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2. Coaching for Leaders: Why Executives Need Support, Especially in Times of Disruption. White Paper
- Author
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Center for Creative Leadership and Keil, Andrew
- Abstract
Even in good times, when business is booming and employee engagement is high, executive leaders and senior-level managers face a high level of pressure. Not only are they charged with setting the direction for their organizations, but they must also foster alignment and commitment with their teams so the organization moves forward successfully. But in times of rapid change or disruption to existing business models, the responsibilities of a leader become all the more challenging. It's through these volatile, uncertain, complex, and ambiguous times that inspiring leaders are needed more than ever. Our research suggests that a behavior-based approach to coaching helps leaders find opportunity in the face of great challenge, and integrate key skills into their daily interactions. In turn, executive coaching has a ripple effect, positively impacting the entire organization. This white paper explores why, even in challenging business environments, executive coaching remains important. It explains the benefits of coaching during times of disruption, both for leaders and their teams. And it looks at the reasons why businesses prioritize coaching and rely on it as a tool to carry their organizations into the future.
- Published
- 2020
3. CALL Communities & Culture: Short Papers from EUROCALL 2016 (23rd, Limassol, Cyprus, August 24-27, 2016)
- Author
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Research-publishing.net (France), Papadima-Sophocleous, Salomi, Bradley, Linda, and Thouësny, Sylvie
- Abstract
The 23rd EUROCALL conference was held in Cyprus from the 24th to the 27th of August 2016. The theme of the conference this year was "CALL Communities and Culture." It offered a unique opportunity to hear from real-world CALL practitioners on how they practice CALL in their communities, and how the CALL culture has developed in local and global contexts. Short papers from the conference are presented in this volume: (1) The impact of EFL teachers' mediation in wiki-mediated collaborative writing activities on student-student collaboration (Maha Alghasab); (2) Towards the development of a comprehensive pedagogical framework for pronunciation training based on adaptive automatic speech recognition systems (Saandia Ali); (3) Digital literacy and sustainability--a field study in EFL teacher development (Christopher Allen and Jan Berggren); (4) Self-evaluation using iPads in EFL teaching practice (Christopher Allen, Stella K. Hadjistassou, and David Richardson); (5) Amateur online interculturalism in foreign language education (Antonie Alm); (6) Teaching Turkish in low tech contexts: opportunities and challenges (Katerina Antoniou, Evelyn Mbah, and Antigoni Parmaxi); (7) Learning Icelandic language and culture in virtual Reykjavic: starting to talk (Branislav Bédi, Birna Arnbjörnsdóttir, Hannes Högni Vilhjálmsson, Hafdís Erla Helgadóttir, Stefán Ólafsson, and Elías Björgvinsson); (8) Investigating student choices in performing higher-level comprehension tasks using TED (Francesca Bianchi and Ivana Marenzi); (9) An evaluation of text-to-speech synthesizers in the foreign language classroom: learners' perceptions (Tiago Bione, Jennica Grimshaw, and Walcir Cardoso); (10) Quantifying CALL: significance, effect size and variation (Alex Boulton; (11) The contribution of CALL to advanced-level foreign/second language instruction (Jack Burston and Kelly Arispe); (12) Using instructional technology to integrate CEFR "can do" performance objectives into an advanced-level language course (Jack Burston, Androulla Athanasiou, and Maro Neophytou-Yiokari); (13) Exploiting behaviorist and communicative action-based methodologies in CALL applications for the teaching of pronunciation in French as a foreign language (Jack Burston, Olga Georgiadou, and Monique Monville-Burston); (14) Mobile assisted language learning of less commonly taught languages: learning in an incidental and situated way through an app (Cristiana Cervini, Olga Solovova, Annukka Jakkula, and Karolina Ruta); (15) Using object-based activities and an online inquiry platform to support learners' engagement with their heritage language and culture (Koula Charitonos, Marina Charalampidi, and Eileen Scanlon); (16) Urban explorations for language learning: a gamified approach to teaching Italian in a university context (Koula Charitonos, Luca Morini, Sylvester Arnab, Tiziana Cervi-Wilson, and Billy Brick); (17) Communicate to learn, learn to communicate: a study of engineering students' communication strategies in a mobile-based learning environment (Li Cheng and Zhihong Lu); (18) Using a dialogue system based on dialogue maps for computer assisted second language learning (Sung-Kwon Choi, Oh-Woog Kwon, Young-Kil Kim, and Yunkeun Lee); (19) Students' attitudes and motivation towards technology in a Turkish language classroom (Pelekani Chryso); (20) Vlogging: a new channel for language learning and intercultural exchanges (Christelle Combe and Tatiana Codreanu); (21) Japanese university students' self-assessment and digital literacy test results (Travis Cote and Brett Milliner); (22) Digital story (re)telling using graded readers and smartphones (Kazumichi Enokida); (23) HR4EU--a web portal for e-learning of Croatian (Matea Filko, Daša Farkaš, and Diana Hriberski); (24) Synchronous tandem language learning in a MOOC context: a study on task design and learner performance (Marta Fondo Garcia and Christine Appel); (25) What students think and what they actually do in a mobile assisted language learning context: new insights for self-directed language learning in higher education (Gustavo Garcia Botero and Frederik Questier); (26) An Audio-Lexicon Spanish-Nahuatl: using technology to promote and disseminate a native Mexican language (Rafael García-Mencía, Aurelio López-López, and Angélica Muñoz Meléndez; (27) The use of interactive whiteboards: enhancing the nature of teaching young language learners (Christina Nicole Giannikas); (28) A pre-mobility eTandem project for incoming international students at the University of Padua (Lisa Griggio and Edit Rózsavölgyi); (29) Can a "shouting" digital game help learners develop oral fluency in a second language? (Jennica Grimshaw, Walcir Cardoso, and David Waddington); (30) Feedback visualization in a grammar-based e-learning system for German: a preliminary user evaluation with the COMPASS system (Karin Harbusch and Annette Hausdörfer); (31) The multimodality of lexical explanation sequences during videoconferenced pedagogical interaction (Benjamin Holt); (32) Automatic dialogue scoring for a second language learning system (Jin-Xia Huang, Kyung-Soon Lee, Oh-Woog Kwon, and Young-Kil Kim); (33) Effects of task-based videoconferencing on speaking performance and overall proficiency (Atsushi Iino, Yukiko Yabuta, and Yoichi Nakamura); (34) Tellecollaborative games for youngsters: impact on motivation (Kristi Jauregi); (35) The Exercise: an Exercise generator tool for the SOURCe project (Kryni Kakoyianni-Doa, Eleni Tziafa, and Athanasios Naskos); (36) Students' perceptions of online apprenticeship projects at a university (Hisayo Kikuchi); (37) The effects of multimodality through storytelling using various movie clips (SoHee Kim); (38) Collaboration through blogging: the development of writing and speaking skills in ESP courses (Angela Kleanthous and Walcir Cardoso); (39) Cultivating a community of learners in a distance learning postgraduate course for language professionals (Angelos Konstantinidis and Cecilia Goria); (40) Task-oriented spoken dialog system for second-language learning (Oh-Woog Kwon, Young-Kil Kim, and Yunkeun Lee); (41) Promoting multilingual communicative competence through multimodal academic learning situations (Anna Kyppö and Teija Natri); (42) Teacher professional learning: developing with the aid of technology (Marianna Kyprianou and Eleni Nikiforou); (43) Quizlet: what the students think--a qualitative data analysis (Bruce Lander); (44) "Just facebook me": a study on the integration of Facebook into a German language curriculum (Vera Leier and Una Cunningham); (45) A survey on Chinese students' online English language learning experience through synchronous web conferencing classrooms (Chenxi Li); (46) Identifying and activating receptive vocabulary by an online vocabulary survey and an online writing task (Ivy Chuhui Lin and Goh Kawai); (47) Exploring learners' perceptions of the use of digital letter games for language learning: the case of Magic Word (Mathieu Loiseau, Cristiana Cervini, Andrea Ceccherelli, Monica Masperi, Paola Salomoni, Marco Roccetti, Antonella Valva, and Francesca Bianco); (48) Game of Words: prototype of a digital game focusing on oral production (and comprehension) through asynchronous interaction (Mathieu Loiseau, Racha Hallal, Pauline Ballot, and Ada Gazidedja); (49) PETALL in action: latest developments and future directions of the EU-funded Pan-European Task Activities for Language Learning (António Lopes); (50) Exploring EFL