the know-how and responsibility to curate research data remains with the original data providers.
EU ODP
The European Union Open Data Portal is the single point of access to a growing range of data from the institutions and other bodies of the European Union (EU). Data are free for you to use and reuse for commercial or non-commercial purposes. By providing easy and free access to data, the portal aims to promote their innovative use and unleash their economic potential. It also aims to help foster the transparency and the accountability of the institutions and other bodies of the EU. The EU Open Data Portal is managed by the Publications Office of the European Union. Implementation of the EU's open data policy is the responsibility of the Directorate-General for Communications Networks, Content and Technology of the European Commission.
Galaxies, made up of billions of stars like our Sun, are the beacons that light up the structure of even the most distant regions in space. Not all galaxies are alike, however. They come in very different shapes and have very different properties; they may be large or small, old or young, red or blue, regular or confused, luminous or faint, dusty or gas-poor, rotating or static, round or disky, and they live either in splendid isolation or in clusters. In other words, the universe contains a very colourful and diverse zoo of galaxies. For almost a century, astronomers have been discussing how galaxies should be classified and how they relate to each other in an attempt to attack the big question of how galaxies form. Galaxy Zoo (Lintott et al. 2008, 2011) pioneered a novel method for performing large-scale visual classifications of survey datasets. This webpage allows anyone to download the resulting GZ classifications of galaxies in the project.
Italian National Biodiversity Network
Network Nazionale Biodiversità
Animal Ecology, Biodiversity and Ecosystem Research
The Ministry for the Environment, Land and Sea has promoted the project "Environment 2010" which plays a strong team move to support the National Strategy for Biodiversity . The crux of the system is the National Biodiversity Network (NNB), a network of Centers of Excellence (CoE) and National Focal Point (FP), accredited to international and national level for the management, sharing and information about data on biodiversity.
Phaidra at the Library System of the University of Padova
Digital collections of the University of Padova
Phaidra (Permanent Hosting, Archiving and Indexing of Digital Resources and Assets) is the University of Padova Library System's platform for long-term archiving of digital collections. Phaidra hosts various types of digital object (antiquarian books, manuscripts, photographs, wallcharts, maps, learning objects, films, archive material and museum objects). Phaidra offers a search facility to identify specific objects, and each object can be viewed, downloaded, used and reused to the extent permitted by law and by its associated licences. The objects in the digital collections on the Phaidra platform are sourced from libraries (in large part due to the digitisation projects promoted by the Library System itself), museums and archives at the University of Padova and other institutions, including the Ca' Foscari University and the Università Iuav in Venice.
Bicocca Open Archive Research Data
BOARD (Bicocca Open Archive Research Data) is the institutional data repository of the University of Milano-Bicocca. BOARD is an open, free-to-use research data repository, which enables members of University of Milano-Bicocca to make their research data publicly available. By depositing their research data in BOARD researchers can: - Make their research data citable - Share their data privately or publicly - Ensure long-term storage for their data - Keep access to all versions - Link their article to their data
Long Term Preservation at the Bavarian State Library-Library Archiving and Access System
Ancient Cultures
BABS include digital reproductions from the digitization of the Munich Digitisation CenterMunich Digitization Center/Digital Library of the Bavarian State Library including digital reproductions from copyright-free works from the BSB collections created by cooperation partners or service providers, such as digital copies from the The google-ProjectGoogle project; official publications of authorities, departments and agencies of the State of Bavaria according to the "Bavarian State Promulgation 2 December 2008 (Az.: B II 2-480-30)" on the delivery of official publications to libraries, the Promulgation Platform Bavaria (Verkündungsplattform), as well as voluntary deliveries of electronic publications of different (mainly Bavarian scientific) publishing houses and other publishers; scientifically relevant literature (open access publications and websites) of national and international origin in the Areas of Collection Emphasis of the BSB (history including classical studies, Eastern Europe, history of France and Italy, music, library science, book studies and information science) as well as Bavarica; electronic publications produced by the BSB specialist departments, especially those of the Center for Electronic Publishing (ZEP); local/regional/national licensed or purchased electronic publications
ESO Science Archive Facility
ESO/ST-ECF
The ESO/ST-ECF science archive is a joint collaboration of the European Organisation for Astronomical Research in the Southern Hemisphere (ESO) and the Space Telescope - European Coordinating Facility (ST-ECF). ESO observational data can be requested after the proprietary period by the astronomical community.
AMS Acta
AMSActa
AMS Acta is the institutional open access repository which enables the researchers of the Alma Mater Studiorum - University of Bologna to share, preserve and showcase their scientific results making them easily accessible, citable and reusable. The repository collects and disseminates scientific publications, research data and preprints. AMS Acta is the archiving infrastructure for the University of Bologna's researchers participating in the European programme H2020 that requires open access and the mandatory deposit of all funded peer-reviewed publications in a repository. AMS Acta collects both publications and research data so it is also a suitable archiving solution for the funded projects participating in the H2020 Open Research Data Pilot.
Italian Centre for Astronomical Archive
The long-term goal of this project is to implement a new strategy for preserving and providing access to the Astrophysical data heritage. IA2 is an ambitious Italian Astrophysical research infrastructure project that aims at co-ordinating different national initiatives to improve the quality of astrophysical data services. It aims at co-ordinating these developments and facilitating access to this data for research purposes. The first working target, is the implementation of the TNG Long-Term Archive (LTA). Its feasibility was demonstrated by the LTA pilot project prototype, funded by CNAA in 2001 and completed successfully in July 2002. The implementation of the TNG archive implies: − interfacing with the Centro "Galileo Galilei" (CGG) for the acquisition of TNG data; − long-term storage of scientific, technical and auxiliary data from the TNG; − providing accessibility by the CGG staff and by the scientific community to original and derived data; − providing tools to support the life cycle of observing proposals. The second target of the proposal aims at ensuring harmonization with other projects related to archiving of data of astrophysical interest, with particular reference to projects involving the Italian astronomical community (LBT, VST, GSC-II, DPOSS, …), to the Italian Solar and Solar System Physics community (SOLAR, SOLRA, ARTHEMIS which form SOLARNET – a future node of EGSO) and to the national and international coordination efforts fostering the idea of a multiwavelength Virtual Astronomical Observatory, and the use of the archived data through the Italian Astronomical Grid.
European Environment Agency, Datasets
The European Environment Agency (EEA) is an agency of the European Union. Our task is to provide sound, independent information on the environment. We are a major information source for those involved in developing, adopting, implementing and evaluating environmental policy, and also the general public. Currently, the EEA has 33 member countries. EEA's mandate is: To help the Community and member countries make informed decisions about improving the environment, integrating environmental considerations into economic policies and moving towards sustainability To coordinate the European environment information and observation network (Eionet)
European Data Portal
formerly: publicdata.eu
The European Data Portal harvests the metadata of Public Sector Information available on public data portals across European countries. Information regarding the provision of data and the benefits of re-using data is also included.
Phaidra Universität Wien
Permanent Hosting, Archiving and Indexing of Digital Resources and Assets
Phaidra Universität Wien, is the innovative whole-university digital asset management system with long-term archiving functions, offers the possibility to archive valuable data university-wide with permanent security and systematic input, offering multilingual access using metadata (data about data), thus providing worldwide availability around the clock. As a constant data pool for administration, research and teaching, resources can be used flexibly, where continual citability allows the exact location and retrieval of prepared digital objects.
The Data Hub
the Data Hub is a community-run catalogue of useful sets of data on the Internet. You can collect links here to data from around the web for yourself and others to use, or search for data that others have collected. Depending on the type of data (and its conditions of use), the Data Hub may also be able to store a copy of the data or host it in a database, and provide some basic visualisation tools.
Europeana is the trusted source of cultural heritage brought to you by the Europeana Foundation and a large number of European cultural institutions, projects and partners. It's a real piece of team work. Ideas and inspiration can be found within the millions of items on Europeana. These objects include: Images - paintings, drawings, maps, photos and pictures of museum objects Texts - books, newspapers, letters, diaries and archival papers Sounds - music and spoken word from cylinders, tapes, discs and radio broadcasts Videos - films, newsreels and TV broadcasts All texts are CC BY-SA, images and media licensed individually.
Work Histories Italian Panel
WHIP is a database of individual work histories, based on Inps administrative archives. The reference population is made up by all the people – Italian and foreign – who have worked in Italy even only for only a part of their working career. A large representative sample has been extracted from this population: in the standard file the sampling coefficient is about 1: 180, for a dynamic population of about 370,000 people (figures will be doubled in the full edition). For each of these people the main episodes of their working careers are observed. The complete list of observations includes: private employee working contracts, atypical contracts, self-employment activities as artisan, trader and some activities as freelancer, retirement spells, as well as non-working spells in which the individual received social benefits, like unemployment subsidies or mobility benefits. The workers for whom activity is not observed in WHIP are those who worked in the public sector or as freelancers (lawyers or notaries) – who have an autonomous security fund. The WHIP section concerning employee contracts is a Linked Employer Employee Database: in addition to the data about the contract, thanks to a linkage with the Inps Firm Observatory, data concerning the firm in which the worker is employed is also available.
Forenames_histHub
histHub
The vocabulary of forenames is a simple, multilingual vocabulary (i.e. without hierarchies etc.) in which the forenames of the project partners' persons and the forenames' spelling variants, both historical and dialectal, are documented with references or passages. As a rule, each forename is assigned one or more persons bearing that name. There is a hit list of the most frequent forenames between 200 BC and AD 2016 as well as a visualisation in word clouds and the occurrences in a timeline.
GEOMIND
Geophyscial Multilingual Internet-Driven Information Service
The repository is no longer available. >>>!!!<<< 2018-08-29: no more access to Geophyscial Multilingual Internet-Driven Information Service >>>!!!<<<
Survey of Health, Ageing and Retirement in Europe
FDZ-SHARE
The Survey of Health, Ageing and Retirement in Europe (SHARE) is a multidisciplinary and cross-national panel database of micro data on health, socio-economic status and social and family networks of more than 85,000 individuals (approximately 150,000 interviews) from 19 European countries (+Israel) aged 50 or over.
UNIDATA - Bicocca Data Archive
Data Archive for Social Sciences
Unidata – Bicocca Data Archive is an interdepartmental center of the University of Milan-Bicocca, born in 2015. The center is the Italian point of reference for the research data archiving and dissemination, based on the example of the National Archives located in major European countries and beyond. UniData inherits the long work from the ADPSS-Sociodata Data Archive, born in 1999 in the Department of Sociology and Social Research at the same University. Here you can find only individual data from 2010. For older surveys please visit ADPSS Sociodata, Data Archive for Social Sciences - Archivio Dati e Programmi Per le Scienze Soziali: http://www.unidata.unimib.it/old/ and ADPSS-SOCIODATA Archivio Dati e Programmi per le Scienze Sociali Dataverse : https://dataverse.harvard.edu/dataverse/adpss
Sammlung Schweizerischer Rechtsquellen online
SSRQ-online
Since 1898 the Swiss Lawyers Society edits a collection of law sources which had been created on Swiss territory up to 1798, the Collection of Swiss Law Sources. The Collection contains material from the early middle ages until early modern times (1798). Over 100 volumes, or more than 70,000 pages of source material and comments from all language regions of Switzerland have been published so far.
FHSTP Phaidra
Phaidra is the Institutional Repository and Digital Asset Management System of the St. Pölten University of Applied Sciences. The researchers and students at the University can use it to secure and archive their digital objects such as data, Open Access Publications and dissertations long-term as well as make them widely available to the public. Phaidra provides access to the objects using metadata in English and German. The Repository plays an important part in knowledge transfer in Austria and worldwide.
Systematics and Morphology
Fishbase is a global species database and encyclopedia of over 30,000 species and subspecies of fishes that is searchable by common name, genus, species, geography, family, ecosystem, references literature, tools, etc. Links to other, related databases such as the Catalog of Fishes, GenBack, and LarvalBase. Associated with a partner journal, Acta Ichthyologica et Piscatoria. With mirror sites in English, German, French Spanish, Portuguese, French, Swedish, Chinese and Arabian language.
COVID-19 Research Collaborations
Research Collaborators & Institutions related to Coronavirus Epidemic Aim: Identify potential research experts or collaborators in areas related to the coronavirus epidemic across basic science, translational research, or clinical practice. Scope: A selection of Researchers active or cited in the area of Coronavirus, Middle East Respiratory Syndrome (MERS), SARS, etc.


