scholarly journals What is wrong with post‐fire soil erosion modelling? A meta‐analysis on current approaches, research gaps, and future directions

2020 ◽  
Author(s):  
A.R. Lopes ◽  
A. Girona‐García ◽  
S. Corticeiro ◽  
R. Martins ◽  
J.J. Keizer ◽  
...  
Keyword(s):  
Soil Erosion ◽  
Meta Analysis ◽  
Research Gaps ◽  
Future Directions ◽  
Erosion Modelling

The Effects of Emotional Expressions in Negotiation: A Meta-Analysis and Future Directions for Research

2020 ◽  
Author(s):  
Sudeep Sharma ◽  
Hillary Anger Elfenbein ◽  
Ruchi Sinha ◽  
William P. Bottom
Keyword(s):  
Meta Analysis ◽  
Emotional Expressions ◽  
Future Directions

scholarly journals Soil erosion modelling: A global review and statistical analysis

2021 ◽  
pp. 146494
Author(s):  
Pasquale Borrelli ◽  
Christine Alewell ◽  
Pablo Alvarez ◽  
Jamil Alexandre Ayach Anache ◽  
Jantiene Baartman ◽  
...  
Keyword(s):  
Statistical Analysis ◽  
Soil Erosion ◽  
Erosion Modelling

Intergroup Threat and Outgroup Attitudes: A Meta-Analytic Review

2006 ◽  
Vol 10 (4) ◽  
pp. 336-353 ◽  
Author(s):  
Blake M. Riek ◽  
Eric W. Mania ◽  
Samuel L. Gaertner
Keyword(s):  
Meta Analysis ◽  
Intergroup Threat ◽  
Negative Stereotypes ◽  
Future Directions ◽  
Intergroup Anxiety ◽  
Analytic Review ◽  
Integrated Approaches ◽  
The Relationship ◽  
Group Esteem ◽  
Threat Theory

This article examines the relationship between intergroup threat and negative outgroup attitudes. We first qualitatively review the intergroup threat literature, describing the shift from competing theories toward more integrated approaches, such as the integrated threat theory (ITT; W. G. Stephan & Stephan, 2000). The types of threats discussed include: realistic threat, symbolic threat, intergroup anxiety, negative stereotypes, group esteem threat, and distinctiveness threat. We then conducted a quantitative meta-analysis examining the relationships between various intergroup threats and outgroup attitudes. The meta-analysis, involving 95 samples, revealed that 5 different threat types had a positive relationship with negative outgroup attitudes. Additionally, outgroup status moderated some of these relationships. Implications and future directions are considered.

A Comprehensive Literature Review on Construction Project Risk Analysis

2016 ◽  
Vol 5 (4) ◽  
pp. 1-15 ◽  
Author(s):  
Ermias Tesfaye ◽  
Eshetie Berhan ◽  
Daniel Kitaw
Keyword(s):  
Risk Assessment ◽  
Meta Analysis ◽  
Construction Project ◽  
Assessment Tools ◽  
Research Gaps ◽  
The Past ◽  
Comprehensive Literature Review ◽  
Risk Assessment Tools ◽  
Assessment Techniques ◽  
Project Risk Analysis

The purpose of this paper is to present the chronological development of risk assessment techniques and models undertaken in construction project for the past two decades. This research used a systematic review and meta-analysis on risk assessment of construction project literatures. This includes browsing relevant researches and publications, screening articles based on the year of publication, identifying the domains and attributes. Accordingly, findings of major results achieved have been presented systematically based on the chronology of the research and research gaps are identified. From the review, it is found out that the dominant risk assessment tools used for the past twenty years is statistical analysis and fuzzy expert system.

scholarly journals The Big Why of Implementing Computational Thinking In STEM Education: A Systematic Literature Review

2021 ◽  
Vol 6 (3) ◽  
pp. 272-289
Author(s):  
Norhafizan Abdul Wahab ◽  
Othman Talib ◽  
Fazilah Razali ◽  
Nurzatulshima Kamarudin
Keyword(s):  
Literature Review ◽  
Stem Education ◽  
Systematic Literature Review ◽  
Web Of Science ◽  
Meta Analysis ◽  
Computational Thinking ◽  
Considerable Effect ◽  
Research Gaps ◽  
Prisma Statement

Computational Thinking (CT) has been increasingly embraced as a reformation in STEM education. This paper discusses why the implementation of CT would have a considerable effect on STEM education. The first objective of this systematic literature review is to identify the subjects that incorporate the most elements of CT in STEM education. Secondly, it aims to provide an overview of CT practices in the classrooms. Finally, the major findings of this study seek to discuss the benefits and challenges of the use of CT in STEM education. Fifteen articles were methodically selected from Scopus, Web of Science, Dimensions, and Google Scholar databases as the relevant studies to be discussed in this systematic study, based on the PRISMA Statement (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) review technique. This review identifies current research gaps and directions for the practice and implementation of CT in STEM education. Further analysis of the articles has contributed to a conclusion that CT has become more widespread and multi-disciplinary and seems to have propagated improvements in STEM education. Still, a new study is required, especially on long-term implications.

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