learners' lexical application in AWE-based writing (Zhihong Lu and Zhenxiao Li); (51) Mobile-assisted language learning and language learner autonomy (Paul A. Lyddon); (52) YELL/TELL: online community platform for teacher professional development (Ivana Marenzi, Maria Bortoluzzi, and Rishita Kalyani); (53) Leveraging automatic speech recognition errors to detect challenging speech segments in TED talks (Maryam Sadat Mirzaei, Kourosh Meshgi, and Tatsuya Kawahara); (54) Investigating the affective learning in a 3D virtual learning environment: the case study of the Chatterdale mystery (Judith Molka-Danielsen, Stella Hadjistassou, and Gerhilde Messl-Egghart); (55) Are commercial "personal robots" ready for language learning? Focus on second language speech (Souheila Moussalli and Walcir Cardoso); (56) The Digichaint interactive game as a virtual learning environment for Irish (Neasa Ni Chiaráin and Ailbhe Ní Chasaide); (57) Mingling students' cognitive abilities and learning strategies to transform CALL (Efi Nisiforou and Antigoni Parmaxi); (58) Taking English outside of the classroom through social networking: reflections on a two-year project (Louise Ohashi); (59) Does the usage of an online EFL workbook conform to Benford's law? (Mikolaj Olszewski, Kacper Lodzikowski, Jan Zwolinski, Rasil Warnakulasooriya, and Adam Black); (60) Implications on pedagogy as a result of adopted CALL practices (James W. Pagel and Stephen G. Lambacher); (61) Exploring the benefits and disadvantages of introducing synchronous to asynchronous online technologies to facilitate flexibility in learning (Salomi Papadima-Sophocleous and Fernando Loizides); (62) A CALL for evolving teacher education through 3D microteaching (Giouli Pappa and Salomi Papadima-Sophocleous); (63) Physicality and language learning (Jaeuk Park, Paul Seedhouse, Rob Comber, and Jieun Kiaer); (64) Designing strategies for an efficient language MOOC (Maria Perifanou); (65) Worldwide state of language MOOCs (Maria Perifanou); (66) A Spanish-Finnish telecollaboration: extending intercultural competence via videoconferencing (Pasi Puranen and Ruby Vurdien); (67) Developing oral interaction skills with a digital information gap activity game (Avery Rueb, Walcir Cardoso, and Jennica Grimshaw); (68) Using WebQuests as idea banks for fostering autonomy in online language courses (Shirin Sadaghian and S. Susan Marandi); (69) Integrating mobile technologies into very young second language learners' curriculum (Gulnara Sadykova, Gulnara Gimaletdinova, Liliia Khalitova, and Albina Kayumova); (70) Investigating commercially available technology for language learners in higher education within the high functioning disability spectrum (Georgia Savvidou and Fernando Loizides); (71) Learning languages in 3D worlds with Machinima (Christel Schneider); (72) What are more effective in English classrooms: textbooks or podcasts? (Jaime Selwood, Joe Lauer, and Kazumichi Enokida); (73) Mind the gap: task design and technology in novice language teachers' practice (Tom F. H. Smits, Margret Oberhofer, and Jozef Colpaert); (74) Language immersion in the self-study mode e-course (Olga Sobolev); (75) Aligning out-of-class material with curriculum: tagging grammar in a mobile music application (Ross Sundberg and Walcir Cardoso); (76) Meeting the technology standards for language teachers (Cornelia Tschichold); (77) Mobile-assisted language learning community and culture in French-speaking Belgium: the teachers' perspective (Julie Van de Vyver); (78) Classification of Swedish learner essays by CEFR levels (Elena Volodina, Ildikó Pilán, and David Alfter); (79) Mobile assisted language learning and mnemonic mapping--the loci method revisited (Ikumi Waragai, Marco Raindl, Tatsuya Ohta, and Kosuke Miyasaka); (80) CALL and less commonly taught languages--still a way to go (Monica Ward); (81) Demystifying pronunciation with animation (Monica Ward); (82) The effects of utilizing corpus resources to correct collocation errors in L2 writing--Students' performance, corpus use and perceptions (Yi-ju Wu); (83) A social constructionist approach to teaching and learning vocabulary for Italian for academic purposes (Eftychia Xerou, Salomi Papadima-Sophocleous, and Antigoni Parmaxi); (84) Flip-J: development of the system for flipped jigsaw supported language learning (Masanori Yamada, Yoshiko Goda, Kojiro Hata, Hideya Matsukawa, and Seisuke Yasunami); and (85) "Check your Smile", prototype of a collaborative LSP website for technical vocabulary (Nadia Yassine-Diab, Charlotte Alazard-Guiu, Mathieu Loiseau, Laurent Sorin, and Charlotte Orliac). An author index is included. (Individual papers contain references.)
- Published
- 2016
4. Demographic Subgroup Trends among Adolescents in the Use of Various Licit and Illicit Drugs, 1975-2016. Monitoring the Future Occasional Paper Series. Paper 88
- Author
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University of Michigan, Institute for Social Research, Johnston, Lloyd D., O'Malley, Patrick M., Miech, Richard A., Bachman, Jerald G., and Schulenberg, John E.
- Abstract
This occasional paper presents national demographic subgroup data for the 1975-2016 Monitoring the Future (MTF) national survey results on 8th , 10th, and 12th graders' use of drugs, alcohol, and tobacco. MTF is funded by the National Institute on Drug Abuse at the National Institutes of Health under a series of investigator-initiated, competitive research grants to the University of Michigan. The study covers all major classes of illicit and licit psychoactive drugs for an array of population subgroups. The 2016 subgroup data presented here accompany the "Monitoring the Future National Survey Results on Drug Use, 1975-2016: Overview, Key Findings on Adolescent Drug Use" (ED578534) and the "Monitoring the Future National Survey Results on Drug Use, 1975-2016: Volume I, Secondary School Students" (ED578730). The trends offered here in tabular and graphic forms cover demographic subgroups based on: (1) Gender; (2) College plans; (3) Region of the country; (4) Population density; (5) Education level of the parents (a proxy for socioeconomic level); and (6) Racial/ethnic identification. Detailed descriptions of the demographic categories are provided in the section starting on page 367 of this paper. The graphs and tables in this occasional paper present trend data for 8th-, 10th-, and 12th-grade respondents separately. Data for 12th grade begins with 1975, the first year in which a nationally representative sample of high school seniors was surveyed. Data for 8th and 10th grades begin with 1991, when the study's nationally representative annual surveys were expanded to include those lower grade levels.
- Published
- 2017
5. Demographic Subgroup Trends among Young Adults in the Use of Various Licit and Illicit Drugs, 1988-2016. Monitoring the Future Occasional Paper Series. Paper 89
- Author
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University of Michigan, Institute for Social Research, Johnston, Lloyd D., Schulenberg, John E., O'Malley, Patrick M., Bachman, Jerald G., Miech, Richard A., and Patrick, Megan E.
- Abstract
This occasional paper presents subgroup findings from the Monitoring the Future (MTF) study on levels of, and trends in, the use of a number of substances for nationally representative samples of high school graduates ages 19-30. The data have been gathered in a series of follow-up surveys of representative subsamples of high school seniors who were first surveyed in 12th grade as part of the MTF study. Therefore, the universe being described omits people who did not complete high school--between 8 and 15% of each age group, with the most recent class cohorts closer to the bottom of that range. Surveys of the graduating cohorts of high school seniors started in 1976 and have continued with each graduating class since. Data were first available for the 19-22 age group in 1980 and for the older age groups in subsequent years, as the tables and figures in this occasional paper indicate. The general epidemiological findings from these samples are discussed in "Volume II" of the annual monograph series. The subgroup trends shown in the current occasional paper complement the last section of Chapter 5 (Trends in Drug Use in Early and Middle Adulthood) of that monograph by presenting the trend data for young adult subgroups in both graphic and tabular form. The results are described and discussed in Chapter 5, but the extensive set of tables and figures is provided here for the reader who wishes to view the figures and the underlying numerical values. Three demographic dimensions are differentiated: gender, region of the country, and population density. Gender includes trends for males and females; region describes trends for each of the four major regions defined by the U.S. Census; and population density differentiates trends for five levels of community size. [For "Monitoring the Future National Survey Results on Drug Use, 1975-2016. Volume II, College Students & Adults Ages 19-55," see ED578605.]
- Published
- 2017
6. 3 Crucial Behaviors for Successfully Leading Innovation. White Paper
- Author
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Center for Creative Leadership and Mitchell, Michael T.
