Journals of Vidzeme University of Applied Sciences
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THE INTENSIVE MANAGEMENT OF NORWAY SPRUCE: A COMPROMISE BETWEEN FINANCIAL GAIN AND GENETIC DIVERSITY?
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Norway spruce (Picea abies (L.) Karst.) is a high-yielding commercial tree species grown in the Baltic sea region. It not only ensures timber production, but also provides a notable amount of crown branch biomass and a substantial amount of technically accessible stump biomass for energy. Thus, it has a high potential as a source of renewable materials and energy in the bioeconomy. Recent studies in Latvia have shown no long-term negative consequences to forest ecosystems from whole-tree harvesting. Hence, this management method can be considered sustainable for Norway spruce stands in fertile mineral soils. Not only yield, but also risks need to be considered to ensure financial sustainability, mainly the impact of wind-storms, drought, and pests. A combination of silviculture and genetics (tree breeding) can be used to reduce the probability of damage to Norway spruce stands. The aim of our study was to assess the potential of simultaneously ensuring both genetic gain and diversity in Norway spruce plantations.
MATERIALS AND METHODS
Data characterizing/showing tree growth – current height, diameter at breast height, survival, as well as radial increment (increment cores) – were obtained from a 50-year-old Norway spruce plantation. Data characterizing genetic diversity were collected from a gene reserve stand (48 trees), Norway spruce seed orchard progenies consisting of 20 clones, as well as 12 pure Norway spruce stands. DNA was extracted and analysed with 6 to 14 nuclear SSR markers.
RESULTS
No significant differences were observed between the seed orchard progenies, the trees from the gene reserve stand and other Norway spruce stands using the assessed parameters – allelic richness, observed heterozygosity, genetic diversity and relatedness. This indicates that the use of a seed orchard containing a relatively low number of clones as a seed source for plant production and forest regeneration would not have a negative impact on genetic diversity. However, notable gains in productivity can be achieved using selected plant material. At the age of 50 years, phenotypically selected clones in the low-density (5×5m) plantation had a mean yield of 327±42 m3ha-1, significantly exceeding the mean yield (277±56 m3ha-1) observed in Norway spruce stands of the same age and the same site conditions (forest type), while no significant differences were observed compared to the average stand yield at the age of 80 years (347±47 m3ha-1). The target diameter of 31 cm was reached at the age of 42±0.9 years on average, but this varied significantly among clones.
CONCLUSION
The results demonstrate a notable potential to reduce the rotation period, thereby: a) increasing the availability of raw material for further processing and energy production, and b) reducing financial risks due to lowering the probability that the stand will sustain substantial damage (i.e. wind storm). This gain can be achieved without significantly compromising genetic diversity. Further studies shall address potential changes in genetic diversity at the landscape level over a longer period when using a very limited set of clones. Stands in nature reserves could serve as a basis for comparison in such studies
THE IMPACT OF USING TECHNOLOGY-BASED COMMUNICATION ON THE QUALITY OF WORK RELATIONSHIPS
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The use of modern technologies has changed the work setting and this change offers us many advantages and benefits. Technology based communication allows us to span time and distance among people. Technology development is moving at such speed that social human behaviour science has not kept pace. There is enormous research on human behaviour, but we lack new models for guiding managerial practices. The question is how to have highly performing, motivated and satisfied employees within companies, where communication is fully or partly technology based.
MATERIALS AND METHODS
The current article has described the relevant literature pointing out the most important theories and influencing aspects of the presented contextual model. The conceptual model, developed by the authors, shows that the relationship between a technology-based communication work setting and the quality of relationships is moderated by culture and the development of social relationships among employees.
RESULTS
From the presented literature review it can be concluded that technology-based communication (the amount of technology used) affects the quality of work relationships, which is mediated by culture and can be influenced by face-to-face events and norms. The more work communication is done through technology-based means, the harder it is to maintain high quality relationships inside the company.
Communication via technology has a negative effect mainly because of misunderstandings and anonymity. Considering cultural differences and implementing suggestions for the development of social relationships, the quality of relationships can be improved.
DISCUSSION
First of all, the cultural differences have to be taken into account, especially in a multicultural context. Low Context culture members tend to be more specific and clear with their messages, while High Context culture members tend to have hidden context and messages that are not so clear, because of missing context that is rooted in the past.
Another mediator that can improve the quality of relationships is development of social relationships.
