177,760 research outputs found
Fostering coherence formation in learning with multiple representations
No full textCoherence formation in learning with multiple representations is a cognitively demanding process which often leads to a cognitive overload. Three experimental studies were conducted to analyze whether learners can be assisted externally by an appropriate instructional design. All subjects (about 60 in each study) were given text-picture combinations about the function of the cardiovascular system which were either presented visually (group 1), audiovisually (group 2) or visually with an additional visual help (group 3). This additional help consisted in guiding learners attention on the text (experiment 1), on the picture (experiment 2) or on the integration of both, text and picture (experiment 3). With respect to the groups I and 2, as expected all experiments revealed a modality effect with a superiority of the audiovisual presentation. The additional help (group 3) turned out to support especially the understanding of the focused part of information in experiment I and 2 (text vs. pictures). In experiment 3 global understanding could be fostered by guiding learners' attention on referential connections between text and picture. The results indicate that processes of coherence formation can be successfully supported by means of instructional design
Appropriate Similarity Measures for Author Cocitation Analysis
No full textWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
"Closing the R&D Gap, Evaluating the Sources of R&D Spending"
No full textBoth spending and tax policies have been implemented in the United States with the goal of stimulating private sector research and development (R&D). Karier questions whether current R&D policy, especially the research and experimentation tax credit, can contribute to closing the gap between nondefense expenditures on R&D in the United States and such expenditures in other countries, such as Japan and Germany. He also explores possible changes to our current R&D policy to make it more effective.
Going Beyond Counting First Authors in Author Co-citation Analysis
No full textThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Letter from R. R. Zellick, Assistant Trust Officer, Anglo California National Bank of San Francisco, to Joseph R. Goodman, October 2, 1942
No full textLetter from R. R. Zellick, Assistant Trust Officer at The Anglo California National Bank of San Francisco, to Joseph R. Goodman, regarding property owned by Dave Tatsuno. Zellick mentions a dispute between current tenants and Tatsuno, and that Tatsuno has asked Goodman to help locate trustworthy tenants.Personal correspondence, organizational records, government documents, publications, and other papers created or collected by Joseph R. Goodman documenting the forced removal and incarceration of Japanese Americans during World War II, as well as organized resistance to incarceration. Included in the collection are records of the Japanese Young Men's Christian Association and the Japanese American Citizens' League in San Francisco, including papers of the Japanese YMCA's executive secretary Lincoln Kanai; Sakai family papers; Goodman's correspondence to and from Japanese American incarcerees, organizations opposing forced removal and incarceration of Japanese Americans, the War Relocation Authority, and others; publications, photographs, and ephemera from the Topaz Relocation Center, where Goodman taught high school; War Relocation Authority records and publications; and newspaper clippings, pamphlets, and reports about forced removal and incarceration created by various government, religious, and civic organizations, in California and nationwide
Dispelling the Myths Behind First-author Citation Counts
No full textWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
Liftings for noncomplete probability spaces
No full textThe current state of knowledge concerning liftings for noncomplete probability spaces is discussed. This is a somewhat expanded version of the author's talk given at the 1991 Summer Conference on General Topology and Applications in Honor of Mary Ellen Rudin and Her Work.PT: S; CR: BURKE MR, IN PRESS P AM MATH S BURKE MR, 1991, ISRAEL J MATH, V73, P33 BURKE MR, 1992, ISRAEL J MATH, V79, P289 CARLSON T, THEOREM LIFTING CHRISTENSEN JPR, 1974, TOPOLOGY BOREL STRUC FREMLIN DH, 1989, HDB BOOLEAN ALGEBRAS, P877 INOESCUTULCEA A, 1966, 5TH P BERK S MATH ST, V2 IONESCUTULCEA A, 1967, CONTRIBUTIONS PROB 1, P63 IONESCUTULCEA A, 1969, TOPICS THEORY LIFTIN JECH TJ, 1978, SET THEORY JOHNSON RA, 1980, P AM MATH SOC, V80, P234 JUST W, IN PRESS T AM MATH S KUPKA J, 1983, INDIANA U MATH J, V32, P717 LOSERT V, 1983, LNM, V1080, P95 MAHARAM D, 1958, P AM MATH SOC, V9, P987 SHELAH S, 1983, ISRAEL J MATH, V45, P90 TALAGRAND M, 1982, P AM MATH SOC, V84, P379 VONNEUMANN J, 1931, CRELLES J MATH, V165, P109; NR: 18; TC: 0; J9: ANN N Y ACAD SCI; PG: 4; GA: BZ86BSource type: Electronic(1
Hansen, Lee (Lee R.). Union, non-union, and managerial pay plan state employees, 2008-2019
No full text1 online resource (2 pages)"July 1, 2021."Provides the number of union and non-union state employees in each of the last 14 years. Also provides the number of state employees paid under the state's managerial pay plan during each of those years. Updates OLR research report 2019-R-011
Selbstreguliertes Lernen beim informellen Lernen am Arbeitsplatz: Die Rolle von Kontext und Motivation und Möglichkeiten der Förderung
No full textDas Lernen am Arbeitsplatz erfolgt zumeist informell und ist ein wesentlicher Erfolgsfaktor für bessere Arbeitsleistung und mehr Arbeitszufriedenheit. Dementsprechend ist es zentral zu verstehen, was das informelle Lernen eigentlich ausmacht. Was macht es erfolgreich und welche Rolle spielen organisationale und individuelle Faktoren? Und ist es möglich, Beschäftigte beim informellen Lernen zu unterstützen?