- Abstract
Does innovation matter? In a 2015 survey, the authors asked the Center for Creative Leadership (CCL®) clients about innovation. Not surprisingly, nearly all of them--94%--said that innovation is important. People are living in a time when technology is advancing at a blistering pace, creating new possibilities for individuals and organizations that could hardly have been imagined a generation ago. The global political and economic environment is also shifting faster than ever, often moving in unpredictable directions. It seems clear that innovation will be a defining trait--perhaps the defining trait--of those organizations that thrive over the next few decades. In this white paper, the authors lay out the essential leadership behaviors that are required to successfully lead innovation. To better understand those behaviors, the authors interviewed people on the front lines of innovation work and interviewed their bosses. The authors looked closely at the interactions between bosses and those responsible for driving innovation, investigating which boss behaviors encouraged their direct reports and which discouraged them. The interview subjects came from various industries, and all had been involved in multiple, successful initiative projects. From those interviews, the authors identified the critical leadership behaviors exhibited during successful innovation efforts, as well as behaviors that worked against innovation. The lessons from these interviews are broadly applicable to managers at multiple levels. But the authors are especially focused on the leaders charged with overseeing innovation projects--often in addition to other responsibilities--and those working on and directing innovation projects on a day-to-day basis. The actual job titles these individuals hold vary widely from one organization to the next, so for simplicity the authors are calling leaders who oversee innovation projects "leaders." Those working in and directing that innovation work on a day-to-day basis and reporting to those leaders are labeled as "innovation managers."
- Published
- 2017
7. Demographic Subgroup Trends among Young Adults in the Use of Various Licit and Illicit Drugs, 1988-2015. Monitoring the Future Occasional Paper Series. Paper 87
- Author
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University of Michigan, Institute for Social Research, Johnston, Lloyd D., O'Malley, Patrick M., Bachman, Jerald G., Schulenberg, John E., and Miech, Richard A.
- Abstract
This occasional paper presents subgroup findings from the Monitoring the Future (MTF) study on levels of, and trends in, the use of a number of substances for nationally representative samples of high school graduates ages 19-30. The data have been gathered in a series of follow-up surveys of representative subsamples of high school seniors who were first surveyed in 12th grade as part of the MTF study. Therefore, the universe being described omits people who did not complete high school--between 8 and 15% of each age group, with the most recent class cohorts closer to the bottom of that range. Surveys of the graduating cohorts of high school seniors started in 1976 and have continued with each graduating class since. Data were first available for the 19-22 age group in 1980 and for the older age groups in subsequent years, as the tables and figures in this occasional paper indicate. The general epidemiological findings from these samples are discussed in "Volume II" of the annual monograph series. The subgroup trends shown in the current occasional paper complement the last section of Chapter 5 (Trends in Drug Use in Early and Middle Adulthood) of that monograph by presenting the trend data for young adult subgroups in both graphic and tabular form. The results are described and discussed in Chapter 5, but the extensive set of tables and figures is provided here for the reader who wishes to view the figures and the underlying numerical values. Three demographic dimensions are differentiated: gender, region of the country, and population density. Gender includes trends for males and females; region describes trends for each of the four major regions defined by the U.S. Census; and population density differentiates trends for five levels of community size. [For "Monitoring the Future National Survey Results on Drug Use, 1975-2015. Volume 2, College Students & Adults Ages 19-55," see ED578731.]
- Published
- 2016
8. Demographic Subgroup Trends among Adolescents in the Use of Various Licit and Illicit Drugs, 1975-2015. Monitoring the Future Occasional Paper Series. Paper 86
- Author
-
University of Michigan, Institute for Social Research, Johnston, Lloyd D., O'Malley, Patrick M., Miech, Richard A., Bachman, Jerald G., and Schulenberg, John E.
- Abstract
This occasional paper presents national demographic subgroup data for the 1975-2015 Monitoring the Future (MTF) national survey results on 8th, 10th, and 12th graders' use of drugs, alcohol, and tobacco. MTF is funded by the National Institute on Drug Abuse at the National Institutes of Health under a series of investigator-initiated, competitive research grants to the University of Michigan. The study covers all major classes of illicit and licit psychoactive drugs for an array of population subgroups. The 2015 subgroup data presented here accompany the "Monitoring the Future National Survey Results on Drug Use: 1975-2015: Overview, Key Findings on Adolescent Drug Use" (ED578539) and the "Monitoring the Future National Survey Results on Drug Use, 1975-2015: Volume I, Secondary School Students" (ED578604). The trends offered here in tabular and graphic forms cover demographic subgroups based on: (1) Gender; (2) College plans; (3) Region of the country; (4) Population density; (5) Education level of the parents (a proxy for socioeconomic level); and (6) Racial/ethnic identification. Detailed descriptions of the demographic categories are provided in the section starting on page 367 of this paper. The graphs and tables in this occasional paper present trend data for 8th-, 10th-, and 12th-grade respondents separately. Data for 12th grade begins with 1975, the first year in which a nationally representative sample of high school seniors was surveyed. Data for 8th and 10th grades begin with 1991, when the study's nationally representative annual surveys were expanded to include those grade levels.
- Published
- 2016
9. Two Concepts of Domain-Specific Languages for Therapists to Control a Humanoid Robot
- Author
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Forbrig, Peter, Umlauft, Alexandru, Kühn, Mathias, Dittmar, Anke, Goos, Gerhard, Series Editor, Hartmanis, Juris, Founding Editor, van Leeuwen, Jan, Series Editor, Hutchison, David, Editorial Board Member, Kanade, Takeo, Editorial Board Member, Kittler, Josef, Editorial Board Member, Kleinberg, Jon M., Editorial Board Member, Kobsa, Alfred, Series Editor, Mattern, Friedemann, Editorial Board Member, Mitchell, John C., Editorial Board Member, Naor, Moni, Editorial Board Member, Nierstrasz, Oscar, Series Editor, Pandu Rangan, C., Editorial Board Member, Sudan, Madhu, Series Editor, Terzopoulos, Demetri, Editorial Board Member, Tygar, Doug, Editorial Board Member, Deshpande, R.D., Series Editor, Vardi, Moshe Y, Series Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Woeginger, Gerhard, Editorial Board Member, Harrison, Michael, editor, Martinie, Célia, editor, Micallef, Nicholas, editor, Palanque, Philippe, editor, Schmidt, Albrecht, editor, Winckler, Marco, editor, Yigitbas, Enes, editor, and Zaina, Luciana, editor
- Published
- 2024
- Full Text
- View/download PDF
10. Demographic Subgroup Trends among Adolescents in the Use of Various Licit and Illicit Drugs, 1975-2014. Monitoring the Future Occasional Paper Series. Paper 83
- Author
-
University of Michigan, Institute for Social Research, Johnston, Lloyd D., O'Malley, Patrick M., Miech, Richard A., Bachman, Jerald G., and Schulenberg, John E.
- Abstract
This occasional paper presents national demographic subgroup data for the 1975-2014 Monitoring the Future (MTF) national survey results on 8th, 10th, and 12th graders' use of drugs, alcohol, and tobacco. MTF is funded by the National Institute on Drug Abuse at the National Institutes of Health under a series of investigator-initiated, competitive research grants. The study covers all major classes of illicit and licit drugs for an array of population subgroups. The 2014 subgroup data presented here accompany the "Monitoring the Future National Survey Results on Drug Use: 1975-2014: Overview, Key Findings on Adolescent Drug Use" and the "Monitoring the Future National Survey Results on Drug Use, 1975-2014: Volume I, Secondary School Students." Since 2013, the MTF subgroup definitions and data have been presented in a series of occasional paper, such as this, as tables and figures to facilitate the examination and interpretation of trend data. "Volume I" contains a description of MTF's design and purposes, as well as extended reporting on substance use of all kinds--licit and illicit--and a number of related factors, such as attitudes and beliefs about drugs, age of initiation, noncontinuation of drug use, perceived availability, relevant conditions in the social environment, history of daily marijuana use, use of drugs for the treatment of ADHD, and sources of prescription drugs used outside of medical supervision. The trends offered here in tabular and graphic forms cover demographic subgroups based on: (1) gender; (2) college plans; (3) region of the country; (4) population density; (5) education level of the parents (a proxy for socioeconomic level); and (6) racial/ethnic identification. Detailed descriptions of the demographic categories are provided in the section below. Data for 12th grade begins with 1975, the first year in which a nationally representative sample of high school seniors was surveyed. Data for 8th and 10th grades begin with 1991, when the study's nationally representative annual surveys were expanded to include those grade levels. [For "Monitoring the Future National Survey Results on Drug Use, 1975-2014. Volume 1, Secondary School Students," see ED578369. For "Monitoring the Future National Survey Results on Drug Use, 1975-2014: Overview, Key Findings on Adolescent Drug Use," see ED578603.]
- Published
- 2015
11. Demographic Subgroup Trends among Young Adults in the Use of Various Licit and Illicit Drugs, 1988-2014. Monitoring the Future Occasional Paper Series. Paper 85
- Author
-
University of Michigan, Institute for Social Research, Johnston, Lloyd D., O'Malley, Patrick M., Bachman, Jerald G., Schulenberg, John E., and Miech, Richard A.
