How COVID-19 Impacted Dissertations Project Research
Learn more here:

https://www.theacademicpapers.co.uk/blog/2020/06/28/impact-of-covid-19-on-dissertation-project-research/

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13th International Conference on Endocrinology & Diabetes!

✨Join Us at the 13th International Conference on Endocrinology & Diabetes!
📅April 06–08, 2026
📍Rome, Italy
We’re excited to welcome delegates from around the world to engage, collaborate, and exchange insights on the latest advancements in endocrinology and diabetes research.
Endocrinology plays a crucial role in understanding hormones, metabolism, and their impact on human health this conference is a unique opportunity to connect with global experts, clinicians, and researchers in the field.

✨ Delegate Slots Are Now Open-Register Today!
Take advantage of this platform to learn, network, and contribute to the growing conversation in medical science.

👉Register Here: https://endocrinologyconference.com/registration.php

13th International Conference on Endocrinology & Diabetes

Student Registrations Now Open!
We’re thrilled to announce that student registrations are now open for the 13th International Conference on Endocrinology & Diabetes, happening April 6–8, 2026, in Rome, Italy
This is a golden opportunity for students and young researchers to:
✨ Present their research on a global platform
✨ Interact with leading experts in endocrinology & diabetes
✨ Gain valuable insights and earn CPD credits
✨ Network with professionals from around the world
Conference
📅Dates: April 6-8, 2026
📍Venue: Rome, Italy
👉Register Now: https://endocrinologyconference.com/registration.php
Don’t miss your chance to grow, connect, and make an impact in the field of Endocrinology & Diabetes!

UK Students Warn AI Is Making Schoolwork ‘Too Easy’ and Affecting Skills Development

A new study has revealed growing concerns among UK pupils that artificial intelligence (AI) is eroding their ability to learn, with many saying it makes schoolwork “too easy” and limits their creativity.

The research, commissioned by Oxford University Press (OUP), surveyed 2,000 students aged 13 to 18 and found that 80% regularly use AI for their schoolwork, while only 2% said they never use it. Despite widespread adoption, 62% reported that AI negatively impacts their skills and development, with one in four agreeing that it allows them to find answers without doing the work themselves.

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Some students said AI limits creative thinking (12%) and reduces their likelihood of solving problems or writing creatively. Nearly half of those surveyed also expressed concern that classmates may be using AI secretly, without teachers noticing.

Alexandra Tomescu, OUP’s generative AI and machine learning product specialist, said: “Young people have a sophisticated understanding of how AI interacts with their schoolwork — they know both the benefits and the pitfalls. This shows students are more aware of the technology’s impact than often assumed.”

The study’s findings echo previous research, including a 2025 MIT study that measured brain activity during essay writing with AI tools and raised questions about the long-term effects of reliance on large language models.

Students highlighted a desire for more guidance from teachers on how to use AI responsibly and assess its reliability. In response, OUP is launching an AI education hub to support teachers in helping pupils navigate these tools.

While many students acknowledged the downsides, AI is also credited with enhancing skills: 18% said it helped them understand problems better, and 15% said it sparked new ideas. One 15-year-old said AI improved her understanding of maths, while a 14-year-old boy noted it helped him “think faster than I used to.”

Daniel Williams, assistant headteacher and AI lead at Bishop Vesey’s Grammar School, added: “Pupils recognise AI’s value for creativity and problem-solving but often use it as a shortcut rather than a learning tool.”

The study highlights the complex role AI is playing in UK classrooms — as both a learning aid and a potential barrier to skill development.

Top 10 Platforms to Find Scholarly Journal Articles for Writing an Assignment. Learn more at https://shorturl.at/SjHpU.

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With the due date tomorrow for the Tiny Worlds brief, I have put all of my research into an Adobe Sparks page to keep it all in the one place and neat. It is a little bit lengthy, but above is the link to my page! It saves time instead of scrolling through Tumblr trying to find my research!

During the year I have been studying NQ Photography, I had so much fun! I always enjoyed photography as a hobby from a young age, I remember being in nursery with my own “camera”, a toy one that one of the teachers had given to me so I would stop asking to borrow her own little camera! My interest began then and I was unsure of what I wanted to do in my life, until I realised there are photography courses. Signing up and getting a place in NQ Photography was one of the best decisions I had ever made, I met many new and amazing friends, I learned to work with and to understand photography better in ways I never thought I would, and my self esteem and confidence has boosted so well! 