For further research the authors recognize the importance of leadership as the most important role in maintaining good quality relationships within the company.
In future research this model should be continued by investigating the technology-based communications’ effect on work motivation and work satisfaction. The quality of work relationships are expected to have an influence on employee satisfaction and this idea could be discussed in order to extend the current model.
CONCLUSION
The connection of these variables is clear and the more that communication in the company is through technology-based means, the less is the quality of relationships among members. There are several suggestions for improving these relationships.
In this article, the lack of concentration on human behaviour science in Computer Supported Cooperative Work is recognized. The future competitive advantage will be a motivated work force in combination with advanced technologies
THE EFFECT OF EARLY CHILDHOOD EDUCATION AND CARE SERVICES IN LATVIA
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In recent years, more attention has been paid to social investment policies, especially the importance of investment in early childhood. A growing number of studies have shown that social investment at an early age has the highest returns in human capital and the main social investment instrument in this period of life is high-quality early childhood education and care services (hereafter – ECEC services). The importance of social investment in early childhood has been stressed in both Latvian and EU planning documents. One of the policy priorities defined by both the EC and the EP in order to meet the Europe2020 targets is to “ensure universal provision of ECEC”.
Previous research has shown that the successful implementation of social investment at an early age reduces crime, increases the future number of school graduates and skilled workers, and also brings individual benefits - better health, greater civil and social involvement. However, since most of these studies have been conducted in the US there is a lack of empirical research on social investment returns in Europe, and in Latvia,. Until now, social investment returns have not been researched in Latvia.
The aim of this research is to see if early signs of positive change as a result of social investment can be observed, given that statistical data shows an expansion of ECEC in recent years in Latvia, especially for children who have not yet started compulsory education. The ECEC attendance rate has grown from 44.42% in 2010 to 54.43% in 2017.
MATERIALS AND METHODS
In this the study the author has analysed whether or not positive connections can be observed between ECEC attendance rate and eight indicators that have been positively connected with ECEC attendance rate in previous studies - educational attainments (3rdgrade test results), school graduation rate, average income, teen pregnancy rate, fertility rate, female workforce participation rate, overall labour-force participation rate and crime rate.
To achieve the aims of the study, analyses of policy documents, previous research and statistical data were carried out. SPSS Software was used for data editing and analysis. Statistical data were analysed from the period 2010-2017, with exceptions in the case of high school graduation rate (2011-2017) and educational attainment (2012-2017) due to the lack of open access data available on these topics. To gain a deeper understanding of the research results that are connected with educational outcomes, 14 secondary school teachers from two schools in Valmiera were surveyed.
RESULTS
Research results show that in recent years a positive connection can be observed in Latvia between the ECEC attendance rate and fertility rate (0.879), female employment (0.981), overall employment (0.980), average income (0.955) and teen pregnancy (-0.967). Results show that ECEC services can be one of the factors that have positively influenced these indicators.
A weaker connection can be observed when we look at the high school graduation rate (0.703) and crime level reduction (-0.786). However, research results showed that there is no connection between ECEC attendance rate and educational attainment (average state examination results of 3rd graders in mathematics (-0.110) and learning language (0.111)).
CONCLUSION
There has been an increase in social investment in early age in Latvia, and it has already had some economic and socio-economic outcomes. However, despite the fact that literature suggests the effect of ECEC on educational attainment can be observed the earliest, results showed that this is not true in the case of Latvia. Surveys of 1st-grade teachers suggested that this kind of situation may occur due to ECEC quality problems, so further studies in this field should be carried out
A WEB-BASED FAST AND RELIABLE TEXT CLASSIFICATION TOOL
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Opinion analysis in the big data analysis context has been a hot topic in science and the business world recently. Social media has become a key data source for opinions generating a large amount of data every day providing content for further analysis.
In the Big data age, unstructured data classification is one of the key tools for fast and reliable content analysis. I expect significant growth in the demand for content classification services in the nearest future.
There are many online text classification tools available providing limited functionality -such as automated text classification in predefined categories and sentiment analysis based on a pre-trained machine learning algorithm. The limited functionality does not provide tools such as data mining support and/or a machine learning algorithm training interface.
There are a limited number of tools available providing the whole sets of tools required for text classification, i.e. this includes all the steps starting from data mining till building a machine learning algorithm and applying it to a data stream from a social network source. My goal is to create a tool able to generate a classified text stream directly from social media with a user friendly set-up interface.
