2,273 research outputs found
Dynamic Deformation Estimation of Structures Using Fiber Optic Strain Sensors
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Ask questions, get sales : close the deak and create long-term relationships / Stephan Schiffman.
No full textIncludes index.v, 168 pages ;In Ask Questions, Get Sales, the author and sales guru Stephan Schiffman helps readers boost their careers to the gold-medal level by teaching them how to strengthen their questioning skills during the sales process. The premise is simple yet effective: In order to be successful, salespeople need to change their mindset from "need-orientated" to "do-orientated". The message of the book centers around six core "do" questions: What do you do? How do you do it? When and where do you do it? Why do you do it that way? Who do you do it with? How can we help you do it better? With this indispensable guide in their briefcase, salespeople will have information at the ready to score big sales over the short term and the long term
Unemployment Benefits and Unemployment Rates of Low-Skilled and Elder Workers in West Germany: A Search Equilibrium Approach
No full textApproach Author & abstract Download 16 References 1 Citations Related works & more Corrections Author Listed: Launov, Andrey ([email protected]) (University of Kent) Wolff, Joachim ([email protected]) (Institute for Employment Research (IAB), Nuremberg) Klasen, Stephan ([email protected]) (University of Göttingen) Registered: Stephan Klasen Abstract In this paper we investigate whether the extension of the entitlement to unemployment benefits in the mid 80s can explain the increase in the unemployment rates of unskilled and elder workers in western Germany. To answer this question we estimate a version of the Burdett-Mortensen search equilibrium model and analyze how workers’ search behaviour responded to these reforms. We try both nonparametric and fully-parametric estimation methods and identify the cases in which the nonparametric approach cannot be applied. We find that the entitlement reforms are largely responsible for the increase of unemployment among unskilled workers
Unemployment Benefits and Unemployment Rates of Low-Skilled and Elder Workers in West Germany: A Search Equilibrium Approach
No full textApproach Author & abstract Download 16 References 1 Citations Related works & more Corrections Author Listed: Launov, Andrey ([email protected]) (University of Kent) Wolff, Joachim ([email protected]) (Institute for Employment Research (IAB), Nuremberg) Klasen, Stephan ([email protected]) (University of Göttingen) Registered: Stephan Klasen Abstract In this paper we investigate whether the extension of the entitlement to unemployment benefits in the mid 80s can explain the increase in the unemployment rates of unskilled and elder workers in western Germany. To answer this question we estimate a version of the Burdett-Mortensen search equilibrium model and analyze how workers’ search behaviour responded to these reforms. We try both nonparametric and fully-parametric estimation methods and identify the cases in which the nonparametric approach cannot be applied. We find that the entitlement reforms are largely responsible for the increase of unemployment among unskilled workers
Measuring Vulnerability to Poverty Using Long-Term Panel Data
No full textMeasuring Vulnerability to Poverty Using Long-Term Panel Data Author & abstract Download & other version 16 References 4 Citations Related works & more Corrections Author Listed: Katja Landau (Georg-August-University Göttingen) Stephan Klasen (Georg-August-University Göttingen) Walter Zucchini (Georg-August-University Göttingen) Registered: Stephan Klasen Abstract We investigate the accuracy of ex ante assessments of vulnerability to income poverty using cross-sectional data and panel data. We use long-term panel data from Germany and apply di fferent regression models, based on household covariates and previous-year equivalence income, to classify a household as vulnerable or not. Predictive performance is assessed using the Receiver Operating Characteristics (ROC), which takes account of false positive as well as true positive rates. Estimates based on cross-sectional data are much less accurate than those based on panel data, but for Germany, the accuracy of vulnerability predictions is limited even when panel data are used. In part this low accuracy is due to low poverty incidence and high mobility in and out of poverty
Measuring Vulnerability to Poverty Using Long-Term Panel Data
No full textMeasuring Vulnerability to Poverty Using Long-Term Panel Data Author & abstract Download & other version 16 References 4 Citations Related works & more Corrections Author Listed: Katja Landau (Georg-August-University Göttingen) Stephan Klasen (Georg-August-University Göttingen) Walter Zucchini (Georg-August-University Göttingen) Registered: Stephan Klasen Abstract We investigate the accuracy of ex ante assessments of vulnerability to income poverty using cross-sectional data and panel data. We use long-term panel data from Germany and apply di fferent regression models, based on household covariates and previous-year equivalence income, to classify a household as vulnerable or not. Predictive performance is assessed using the Receiver Operating Characteristics (ROC), which takes account of false positive as well as true positive rates. Estimates based on cross-sectional data are much less accurate than those based on panel data, but for Germany, the accuracy of vulnerability predictions is limited even when panel data are used. In part this low accuracy is due to low poverty incidence and high mobility in and out of poverty
Evaluation of in-store processes related to returnable packaging services offered in grocery stores - the store management perspective
No full textAuthor Stephan LehnerMasterarbeit Universität Linz 202
Evaluation of in-store processes related to returnable packaging services offered in grocery stores - the store management perspective
No full textAuthor Stephan LehnerMasterarbeit Universität Linz 202
Preface to the Proceedings of the Workshop “New Trends in HCI and Sports” held at MobileHCI ‘22