- Abstract
This occasional paper presents subgroup findings from the Monitoring the Future (MTF) study on levels of and trends in the use of a number of substances for nationally representative samples of high school graduates ages 19-30. The data have been gathered in a series of follow-up surveys of representative subsamples of high school seniors who were first surveyed in 12th grade as part of the MTF study. Therefore, the universe being described omits people who did not complete high school--between 8-15% of each age group, with the most recent class cohorts closer to the bottom of that range. Surveys of the graduating cohorts of high school seniors started in 1976 and have continued with each graduating class since. Data were first available for the 19-22 age group in 1980 and for the older age groups in subsequent years, as the tables and figures in this occasional paper indicate. The general epidemiological findings from these samples are contained in "Volume II" of the annual monograph series. The subgroup trends shown in the current occasional paper complement the last section of Chapter 5 (Trends in Drug Use in Early and Middle Adulthood) of that monograph by presenting the trend data for young adult subgroups in both graphic and tabular form. The results are described and discussed in Chapter 5, but the extensive set of tables and figures is provided here for the reader who wishes to view the figures and the underlying numerical values. Three demographic dimensions are differentiated: gender, region of the country, and population density. Gender includes trends for males and females; region describes trends for each of the four major regions defined by the U.S. Census; and population density differentiates trends for five levels of urbanicity. The Table of Contents and List of Figures in this occasional paper contain clickable links to the content and figures. Following each figure is a table giving the numerical values associated with each trend line in that figure. [For "Monitoring the Future National Survey Results on Drug Use, 1975-2014. Volume 2, College Students & Adults Ages 19-55," see ED578455.]
- Published
- 2015
12. Visualization Techniques in VR for Vocational Education: Comparison of Realism and Diegesis on Performance, Memory, Perception and Perceived Usability
- Author
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Nava, Eleonora, Jalote-Parmar, Ashis, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Patel, Kanubhai K., editor, Santosh, KC, editor, and Patel, Atul, editor
- Published
- 2024
- Full Text
- View/download PDF
13. Injuries in Mechanical Technology Workshops at South African Public Schools
- Author
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Coenraad Jurgens
- Abstract
Ensuring the safety of learners is paramount in schools, particularly in workshops where hands-on learning takes place. Mechanical Technology teachers bear the responsibility for ensuring learners safe participation in activities, guided by specific safety management elements that dictate their duty of care and legal obligations. This paper presents findings from a comprehensive investigation conducted in 220 technical schools across South Africa, offering Mechanical Technology as a subject. Combining quantitative and qualitative methods, the investigation aimed to assess the frequency, severity, and management of accidents and injuries occurring in these workshops, while also examining the underlying reasons for such incidents. Results indicated that a significant number of accidents were attributed to unsafe behavior, including failure to wear or correctly use personal protective equipment. Furthermore, the study revealed a notable lack of awareness among participating teachers regarding injury reporting procedures and record-keeping practices. In response to these findings, it is recommended that Mechanical Technology teachers enhance their understanding of their legal obligations and responsibilities concerning learner safety. This entails strict adherence to safety policies and regulations to ensure a secure environment for all learners involved in workshop activities. Moreover, school governing bodies are urged to fulfill their legal mandate by developing and implementing effective safety policies for workshop environments. Such policies serve as crucial tools in reducing and preventing injuries, thereby mitigating legal liabilities for the department, teachers, and schools alike. [For the complete Volume 22 proceedings, see ED656158.]
- Published
- 2024
14. Using Paper Nest Pucks to Prevent Barbering in C57BL/6 Mice.
- Author
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Moody, Carly M, Paterson, Emilie A, Leroux-Petersen, David, and Turner, Patricia V
- Subjects
Zoology ,Biological Sciences ,Prevention ,Animal Welfare ,Animals ,Behavior ,Animal ,Female ,Housing ,Animal ,Male ,Mice ,Mice ,Inbred C57BL ,Nesting Behavior ,Random Allocation ,Time Factors ,Agricultural and Veterinary Sciences ,Medical and Health Sciences ,Veterinary Sciences ,Agricultural ,veterinary and food sciences ,Biological sciences ,Biomedical and clinical sciences - Abstract
Little research has been conducted to examine the influence of various methods of providing nest materials-such as dispersing them, providing them as single units, or clustering them-on the behavior and welfare of group-housed mice. In this study, 6 wk-old C57BL/6NCrl mice were housed 3 per cage and randomized into 1 of 3 nest-material groups: 1) one facial tissue per cage (control; female mice, 3 cages; male mice, 3 cages); 2) an 8-g 'puck' of compressed nesting material and a facial tissue (females, 3 cages; males, 3 cages); or 3) 8 g of dispersed paper strips and a facial tissue (females, 3 cages; males, 3 cages). Mouse behavior (agonistic, stereotypic, nesting), physical examination data, and nest scores were evaluated over 16 d. The results showed that mice in the puck and control groups spent more time manipulating nest materials after cage changes than did mice in the paper-strip group. Average nest scores were highest in the paper-strip group compared with controls and puck cages. Female cages with pucks showed no barbering, whereas all other female mice cages demonstrated barbering. Overall, nest pucks may provide a time-consuming activity for mice and may help protect female C57BL/6 mice from barbering. However, more research is needed to replicate and expand these study results.
- Published
- 2021
15. The Brazilian Tourist on International Trips: A Behavioral Analysis
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Pereira, Manuel Sousa, Braga, Ana Carolina, Sousa, Bruno, Faria, Sílvia, Cairrão, Álvaro, Howlett, Robert J., Series Editor, Jain, Lakhmi C., Series Editor, Carvalho, João Vidal, editor, Abreu, António, editor, Liberato, Pedro, editor, and Peña, Alejandro, editor
- Published
- 2023
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16. Introduction to special papers presented at Measuring Behavior 2014.
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Spink A, Riedel G, van den Broek E, and Mauri M
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- Animals, Humans, Behavior, Behavioral Research
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- 2016
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17. PSRE Self-assessment Approach for Predicting the Educators’ Performance Using Classification Techniques
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Arora, Sapna, Agarwal, Manisha, Mongia, Shweta, Kawatra, Ruchi, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Dev, Amita, editor, Agrawal, S. S., editor, and Sharma, Arun, editor
- Published
- 2022
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- View/download PDF
18. Specificity and sensitivity of the fixed-point test for binary mixture distributions.
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Couto J, Lebreton M, and van Maanen L
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- Behavior Rating Scale standards, Time, Humans, Male, Female, Adolescent, Young Adult, Behavioral Sciences methods, Cognitive Science methods, Models, Biological, Behavior
- Abstract
When two cognitive processes contribute to a behavioral output-each process producing a specific distribution of the behavioral variable of interest-and when the mixture proportion of these two processes varies as a function of an experimental condition, a common density point should be present in the observed distributions of the data across said conditions. In principle, one can statistically test for the presence (or absence) of a fixed point in experimental data to provide evidence in favor of (or against) the presence of a mixture of processes, whose proportions are affected by an experimental manipulation. In this paper, we provide an empirical diagnostic of this test to detect a mixture of processes. We do so using resampling of real experimental data under different scenarios, which mimic variations in the experimental design suspected to affect the sensitivity and specificity of the fixed-point test (i.e., mixture proportion, time on task, and sample size). Resampling such scenarios with real data allows us to preserve important features of data which are typically observed in real experiments while maintaining tight control over the properties of the resampled scenarios. This is of particular relevance considering such stringent assumptions underlying the fixed-point test. With this paper, we ultimately aim at validating the fixed-point property of binary mixture data and at providing some performance metrics to researchers aiming at testing the fixed-point property on their experimental data., (© 2023. The Author(s).)
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- 2024
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19. Assessing Restricted and Repetitive Behaviours in Online-Sampled Autistic and Non-Autistic Individuals: Factor Structure of the Repetitive Behaviours Questionnaire for Adults (RBQ-2A)
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Jack D. Brett, Brooke Peden, David A. Preece, Andrew Whitehouse, Rodrigo Becerra, and Murray T. Maybery
- Abstract
The Repetitive Behaviours Questionnaire for Adults (RBQ-2A) measures two factors of restricted and repetitive behaviours (RRBs) associated with autism. However, the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) provides four criteria for RRBs: repetitive motor behaviours, insistence on sameness, restricted interests, and interest in sensory aspects of the environment (or atypical sensitivity). The current paper aimed to examine whether the RBQ-2A is a psychometrically sound measure of these four factors. Study 1 had university students (N = 368) complete the RBQ-2A and other related measures online and revealed that the RBQ-2A can assess the factors highlighted in the DSM-5 and that these four factors comprise a general RRB construct. Study 2 had individuals disclosing a diagnosis of autism (N = 283) complete the RBQ-2A and other related measures online and supported that this four-factor structure provided good psychometric properties. While the current paper provides findings for an online autistic population, further research is needed to generalize these findings to autistic individuals less likely to partake in online studies (e.g., those with intellectual or language disabilities). Overall, the results suggest that the RBQ-2A reliably and validly assesses RRBs.