METHODS AND MATERIALS
The text classification tool will have a core based modular structure (each module providing certain functionality) so the system can be scaled in terms of technology and functionality.
The tool will be built on open source libraries and programming languages running on a Linux OS based server. The tool will be based on three key components: frontend, backend and data storage as described below:
backend: Python and Nodejs programming language with machine learning and text filtering libraries: TensorFlow, and Keras,
for data storage Mysql 5.7/8 will be used,
frontend will be based on web technologies built using PHP and Javascript.
EXPECTED RESULTS
The expected result of my work is a web-based text classification tool for opinion analysis using data streams from social media. The tool will provide a user friendly interface for data collection, algorithm selection, machine learning algorithm setup and training.
Multiple text classification algorithms will be available as listed below:
Linear SVM
Random Forest
Multinomial Naive Bayes
Bernoulli Naive Bayes
Ridge Regressio
Perceptron
Passive Aggressive Classifier
Deep machine learning algorithm.
System users will be able to identify the most effective algorithm for their text classification task and compare them based on their accuracy.
The architecture of the text classification tool will be based on a frontend interface and backend services. The frontend interface will provide all the tools the system user will be interacting with the system. This includes setting up data collection streams from multiple social networks and allocating them to pre-specified channels based on keywords.
Data from each channel can be classified and assigned to a pre-defined cluster. The tool will provide a training interface for machine learning algorithms.
This text classification tool is currently in active development for a client with planned testing and implementation in April 2019
MOBILE APPS FOR TEACHING PHYSICS: USING APPLICATIONS IN LATVIAN SCHOOLS
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Observed trends in education: the focus is set no longer on how to acquire the technical skills of using mobile apps, but on the methodological skills of using mobile apps, which requires continuous support from the school’s administration and a significant amount of time to invest directly in developing the teachers’ professional competence, which in turn can be realized with appropriate learning resources. When using technologies to develop young people’s skills necessary for the labour market, it is not enough to invest in the acquisition of technology; the use of technologies should be aligned with both the specific content of the subject and its teaching methodology. Teachers of physics do not have sufficient methodological support and practice in the purposeful use of mobile apps in the learning process. Frequency of technology use and purposefulness in the learning process are often discussed. It is also necessary to consider that their integration in the learning process takes time - so that the teacher can acquire the opportunities offered by technologies both technically and methodically.
Limitations of the Study: Reaching Physics teachers who had experience with mobile app integration, more specifically, using mobile apps in the Physics subject context was quite difficult since education, indeed, mobile app use in Physics education is relatively new for the Latvian education context. The small number of participants (teachers) limited a diversity of the data collected in terms of criteria referred while selecting mobile apps.
MATERIAL AND METHODS
For further analysis, all the responses of the participants for the interview was imported to SPSS qualitative data analysis software. The utilization of a qualitative data analysis tool allowed for easily storing, organizing and analysing data. In addition to the data analysis of qualitative data, quantitative data gathered from the evaluation form was also included? Quantitative data gathered in the study was imported, organized and analysed through Microsoft Excel.
RESULTS
For mobile apps used in Physics education, teachers were asked to share for which purposes they integrated mobile apps into education and, they were asked to explain what affordances mobile apps had in the Physics subject context. Teachers generally used apps for content presentation, assessment, communication and sharing, measurement. Affordances of mobile apps for the Physics subject context were explained in terms of authenticity and personalization.
DISCUSSION
How do Physics teachers use mobile apps in education? For mobile apps used, the teachers were asked to describe how integrated mobile apps into education and which affordances they thought mobile apps had within the Physics subject context. Teachers were asked to explain what kind of mobile apps were used and for which purposes (communication, interaction, content presentation, sharing, collaboration, etc.). For example, for students to develop content or educational products, teachers preferred apps such as App Inventor, Scratch & Arduino. The number of participants: 1547 students and 67 physics teachers. Almost all the teachers (n=64) agreed that mobile app integration into Physics subject activities could promote personalization that meant students could reach content with ease, they could perform autonomous learning, making research, calculations or measurements during activities and they could continue learning without time or place constrictions spending less time.
CONCLUSION
Mobile apps are constantly and rapidly evolving, and there is practically no social domain where they would not be used, including education. The use of different mobile apps resources offers a lot of possibilities:
• organizing an interactive learning process;
• demonstrating and simulating physical processes;
• providing access to a wide variety of resources;
• processing the data - both for calculations, for the visualization of results and for modelling processes.