No full textThe contemporary digitalization of the sports experience brought new challenges for the HCI community. HCI researchers started exploring how mobile and wearable devices could support the physical, social, and environmental aspects of sports, while technological transformations like the metaverse, inbodied technologies, and AI have recently paved the way for augmented humans, esports, new forms of sociality, and new ways to engage the sports audience. In this preface, we present the papers accepted to the workshop Net Trends in HCI and Sports, held in conjunction with MobileHCI ‘22, which precisely attempted to deal with the recent advancements in technology used in the sports domain
Educational Management and Students’ Merit Values : An Understanding of the Diversified, Semi-functional School System
No full textIn Sweden, as in many other countries all over the world, the question of equality is one of the most critical concerns. In the international policy discourse, there is a dissatisfaction with unequal educational opportunities for students. As a global trend, educational policies aiming to address the inequality in education emphasise global competiveness with a focus on comparative studies, such as OECD’s Programme for International Student Assessment, and greater accountability (Schultz, 2019).All students must have access to education to achieve the best results possible. In the Swedish Education Act, education must be equivalent regardless of where in the country it is organised (SFS 2010:800). In an equivalent education, students are compensated according to their background and conditions, which means that each student receives the support required to achieve the school’s goals. The equivalence mission rests on every stalkeholder who is responsible for education.Monitoring results is an important task for educational managers at the local school level. Portrayed as loosely coupled (Weick, 1976) and multi-leveled (Uljens, 2015), the school organisation is supposed to be rationally managed to effectively operate, holding every level accountable for students’ learning outcomes. The various levels in the school system can be illustrated as ‘webs of contracts’ (Wohlstetter et al., 2008), where local school agents, for example teachers, undertake actions on behalf of a principal (Gailmard, 2014). According to Ferris (1992), “the principal ‘contracts’ with the agents to act on the principal’s behalf” (p. 333). The contract further involves the delegation of discretion and decision-making authority to the agents (Soudry, 2007). In turn, the principal may make decisions that affect the actions agents take.Drawing on the principal-agent theoretical framework, the aim of this study is to empirically examine the functionality of the local school system, particularly with respect to the contract of equal opportunities for all students to improve school results. The following research question has guided the study: How does the local school system function to uphold the contract of giving all students equal conditions for increased merit values?The study is part of a research project in a Swedish municipality. Previous results from the project (Rapp, 2021; Ståhlkrantz & Rapp, 2022) show that the superintendent, as principal, prioritises the continuous improvement of academic outcomes. The superintendent emphasises that the main priority is for students to achieve high merit values. However, this priority is not supported by all agents in the school organisation. For example, one teacher considers that the students are too young to have to worry about their grades (Rapp, 2021). There are also school principals who prioritise students’ well-being over their academic outcomes (Ståhlkrantz & Rapp, 2022). These are examples of different beliefs and values (Robinson, 2017) that can exist on various levels in the school organisation.As a multi-leveled governed system, there is a distribution of power among different system levels but also a dynamic relationship and interaction among various actors and their interdependency in the school organisation (Wilkoszewski & Sundby, 2016). To handle expectations and requirements from the principal, local school agents use adaptive strategies, such as bridging and buffering (DiPaola & Tschannen-Moran, 2005) and acting as gatekeepers (Ståhlkrantz & Rapp, 2022). When this occurs, the contract between principal and agents is broken, which makes it difficult or even impossible to realise the principal’s intentions. With the problems ecountered in a multi-leveled school organisation, the hypothesis of this study is that the picture of an ideal, well-functioning school organisation as a “governing chain” with “webs of contract” that aim to give students equal educational opportunities for optimal goalfullfilment may be better illustrated as a diversified, semi-functional school system.MethodDespite being a small Swedish case study (Yin, 2009), this study is of international interest because it provides in-depth insights into how global education policies are translated to a local context. Empirical data were collected using a questionnaire and focus interviews (Cohen et al., 2018), with respondents consisting of local school administrators and primary school teachers. The school has a principal, three assistant principals, about 80 teachers, and more than 850 students (aged 6–16). All teachers were invited to answer a digital questionnaire with a total of 47 questions. The questions were, among other areas, about the school’s governance, cooperation and trust in the governing chain, knowledge results, and the demand for higher merit values. The response rate was 49%. The municipality’s digital survey system was used to administer the survey. Before sending out the questionnaire, all respondents were informed of the purpose of the study. When the survey was distributed, they were informed that participation was voluntary and that answers would be kept anonymous (Vetenskapsrådet, 2017). To deepen the understanding of the survey responses, three focus interviews were conducted with randomly selected teachers. A focus interview with the school’s principal and assistant principals was also