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- 2024
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20. Metaphoric Perceptions of Anatolian High School and Vocational High School Students towards School
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Kantos, Züleyha Ertan
- Abstract
This study aims to reveal the perceptions of Anatolian High School and Vocational High School students towards their schools using metaphors. For this purpose, the following questions were sought. What are the metaphoric perceptions of Anatolian High School and Vocational High School students towards their schools? How are metaphorical perceptions of Anatolian high school and Vocational High School students' schools conceptualized? What are the likes and dislikes of Anatolian and Vocational High School students about their schools? In this research, maximum diversity sampling was employed to reflect the views of students from different sampling areas and purposeful sampling methods. The study group consisted of students from an Anatolian High School and a Vocational High School in Ankara in the 2016-2017 academic year. The research was conducted with a total of two hundred students, one hundred from each high school. It was found that the students in both groups perceived the school with supervision and rules. [This study was presented as a paper at the 8th International Forum of Educational Administration.]
- Published
- 2023
21. Behavioral features in Prader-Willi syndrome (PWS): consensus paper from the International PWS Clinical Trial Consortium
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Schwartz, Lauren, Caixàs, Assumpta, Dimitropoulos, Anastasia, Dykens, Elisabeth, Duis, Jessica, Einfeld, Stewart, Gallagher, Louise, Holland, Anthony, Rice, Lauren, Roof, Elizabeth, Salehi, Parisa, Strong, Theresa, Taylor, Bonnie, and Woodcock, Kate
- Published
- 2021
- Full Text
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22. Factors Affecting Programming Skill of the Students – An Exploratory Analysis
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Mohan, Sherna, Vimina, E. R., Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Behera, Prafulla Kumar, editor, and Sethi, Purna Chandra, editor
- Published
- 2021
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- View/download PDF
23. Behavior Study of New Formulations Based on Plasticized Poly Vinyl Chloride Stabilized with Epoxidized Sunflower Oil
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Lardjane, Nadia, Hamitouche, Farid, Laribi, Hassiba Habchi, Bensemra, Naima Belhaneche, Thakur, Vijay Kumar, Series Editor, Trache, Djalal, editor, Benaliouche, Fouad, editor, and Mekki, Ahmed, editor
- Published
- 2021
- Full Text
- View/download PDF
24. Behavioral features in Prader-Willi syndrome (PWS): consensus paper from the International PWS Clinical Trial Consortium
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Lauren Schwartz, Assumpta Caixàs, Anastasia Dimitropoulos, Elisabeth Dykens, Jessica Duis, Stewart Einfeld, Louise Gallagher, Anthony Holland, Lauren Rice, Elizabeth Roof, Parisa Salehi, Theresa Strong, Bonnie Taylor, and Kate Woodcock
- Subjects
Prader-Willi syndrome ,Behavior ,Hyperphagia ,Temper outbursts ,Anxiety ,Obsessive–compulsive ,Neurosciences. Biological psychiatry. Neuropsychiatry ,RC321-571 - Abstract
Abstract Prader-Willi syndrome (PWS) is a rare neurodevelopmental genetic disorder associated with a characteristic behavioral phenotype that includes severe hyperphagia and a variety of other behavioral challenges such as temper outbursts and anxiety. These behaviors have a significant and dramatic impact on the daily functioning and quality of life for the person with PWS and their families. To date, effective therapies addressing these behavioral challenges have proven elusive, but several potential treatments are on the horizon. However, a limiting factor for treatment studies in PWS is the lack of consensus in the field regarding how to best define and measure the complex and interrelated behavioral features of this syndrome. The International PWS Clinical Trials Consortium (PWS-CTC, www.pwsctc.org ) includes expert PWS scientists, clinicians, and patient advocacy organization representatives focused on facilitating clinical trials in this rare disease. To address the above gap in the field, members of the PWS-CTC “Behavior Outcomes Working Group” sought to develop a unified understanding of the key behavioral features in PWS and build a consensus regarding their definition and description. The primary focus of this paper is to present consensus definitions and descriptions of key phenotypic PWS behaviors including hyperphagia, temper outbursts, anxiety, obsessive–compulsive behaviors, rigidity, and social cognition deficits. Patient vignettes are provided to illustrate the interrelatedness and impact of these behaviors. We also review some available assessment tools as well as new instruments in development which may be useful in measuring these behavioral features in PWS.
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- 2021
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25. Machine Learning Technique for Analyzing the Behavior of Fish in an Aquarium
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Bhaskaran, Rishabh, Baskaran, Rajesh Kanna, Vijayalakshmi, C., Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Saha, Snehanshu, editor, Nagaraj, Nithin, editor, and Tripathi, Shikha, editor
- Published
- 2020
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- View/download PDF
26. Broadcasting Steganography in the Blockchain
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Xu, Mengtian, Wu, Hanzhou, Feng, Guorui, Zhang, Xinpeng, Ding, Feng, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Woeginger, Gerhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Wang, Hongxia, editor, Zhao, Xianfeng, editor, Shi, Yunqing, editor, Kim, Hyoung Joong, editor, and Piva, Alessandro, editor
- Published
- 2020
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- View/download PDF
27. Exploring Potential of Traditionally Crafted Textiles to Transform into e-Wearables for Use in Socio-cultural Space
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Yammiyavar, Pradeep, Deepshikha, Rannenberg, Kai, Editor-in-Chief, Sakarovitch, Jacques, Series Editor, Goedicke, Michael, Series Editor, Tatnall, Arthur, Series Editor, Neuhold, Erich J., Series Editor, Pras, Aiko, Series Editor, Tröltzsch, Fredi, Series Editor, Pries-Heje, Jan, Series Editor, Whitehouse, Diane, Series Editor, Reis, Ricardo, Series Editor, Furnell, Steven, Series Editor, Furbach, Ulrich, Series Editor, Winckler, Marco, Series Editor, Rauterberg, Matthias, Series Editor, Barricelli, Barbara Rita, editor, Roto, Virpi, editor, Clemmensen, Torkil, editor, Campos, Pedro, editor, Lopes, Arminda, editor, Gonçalves, Frederica, editor, and Abdelnour-Nocera, José, editor
- Published
- 2019
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28. Measurement and Modelling of the Behavior of Military Pilots
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Kacer, Jiri, Kutilek, Patrik, Krivanek, Vaclav, Doskocil, Radek, Smrcka, Pavel, Krupka, Zdenek, Hutchison, David, Series Editor, Kanade, Takeo, Series Editor, Kittler, Josef, Series Editor, Kleinberg, Jon M., Series Editor, Mattern, Friedemann, Series Editor, Mitchell, John C., Series Editor, Naor, Moni, Series Editor, Pandu Rangan, C., Series Editor, Steffen, Bernhard, Series Editor, Terzopoulos, Demetri, Series Editor, Tygar, Doug, Series Editor, Weikum, Gerhard, Series Editor, and Mazal, Jan, editor
- Published
- 2018
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29. Contrarian Investment on Paper Gold in Digital Economy Platform - A Behavioral Study on Indian Market amidst COVID-19 Pandemic.
- Author
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Suresh, Anli and R., Keerthika
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SPECIAL drawing rights ,COVID-19 pandemic ,ELECTRONIC paper ,DIGITAL technology ,INDIVIDUAL investors ,GOLD coins - Abstract
Contrarian investment behavior on paper or Demat gold by private investors, India as a country cherishes the status of holding a large number of private investors in gold. Gold as a common term usually takes to the picture of multiple shaped ornaments made up of shiny yellow metal carrying huge value in society since ages to explore the search bit wider gives the option of Gold available in paper or Demat format. The concept of paper gold which has value without physical existence is quite a new concept to the current existing trend. The study focuses on such contrarian investment and their behavioral science on financial investment in the Indian Market amidst COVID-19 Pandemic. The objective of the study is to identify independent factors influence on contrarian investment on paper gold and investor's psychological behavior on decision making when rejecting the current trends over new instrument or investment pattern. This paper also identifies the role of gender in gold investment pattern and knowledge on gold being private investors who care higher rate of risk. The study has been conducted with the sample of 110 individuals through structured questionnaire and with the help of statistical tools "two way anova and correlation" has been carried. The study concluded how the contrarian investment was not based on the age of a private investor but qualification makes much difference on their behaviorin the Indian Market amidst COVID-19 Pandemic and the same type of influence on gender over preference of gold is limited. [ABSTRACT FROM AUTHOR]
- Published
- 2021
30. Ethical Behaviour with Avoiding Text Mining in Digital Education
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Selvan, Tamil and Kalaiyarasan, G.