When deciding to use mobile technologies in the physics learning process, the teacher should be sure that this is the most effective tool in the situation
LEARNING AGILITY AS A PREDICTOR OF HIGH PERFORMANCE AND POTENTIAL: A CASE STUDY FROM HEALTHCARE INDUSTRY
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Term “learning agility” was first introduced by Lombardo and Eichinger (2000). It is defined as the willingness and ability to learn from experiences, and subsequently apply that learning in new situations to perform successfully under new or first-time situations. Learning agility is heavily used for talent assessment and development and succession planning in multinationals worldwide, but for Latvian local companies it is not yet a daily human resources practice. Very little scholarly research has been conducted on this construct worldwide and in Latvia. In the turbulent business environment, the company leaders need to be more agile than ever. Leaders should adapt to new business strategies, working across cultures and dealing with virtual teams.
Various studies suggest that learning agility is a better predictor of high performance. Connolly & Viswesvaran (2002) suggests learning agility is a better predictor of high performance as compared to IQ and personality traits. It has also been found that learning agile leaders are more successful in dynamic, turbulent workplaces (Dai, De Meuse, & Tang, 2013). There are five major factors of learning agility - mental agility, people agility, change agility, results agility and self-awareness (Swisher et al., 2013). As described by Mitchinson & Morris (2012) at Columbia University research there are four behaviors that enable learning agility (innovating, performing, reflecting and risking) and one that derails it (defending). In the same study no significant differences were found in learning agility scores across gender, age or organizational level.
The scientific support of a linkage between learning agility and leadership seems to be scanty. Results of a meta-analysis by De Meuss (2019) show learning agility has a robust relationship with both leader performance (ρ = 0.74) and potential (ρ = 0.75). In this study it was hypothesized that learning agility will be positively related to annual performance ratings.
MATERIAL AND METHODS
The author was reviewing talent management process for three consecutive years – 2011, 2012, 2013 - and high potential employee identification for a local branch of a global innovative pharmaceutical company in Latvia. The company has a solid talent management process in place and devotes time and resources to the development of identified talents. Up to three times a year, Talking Review sessions are conducted to identify and develop their high potential employees around the world.
Talking Review is a facilitated session where people managers openly discuss and calibrate talented employees in terms of performance, potential, readiness, willingness, and mobility. During a typical session, line managers carefully assesses candidates using a 9-cell performance-potential matrix (see figure below). Each candidate is placed in a cell based on ratings of their performance during the past years and a discussion revolving their perceived level of learning agility.
The researcher collected learning agility scores and annual performance ratings on 33 managers located in Latvia. A mean performance rating was computed based on the three years – all 33 employees were at managerial level.
RESULTS
A positive relationship between learning agility and ratings of performance was observed. It was observed that the percentage of candidates classified as highly learning agile increased over time, ranging from 16% (2011) to 22% (2012) to 18% (2013). It suggests that as the company implemented the Talking Review process, decision makers learned from their experiences, calibrated their evaluations, and improved their accuracy in identifying their high potentials candidates.
DISCUSSION
The case study certainly holds several practical implications for the researchers as well as the practitioners. There are need for empirical studies to be conducted in this area. Caution should be exercised before drawing firm conclusions about these findings since the study included no controls for a manager’s commitment to change, the extent of the line manager’s support for such change, or the culture and structure of the organization and its possible influence on learning agility. Regression to the mean also might have played a role in the results.
CONCLUSIONS
The present paper and case study is an attempt to explore the relationship between learning agility and high performance. A positive relationship between learning agility and ratings of performance was observed. This understanding of the relationships among all these factors will further add to the existing knowledge on these constructs and help the organizations to execute leadership assessment in a better way.
Scholars should provide new ideas for understanding and conceptualizing learning agility. Human resources professionals and executives in organizations should provide access to high-potential employee data and performance, so a more rigorous process can be applied to understanding the linkage between learning agility and leader success (or derailment)
VIRTUAL LABORATORIES IN SCIENCE AND ENGINEERING
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Virtual laboratories have been used for several decades as a tool to help in the educational process. However, it is not always clear the purpose and correct way to use this tool. Educators need to improve their work so that the teaching process is more efficient. A wide range of virtual resources is available in different languages. Most of the resources are in English and some in Latvian, therefore the use of virtual laboratories is made very simple.
Hypothesis: The efficient use of a virtual laboratory depends on multiple circumstances.