I began the course with a basic understanding of how to point a phone camera and shoot to get an image. But during this year long course, I learned how to work a real and proper camera and not my phone, I also got my own camera too and use it in my spare time or when working at home! It has been only a year, but my skills in photography have changed so much and for the better. Often, I find myself thinking of different angles and perspectives to take my images, whereas before I would just raise my camera and click. Now, I go places or walk about my own home and my mind is focused and thinking “I can photograph that, or this, or even that”, I love thinking that way and it helps to build my creativity. 

I have learned a lot during the course, but my greatest challenge was photoshop! I was always good on computers but only in basic things: like the internete or Microsoft word. So photoshop brought a great challenge for me, it took most of the course before I finally understood how to work it and was comforable enough to do my own projects with it, but I am thankful to have learned it all as it greatly helps to improve my images. During this time, I took on my first photography job: a Christening. It was my first job of any kind and I was anxious, but I didn’t let it stop me! I photographed a christening and the couple I was working for loved my work, so it was a good confidence boost I needed, but without the course, I wouldn’t have been able to even think about doing something like that!

I have never done an “Artist Evolution” before, so I don’t know how long it should be, but I would just like to say a big thank you to the NQ staff for helping me so much and giving me the chance to learn! 

Erin Sullivan is a traveling photographer and writer who believes that images and words have the power to inspire meaningful change. Through her channels, she hopes to spark curiosity and conversations around the outdoors, culture, empathy, wildlife, conservation and an overall sense of connection to this world and each other. Below are some examples of her work with an insight to her thinking process

As we sail smoothly into the final week of the academic year, we can hardly keep up with all the activity! Here are just a few snapshots of what students have been up to this week: 

Sean Todd, professor in marine studies, took his Oceanography class out on the water for lab. Professor in plant sciences Susan Letcher brought Chopin to the library reading room (how’s that for study music?). Double Edge Theatre, an artist collective with which COA has had several points of collaboration, presented excerpts from their latest work and facilitated a performance workshop. And students in Professor Catherine Clinger’s Studio Printmaking course continued to finalize term projects. 

And this weekend our data science professor is leading a bike ride around the carriage roads, our community is celebrating the groundbreaking of our new academic building, and the Thoreau Initiative will be leading a workshop on nonviolent direct action.

This human ecology degree takes our students from ocean research vessels, to library stacks, to experimental performance spaces, to studio ventures. What will you do with this degree? 

This motley crew of COA field ecologists presented their research at the Northeast Natural History Conference this past weekend. Four independent projects: two senior projects, and two for the sake of practice. Research locations include Acadia National Park, Blue Horizons Land Trust, and COA’s own Great Duck Island. Professor John Anderson accompanied students to Massachusetts for the conference. Below is a list of the projects that were presented:

Population Study of Eastern Painted Turtles (Chrysemys picta) on Two Ponds In Acadia National Park Sidney Anderson ‘19, advised by Professor Steve Ressel. 

Individual Variation in Foraging Behavior by Gulls in Eastern Maine Jenna Schlener ‘19, advised by Professor John Anderson.

Learning Field Ecology and Natural History through Ecological Inventories: The View From Mrs. Mayo’s Farm I Aya Kumagai ‘21, Katya Khadonova ‘21, and John G.T. Anderson.

An Ecological Inventory of a Land Trust Property: The View From Mrs. Mayo’s Farm II Judith Tunstad ‘22, Sage Fuller ‘22, Lundy Stowe ‘22, Hallie Arno ‘22, and Addison M. Gruber ‘22,  advised by Professor John Anderson.

Students will be returning to campus this spring from a number of *awesome* internships that stretched across disciplines and the globe. Belize, Canada, Italy, D.C., Maine. Check out the list below to get a sense of what you could do for your internship. 

Giaime Mameli ‘20 doing research on monkeys in Belize with alumna Dr. Kayla Hartwell–an awesome primate researcher. (Photo source: John Anderson.)

Osa Wildlife Sanctuary, Puntarenas Province, Costa Rica

Redpath Museum, McGill University, Quebec, Canada

Jesup Memorial Library, Bar Harbor, ME

Little Rivers Healthcare, Wells River, VT

Catholic Charities Refugee and Immigration Services, Portland, ME

Foundation for Wildlife Conservation, Cayo District, Belize

Yoga to the People Studio, New York, NY

Mt. Desert Island Hospital, Bar Harbor, ME

Conaco Productions, Burbank, CA

Jopoi Infants School and Kurmi Wasi School District, Bolivia

MEDU, Doctors for Human Rights, Rome, Italy

Mabel Wadsworth Center, Bangor, ME

Public Defender Service, Washington, DC

Hi Friends! As part of my MSc Child Forensic Studies: Psychology and Law with the University of Portsmouth I am completing a research project via an online survey and I need LOTS of participants!