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Q: Retrieve a record using T, when you don't know the primary key I have a routine to get the primary key name for a given <T> entity. But I don't know the syntax for retrieving a record using this value.
For a given routine such as:
public virtual T GetRecord(int id)
{
    string keyName = GetKey(T);

    // -------------- this is the part I don't know ---------------
    //
    return context.Entity<T>.Find(x => x.KeyName.Value == id);
    //
    //-------------------------------------------------------------
}

public virtual string GetKey(T entity)
{
    var entityType = context.Model.FindEntityType(typeof(T));
    var primaryKeyName = entityType.FindPrimaryKey().Properties.First().Name;
    var set = context.Set<T>();
    var orderedEntities = (set.OrderBy(e => e.GetType().GetProperty(primaryKeyName).GetValue(e, null))).ToList();
    string keyName = context.Model
                            .FindEntityType(typeof(T))
                            .FindPrimaryKey()
                            .Properties
                            .Select(x => x.Name)
                            .Single();

    return keyName;
}

A: You don't need the key name. EF already knows what property to use as the primary key, so this should work:
context.Entry<T>.Find(id)

redpajama_set_name: RedPajamaStackExchange


text:
Cyathocline är ett släkte av korgblommiga växter. Cyathocline ingår i familjen korgblommiga växter.

Kladogram enligt Catalogue of Life:

Källor

Externa länkar

Korgblommiga växter
Cyathocline

redpajama_set_name: RedPajamaWikipedia


text:
Home India Bangladesh police say suspected plane hijacker carried toy gun
Bangladesh police say suspected plane hijacker carried toy gun
Military commandos shot dead passenger who tried to hijack Dubai-bound flight after threatening to blow up the plane.
A Bangladeshi man who was shot dead after he tried to hijack a plane had been carrying a toy gun and did not have any explosives on him, police said on Monday.
The passenger had tried to enter the cockpit of a state-run Biman Bangladesh Airlines flight after waving a gun and threatening to blow up the plane, airline and aviation authority officials said.
"The pistol with the suspect was a toy pistol and he had no bomb attached to his body," Kusum Dewan, additional commissioner of police in the southeastern city of Chittagong told Reuters news agency.
"He appeared to be mentally imbalanced. We heard he had a personal issue with his wife and demanded to speak to the prime minister. But we are still investigating. We don't want to come to any conclusion right now," said the commissioner.
Bangladesh plane hijacker shot dead
Bangladeshi forces stormed a passenger jet in the country's southeast on Sunday and shot dead an armed man who attempted to hijack the Dubai-bound flight.Police later said the man was actually carrying a toy gun.
Posted by Al Jazeera English on Sunday, February 24, 2019
The flight left the capital Dhaka at 4:35pm, heading for Dubai.
About 40 minutes after taking off, the pilot made an emergency landing in Chittagong after a crew member reported "suspicious behaviour" by the man, said Rezaul Karim, an official with the Bangladeshi military's inter-service public affairs office.
Commandos fired at the suspect after he pretended to shoot at them with the fake pistol when asked to surrender, army Major General Motiur Rahman told reporters, according to ATN TV news.
He said that the suspect was carrying a pistol, but did not say where the shooting took place.
The passenger, identified by the name "Mahadi" and described by officials as a 25-year-old Bangladeshi man, died from his injuries sustained after the commandos stormed the plane before reaching the hospital.
Before the suspect was pronounced dead, Rahman had described him as a "terrorist" and said that he had been arrested and was being questioned.
All 143 passengers and seven crew members on board the Boeing 737-800 were safely evacuated.
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redpajama_set_name: RedPajamaCommonCrawl