The concept of the virtual laboratory is understood and used differently by many authors and researchers because that depends on the purpose of use. In the most general terms, a virtual laboratory is a computer-based activity where students interact with an experimental apparatus or other activity via a computer interface. Typical examples is a simulation of an experiment, whereby a student interacts with programmed-in behaviours, and a remote-controlled experiment where a student interacts with real apparatus via a computer link.
This kind of process allows students to explore a topic by comparing and contrasting different scenarios, to pause and restart an application for reflection and note taking, to get practical experimentation experience over the Internet.
The most recognizable are computer simulations that allow us to examine basic concepts in physics. These simulations are broadly used in the teaching and learning process in different ways.
The purpose of this research is to study through virtual laboratories that are broadly used in educational institutions and to examine the usefulness and impact of using such laboratories.
MATERIAL AND METHODS
To find out the circumstances for the efficient use of a virtual laboratory, research has been made to understand the key factors.
A criterion for effectiveness of the virtual laboratory is made depending on other experiences over the past ten years.
Mostly through literature studies and depending on experience, all the assumptions are justified.
RESULTS
What people mean by a virtual laboratory, to understand what value it can bring, and importantly what it cannot and must not do. A virtual laboratory must bring as close a connection to reality as possible, to as many students as possible.
The key areas of benefit are accessibility, training and augmentation.
Nothing can replace the experience of working hands-on with laboratory equipment, the virtual laboratory should not be used to provide a full experience.
In some cases, learning a new environment or software for simulations can be difficult and time consuming.
In the context of geographical location or mobility issues, the use of a virtual laboratory may provide a substitution for a real experiment. A substitution is also necessary due to lack of equipment.
DISCUSSION
In recent years, researchers do not try to prove that virtual experiments are better than experiments in real life because such researches were made and the results in most cases do not prove that virtual experiments bring better results in students’ exams.
Different researchers try to prove that using virtual environment in some cases changes the attitude towards physics and science.
In future authors will make and use virtual laboratory not only as computer simulations but also as a whole environment for learning and teaching physics and science.
CONCLUSION
The results are theoretical. However, this research is significant for future work because it helps to prevent failures and focus on things that have not been done before.
There exist some limitations due to a lack of students. Therefore, the authors can also focus on different stages of education
TOWARDS A NEW DIGITAL GAME OF CONTEMPORARY AESTHETICS
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This paper partly envisages the research results of the European Regional Development Fund (ERDF) project (see Acknowledgements). The task is to create an innovative digital game in the cross-cutting genres of art game and educational game. The game presents the specific aspects of digital art games and their historical background. Work on the new game will be carried out in a collaboration of the researcher, Dr.art. Ieva Gintere (Vidzeme University of Applied Sciences, Latvia) and the game artist, Mag.art. Kristaps Biters (Latvia). The game is being created in the framework of a Post-doctoral project led by Ieva Gintere during 2018-2021.
MATERIALS AND METHODS
Unity3d for game design. Blender 3d object design. Audacity and Abletone music generation and editing. Photoshop, illustrator for game texture, art design.
RESULTS
The study presents an insight into contemporary digital game theory and a new threefold method of game creation named RKTR (research / knowledge transfer / research). In this model, the game is created on the basis of research and knowledge transfer: knowledge gained in the research process is transferred to the players. The game also functions as a platform of new knowledge construction as the secondary task of the game is to collect the results of the players in order to analyse the new creative tendencies and to foresee the art trends of tomorrow.
The proposed method focused on the aspect of knowledge transfer is constructed as a three-level spiral:
- research-based game creation (the game is based on the results of research),- knowledge transfer (the game transfers the research results to the player),- use of the gameplay results in research (the game creators collect the data of the gameplay for new research).
The existing game designers and theoreticians carry out research in action where the game design is united with the game research. In the discourse of digital gaming, this is a widespread method. However, there is a missing part in this model. Knowledge gained in this type of research does not flow beyond the circle of the game’s creators and researchers. This knowledge stays within the society of the game’s designers and researchers, and functions as a tool for their future work. Knowledge is an instrument for experts, and it is not transferred to the regular player. The existing model of a research-based game helps to obtain formal and professional knowledge: it is a know-how, it tells a designer how to build a game, but it is not meant for the player. The aim of the new digital game that is being created in this project, is to connect the research results with the player so that the knowledge acquired in the research process is effectively transferred to the general public.