- Abstract
Behavioural psychology is to connect our minds and activities. Our intentions and actions must be such that they do not affect others. Education is changing to digital education so we force to act with good behaviour. Nowadays, text mining is to be challenged for educationists. This paper addresses the ethical behaviour of avoiding text mining in digital education in the twenty-first century such as have explained how to act with ethical behaviour in others' text data in the current situation. This article advises following ethical behaviour in an educational text message, information, materials, etc. Further, this article explains what text mining is and how to use it with ethical behaviour. We will hope that text mining protection will get to everyone in future. Beginning with an overview of text data mining, this paper concludes with how to play with good behaviour.
- Published
- 2022
31. Leveraging Kindness in Canadian Post-Secondary Education: A Conceptual Paper.
- Author
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Shillington, Katie J., Morrow, Don, Meadows, Ken, Labadie, Carmen T., Tran, Benjamin, Raza, Zoha, Qi, Catherine, Vranckx, Dale J., Bhalla, Manvi, Bluth, Karen, Cousineau, Tara M., Cunningham, David E., Estrada, Mica, Massey, Jennifer, Ncube, Nokuzola, and Irwin, Jennifer D.
- Abstract
Abstract Positive academic climates are critical to helping students thrive, and kindness innovations might enhance these climates. This conceptual paper’s purpose is to share insights from a consensus building event focused on fostering relationships and knowledge-sharing among an international group of multidisciplinary students, faculty, and staff who explored ways to bring a kindness framework into post-secondary education. Participants underscored kindness as critical for students’ experiences and university culture, and identified several levels of influence requiring intervention focus. Ideas and strategies emerging from the event might serve to encourage student-led kindness initiatives and prompt university personnel to integrate kindness into post-secondary institutions. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
32. Comparative avoidance behaviour of the earthworm Eisenia fetida towards chloride, nitrate and sulphate salts of Cd, Cu and Zn using filter paper and extruded water agar gels as exposure media.
- Author
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Demuynck, Sylvain, Lebel, Aurélie, Grumiaux, Fabien, Pernin, Céline, Leprêtre, Alain, and Lemière, Sébastien
- Subjects
EISENIA foetida ,PHYSIOLOGICAL effects of salts ,BIOCHEMICAL substrates ,ANIMAL species ,FILTER paper ,COMPARATIVE biology ,BEHAVIOR - Abstract
We studied the avoidance behaviour of the earthworm Eisenia fetida towards Cd, Cu, and Zn, trace elements (TEs) tested as chloride, nitrate and sulphate salts. Sub adults were exposed individually using dual-cell chambers at 20 + 2 °C in the dark. Recordings were realised at different dates from 2 h to 32 h. We used filter paper and extruded water agar gel as exposure media to evaluate the contribution of the dermal and the digestive exposure routes on the avoidance reactions. Exposures to Cu or Cd (10 mg metal ion L −1 ) resulted in highly significant avoidance reactions through the exposure duration. Worms avoided Zn poorly and reactions towards Zn salts varied along the exposure. Worm sensitivity towards TEs differed between salts and this could result from differential toxicity or accessibility of these TE salts to earthworms. The anion in itself was not the determinant of the avoidance reactions since exposures to similar concentrations of these anions using calcium salts did not result in significant avoidance worm behaviour. Avoidance responses towards TEs were higher in the case of water agar exposures than in filter paper exposures. Thus, dermal contacts with TE solutions would elicit worm avoidance but signals from receptors located inside the digestive tract could reinforce this behaviour. The use of extruded water agar gels as the substrate allows checking the real sensitivity of earthworm species towards TEs since the TE concentrations leading to significant avoidance reactions were below those reported in the literature when using TE-spiked soils. [ABSTRACT FROM AUTHOR]
- Published
- 2016
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33. The Impact of the Presence of Intellectual Disabilities on Sensory Processing and Behavioral Outcomes among Individuals with Autism Spectrum Disorders: A Systematic Review
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M. F. Werkman, J. A. Landsman, A. S. Fokkens, Y. M. Dijkxhoorn, I. A. van Berckelaer-Onnes, S. Begeer, and S. A. Reijneveld
- Abstract
Autism spectrum disorder and intellectual disability (ID) are linked to atypical sensory processing, but consensus lacks on the impact of their co-occurrence. We studied the impact of the presence of ID in autistic individuals on (1) sensory processing and (2) the relation between sensory processing and behavioral outcomes. A systematic review was performed on English-language peer-reviewed studies. Eleven papers were included. Papers based on overall and sensory subscales reported no impact of the presence of ID. Papers based on subtypes reported hyporesponsiveness and sensory seeking related to the presence of ID; hyporesponsiveness showed the poorest behavioral outcomes. Findings regarding the impact of the presence of ID are contradictory. More research regarding sensory subtypes is needed to investigate the needs of autistic individuals with ID.
- Published
- 2023
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34. Willingness to participate in in-the-moment surveys triggered by online behaviors.
- Author
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Ochoa C and Revilla M
- Subjects
- Spain, Educational Status, Family Characteristics, Privacy, Humans, Time Factors, Software, Reproducibility of Results, Male, Female, Middle Aged, Personality, Attitude, Internet, Surveys and Questionnaires, Behavior, Volunteers psychology, Motivation, Citizen Science methods
- Abstract
Surveys are a fundamental tool of empirical research, but they suffer from errors: in particular, respondents can have difficulties recalling information of interest to researchers. Recent technological developments offer new opportunities to collect data passively (i.e., without participant's intervention), avoiding recall errors. One of these opportunities is registering online behaviors (e.g., visited URLs) through tracking software ("meter") voluntarily installed by a sample of individuals on their browsing devices. Nevertheless, metered data are also affected by errors and only cover part of the objective information, while subjective information is not directly observable. Asking participants about such missing information by means of web surveys conducted in the moment an event of interest is detected by the meter has the potential to fill the gap. However, this method requires participants to be willing to participate. This paper explores the willingness to participate in in-the-moment web surveys triggered by online activities recorded by a participant-installed meter. A conjoint experiment implemented in an opt-in metered panel in Spain reveals overall high levels of willingness to participate among panelists already sharing metered data, ranging from 69% to 95%. The main aspects affecting this willingness are related to the incentive levels offered. Limited differences across participants are observed, except for household size and education. Answers to open questions also confirm that the incentive is the key driver of the decision to participate, whereas other potential problematic aspects such as the limited time to participate, privacy concerns, and discomfort caused by being interrupted play a limited role., (© 2022. The Author(s).)
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- 2023
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35. Rational Inattention: A New Theory of Neurodivergent Information Seeking
- Author
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Samuel David Jones, Manon Wyn Jones, Kami Koldewyn, and Gert Westermann
- Abstract
This paper presents "rational inattention" as a new, transdiagnostic theory of information seeking in neurodevelopmental conditions that have uneven cognitive and socio-emotional profiles, including developmental language disorder (DLD), dyslexia, dyscalculia and autism. Rational inattention holds that the optimal solution to minimizing epistemic uncertainty is to avoid imprecise information sources. The key theoretical contribution of this report is to endogenize imprecision, making it a function of the primary neurocognitive difficulties that have been invoked to explain neurodivergent phenotypes, including deficits in auditory perception, working memory, procedural learning and the social brain network. We argue that disengagement with information sources with low endogenous precision (e.g. speech in DLD, orthography-phonology mappings in dyslexia, numeric stimuli in dyscalculia and social signals in autism) constitutes resource-rational behaviour. We demonstrate the strength of this account in a series of computational simulations. In experiment 1, we simulate information seeking in artificial agents mimicking an array of neurodivergent phenotypes, which optimally explore a complex learning environment containing speech, text, numeric stimuli and social cues. In experiment 2, we simulate optimal information seeking in a cross-modal dual-task paradigm and qualitatively replicate empirical data from children with and without DLD. Across experiments, simulated agents' only aim was to maximally reduce epistemic uncertainty, with no difference in reward across information sources. We show that rational inattention emerges naturally in specific neurodivergent phenotypes as a function of low endogenous precision. For instance, an agent mimicking the DLD phenotype disengages with speech (and preferentially engages with alternative precise information sources) because endogenous imprecision renders speech not conducive to information gain. Because engagement is necessary for learning, simulation demonstrates how optimal information seeking may paradoxically contribute negatively to an already delayed learning trajectory in neurodivergent children.