12 Private Java Tutoring, Teachers and Test Help in Kirkland.
I am so glad Jane works so well my little 4 year old son. He usually gets up and plays after sitting for a short time but he was happily learning with Jane for an hour with different subjects. He really respects and has a connection with Jane. Jane is experience with her teaching technique as I can see from the result. Thank you Jane for being patient and working hard with my son.
Arjun is an excellent teacher. He is a very organized and easy to understand. My daughter felt very comfortable getting all the lessons from him and she thinks his lessons will help her greatly.
Mr. D. was very patient in teaching both of my high school boys. They needed help in Calculus, Algebra, Chemistry and Computer Programming classes. Mr. D. explained how to do problems clearly and he often prepared before hand so that he had better ways to explain complicated problems with clear approaches. My boys learnt a lot from Mr. D., and their grades were much better than before in the above subjects since Mr. D. came to work with them. Excellent tutor for my sons.


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Salto Grande (Santa Fe), een plaats in het Argentijnse bestuurlijke gebied Iriondo in de provincie Santa Fe
 Salto Grande (São Paulo), een gemeente in de Braziliaanse deelstaat São Paulo
 Salto Grande (natuurgebied), een beschermd natuurgebied - UICN-categorie III, Natuurmonument - in de Dominicaanse Republiek


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Lawrence Jones asks his mom on air why she chose to have him at 16, her answer is awe-inspiring
News/Commentary
May 15, 2022 | Vivek Saxena | Print Article
Thanks to a decision to not abort made decades ago by his mother, Fox News host Lawrence Jones is alive and well.
But why? Why did his mother choose life over death and, in the process, sacrifice what it sounds like could have been a career in sports? To answer that question, Jones invited his mother onto Fox News' "Cross Country" this Saturday.
"Mama, I try to keep you away from TV because you're my mama. I don't want to share you with the world. But what was happening in politics this week, and you're a person who doesn't get involved in politics at all, but I had to ask you, mom, when you were 16 and you decided to give up basketball and all the fun, why did you choose to have me?" he said.
"Well, son, I was taught at a young age about sex and what happened if you had sex unprotected. But it happened. I had sex over spring break — me and dad did — and I got pregnant. Well then, I knew that I had a responsibility. It was my responsibility. It wasn't my mom, my grandparents'. I knew that I had to step up to the plate. And that caused me to let sports go, and I became a mommy," his mother replied.
But did she ever feel tempted to prioritize her own interests over those of her son? Jones wanted to know.
"I got to ask you, was there ever a point in time where you almost went the other way and decided maybe I'm going to put my life ahead of my son's life?" he asked.
"No, no. At no time. I never questioned it. Once I knew that I was pregnant, my friends hated me, because I was the star, I was the point guard, I was the finisher, I was the free throw player. I was it. And I never picked up a ball. I never did another game. I never did another volleyball, another basketball. I became a mother. And you were my responsibility. I didn't push you off on your grandmothers. I took care of you," his mother replied.
Mama Jones joins @LawrenceBJones3 Cross Country and you'll never guess why – tomorrow night 10 pm ET. pic.twitter.com/36mdMOWu8p
— Lawrence Jones Cross County (@LJCrossCountry) May 13, 2022
The discussion concluded with Jones asking his mother if she ever had any regrets.
"When we struggled, mama, did you ever go back in your mind and say, maybe I could have made a different decision at that time, because we had good days, and we had bad days, but we did it all together," he said.
"Of course, son, of course. You know, when it gets hard, you're always going to be thinking about it could have been easier. However, the more I prayed, the more I talked to God, and the more I was honest about my struggle, I had that village that came along. Like your aunt, my grandparents, my mom. You know, they stepped up and they helped us. But the struggle was real, son," Mama Jones replied.
"Well, mama, you know that I'm so grateful that you made that decision. And I wouldn't be here today if it weren't for my mama. Mama, thank you for coming on my show tonight," Jones responded, closing out the segment.
"I love you son," his mom said.
"I love you too," he replied.
His mother's perspective is vastly different from the one promoted by Democrats and their media allies. Their perspective is that a woman's happiness and pleasure should come first and foremost.
Earlier in the week, in fact, Treasury Secretary Janet Yellen explicitly argued that women having the right to abort their babies is necessary for them to "plan lives that are fulfilling and satisfying."
During an earlier segment on "Cross Country," Jones tore into Yellen and the Democrat Party at large over those comments.
Jones specifically zeroed in on how Yellen's words sounded no different than the rhetoric of notoriously racist Planned Parenthood founder Margaret Sanger.
"I thought the Democrats were done with Margaret Sanger. But if that's the case, why is Janet Yellen parroting her manifesto in front of Congress? Of course, we all knew it was just a front. Just because they removed her name from a building doesn't mean they're divorced from her guiding principles. If you don't believe me, just look at the location of the Planned Parenthood facilities. A 2017 report by the Life Issues Institute found that 88 percent of Planned Parenthood mega-centers target women of color, with 80 percent specifically targeting black communities, and 56 percent targeting Hispanic and Latino neighborhoods. Those are just the numbers," he said.
"You see, the secretary has a PhD from Harvard, so she's not a dummy. She was very clear here. She's talking about teenage black women. She says they can't continue their education if they choose life. They can't participate in the workforce if they choose life. They aren't in a position to care for their children, so don't choose life or else those children will grow up poor and be worse themselves. Sanger had a definition for this. She called those moms unfit. Her factors for determining if someone was unfit came down to race, physical and socioeconomic qualifications and their mental fitness."
Vivek Saxena
Senior Staff Writer
Vivek@bizpacreview.com
V. Saxena is a staff writer for BizPac Review with a decade of experience as a professional writer, and a lifetime of experience as an avid news junkie. He holds a degree in computer technology from Purdue University.
Latest posts by Vivek Saxena (see all)
Biden snubs Netanyahu thus far after big election win, but call expected 'soon' - November 6, 2022
RNC chair flips CNN 'election denier' narrative: Dems are 'inflation deniers… crime deniers' - November 6, 2022
Tudor Dixon goes scorched earth on Stephen Colbert after 'apology' for doubting Muslim parent is real - November 6, 2022


text:
Asia Pacific, Food
Calbee, a leading Japanese producer of savoury snacks, has announced plans to invest €12 million ($13.7 million) to establish a subsidiary in Spain.
The subsidiary, opened a year after the creation of a new division in the United Kingdom, is designed to support the company's expansion in Europe.
"In line with our global strategy, we have decided to establish a subsidiary company entering into Spain, which has high potential salty snack market in Europe", the company said in a statement.
"Harvest Snaps, which is one of our products and successfully sold in the US salty snack market, will be sold in Spanish grocery chain such as El Corte Ingles", Calbee added.
According to Calbee, the debut of Harvest Snaps is the first step in building its brand in the Spanish market . The launch will be followed by a strategy to expand sales channels and increase the product lineup in order to achieve 5 billion yen of annual net sales by the end of fiscal year 2021.
The consolidation of the new subsidiary is estimated to be concluded by 2016.
Source: Calbee / Financial Food
Innovation Insight: Forest Feast Street Food Snack Mixes
Japan: Calbee to open subsidiary in Spain - Gama