Zur Beantwortung dieser Fragen wurden im Rahmen dieser Dissertation drei Studien durchgeführt und ein Modell für das selbstregulierte sowie informelle Lernen am Arbeitsplatz abgeleitet. Ausgangspunkt bildete zunächst das selbstregulierte Lernen, welches eines der bedeutendsten konzeptionellen Frameworks der pädagogischen Psychologie ist, um erfolgreiches Lernen zu beschreiben. Selbstreguliertes Lernen umfasst kognitive, metakognitive, verhaltensbezogene, motivierende und affektive Aspekte des Lernens und bietet einen Rahmen, um verschiedene Variablen wie Lernstrategien auf ganzheitliche Weise zu erforschen. Nach einer Analyse der Unterschiede zwischen formellem und informellem Lernen wurde im Rahmen der ersten Studie untersucht, ob eine Übertragung von Modellen des selbstregulierten Lernens vom formellen Lernkontext in den informellen Kontext möglich ist. Strukturgleichungsmodelle sowie Mediationsanalysen zeigten, dass eine Übertragung von Modellen des selbstregulierten Lernens ins informelle Lernen am Arbeitsplatz teilweise möglich ist: Es zeigte sich Evidenz für metakognitive, ressourcenbezogene sowie tiefe Verarbeitungsstrategien wie Elaboration, wobei jedoch keine Evidenz für Organisationsstrategien gefunden wurden. Zudem zeigten die Ergebnisse, dass kontextuelle Faktoren wie z. B. die organisationale Lernkultur indirekt über motivationale Faktoren die Strategienutzung beeinflussten. Als nächstes wurde im Rahmen der zweiten Studie im Detail betrachtet, was die Lernaktivitäten beim informellen Arbeitsplatzlernen ausmacht. Bei der Betrachtung von Modellen des informellen Lernens und des selbstregulierten Lernens zeigten Strukturgleichungsmodell-Analysen, dass obwohl die Beschreibung der Aktivitäten zwar ähnlich ist, informelle Lernverhaltensweisen jedoch nur mit metakognitiven Strategien des selbstregulierten Lernens einhergehen. Dieses Ergebnis legte nahe, dass Beschäftigte ein mögliches Strategiedefizit aufweisen. Beschäftigte könnten mangelndes Wissen über Strategien haben, oder Strategien zwar kennen, aber nicht anwenden. Oder sie wenden Strategien an, jedoch auf ineffiziente Art und Weise. Können deshalb Beschäftigte individuell beim informellen Lernen durch ein Training unterstützt werden und wie muss dieses gestaltet werden? In der dritten Studie wurde ein längsschnittlicher Micro-Learning Trainings-Ansatz im Rahmen eines Wartekontrollgruppen-Experiments analysiert. Die Experimentalgruppen erhielten über einen Monat hinweg entweder Wissen über informelle Lernstrategien um mangelndes Wissen zu kompensieren, oder Prompts, also Erinnerungen, die Strategien anzuwenden, oder beides als kombinierte Intervention um effektive Strategienutzung anzuregen. Die Ergebnisse zeigten dabei von vorher zu nachher vor allem einen Anstieg im Wissen über Strategien im Vergleich zu der Kontrollgruppe. Bei der Strategienutzung und der Zielerreichung zeigten Zeitreihenanalysen über den Trainingsverlauf positive aber kubische Effekte, die auch gestützt von qualitativen Daten darauf hinweisen, dass die Beschäftigten zunächst ihr Strategiedefizit erkennen, was zu einer Anpassung ihres Self-Assessments führt. Ausgehend von diesen Ergebnissen werden diverse Implikationen für die Praxis diskutiert, wie auf verschiedenen Ebenen ganzheitlich im Unternehmen das informelle Lernen befördert werden kann.