- Published
- 2024
- Full Text
- View/download PDF
36. How Well Do Collaboration Quality Estimation Models Generalize across Authentic School Contexts?
- Author
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Pankaj Chejara, Reet Kasepalu, Luis P. Prieto, María Jesús Rodríguez-Triana, Adolfo Ruiz Calleja, and Bertrand Schneider
- Abstract
Multimodal learning analytics (MMLA) research has made significant progress in modelling collaboration quality for the purpose of understanding collaboration behaviour and building automated collaboration estimation models. Deploying these automated models in authentic classroom scenarios, however, remains a challenge. This paper presents findings from an evaluation of collaboration quality estimation models. We collected audio, video and log data from two different Estonian schools. These data were used in different combinations to build collaboration estimation models and then assessed across different subjects, different types of activities (collaborative-writing, group-discussion) and different schools. Our results suggest that the automated collaboration model can generalize to the context of different schools but with a 25% degradation in balanced accuracy (from 82% to 57%). Moreover, the results also indicate that multimodality brings more performance improvement in the case of group-discussion-based activities than collaborative-writing-based activities. Further, our results suggest that the video data could be an alternative for understanding collaboration in authentic settings where higher-quality audio data cannot be collected due to contextual factors. The findings have implications for building automated collaboration estimation systems to assist teachers with monitoring their collaborative classrooms.
- Published
- 2024
- Full Text
- View/download PDF
37. Development of the Flourishing Classroom System Observation Framework and Rubric: A Delphi Study
- Author
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Laura Allison, Margaret L. Kern, Aaron Jarden, and Lea Waters
- Abstract
This paper describes the development of the "Flourishing Classroom System Observation Framework and Rubric," which provides a framework and practical approach to defining and describing multiple interconnected observable characteristics of a classroom system that individually and together can be targeted to cultivate collective flourishing within schools. Beginning with a working theoretical model based on existing literature, a three-round Delphi study was used to develop the framework and related rubric. In round 1, 35 experts answered open-ended questions regarding observable behaviours of collective wellbeing in the classroom. Analysis of responses resulted in a framework with five dimensions, each with three sub-dimensions. In round 2, 23 experts sorted and categorised statements that potentially described each of the 15 sub-dimensions. Analyses created definitions of each sub-dimension and statements describing how they manifest for teachers, students, and the class, along with a description of the learning environment for each dimension. In round 3, 18 experts reviewed the definitions and descriptions, resulting in a final 15-dimension framework with a related rubric of 45 descriptive statements. The resulting framework and rubric provide an organising structure to identify observable system elements that shape a flourishing classroom culture.
- Published
- 2024
- Full Text
- View/download PDF
38. Dewey, Freire, & Kolb -- Financial Education's Purpose: Financial Literacy for One's Lived World
- Author
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Timura, Timothy
- Abstract
Traditional approaches to financial education -- with curricula and strategies designed by a developer oftentimes disengaged from the lived-worlds of all the students - increasingly populate the literature. For example, characteristics of participant, venue, timing, and content are chronicled that when analysed, result in on-going disappointing behaviour. In light of the shortcomings of traditional curricula and strategies, strategically combining the seminal theories of John Dewey, Paulo Freire, and David Kolb, the purpose of this paper is to conceptually outline a lived-world, experiential approach to contemporary financial education, financial literacy, and their behavioural objectives. Because experiential learning has been successful in myriad other education settings, its application in financial education in pursuit of financial capability (i.e., education, literacy, and access) is proposed. Through the employment of educator roles, the paper seeks to refocus on the purpose of education specifically, to teach the student to learn and think.
- Published
- 2022
39. Determinants of fintech adoption: evidence from SMEs in Indonesia
- Author
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Saadah, Kamalah and Setiawan, Doddy
- Published
- 2024
- Full Text
- View/download PDF
40. Understanding civil servants' intentions to open data: factors influencing behavior to disclose data
- Author
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Kleiman, Fernando, Jansen, Sylvia J.T., Meijer, Sebastiaan, and Janssen, Marijn
- Published
- 2024
- Full Text
- View/download PDF
41. When gullibility becomes us: exploring the cultural roots of Indonesians’ susceptibility to investment fraud
- Author
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Prabowo, Hendi Yogi
- Published
- 2024
- Full Text
- View/download PDF
42. Influence of perceived threat of Covid-19 and HEXACO personality traits on toilet paper stockpiling
- Author
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Theo Toppe, Lisa Garbe, and Richard Rau
- Subjects
Male ,Economics ,Emotions ,Social Sciences ,050109 social psychology ,Hoarding ,Geographical Locations ,Empirical research ,Sociology ,Resource Management ,Psychology ,Big Five personality traits ,media_common ,Multidisciplinary ,05 social sciences ,Social Communication ,Hygiene ,COVID-19 ,Social communication ,Personality ,Personality traits ,Behavior ,Europe ,Pandemics ,Bathroom Equipment ,Anxiety ,Medicine ,Hoarding (economics) ,Female ,medicine.symptom ,Coronavirus Infections ,Social psychology ,Research Article ,Adult ,Paper ,Personality Tests ,media_common.quotation_subject ,Science ,Pneumonia, Viral ,Models, Psychological ,050105 experimental psychology ,Emotionality ,medicine ,Humans ,0501 psychology and cognitive sciences ,Consumer behaviour ,Personality Traits ,Biology and Life Sciences ,Conscientiousness ,Consumer Behavior ,Communications ,Personality Differences ,North America ,People and Places ,Stockpiles - Abstract
Following the fast spread of the coronavirus (Covid-19) across Europe and North America in March 2020, many people started stockpiling commodities like toilet paper. Despite the high relevance for public authorities to adequately address stockpiling behavior, empirical studies on the psychological underpinnings of toilet paper stockpiling are still scarce. In this study, we investigated the relation between personality traits, perceived threat of Covid-19, and stockpiling of toilet paper in an online survey (N = 996) across 22 countries. Results suggest that people who felt more threatened by Covid-19 stockpiled more toilet paper. Further, a predisposition towards Emotionality predicted the perceived threat of Covid-19 and affected stockpiling behavior indirectly. Finally, Conscientiousness was related to toilet paper stockpiling, such that individuals higher in Conscientiousness tended to stockpile more toilet paper. These results emphasize the importance of clear communication by public authorities acknowledging anxiety and, at the same time, transmitting a sense of control.
- Published
- 2020
43. Dynamic neurogenomic responses to social interactions and dominance outcomes in female paper wasps
- Author
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Sara E. Miller, Christopher M. Jernigan, Floria M. K. Uy, Natalie C. Zaba, Michael J. Sheehan, and Eshan Mehrotra
- Subjects
Cancer Research ,Genome, Insect ,Wasps ,Gene Expression ,Social Sciences ,Insect ,QH426-470 ,Cognition ,Learning and Memory ,Sociology ,Medicine and Health Sciences ,Psychology ,Genetics (clinical) ,media_common ,Behavior, Animal ,Brain ,Genomics ,Aggression ,Dominance (ethology) ,Social system ,Long Term Memory ,Social Systems ,Female ,Anatomy ,medicine.symptom ,Transcriptome Analysis ,Research Article ,Social status ,Polistes fuscatus ,media_common.quotation_subject ,Foraging ,Social stimuli ,Biology ,Ocular System ,Memory ,Genetics ,medicine ,Animals ,Social Behavior ,Molecular Biology ,Ecology, Evolution, Behavior and Systematics ,Paper wasp ,Behavior ,Biology and Life Sciences ,Computational Biology ,Genome Analysis ,biology.organism_classification ,Gene Expression Regulation ,Evolutionary biology ,Cognitive Science ,Optic Lobes ,Neuroscience - Abstract
Social interactions have large effects on individual physiology and fitness. In the immediate sense, social stimuli are often highly salient and engaging. Over longer time scales, competitive interactions often lead to distinct social ranks and differences in physiology and behavior. Understanding how initial responses lead to longer-term effects of social interactions requires examining the changes in responses over time. Here we examined the effects of social interactions on transcriptomic signatures at two times, at the end of a 45-minute interaction and 4 hours later, in female Polistes fuscatus paper wasp foundresses. Female P. fuscatus have variable facial patterns that are used for visual individual recognition, so we separately examined the transcriptional dynamics in the optic lobe and the non-visual brain. Results demonstrate much stronger transcriptional responses to social interactions in the non-visual brain compared to the optic lobe. Differentially regulated genes in response to social interactions are enriched for memory-related transcripts. Comparisons between winners and losers of the encounters revealed similar overall transcriptional profiles at the end of an interaction, which significantly diverged over the course of 4 hours, with losers showing changes in expression levels of genes associated with aggression and reproduction in paper wasps. On nests, subordinate foundresses are less aggressive, do more foraging and lay fewer eggs compared to dominant foundresses and we find losers shift expression of many genes in the non-visual brain, including vitellogenin, related to aggression, worker behavior, and reproduction within hours of losing an encounter. These results highlight the early neurogenomic changes that likely contribute to behavioral and physiological effects of social status changes in a social insect., Author summary Aggressive interactions often create inequalities–some individuals win while others lose. Winning versus losing can lead to large physiological differences between individuals, including different neurogenomic profiles between winners and losers. How this information about contest outcome leads to distinct neurogenomic profiles is poorly understood. Here we examine gene expression in response to aggressive social encounters in paper wasps, which naturally form dominance hierarchies on their nests in the wild. Shortly following encounters winners and losers have similar expression profiles, likely because similar mechanisms are engaged by social experiences. Four hours later, we find divergent neurogenomic profiles between winners and losers, with losers showing larger shifts in expression compared to winners. Many of the most dynamically expressed genes have been previously associated with dominance and caste differences in paper wasps showing how a single interaction can engage many of the same genomic networks that are involved in mediating more dramatic differences in queen-worker behavioral differences are also involved in responses shortly following social interactions.