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text:
Q: Portfolio optimization problem: $minimize \ V(w) \ subject \ to \ R(w)=\mu, \sum_{i=1}^n w_i = a$ A porfolio $w=(w_1,...,w_n) \in \mathbb{R}^n$.
The expected return of the porfolio is:
$R(w)=E(\sum_{i=1}^n w_iX_i)=\sum_{i=1}^n w_ir_i$
The variance $V(w)=w^\top\Sigma w$
Optimization problem: $minimize \ V(w) \ subject \ to \ R(w)=\mu, \sum_{i=1}^n w_i = a$
The text book mention that the unique solution is $w^*=\sum^{-1}
\begin{pmatrix}| & | \\
\mathbb{1}&r\\
|&|
\end{pmatrix}
A^{-1}
\begin{pmatrix}
a\\
\mu
\end{pmatrix}$,
where $A=\begin{pmatrix}
\mathbb{1}^\top \Sigma^{-1} \mathbb{1}& \mathbb{1}^\top \Sigma^{-1} r\\
\mathbb{1}^\top \Sigma^{-1} r & r^\top \Sigma^{-1} r
\end{pmatrix} $, whhich is invertible. Assume $r \notin Span(1), \mathbb{1}$ denotes the all-ones vector in dimension $n$
How to show $A$ is invertible and how to derive the unique solution $w^*$