If you’d be interested in taking part, please read the below and then email me at sophie.pilkington@myport.ac.uk or put your email below so I can add your email to the participant list and send you the details.

Thanks in advance!

Two annual celebrations recently highlighted the varied research opportunities that are nurtured and cultivated at Buffalo State. Last week, 350 students presented their research and creative work at the 19th annual Student Research and Creativity Conference. Students from across campus showcased their faculty-mentored research to the campus and broader community.

Faculty, staff, and students gathered at the 19th annual Student Research and Creativity Conference

Again the students demonstrated that undergraduate students can and do delve deeply into issues to answer important questions, illuminate fields of study, and creatively attack questions related to their academic pursuits. Kudos to Jill Singer, director of the Undergraduate Research Office, for bringing national recognition to Buffalo State’s undergraduate research program and for her many years of coordination of this splendid conference.

Student Emily Parra-Amador presents her research to Kate Conway-Turner

Student Robert Flores discusses his research with faculty member Saziye Bayram

Following closely on the heels of the Student Research and Creativity Conference was the 20th annual Research Recognition Reception. This event celebrates the significant faculty research that occurs on campus and especially those who have successfully competed for external funding to support their research.

The event was held in the atrium of the Science and Mathematics Complex, and faculty, staff, and students came together to celebrate another successful research year. Many thanks to the Research and Economic Development Office and the Sponsored Programs Office for co-sponsoring this important event.

Undergraduate summer research fellowship recipients with their faculty mentors

The Research Recognition Reception ended with an announcement from Dr. Singer of this year’s Undergraduate Summer Research Fellowship recipients and their mentors. The topics ranged widely from landscape-inspired tapestries to cell-to-cell communication responses to osmotic challenges to elderly support systems. The summer projects promise another group of outstanding presentations for next year.

Jill Singer making her closing remarks

Research at Buffalo State College is an important part of what we do, but our research is uniquely applied, tied to our strong teaching mission, and provides opportunities for both undergraduate and graduate students to work alongside our outstanding faculty members.

Meet my new friend Edwin! Edwin has a heartbeat and it’s kinda creepy.
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#research #cognitoy #learningtoys #edwin #duck #heartbeat #college #collegelife #student #studentresearch

We’ll hear from talented student researchers as they battle for a cash prize! The stakes are high as the top slammer in each preliminary (prelim) round will move on to compete in the Grand Slam for a $1000 prize. This time, prelim slammers will also compete for $250 first place and $100 second place awards in their round!

1st Prelim Slammers:
Shravani, Systems Biology graduate student
John and Zachary, GGS graduate student team
Lucas, Biology undergraduate student

Enjoy a research story night and free food! Ask the slammers how they got started in research, and how to prepare for a Science Slam so you can apply for the 2nd or 3rd rounds. Cheer on your friends, scope out the competition, be entertained, or just come to learn something new.

Patchen: “Every year we’ve tried to expand the understanding of what constitutes research. We make a big deal of including creative activities, and we ask students to think about: How can you share your research in a way that’s both engaging and accessible? You should see what the undergrads are doing. It’s just so impressive. We’ve had students working with drones, looking at gender marginalization among skateboarders, analyzing the ‘Super Mario Bros’ theme song.”

Carrick: “One student made a machine that de-husks coconuts!”

Patchen: “Remember the folding map project?”

Carrick: “Oh yeah. That was incredible.”

Patchen: “And what the students learn through this process is going to have manifold benefits as they move into other sectors. It opens our eyes, too, to the challenges our students face. We take the work seriously because it matters! It matters to the students, it matters to faculty, it matters to society at large.”

Carrick: “At the end of the semester, when they’ve been through the process and the competition, our students will say: This changed us.”

Terri Patchen, Ph.D., professor of elementary and bilingual education, and Nathalie Carrick, Ph.D., associate professor of child and adolescent studies; the two are faculty fellows for Student Creative Activities and Research, a role that involves planning the annual Student Creative Activities and Research Day, mentoring student presenters in the CSU Student Research Competition, coordinating the Outstanding Student Scholarly and Creative Activities Awards, and supporting student research and creative activities across campus.

Lysa MacKeen, DGHI’s assistant director for student fieldwork operations and the rock star leader of the SRT program, shares her wisdom about leading interdisciplinary undergraduate research programs (along with others doing similar work) in this video series by Elon University’s Center for Engaged Learning.

This summer, 20 students remained on campus to complete research projects of their own design through the Davidson Research Initiative (DRI). Under guidance from faculty mentors, students’ DRI projects covered topics across the humanities and sciences, ranging from a study of developing-world economics to the health effects of electronic cigarettes.