- Published
- 2021
44. Virtual Transborder Service Learning as a Transformative Educational Pedagogy: A California, USA - Baja California, Mexico Academic Partnership in Sustainable Tourism
- Author
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Katie Dudley, Vinod Sasidharan, Marisa Reyes-Orta, and Jose T. Olague
- Abstract
Service learning (SL) engages students in intentional, collaborative service experiences that promote civic citizenship. The COVID-19 pandemic forced traditional face-to-face SL courses to transition into virtual service learning (e-SL). This paper examines the academic and civic outcomes of an e-SL binational sustainable tourism course for undergraduate students. The course was designed to deliver disciplinary knowledge in sustainable tourism and transborder civic citizenship competencies in the following areas: 1) Ethos, 2) Literacy, 3) Inquiry, 4) Action, 5) Leadership, and 6) Partnership. A post-course student survey was deployed to assess student perspectives regarding the achievement of course outcomes. The findings revealed significant (positive) academic and civic transformations among the students due to the intentionality of the e-SL course design and implementation. Results indicate that e-SL in sustainable tourism education can be an effective pedagogy for inculcating civic learning, responsibility, and engagement among students and future professionals in the field of tourism.
- Published
- 2024
- Full Text
- View/download PDF
45. Information Activity in Serious Leisure
- Author
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Hartel, Jenna, Cox, Andrew M., and Griffin, Brian L.
- Abstract
Background: In the past decade, scholars of information science have started to conduct research on information behaviour in serious leisure. Presently, these studies lack common concepts and terms and empirical discoveries are not easy to assemble into theory. Aim: This conceptual and methodological paper surveys the aforementioned research area and introduces Anders Hektor's model of information behaviour in conjunction with the serious leisure perspective as a means to systematically study information behaviour in serious leisure. Method: Three methods are employed. The first is a selective literature review and intellectual history of research into information behaviour in serious leisure. The second is a conceptual analysis of Hektor's model that relates its key features to the serious leisure perspective. The third consists of a deductive audit of three forms of serious leisure (the liberal arts hobby, amateur musicianship, and the hobby of running), utilising the frameworks, concepts, and terms outlined in the paper. Results: Studies of information behaviour in serious leisure have increased and deepened in the past decade, largely through idiographic case studies. Hektor's model of information behaviour, with its locus in everyday life and precise delineation of eight information activities, can complement such research designs. A deductive audit guided by Hektor's model illuminated information activities within the three forms of serious leisure and enabled comparative observations. Conclusions: When combined with the serious leisure perspective, Hektor's model enables research that is comparative and more precise. However, the extent to which this model captures physical or embodied information should be further examined. [Paper presented at the Information Seeking in Context (ISIC): The Information Behaviour Conference, Part 1 (11th, Zadar, Croatia, September 20-23, 2016).]
- Published
- 2016
46. Motivations as predictors of religious tourism: the Muslim pilgrimage to the city of Mecca
- Author
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Hassan, Tahani, Carvache-Franco, Mauricio, Carvache-Franco, Wilmer, and Carvache-Franco, Orly
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- 2024
- Full Text
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47. Depressive mood and compulsive social media usage: the mediating roles of contingent self-esteem and social interaction fears
- Author
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Ali, Fayaz, Tauni, Muhammd Zubair, Ashfaq, Muhammad, Zhang, Qingyu, and Ahsan, Tanveer
- Published
- 2024
- Full Text
- View/download PDF
48. Onlife Identity: The Question of Gender and Age in Teenagers' Online Behaviour
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Serrate-Gonzalez, Sara, Sanchez-Rojo, Alberto, Andrade-Silva, Luis-E, and Muñoz-Rodriguez, Jose-Manuel
- Abstract
The presence of cyberspace in the lives of young people is such that we can no longer distinguish between online and offline spheres. They live a process of onlife development that is not always equitable in terms of gender. This paper aims to account for the online behaviour of Spanish adolescents according to gender and age, the decisions they make when constructing their virtual identity, and the effects that this has on them. A quantitative study has been carried out at a national level (N=2,076, 12-18 years old) following a non-experimental ex post facto design by means of a survey study. The results show that there are gender differences in the preference for one or other social network. A high percentage of girls make different choices when it comes to their online presence. Unlike boys, girls state that their virtual self and their behaviour significantly influence the opinion that they have of themselves and their need to feel integrated. In conclusion, the decisions that adolescents make when creating their virtual selves do not only have negative consequences derived from poor management, but are also plagued by mandates and stereotypes that determine how they should be and what they should do online; something that is especially pressing for girls.
- Published
- 2023
49. Exploring Children's Values Questionnaire: Measurement, Gender, and Age Issues
- Author
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Fyffe, Loyd Richard and Hay, Ian
- Abstract
Values are conceptualized as the standards individuals use to determine the status of events and actions and are considered to influence individuals' behaviours, reasoning, and perceptions. Based on a synthesis of six school-based student values enhancement programs, this paper reports on the development of the Children's Values Questionnaire (CVQ). This Questionnaire was conceptualized as composing of seven dimensions: Self-Concept; Behaviour; Healthy Life; Social; School Climate; Emotional Intelligence; World View and 26 related sub-dimensions. A total of 848 co-educational students (52% male, 48% female) from Years (Grades) 4 to 7, ages 9 to 13+ years, across 11 Australian schools completed the 95-item CVQ Questionnaire. The Cronbach alpha coefficient of the instrument was 0.94, indicating that the questionnaire had good internal consistency. The inter-correlation between its seven dimensions clustered at Pearson r = 0.55. An exploratory factor analysis was supportive of the CVQ's theoretical construct (Norm Fit Index of the data to the theoretical construct, 0.09). Girls rated themselves higher than boys (p < 0.001) on items related to Playing by the Rules, Responsibility, Creativity, Empathy, and Communication, and boys rated themselves higher than girls on Physical Activities items (p < 0.001). Older students (Years 6 and 7) compared to younger students (Years 4 and 5) demonstrated greater discernment and differentiation of context (p < 0.05), the growing influence of peer friendship in their value beliefs and an increase in confidence in social settings (p < 0.001). The relationship of the CVQ to Schwartz's Universal Valued Goals is reported in the paper, along with examples of the application of the CVQ in schools.
- Published
- 2021
50. Work-Family Conflict during Working from Home Due to Pandemic: A Qualitative Research on Female Teachers
- Author
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Kara, Sultan Bilge Keskinkiliç, Günes, Demet Zafer, and Tüysüzer, Buse Sentürk
- Abstract
The aim of the study is to investigate the work-family conflict experienced by female teachers working from home due to COVID-19. The case study was used in the study. The study group of the research consists of teachers who are married and have children, working from home due to the pandemic process, working in Istanbul. 17 female teachers who met the criteria of teaching by distance education, being married and having children constituted the study group of the study. A semi-structured interview form developed by the researchers was used to collect the data. Thematic analysis technique was used in analyzing the data. According to the findings, the work-family conflict experienced by female teachers working from home during the pandemic process was grouped under three themes: time-based, strain-based and behavior-based conflict. Most of the female teachers working from home stated that they could not get administrative support during the distance education process. On the other hand, it was found that female teachers were emotionally tired during the process of working from home, their job satisfaction decreased, they were stressed, they had low motivation, and they had balancing concerns between home and work. [This article was presented at International Conference on Lifelong Education and Leadership for All (ICLEL 2020).]
- Published
- 2021
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