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Open Access Research Article
Daytime Sleepiness and the Well-Being and Academic Attainment of University Students in the UK
Kate Howells , Andrew P. Smith *
School of Psychology, Cardiff University, 63 Park Place, Cardiff, CF10 3AS, United Kingdom
* Correspondence: Andrew P. Smith
Academic Editor: Bart Ellenbroek
Received: April 02, 2019 | Accepted: June 26, 2019 | Published: July 02, 2019
OBM Neurobiology 2019, Volume 3, Issue 3, doi:10.21926/obm.neurobiol.1903032
Recommended citation: Howells K, Smith AP. Daytime Sleepiness and the Well-Being and Academic Attainment of University Students in the UK. OBM Neurobiology 2019;3(3):18; doi:10.21926/obm.neurobiol.1903032.
© 2019 by the authors. This is an open access article distributed under the conditions of the Creative Commons by Attribution License, which permits unrestricted use, distribution, and reproduction in any medium or format, provided the original work is correctly cited.
Background: Previous research suggests that insufficient daily sleep has negative effects on both well-being and academic attainment. Much of the research in this field has focused on adolescents and children rather than university students in the UK.
Methods: The present study used the Student Well-Being Process Questionnaire and independent sleep questions to measure subjective well-being and levels of sleep in a student sample (N=345) who completed the survey online. Academic attainment was measured with exam and coursework scores, which were obtained from the university.
Results: Results indicated that a factor of the sleep scale, 'tiredness and concentration', was significantly associated with reduced well-being and poorer academic attainment when controlling for other predictive factors. Insufficient sleep was also linked with anxiety and depression outcomes in students.
Conclusions: Findings add to current knowledge regarding the negative effects of sleep, although the causality cannot be determined due to the correlational nature of the research.
Daytime sleepiness; well-being; academic attainment; well-being process questionnaire
Sleep is now thought of as a major public health concern, with more than a third of the population not getting enough sleep [1]. With university students enjoying more freedom than previously experienced, they are likely to choose irregular and insufficient sleep cycles, and are thought to be major contributors to this statistic with their changing sleep-wake patterns. High academic workloads may also lead to shorter and lower quality sleep [2]. Reportedly, 20-30% of children and adolescents in the general population have sleep complaints or difficulties [3]. These rates are elevated in children and adolescents with psychiatric, behavioural or emotional problems. Those who have disrupted sleep often report more depression, anxiety, irritability, fear, frustration, tenseness, emotional instability, inattention and behaviour problems, and drug and alcohol use [4], suggesting that insufficient sleep can result in serious consequences.
With having insufficient sleep during week nights, college students are noted to sleep for longer hours during the weekends to compensate. Twice as many students as those in the general population report symptoms in line with delayed sleep phase syndrome [5]. This syndrome is characterised by later wake times on non-school/work days, and leads to reduced sleep quality and increased sleepiness during the week, resulting in inadequate academic performance [6]. In one study, only 11% of the surveyed students met the criteria for sufficient sleep quality, with the rest of the sample reporting moderate-to-severe sleep complaints [7], therefore indicating that the majority of students suffer from sleep problems or complaints on a regular basis. Even those students who shift their sleep-wake cycles by two hours at the weekend but still sleep for 8 hours per night experience an increase in feelings of depression, reduced affability and concentration difficulties [8]. Insufficient sleep in university students is therefore a widespread issue in modern society.
1.1 Well-Being
In the classic work on the structure of psychological well-being, Bradburn [9] made the initial distinction between positive and negative affect. However, it has subsequently been argued that the early conceptualisations of well-being neglected important aspects of psychological health [10]. Although there is not yet a concrete definition of well-being, it has been loosely defined as the combination of multiple associated variables, with negative, positive and subjective features, which are each considered independent parts of a whole [11]. The most significant predictor of well-being is thought to be personality [12], with different aspects of personality being associated with various features of well-being. For example, extraversion and agreeableness tend to be associated with positive affect, neuroticism is a strong predictor of negative affect, and conscientiousness is positively correlated with life satisfaction [13].
With university issues and psychological problems being greatly overlooked, there has recently been increasing interest in the physical and psychological well-being of students in the UK and the US, with high levels of depression, anxiety and stress reported in undergraduate students [14]. The growing interest is due to the lives of students becoming increasingly difficult in recent years, with changes to student grants and increasing academic pressures. With more and more young people attending universities in the UK, the pressure to achieve a respectable degree is far greater with increasing competition for future jobs [15]. Moreover, comparisons between students and the general population have reported that the psychological well-being of students is worse than those of a similar age who do not have these university pressures [16].
With the increasing academic and financial pressure upon students, it is not surprising that one elevated aspect of well-being is anxiety. At the beginning of the first year at university, anxiety is one of the most prominent well-being aspects, scoring higher than all other domains [15]. This suggests that entering university is an anxious, rather than a depressive, time for new students. Further research has suggested that between one- and two-thirds of students report anxiety about their studies, which subsequently limits their capacity to work [17]. These anxiety conditions can have an impact on the attainment of students in their first year of university, reducing the potential likelihood of achieving higher grades [18]. Therefore, elevated aspects of well-being in students have the potential to negatively affect academic attainment.
Sleep is believed to be closely linked to the regulation of physical and emotional well-being. Early research indicates that poor sleep quality in students is associated with increased irritability, depression and lower life satisfaction [7]. Researchers have long noted an association between sleep disruptions and anxiety symptoms [19]. A recent study found that of the 129 children and adolescents with anxiety disorders, over half had three or more sleep disturbances, and 88% had at least one sleep problem [20]. Further, sleep disturbance symptoms in early childhood are associated with the occurrence of anxiety disorders over 20 years later [21].
Furthermore, it has been shown that depression, and not anxiety, is likely to be a risk factor for university students [22]. Lack of sleep in students has been significantly associated with depression outcomes. Individuals who have poor sleep quality, sleep less than 7 hours at night and experience increased sleepiness during the day manifest irritability as well as depressive symptoms [23]. In addition, students with depressive symptoms have more severe alterations to their sleep, feel under-rested after a night's sleep, and experience a greater number of awakenings as compared to those without depressive symptoms [23]. This suggests that poor sleep can result in depressive as well as anxiety outcomes, with depression also causing sleep problems. According to Havighurst [24], when adolescents and students fail to achieve specific developmental tasks, such as peer relationships, gender roles, achieving emotional independence, preparing for a career, and achieving socially responsible behaviour, this leads to unhappiness, disapproval by society and difficulty with subsequent tasks. These difficulties can also lead to depressive outcomes for students.
The current research used the Student Well-Being Process Questionnaire (WPQ [25]) to assess levels of subjective well-being in a student population. The WPQ is a set of measures that can be combined together to provide a multi-dimensional measure of well-being and the factors that contribute to well-being outcomes. The WPQ uses single-item measures to assess levels of subjective well-being. The practical benefits of a single-item measure relate to where more variables can be measured in less space. Although this can sometimes be at the expense of detail, shorter measures have benefits for research in terms of reduced cost and ease of interpretation [26]. Short-item measures have achieved a high status in research with their high degree of accuracy, from being developed carefully from the most influential aspects of the multi-item measures [27]. Indeed, the WPQ has proved its reliability in previous survey research [28,29,30,31].
The WPQ measures both positive (e.g. positive affect, life satisfaction and happiness) and negative (e.g. perceived stress, negative affect, anxiety and depression well-being) aspects of the well-being process. These can be analysed separately or an overall well-being score can be used (the difference between positive and negative outcomes [32]). Established predictors include student stressors, negative coping, social support and positive personality (high self-esteem, optimism and self-efficacy). The effects of these established predictors are statistically controlled for prior to examining the effects of novel predictors (in this case the sleep measures).
1.2 Academic Attainment
It is widely acknowledged that health and well-being are important for effective learning [33]. College students are known for their irregular sleep schedules and late bedtimes, with 25-50% of students reporting significant levels of daytime sleepiness [34]. This daytime sleepiness may interfere with academic performance and concentration during classes. Indeed, it has been reported that 21% of poor sleepers failed at least one year in school, while only 11% of normal sleepers showed similar problems [35]. While it is well documented that poor sleep negatively affects academic performance, there have been some inconsistencies in the literature. It has been reported that while sleep quality and feeling rested were highly related to school functioning, amount of time in bed has no relationship with this [36]. Further research has also found no correlation between sleep time and academic performance in adolescents [37]. Therefore, time spent asleep may not contribute to decreased academic performance but other aspects of sleep such as sleep quality and number of disturbances are likely to add to these academic consequences.
However, in an influential piece of research, Wolfson & Carskadon [38] studied sleep patterns and daytime functioning in more than 3,000 high school students. It was reported that those students with earlier bedtimes on weeknights, higher sleep quantity, and reduced weekend delays of sleep were those students that achieved higher grades. Indeed, those students who reported that they obtained less total sleep and later bedtimes, were those that also reported that they were failing at school [39], suggesting that sleep time might affect student performance. An interesting finding was that those who were sleep deprived performed worse on a cognitive task, but reported higher levels of estimated performance and more effort on tasks than non-sleep-deprived subjects [40]. Therefore, sleep-deprived individuals may expend more effort to complete the task but this is not adequate to overcome the performance decrements caused by being sleep-deprived. The WPQ also contains established predictors of academic attainment which must be controlled for prior to assessing the impact of sleep. The most reliable predictor is the personality trait of conscientiousness.
1.3 Current Research
Associations between health and academic attainment have mostly been examined in elementary, middle of high school children in America, rather than university or college students in the UK [41]. Sample sizes of these studies have been generally small and normally below 300 participants. The current research focused on the effects of insufficient sleep on an individual's self-reported well-being and academic attainment at university in over 300 students. Students were required to complete a survey to assess their levels of well-being, and answer specific questions related to sleep, while their exam and coursework grades were collected through the university. Based on the findings from the previous literature it was hypothesised that those with poorer sleep would rate themselves as having inferior well-being, and this effect would be significant when controlling for the established predictors of well-being. It was also hypothesised that poor sleep would negatively impact academic attainment at university. Again, it was predicted that this result would remain when controlling for the established predictors of academic attainment.
The survey was carried out with ethical approval from the Cardiff University School of Psychology Ethics Committee (Reference Number: EC.15.11.10.4280), and with the informed consent of each participant. All participants were debriefed online after completion of the survey.
This study consisted of a survey to assess the well-being and sleep habits of students. Academic attainment scores were derived from the School of Psychology and anonymised before analysis. The survey data was collected prior to the Christmas break and the attainment results referred to the courses done in the fall semester and examined in January.