conducted. The content of the focus group questions was based on the answers given in the questionnaires. Each interview took 60-90 minutes and was recorded. Before the focus interviews, the interviewees were informed that participation was voluntary and that the recorded interviews will be kept anonymous (Vetenskapsrådet, 2017). In the analysis of the empirical materials, it was integral to identify the framework behind the functionality of the school organisation in upholding the contract of equal opportunities for all students to improve their learning outcomes. Since the principal-agent theory emphasises the responsiveness of the agent’s decisions to the principal’s goals, how this responsiveness is mediated by available actions, and institutional contextual factors, this framework is suitable for studying accountability in public education (Ferris, 1992; Gailmard, 2014). Within the principal-agent relationship, Wohlstetter et al. (2008) identified five key problems: (1) limited decision rights, (2) information asymmetry, (3) divergent objectives, (4) weak incentives, and (5) adverse selection. As a final step, these key problems were utilised as analytical tools to analyse empirical data.Expected OutcomesThe school is governed by national constitutions, which together with local educational priorities, form the contracts that agents are supposed to fulfill. This can be achieved in a diversified and multi-level system, where each level is responsible for its work. Following previous research on principal agency (Ståhlkrantz, 2022) and teacher agency (Bergh & Wahlström, 2018; Priestly et al., 2012), it is argued that school principals and teachers apply high levels of agency and discretion in their daily work. The principal-agent theory reveals that teachers, as agents, are in the best position to make decisions about education. Through incentives and regulations, the principal can ensure that agents responsibly fulfill their delegated role. However, if agents do not share the same beliefs and values as the principal, the former will not execute the activities requested. A functional, tightly coupled system presupposes that local school agents undertake actions on behalf of the principal and that every level in the governing chain is acoountable for the students’ learning outcomes. Preliminary results of this study indicate various problems in the principal-agent relationship in the local school organisation. In the ideal governing system, if the result is not good enough, accountability can be demanded. However, this ideal image is not consistent with the reality in education. At the local school level, no one in the governing chain is held accountable for improving students’ learning outcomes. Thus, the students themselves become responsible for their own merit values. Teachers decide the learning content and manner of teaching. In other words, if teachers do not prioritise increased merit values, the principal has very limited options to manage the school organisation according to contracted objectives and values. As such, it might be more accurate to illustrate the school organisation as a semi-functional organisational system rather than a functional governing chain.References Bergh, A., & Wahlström, N. (2018). Conflicting goals of educational action: A study of teacher agency from a transactional realism perspective. The Curriculum Journal, 29(1), 134-149. Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ed.). Routledge. DiPaola, M. F., & Tschannen-Moran, M. (2005). Bridging or buffering? The impact of schools’ adaptive strategies on student achievement. Journal of Educational Administration, 43(1), 60–71. Ferris, J. M. (1992). School-based decision making: A principal-agent perspective. Educational Evaluation and Policy Analysis, 14(4), 333-346. Gailmard, S. (2014). Accountability and principal–agent theory. In M. Bovens, R. Goodin, & T. Schillemans, T. (Eds.), The Oxford handbook of public accountability (pp. 90–105). Oxford University Press. Priestly, M., Edwards, R., & Priestly, A. (2012). Teacher Agency in Curriculum Making: Agents of Change and Spaces for Manoeuvre. Curriculum Inquiry, 42(2), 191-214. Rapp, S. (2021). Att leda elevers kunskapsutveckling. Styrkedjan och det pedagogiska ledarskapet [To lead students' knowledge development. The chain of command and educational leadership]. Gleerups. Robinson, V. (2017). Reduce change to increase improvement. Corwin. Schultz, K. (2019). Distrust and Educational Change: Overcoming Barriers to Just and Lasting Reform. Harvard Education Press. SFS (2010:800). Skollagen. [Education Act]. Soudry, O. (2007). A principal-agent analysis of accountability in public procurement. Advancing public procurement: Practices, innovation and knowledge-sharing, 432-451. Ståhlkrantz, K. (2022). Principal agency: Educational leadership at the intersection between past experiences and present environments. In N. Wahlström (Ed.). Equity, Teaching Practice and the Curriculum: Exploring Differences in Access to Knowledge (pp. 90–104). Routledge. Ståhlkrantz, K. & Rapp, S. (2022). Leading for higher grades—balancing school leadership on the fine line between accountability and professional autonomy, International Journal of Leadership in Education, 1-21. Uljens, M. (2015). Curriculum work as educational leadership–Paradoxes and theoretical foundations. Nordic Journal of Studies in Educational Policy, 2015(1), 27010. Vetenskapsrådet (2017). God forskningssed [Good research practice]. https://www.vr.se/download/18.2412c5311624176023d25b05/1529480532631/God-forskningssed_VR_2017.pdf. Weick, K. E. (1976). Educational organizations as loosely coupled systems. Administrative Science Quarterly, 21, 1-19. Wilkoszewski, H., & Sundby, E. (2016). From Hard to Soft Governance in Multi‐level Education Systems. European Journal of Education, 51(4), 447-462. Wohlstetter, P., Datnow, A., & Park, V. (2008). Creating a system for data-driven decision-making: Applying the principal-agent framework. School effectiveness and school improvement, 19(3), 239-259. Yin, R. (2018). Case study research and applications: Design and methods (6th ed.). SAGE.</p
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