Zusammengefasst liefert diese Dissertation einen anwendungsnahen Beitrag in dem noch jungen Forschungsfelds des informellen Arbeitsplatzlernens, das sich aktuell stark entwickelt. Dabei eröffnet diese Dissertation durch die systematische Bezugnahme auf das selbstregulierte Lernen einen neuen Blickwinkel und neuen theoretischen Zugang, der integriert im Rahmen der Dissertation abgeleiteten SeRIWoL Modell eine neue Prozesssicht auf die Aktivitäten und Einflussfaktoren sowie Outcomes des informellen Lernens ermöglicht.Learning on the job is mostly informal and is a key success factor for better job performance and greater job satisfaction. Accordingly, it is crucial to understand what actually constitutes informal learning. What makes it successful and what role do organizational and individual factors play? And is it possible to support employees in informal learning?
To answer these questions, three studies were carried out as part of this dissertation and a model for self-regulated and informal learning at the workplace was derived. The starting point was self-regulated learning, which is one of the most important conceptual frameworks in educational psychology to describe successful learning. Self-regulated learning encompasses cognitive, metacognitive, behavioral, motivational, and affective aspects of learning and provides a framework to explore different variables such as learning strategies in a holistic way. After analyzing the differences between formal and informal learning, the first study examined whether it is possible to transfer models of self-regulated learning from the formal learning context to the informal context. Structural equation models and mediation analyzes showed that a transfer of models of self-regulated learning to informal learning at the workplace is partially possible: Evidence was found for metacognitive, resource-related and deep processing strategies such as elaboration, but no evidence for organizational strategies was found. The results also showed that contextual factors such as the organizational learning culture indirectly influenced the use of strategies via motivational factors. Next, the second study looked in detail at what constitutes the learning activities in informal work-based learning. When considering models of informal learning and self-regulated learning, structural equation modeling analyzes showed that although the description of the activities is similar, informal learning behaviors are only associated with metacognitive strategies of self-regulated learning. This result suggested that employees may have a strategy deficit. Employees may have a lack of knowledge about strategies, or know about strategies but not use them. Or they apply strategies, but in an inefficient way. Can employees therefore be supported individually in informal learning through training and how should this be designed? In the third study, a longitudinal micro-learning training approach was analyzed using a waiting control group experiment. Over a period of one month, the experimental groups received either knowledge about informal learning strategies to compensate for lack of knowledge, or prompts, i.e. reminders to use the strategies, or both as a combined intervention to stimulate effective strategy use. The results showed above all an increase in knowledge about strategies compared to the control group from before to after. When using the strategy and achieving goals, time series analyzes of the course of the training showed positive but cubic effects, which also supported by qualitative data indicate that the employees initially recognize their strategy deficit, which leads to an adjustment of their self-assessment. Based on these results, various implications for practice are discussed as to how informal learning can be promoted holistically in the company at different levels.
In summary, this dissertation provides an application-oriented contribution in the still young research field of informal workplace learning, which is currently developing strongly. Through the systematic reference to self-regulated learning, this dissertation opens up a new perspective and new theoretical approach, which, integrated in the derived SeRIWoL model, enables a new process view of the activities and influencing factors as well as outcomes of informal learning
Dynamic cloud service placement for live video streaming with a remote-controlled drone
No full textIn this demonstration we will show the prospects of dynamic cloud service placement. A cloud service is implemented that manages real-time video streaming and real-time control commands for a remote controlled drone. The requirements for this cloud service are groundbreaking because the image transfer and the control commands should be transmitted in real time that the drone can be controlled smoothly by a user. The goal is to improve user QoE for streaming services and real-time control by cloud service migrations, respecting the concept of dynamic Edge Computing by means of moving computing and monitoring applications on demand close to the user and the end device
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