345 first (N = 167) and second year (N = 178) Cardiff University Psychology undergraduates (38 men, 307 women) completed the survey. The sample size was large enough to detect small to medium effects of well-being and academic attainment. Their ages ranged from 18-48 years old (M = 19.6, SD = 2.4). Participants signed up to complete the survey and were given course credits for their time. The survey was completed anonymously by all participants.
2.2 Materials
Self-report questionnaires were used to assess well-being and sleep habits. The survey consisted of the WPQ (student version) and independent sleep questions.
Well-Being: The WPQ consists of 43 questions including socio-demographic information (e.g. gender, age, year of degree), general health, life experiences, social support, positive personality, negative coping and well-being outcomes, which are measured using scales 1 (not at all/strongly disagree) to 10 (very much/strongly agree). These items were compiled by Williams [26] to assess well-being with single item measures, which can predict variance in well-being outcomes in students. Overall well-being is the combination of factors that are correlated but distinct, and total well-being was calculated from the sum of the positive scores added with the sum of reverse scored negative items. There are well-known established predictors of well-being which were derived from specific questions of the WPQ, namely social support, positive personality, negative coping and total number of stressors.
Sleep: A survey was devised, based on the literature, to assess levels of sleep. Quality of sleep on weekdays, how often students sacrifice sleep for studying, tiredness and lack of concentration due to lack of sleep were assessed as well as sleep disturbances and total hours slept during weekdays (see Figure 1).
Figure 1 Sleep questions.
Academic Attainment: Academic attainment was assessed by an examination of grades, which consisted of 3 three-hour written examinations in January (on a 0-100% scale, where 40% is a pass and 70% is a first class grade), and coursework performance. Unlike overall examination scores, coursework addresses performance under non-examination conditions, and can be considered a less stressful evaluation of academic performance. An overall mark was calculated to provide an indicator of average attainment over both exams and coursework. Performance grades were obtained from the School of Psychology and all were anonymised before analysis.
The established predictors of academic attainment include conscientiousness, total stressors, how efficiently one does their work and how stressful students find their course.
2.3 Procedure
All students who agreed to participate received a survey packet consisting of the WPQ and independent sleep questions. The survey was advertised and conducted online. Students received course credits for the completion of the 45-minute survey. All students gave informed consent before completing the survey online, and all gave permission to use their exam and coursework scores as a measure of academic attainment. All scores were made anonymous before analysis.
2.4 Statistical Analysis
Factor analysis was used to determine underlying dimensions by merging all 11 sleep questions into meaningful constructs. Once completed, univariate correlations were used to determine whether these independent aspects of sleep had an effect on overall well-being outcomes. Of those factors that were associated with well-being, a multivariate regression analysis was completed to observe whether these results still applied when adjusting for established predictors of well-being (i.e. social support, negative coping, positive personality, and total stressors). Variables with non-significant correlations were not entered into the regression for the outcome. The same analysis procedure was carried out for academic attainment, i.e. correlations with factors of sleep and a multiple regression to establish whether the effects hold when adjusting for predictors of attainment. Independent correlations were carried out to examine the relationship between the factors of sleep and specific aspects of well-being, such as anxiety and depression.
Descriptive statistics were calculated for specific answers related to sleep (see Table 1). It appeared that feeling tired during the day and during lectures, finding it hard to concentrate during lectures and quality of sleep were all highly rated. The descriptive statistics for the well-being and attainment measures are also shown in Table 1.
Table 1 Descriptive statistics for sleep questions, attainment and well-being measures.
Sleep Question
Do you often sleep in the day? (1 not at all – 10 very often)
Do you often feel tired during the day? (1 not at all – 10 very often)
Do you often sacrifice sleep for studying? (1 not at all – 10 very often)
Do you often feel tired during lectures? (1 not at all – 10 very often)
Do you find it hard to concentrate during lectures? (1 not at all – 10 very hard)
How often do you skip lectures due to tiredness? (1 not at all – 10 very often)
Are you a morning or an evening person? (1 morning - 2 evening)
How would you rate the quality of your sleep? (1 very bad – 10 very good)
How many disturbances do you have to your sleep per night? (0 – 5+)
Attainment (%)
WPQ Measures
Stressors
Negative Coping
Positive Personality
3.1 Factor Analysis
A Principal Components Analysis with a Direct Oblimin (oblique) rotation of the 11 sleep related questions from the survey was conducted on the data from 345 participants, shown in Table 2. An examination of the Kaiser-Meyer Olkin measure of sampling adequacy suggested that the sample was factorable (KMO = 0.69).
Table 2 Obliquely rotated component loadings for 11 survey items.
Do you often sacrifice sleep for studying?
Do you often feel tired during lectures?
Do you often feel tired during the day?
Do you find it hard to concentrate during lectures?
What time do you get up during week days (use 24hr clock)?
What time do you go to bed on week days (use 24 hour clock)?
How many disturbances do you have to your sleep per night?
How would you rate the quality of your sleep?
Do you often sleep in the day?
How often do you skip lectures due to tiredness?
Are you a morning or an evening person?
Extraction Method: Principal Component Analysis. Rotation Method: Oblimin with Kaiser Normalisation.
The results of an oblique rotation of the solution are shown in Table 2. The analysis yielded a four-factor solution with a simple structure (factor loadings => .30). Four items loaded into Factor 1. It was clear from Table 2 that these items all relate to daytime tiredness and lack of concentration during lectures. This factor reflected reported levels of sacrificing sleep for studying, feeling tired during lectures, feeling tired during the day, and concentration during lectures. This factor was labelled 'tiredness and concentration'. Two items loaded onto Factor 2, related to the amount of time slept by students. This factor reflected the reported levels of wake and sleep times of students during weekdays. This was labelled 'sleep duration'. Two items loaded onto Factor 3, and these were related to the amount of disturbance to sleep per night and the quality of students' sleep. This factor was labelled 'sleep quality'. The three items that loaded into Factor 4 were related to how often students slept during the day, how often they skipped lectures due to tiredness and whether they were a morning or an evening person. This factor was labelled 'daytime sleepiness'. It appeared that one question (Do you often feel tired during the day?) of the 'tiredness and concentration' factor seemed as though it was potentially also related to 'daytime sleepiness'. However, the distinction between these factors was that the tiredness and concentration' factor related to feeling tired in general, and the 'daytime sleepiness' factor related to the consequences of feeling tired in the day.
3.2 Well-Being Outcomes
First, overall well-being was shown to be highly correlated with the established predictors, namely social support (r = 0.41), negative coping (r = -0.54), positive personality (r = 0.73) and total stressors (r = -0.52).
Further, well-being was not significantly associated with overall academic attainment in students, (r(343) = 0.05, ns.), nor was it correlated with exam or coursework marks (r(343) = 0.08, ns., and r(343) = -0.02, ns., respectively).
Univariate correlational analyses were used to examine the relationship between sleep factors and overall well-being. Results revealed that 3 of the 4 sleep factors were significantly correlated with overall well-being outcomes (tiredness and concentration: r = -.056; Sleep quality: r = 0.43; Daytime sleepiness: r = 0.29). No significant relationship was found between Factor 2 'sleep duration' and well-being (r(343) = 0.07, ns).
Multiple regression analysis was used to test if the sleep factors predicted well-being outcomes whilst also taking the established predictors of well-being into account. The results of the regression indicated that when controlling for total stressors, negative coping, social support and positive personality, only Factor 1, 'tiredness and concentration', remained significant (see Table 3).
Table 3 Summary of multiple regression analysis for students' well-being.
SE (B)
Tiredness and concentration
-0.14*
Note. R2 = .69, *p < .05
Next, it was appropriate to explore whether specific questions of Factor 1 'tiredness and concentration' significantly predicted well-being and which aspects of this factor were the major predictors. Correlational analysis revealed that all four questions significantly correlated with well-being (Do you often sacrifice sleep for studying? r = -0.28; Do you often feel tired during the day? r = -0.50; Do you often feel tired during lectures? r = -0.45; Do you find it hard to concentrate during lectures? r = -0.50). However, when taking into account established predictors of well-being (social support, negative coping, positive personality and total stressors), only 'feeling tired during the day' and 'finding it hard to concentrate' significantly predicted well-being (see Table 4).
Table 4 Summary of multiple regression analysis for students' well-being for Factor 1.
Note. R2 = 0.70, *p < .05
Looking at specific aspects of well-being, it was found that subjective depression and anxiety were significantly correlated with aspects of sleep. Specifically, subjective depression was correlated with tiredness and concentration (r = 0.41), sleep quality (r = -0.39) and daytime sleepiness (r = -0.30), and subjective anxiety was correlated with tiredness and concentration (r = 0.55) and sleep quality (r = -0.27).
Academic attainment was shown to be correlated with each of the established predictors: conscientiousness (overall: r = 0.24; exam: r = 017; coursework: r = 0.37) total stressors (overall: -r = 0.17), how efficiently one does their work (overall: r = -14), and how stressful students find their course (coursework: r = 0.12). Conscientiousness was the strongest predictor of academic attainment. Univariate correlational analyses were used to examine the relationship between sleep and academic attainment. Results revealed that only Factor 1 'tiredness and concentration' was significantly correlated with academic attainment, r(343) = 0.23, p < .05. Multiple regression analysis was used to test if 'tiredness and concentration' predicted academic attainment whilst adjusting for the established predictors of attainment, namely conscientiousness, stressors, how effectively one does university work, and how stressful students find their course. This analysis showed that 'tiredness and concentration' did significantly predict overall academic attainment when controlling for these factors (β = .29, t(343) = 2.90, p < .05). Next it was appropriate to explore whether specific questions in Factor 1 'tiredness and concentration' were significantly correlated with academic attainment to discover whether one particular result was leading the association. No significant correlations were found.
All of the regressions were using only the female participants. This had no effects on the results reported above.
Due to reports of the consequences of lack of sleep in adolescents and children [i.e. 20, 21, 36, 38, 39], the current study aimed to establish whether variations in sleep significantly affected the well-being and academic attainment of university students. It was hypothesised that those students with insufficient sleep would experience negative effects on their well-being and achieve poorer grades in university, and this would remain significant when controlling for the established predictors of both well-being and academic attainment.
Analyses indicated that the 11 sleep questions could be divided into four independent factors, namely tiredness and concentration, sleep duration, sleep quality and daytime sleepiness. Initial positive relationships were observed between well-being and three factors of the sleep questionnaire, namely tiredness and concentration, sleep quality and daytime sleepiness. After adjusting for social support, positive personality, negative coping and total stressors - which were all significantly correlated with overall well-being - the effect of sleep quality and daytime sleepiness disappeared, with only tiredness and concentration remaining significantly associated. Specifically, feeling tired during the day and finding it hard to concentrate during lectures were significantly linked with negative well-being outcomes. This provides some support for the hypothesis regarding well-being, which implied that poor sleep would be correlated with decreased well-being in students. This is also consistent with previous research showing that poor sleepers experience numerous negative impacts on their well-being and functioning [7].