DISCUSSION
Taking into account that art today is largely interactive, the new art game will let its user play with trends of digital art such as noise, generative art and others, and to create new ones. The aim of this project is to raise the interest of a wide-ranging public for contemporary art and to point out the newest creative tendencies in art. The game would develop the creative skills of players and teach them the current trends in digital art. At the same time the game would project the inheritance of art from the age of modernism into the digital world by teaching the player to recognize it (for instance, generative art is a successor to the Fluxus movement in modernism). The new art game is intended to educate the player and to stimulate his/her creative forces.
The Design Science Research method is being used in this study in order to cross-cut such remote fields as the general public, the arthouse world, codes of modern art and the tastes of the general public. The Design Science Research method helps boost efficiency and interest towards contemporary art games. It intends to integrate seemingly distant disciplines and seeks parallels in different areas in order to gain new knowledge and adapt fresh approaches. By finding common aspects in different areas, Design Science Research fuses areas and invites new trends into a research field.
ACKNOWLEDGEMENTS
This study has been supported by a grant from the European Regional Development Fund research “Leveraging ICT product innovations by enhancing codes of modern art” No. 1.1.1.2/VIAA/1/16/106 within the Activity 1.1.1.2 “Post-doctoral Research Aid” of the Specific Aid Objective 1.1.1 “To increase the research and innovative capacity of scientific institutions in Latvia and the ability to attract external financing, investing in human resources and infrastructure” of the Operational Program “Growth and Employment”. Homepage of the research: http://va.lv/en/research/research/leveraging-ict-product-innovations-enhancing-codes-modern-art
 
TALENT RETENTION, ATTRACTION AND THE REQUIRED FUTURE SKILLS FOR EMPLOYEES IN WINNING CITIES IN RURAL REGIONS
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The article intends to identify the factors that can retain talented people and attract new talent in small and medium-sized urban areas of European scale, especially in regions with declining and ageing populations. The problem is topical in today\u27s Europe and as well as in Japan. It is equally important to understand the skills needed and the sectors where talents are required in small and medium-sized urban areas with an ascending development trend.
The theoretical background of the research is based on literature studies on the theory of talent flow, knowing the factors of the talent flow in small and medium-sized cities, and building the talent flow models based on them. The article discusses the concept of talent (Michaels et al. 2001, several dictionaries, understanding of Valmiera residents). The researchers define that talented people fascinate others, create and implement ideas and have good reasoning skills. Until now, mainly in Europe and in the USA, the attraction of talent at the level of cities and regions has been implemented through migration policy. The administrative boundaries where the migrant talents come from are not as important as the factors that encourage the decisions on the choice of the place of living and work.
In Estonia a National Policy for Attracting and Retaining International Talents (2014) has been developed. The findings of the report on models for attracting talent in Europe through the public sector are relevant to small and medium-sized urban areas.
In the case study, there are no respondents representing a migrant group that is not a diaspora, and this is a specific feature of a small and medium-sized urban area.
MATERIALS AND METHODS
The empirical part has been developed through a study in Valmiera City (Latvia, Europe) with a population of 23 thousand inhabitants, aiming at increasing this number by 5000 and further boosting growth in the city\u27s competitiveness in human resources. A survey of 25 experts was conducted initially to highlight the trends. In order to obtain the data, 29 interviews were conducted with the city\u27s entrants, outgoing residents and the steady, already stable and welcoming residents of Valmiera. Also, an online survey of 81 university graduates was carried out to find out the major reasons for staying in or leaving the regional city of Valmiera.
The research city of Valmiera was compared to Ventspils, Rezekne and Jelgava in Latvia, as well as to two foreign cities in Northern Europe – the nearest neighbouring city of Tartu in Estonia and Joensuu in Finland. The cities were compared by socio-economic factors - population dynamics, economic development, access to culture, and political stability, which are important factors in attracting talent.
The research methodology is based on the theoretical findings of Ingram, Shapiro, Albouy on the impact of four dimensions in talent attraction: economic development, market competition, labour market conditions and national culture, as well as the impact of lifestyle on choice. According to these dimensions, interview questions have been developed, and, by grouping the content, the analysis of the responses has been carried out.
The previous study by the authors has been used as a secondary source. The study focused on the future skills needed for the labour force in the Vidzeme region in Latvia, and the compliance of the proposed education with the labour market requirements in the Vidzeme region of Latvia.