The DRI has grown tremendously since its inception in 2007, as more students apply for grants each summer and more resources are devoted to creating fellowship positions for them. The program is open to Davidson first years, sophomores and juniors. Participants should expect to spend five to 10 weeks on campus as part of a collaborative community of researchers.

The dangers of smoking cigarettes are widely known. But what do most people believe about about up-and-coming alternatives-electronic cigarettes and hookah-which are often touted as safer and less harmful? Two teams of student researchers at Davidson College have been working with faculty mentors to shed some light on these smoking devices for the benefit of both the scientific community and the public.

In light of the upcoming Dialogue on An Era of Political Sea-Change: From the Transformation of Parties to the Role of Women, it may be interesting to have some statistics on the current women in European and American politics to put the subject of the upcoming Dialogue into context.

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The chart below compares the percentages of women in parliament or congress in Sweden, Spain, Germany, Italy, France, the United Kingdom, Greece and the United States in the order of most female representation to least female representation.

The countries of Western Europe and the United States have been stronger proponents of gender equality in recent years compared to other groups of countries. In Europe and the United States, women are given the same legal rights as men and may pursue any career they wish, but nonetheless, stigmas exist against women in government positions. This is evident in statistics that show while a given country’s population based on gender tends to be approximately 50% female and 50% male, only two countries in the world have a parliament with over 50% female representation.

Not a single country in the European Union has over 46% of women in parliament. The percentage of women in each country’s parliament or congress from most to least ranges in the respective order of Sweden, Spain, Germany, Italy, France, United Kingdom, Greece and the United States.

Sweden leads as the country with most female representatives in parliament with 45.56% and also leads within the European Union. Sweden also ranks highest out of the three Scandinavian countries, all of which rank in the top 15. Sweden has 349 total parliamentary seats; women held 159 seats as of the 2010 election. Sweden has an equal literacy rate–99%–among females and males, and two thirds of those studying in municipal adult education are women. More women than men also have more than 3 years of post secondary education. Women’s suffrage was granted in 1921.

Spain, which comes second, has a total of 616 parliamentary seats, 217 of which are held by women. This results in a 35.23% female population in parliament. Spain has a 97% female literacy rate, which is 1.5% lower than the men’s literacy rate. Women’s suffrage was granted in 1931.

Germany is third with 689 total seats where 223 seats are held by women, yielding 32.37% female representation in parliament. Germany has an equal literacy rate between females and males at 99%. Women’s suffrage was granted in 1918.

Italy ranks fourth out of these countries. There are 947 parliamentary seats, where 290 are held by females; this makes 30.62% women in parliament. Italy has a 98% female literacy rate which 0.8% lower than men’s literacy rate. Women’s suffrage was granted in 1945.

France is fifth, with 924 parliamentary seats and 232 seats held by women, putting the percentage of women in parliament at 25.11%. France has an equal 99% literacy rate for women and men. Women’s suffrage was granted in 1944.

The United Kingdom is sixth with 1,410 seats total where 318 are held by women, resulting with 22.55% female population in parliament. The United Kingdom has a 99% literacy rate for both women and men. Women’s suffrage was granted in 1928.

Greece is seventh with 300 seats in parliament where women hold 63 seats for a 21% female percentage in parliament. Greece has one of the only higher female literacy rates at 99% female literacy rate and 98.8% male literacy rate. Women’s suffrage was granted in 1952.

The United States is last out of the eight countries with 533 seats in congress, where 97 seats are held by women for a female representation percentage of 18.20%. The United States has an equal 99% literacy rate for both men and women. Though women’s suffrage was not granted until granted in 1920, women were allowed to stand for election in 1788.

Literacy rates and date of women’s suffrage do play a part in determining a country’s spot on a worldwide list; in general, with higher literacy rates and earlier women’s suffrage comes higher percentages of female representation. However, the United States was the second out of the eight to give women’s suffrage in 1920 and has an equal literacy rate between men and women but came in last compared to Italy who granted women’s suffrage in 1945 and has a lower literacy rate for females than males.

After literacy and suffrage, what determines women’s representation in parliament? The other possible answers could be the country’s culture, history and social gender roles that define women that do not have a statistic attached to them, but rather a story.

These statistics can provide a general figure of the representation of women in politics within each country to enhance the upcoming dialogues for students, faculty and the general audience attending the talks. The dialogue involving the transformation of parties to the role of women will be at Villa Sassetti on October 11th and 12th and is accepting R.S.V.Ps at lapietradialogues@nyu.edu or 055 5007202.