Previous research has suggested that sleep problems are related to anxiety disorders. Indeed, Gregory and colleagues [21] found that children with sleep disorders early in life were significantly more likely to present with an anxiety disorder 20 years later. In the current analysis, it was found that self-reported anxiety was significantly associated with tiredness and concentration and diminished sleep quality in this student sample, which supports the hypothesis that those who have insufficient sleep would experience negative effects to their well-being. Therefore, poor sleep can negatively affect anxiety outcomes in university students as well as in children.
Furthermore, this research aimed to discover whether poor sleep was associated with a specific aspect of negative well-being namely depression. Results showed that depression was significantly associated with the tiredness and concentration factor, and negatively correlated with sleep quality and reduced daytime sleepiness, which supports the research hypothesis and previous reports of this association. For example, Pilcher and colleagues [23] reported that individuals with poor sleep quality who experience daytime sleepiness were more likely to display depressive symptoms. Further, students with depressive symptoms were those more likely to suffer alterations to their sleep, suggestive of a bi-directional relationship between sleep and affective disorders [42]. Given the rumination of thoughts that symbolise depression, this is to be expected, and can lead to intensified levels of physiological arousal which is likely to affect sleep [43]. Therefore, a similar bi-directional relationship may be evident in university students, whereby disturbed sleep causes negative well-being and depression outcomes, and with this depression causing further problems with sleep.
In relation to academic performance, findings suggested that only tiredness and concentration, and no other aspect of sleep, was significantly correlated with attainment. It was also evident that this factor was significantly linked with poor academic attainment when adjusting for established predictors of attainment, including conscientiousness, total stressors, how efficiently one does their work, and how stressful students find university. These results also provide support for previous research, which suggest that the negative consequences of insufficient sleep, such as tiredness during the day and concentration, have a significant impact on academic performance [44]. It is possible that this association is based on the idea that insufficient sleep reduces brain activity over night, which is needed for daily cognitive functioning in the prefrontal cortex [45]. The impairment of the prefrontal cortex function, which is known to be sensitive to sleep [46], may result in the decline in academic performance shown here.
However, it has recently been suggested that the use of a 'power nap' for those who do not meet their sleep needs can improve daytime functioning significantly [47]. According to researchers, a nap at noon can rejuvenate, revitalize and increase health for those who do not meet their sleep needs during the night [47]. However, other activities, such as part-time work, may make it difficult to take a nap.
The present findings support research showing that it is mental fatigue that reduces well-being and leads to poorer academic attainment [48]. Regarding sleep duration, the findings presented here are in line with previous research indicating that there is no relationship between sleep time and academic performance [36,37]. However, contrary to current findings, it has been shown that students who reported lower-end grades had 25 minutes less sleep per night than those who reported A or B grades [38]. There is also experimental support for the importance of sufficient sleep time for academic functioning. For example, restricting sleep from 10 to 6.5 or 8 hours per night for three weeks results in more academic and attention problems [49]. Therefore, due to contrary laboratory evidence, it is likely that the lack of association between sleep duration and attainment here could be due to methodological differences.
Proposals have recently been put forward to move school and lecture start times later in the morning, to improve functioning in adolescents and students. Indeed, it has been found that a start time delay of 30 minutes is associated with a decrease in the ratings of daytime sleepiness, and students also rated themselves as less depressed and more motivated in class [50]. Therefore, there are policies for local education authorities to consider regarding start times for students to decrease the negative effects of insufficient sleep. However, the existing research on sleep duration is mixed, and so clarification of these findings is required before any changes can be put in place.
Previous research has also suggested a link between negative well-being and diminished academic attainment, although no relationship was found in this research. For example, Surtees and colleagues [18] showed that students with anxiety or depressive conditions in the first year of university reduced the likelihood of academic prowess, and it has been suggested that students' health complaints reduce the capacity to perform to standard at university [33].
4.1 Limitations
There are some specific limitations associated with the current research First, the study design was correlational, meaning that no causal inferences can be made between sleep, well-being and academic attainment. For example, it is possible that rather than aspects of sleep having an effect on well-being, it could be that the poor well-being of students is having an effect and preventing sufficient regular sleep. Therefore, no causal conclusions can be drawn from this type of research. Correlations between reports of sleep and outcomes such as depression or anxiety may also be biased due to the participants reporting on both factors within the same survey, and that other unmeasured attributes of the individual could account for the associations. This area of research requires more intervention studies in order to clarify the cause-and-effect relationships between sleep, well-being and academic attainment. One possible way to objectively measure sleep is through the use of actigraphy (activity-based monitoring), which detects movements while sleeping [51]. This has been used in previous sleep research, and could be a potential tool with which subsequent academic performance and well-being can be measured against.
Secondly, although a sufficient sample size was used in this research, the sample was limited in numerous ways. The sample was restricted to Psychology undergraduate students, with a mean age of 19. Results of this sample may not generalisable beyond UK students who are in their late teens and early twenties, and further research is required using male and female students from other disciplines. There are also obvious limitations and risks with the use of psychology students, as they are potentially more aware than other populations of what is being tested, and may alter their answers accordingly. It is essential to test other age groups in future studies of the effects of sleep on well-being and attainment. Recently, the Great British Sleep Survey [52] found that 49% more people over 60 suffer from long-term sleep problems than those in their twenties, suggesting that as we get older, sleep quality decreases. Therefore, a randomised, population-based study with a large sample size is required to extend the findings of this research.
Thirdly, the majority of the current sample were female, with over 300 women completing the survey. Previous research has documented that female students generally have poorer sleep patterns than males and suffer more consequences as a result [53]. Although the average college student displays some form of sleep disruption, women tend to report more disturbances than men [7], and these women are at a greater risk of physical, social and emotional problems, as well as poor academic performance [34]. As such, it would be beneficial to consider the differences between genders when attempting to understand the link between sleep, well-being and academic attainment.
Finally, this study only measured student well-being and performance at a single time-point of the academic year. This can be somewhat inadequate in capturing the difficulty of university life as it changes throughout the years. It can also lead to the assumption that there is no variation in psychological well-being in particular across the academic year. Indeed, without a baseline measure of well-being prior to university, only assumptions can be made by research about the impact of university on students' well-being, as it fails to measure this major change in life. This research also measured the effects of sleep in the first and second year of university. However, these years have the potential to be somewhat different in their degree of difficulty and the degree with which students are able to cope with academic pressures and being away from their home environment. Therefore, comparisons between these two years should be made to capture the different effects on well-being and attainment.
4.2 Implications
According to Wolfson & Carskadon [38] adolescents and students would experience fewer variations in mood and fewer behavioural difficulties if they had the opportunity to achieve more sleep per night. Education, put in place at the start of the first year at university to provide insight into the negative impacts of insufficient sleep, could be beneficial. When students enter university, they may be unaware of how to balance their university work and social life effectively, so their sleep is likely to suffer. This could be due to students having control over whether they stay up late, whether they go to early morning lectures or whether they have a lie in because they are away from their home environment. Counselling cannot alter the unavoidable, but it does make students more self-aware, and able to cope better with adverse consequences [54].
This research and previous studies have shown that poor sleep does have an impact on attainment at university [38,39]. Current educational messages about improving sleep tend to focus on the number of hours slept, rather than sleep quality and its impacts on academic attainment. However, it has been shown that sleep quality is important in student functioning [34], and therefore the negative effects should be conveyed to students. Although some aspects of sleep were not significantly associated with overall well-being or academic attainment in the current research, they should still be addressed. The aspects of sleep that were found to be associated with well-being and attainment were those endorsed by a significant percentage of the sample. Thus, to influence the entire sample, some aspects of sleep may not occur often enough, but could greatly impact individual participants [55]. As such, when it comes to intervention, all aspects of sleep should be considered when discussing negative effects on well-being and academic attainment.
It is concerning that educators currently fail to recognise those students who potentially have disrupted sleep patterns, and that physicians fail to ask about sleep. Indeed, Owens [56] found that 44% of doctors did not regularly screen for sleep disorders in adolescents, the population who are at the highest risk. To see improvements, public health practitioners ought to support and provide health-promoting information to university students, at a national level, to tackle the growing health concerns [57]. Despite the impact of sleep difficulties on the development of young people, changing sleep patterns through education programmes has been given little consideration [58]. It would transpire that if education programmes can change knowledge and subsequent behaviour regarding physical activity and diet, then similar results should occur within sleep education programmes. The few current sleep intervention studies have found mixed results with some improving daily sleep [59,60], while others have found no change [61]. Developing effective sleep education programmes to examine the influence on sleep practices in students has the potential to be a tool through which researchers can develop successful interventions to treat those who are at risk of sleep difficulties.
Sleep problems and difficulties have a profound influence on the lives of students. The current research confirmed that poor sleep is a challenge for university students, and that sleep may be linked to concerns regarding well-being and academic attainment. This survey adds to the growing literature suggesting that students who suffer from sleep problems have an increased likelihood of experiencing anxiety and depression outcomes, and unsatisfactory performance at university. Further research that manipulates sleep is required in order to fully explore the links between sleep, well-being and academic attainment in students. As sleep relates to many aspects of student health and performance, interventions targeting sleep improvements have the potential to improve both the health and academic success of university students.
Both authors contributed to the design, data collection and analysis of the data. They also both contributed to the writing of the final version of the paper.
The authors have declared that no competing interests exist.
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The great things about learning fighting styles like judo, karate or jujitsu are usually manifold. Learning some of these involves thorough training beneath a learn. Training instills do it yourself discipline inside the learner. The surroundings in the fighting styles clubs will be social inside nature. Many individuals learn the particular techniques together therefore an lively social living develops. Simply by joining any martial club Article Submitting, one will make new friends-friends that have common targets and aspirations. The art any particular one learns around the mat keeps for other life. And the particular confidence boost as well as the new found reassurance will help make anyone lead an improved life.