RESULTS
The results of the research show that a job offer providing the applicant the possibility to demonstrate his capacity and pursue his or her objectives is of primary importance for the recruitment of skilled labour in a winning city in a rural area, followed by the appropriate housing and transport, and social infrastructure. As a secondary factor, lifestyle, which includes diversity, cultural environment, architecture and the presence of the natural environment, is important. The importance of the factors of attraction varies according to the stage of human life.
DISCUSSION
The results of the interviews show that small and medium-sized urban areas have the potential to attract talented human resources, taking into account the key attraction factors described in the theory.
The empirical analysis in the example of Valmiera reveals that a significant attraction factor in small and medium urban areas is social ties with the area. The labour market demand is also an important factor.
The results of the research revealed that in certain occupational groups in Valmiera (such as managers, social sciences in general), the labour market demand is lower than the supply.
In further research it would be necessary to carry out focus group interviews with migrants in small and medium-sized urban areas in order to find out the important factors in taking a decision on their choice of residence.
CONCLUSION
Small and medium-sized urban areas need to develop diversity and openness. This initiative needs to be strengthened both in the operation and investments of a municipality and in communication with the public. Virtually all of the examples discussed refer to migration as inevitable in attracting talent – highly skilled people
INPUT DETERMINATION FOR MODELS USED IN PREDICTING STUDENT PERFORMANCE
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Student performance prediction has become a viable means to improving academic performance and course content in online learning. Predictive models such as neural networks, decision trees and linear regression are used to transform inputs (e.g. past performance, social background, learning system usage patterns, test results) into outputs (course completion, expected grade, difficulties encountered, personalized suggestions). Often, the existing quantitative data drive model design, especially when applying such models to the conventional classroom and the person delivering the course, is a passive participant in designing models and delivering data.
In seeking to capture and code as much student behavior and environment as possible to apply learning analytics to a mostly conventional classroom, the most successful inputs (predictors) among existing models can be identified, categorized and their common characteristics determined. Together with a study of formative and summative assessment methods (e.g. types of feedback and how it can be captured) and factors affecting student performance in the classroom (e.g. environmental factors), this allows to identify the existing data in classrooms that are not captured by current learning management systems, thus allowing the expanded use of learning analytics and student performance prediction in traditional classrooms, with a focus on personalized suggestions.
The goal of the paper is to identify patterns among inputs used in existing models of student learning (based on online learning and learning management system data mining) that can then also be applied to the traditional classroom.
Research question: how can characteristics common to effective predictors of student performance be used to identify predictors among data produced in the traditional classroom?
MATERIAL AND METHODS
A literature review is performed where inputs captured and features discovered in existing learning analytics systems are characterised, along with methods used to identify those and the modelling approaches employed.
An attempt is made to identify measures in online learning that may have analogues in the traditional classroom (e.g., seating patterns and communication in chatrooms) or for which proxies may be found (e.g. screen size and lighting quality, where the proxy is the classroom number).
The corresponding outputs are recorded where possible, with a focus on those that allow providing feedback for individual students or for course/curriculum deliverers/designers (i.e. allow to improve the success of future students in this course).
RESULTS
Successful predictors and characteristics common to those are identified, so that they can be used in features engineering for student performance prediction models.
Predictors used in online learning are categorised, so that analogous inputs can be developed for use in traditional classrooms.
Types of feedback provided by existing models of learning are identified, where possible, along with the corresponding input (weights of inputs).
Studies are identified where learning personnel, not the researcher, were able to drive the model development process.
DISCUSSION
Recently, there has been increasing focus on increasing the visibility into models of learning and of involving learning personnel in designing, modifying and running those models. Providing inputs and recognizing the features they represent determines the success of such models. Therefore, recognizing existing successes and applying them to formative assessment methods may be a means of recognizing additional inputs to and features used in models, while involving educators. Applying learning models to the traditional classroom as an integrated part of the learning management (school record keeping/grading) systems may allow to expand their use, while simultaneously increasing the predictive power and effectiveness of (personalized) suggestions, both by using existing data, and by providing tools for educators to transform the existing feedback they provide into data than can be used as inputs for models.
CONCLUSION
Predictors used in learning models in online learning can be applied to the traditional classroom. Analogues may be found for predictors that are not available in the conventional classroom. Common characteristics and categorisation of predictors may be used to identify predictors among existing data, including data provided by students (e.g. formative feedback) that is not captured by the existing learning management systems used