text:
Q: I want to make the background image of joomla login be full width I have custimized the css of my joomla login page, everything is perfect, but I would like the image that I have inserted in the background through css to scale to whole width. Right now it is of a certain width size, despite the fact that in my css I have added width:100%.
Here is the login code:

<?php
/**
 * @package     Joomla.Site
 * @subpackage  com_users
 * @copyright   Copyright (C) 2005 - 2012 Open Source Matters, Inc. All rights reserved.
 * @license     GNU General Public License version 2 or later; see LICENSE.txt
 * @since       1.5
 */

defined('_JEXEC') or die;
JHtml::_('behavior.keepalive');
?>
<div class="login<?php echo $this->pageclass_sfx?>">
    <?php //if ($this->params->get('show_page_heading')) : ?>

            <?php echo $this->escape($this->params->get('page_heading')); ?>

    <?php //endif; ?>

    <?php if (($this->params->get('logindescription_show') == 1 && str_replace(' ', '', $this->params->get('login_description')) != '') || $this->params->get('login_image') != '') : ?>

    <?php endif ; ?>
        <?php if (($this->params->get('login_image')!='')) :?>
            <img src="<?php echo $this->escape($this->params->get('login_image')); ?>" class="login-image" alt="<?php echo JTEXT::_('COM_USER_LOGIN_IMAGE_ALT')?>"/>
        <?php endif; ?>
        <?php if($this->params->get('logindescription_show') == 1) : ?>
            <?php echo $this->params->get('login_description'); ?>
        <?php endif; ?>

    <?php if (($this->params->get('logindescription_show') == 1 && str_replace(' ', '', $this->params->get('login_description')) != '') || $this->params->get('login_image') != '') : ?>

    <?php endif ; ?>

        <form class="form-horizontal" action="<?php echo JRoute::_('index.php?option=com_users&task=user.login'); ?>" method="post">

        <fieldset class="well">
            <?php foreach ($this->form->getFieldset('credentials') as $field): ?>
                <?php if (!$field->hidden): ?>

                            <?php echo $field->label; ?>

                             <?php echo $field->input; ?>

                <?php endif; ?>
            <?php endforeach; ?>
            <?php if (JPluginHelper::isEnabled('system', 'remember')) : ?>

                <?php echo JText::_('JGLOBAL_REMEMBER_ME') ?>
                <input id="remember" type="checkbox" name="remember" class="inputbox" value="yes"  alt="<?php echo JText::_('JGLOBAL_REMEMBER_ME') ?>" />

            <?php endif; ?>

                    <button type="submit" class="btn-send"><?php echo JText::_('JLOGIN'); ?></button>
                    <input type="hidden" name="return" value="<?php echo base64_encode($this->params->get('login_redirect_url', $this->form->getValue('return'))); ?>" />
                    <?php echo JHtml::_('form.token'); ?>

        </fieldset>
    </form>

            <a href="<?php echo JRoute::_('index.php?option=com_users&view=reset'); ?>">
            <?php echo JText::_('COM_USERS_LOGIN_RESET'); ?>

        <?php
        $usersConfig = JComponentHelper::getParams('com_users');
        if ($usersConfig->get('allowUserRegistration')) : ?>

            <a href="<?php echo JRoute::_('index.php?option=com_users&view=registration'); ?>">
                <?php echo JText::_('COM_USERS_LOGIN_REGISTER'); ?>

        <?php endif; ?>

A: *

*Don't modify core Joomla files, learn about overrides (1, 2 & 3) and use them, that way when a security update is released you can apply it safely and not have to worry about your changes being overwritten.

*Did you mean backgroud-size: 100% rather than width: 100%? That would make more sense for background images. In that case, I would recommend reading this primer on "Scaling background images"

*To help further we will need to see your existing CSS that you've created and either a link showing the problem or a good screen shot of the issue.


text:
Q: Interface generated by code or xml in Android? Which way of building interface gives more performance in Android: by java code or by xml layout file?

A: It's hard to measure, the question is more about convenience and code maintenance.

The great advantage of XML generated layouts is that your application logic and code not have dependency from a UI, your app visual design. Because, after some time, the logic may stay the same, but Visual design can change (for example - migration to new Material Design). It is good at POV of OOP. Also, another people, like designers, can change your XML view, without interacting your code.

From my expirience, it is no difference of performance when using code generated layouts. Again, it is all about convenience - you can dinamically add elements, change it parameters, and other things on runtime, that XML layout can't provide.

You must make your decision, which to use, based of the goals that you are trying to achieve.

TL;DR; There are not serious difference of performance, IMHO.


Here's a viral video that was posted on the kooky website of Alex Jones called Infowars. But regardless of the source, the point is taken.
Thank God for the TSA, though, right? Terrorist toddlers are clearly on the rise!
Nope, it's just another moronic judgment call from an equally moronic agency that claims it's all in the name of keeping us safe. Meanwhile, I'm waiting to see a companion YouTube video, in which a man sporting a full turban breezes right through security without so much as a question. Because, you know, that whole racial profiling thing is wrong, or something.
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