Complexity of Work Families and Entity-Based Visualization Displays

Abstract

Conceptual modeling of bibliographic data, including the FR models and the consolidated IFLA LRM, has provided an opportunity to shift focus to entities and relationships and to support hierarchical work-based exploration of bibliographic information. This paper reports on a study examining the complexity of a work's bibliographic family data and user interactions with data visualizations, compared to traditional displays. Findings suggest that the FRBR-based visual bibliographic information system supports work families of different complexities more equally than a traditional system. Differences between the two systems also show that the FRBR-based system was more effective especially for related-works and author-related tasks.     

Pupils’ voices about citizenship education: comparative case studies in Finland,Sweden and England

The aim of the article is to present and discuss a study in which Finnish, English and Swedish pupils’ understanding of citizenship education with regard to: (a) political literacy; and (b) attitudes and values was explored. The study was a cross‐national, multiple case study and data were collected through 18 focus group dialogues with 15‐year‐old pupils. Results showed that English pupils were much more well‐informed about rights and responsibilities than their Nordic counterparts and also more skilled rhetorically, but appeared less accustomed to open and confident relationships with adults than the Swedish pupils. Finnish pupils did not seem to be encouraged to talk; instead they kept their thoughts and feelings to themselves. One conclusion, among others, was that the study illuminates conditions for the development of a so‐called key competence – i.e., ‘interpersonal, intercultural, social and civic competence’.     

"Yes, we can!": Perceptions of collective efficacy sources in volleyball

Collective efficacy can be defined as a group's shared confidence that they will successfully achieve their goal. We examined which behaviours and events are perceived as sources of collective efficacy beliefs in a volleyball context. In study 1, volleyball coaches from the highest volleyball leagues (n = 33) in Belgium indicated the most important sources of collective efficacy. This list was then adapted based on the literature and on feedback given by an expert focus group, resulting in a 40-item questionnaire. In Study 2, coaches and players from all levels of volleyball in Belgium (n = 2365) rated each of these sources on their predictive value for collective efficacy. A principal component analysis revealed that the 40 sources could be divided into eight internally consistent factors. Positive supportive communication (e.g., enthusiasm after making a point) was identified as the factor most predictive for positive collective efficacy beliefs. The factor referring to the negative emotional reactions of players (e.g., discouraging body language) was the most predictive for negative collective efficacy beliefs. These findings offer a starting point for the design of continuous measurements of collective efficacy through observation.     

Investigation of unusual high serum indices for lipemia in clear serum samples on Siemens analysers Dimension

Introduction:

We present our work of monitoring 202 different patients with markedly elevated serum index for lipemia whereby serum samples were clear. We tried to clarify the cause of occurrence of these indices which were detected in the years 2006–2010 on Siemens Dimension analyzers.

Materials and methods:

In samples with unusual lipemia index we measured the concentration of lipids (total cholesterol, triglycerides, HDL and LDL cholesterol, Lp(a), ApoA1, ApoB), total proteins and checked for possible interferents (rheumatoid factor, immunoglobulins). We performed serum protein and immuno- electrophoresis. We investigated the repeatability of unusual lipemia indices during the day and after different time periods and we compared them on four different analyzers (RXL Max, Vista, Hitachi 911 and former Olympus AU640).

Results:

In 87% of 202 samples we found a monoclonal or biclonal peak in serum protein electrophoresis. Different types of paraproteins were confirmed with immunofixation electrophoresis. In the remaining 13%, polyclonal elevated concentrations of immunoglobulins were measured. Other parameters had no influence on appearing of these indices. The repeatability of indices was good during the first day of measurements (P values > 0.05) and markedly lower in the next days or after 3 and 12 months (P values < 0.05). The indices were elevated only on Dimension analyzers, but not on Hitachi and former Olympus analysers.

Conclusion:

A markedly elevated lipemia index in a clear serum sample measured on Siemens analyzers Dimension indicates a high possibility for the presence of a paraprotein in the sample.     

Fostering Social Participation in Inclusive Classrooms of Students who are Deaf

ABSTRACT

Research indicates that children with hearing impairment are at higher risk regarding their social participation in school compared to their hearing peers. The purpose of this study was to investigate the social participation of 7th Grade students with hearing impairment in inclusive classrooms. Data from 62 7th Grade students across three classrooms and teachers were collected via paper-and-pencil questionnaires and from regular and special needs teachers via interviews. Results from the single case studies in three classrooms indicate that students with hearing impairment feel less socially integrated and less accepted by their peers. They do, however, interact more with other students with special needs and most students with hearing impairment have friends in their class. Teachers evaluated social integration, acceptance, interaction and friendships of their students with hearing impairment as average or as above average. The teachers’ evaluations only partly correspond to the self-perceptions of the students. Factors that either promote or hinder participation on an institutional, teacher, teaching and student level were exposed, which may have important practice and policy implications.     

Does training with 3D videos improve decision-making in team invasion sports?

We examined the effectiveness of video-based decision training in national youth handball teams. Extending previous research, we tested in Study 1 whether a three-dimensional (3D) video training group would outperform a two-dimensional (2D) group. In Study 2, a 3D training group was compared to a control group and a group trained with a traditional tactic board. In both studies, training duration was 6 weeks. Performance was measured in a pre- to post-retention design. The tests consisted of a decision-making task measuring quality of decisions (first and best option) and decision time (time for first and best option). The results of Study 1 showed learning effects and revealed that the 3D video group made faster first-option choices than the 2D group, but differences in the quality of options were not pronounced. The results of Study 2 revealed learning effects for both training groups compared to the control group, and faster choices in the 3D group compared to both other groups. Together, the results show that 3D video training is the most useful tool for improving choices in handball, but only in reference to decision time and not decision quality. We discuss the usefulness of a 3D video tool for training of decision-making skills outside the laboratory or gym.     

Fostering scientific reasoning in education – meta-analytic evidence from intervention studies

Scientific reasoning skills are not just for researchers, they are also increasingly relevant for making informed decisions in our everyday lives. How can these skills be facilitated? The current state of research on supporting scientific reasoning includes intervention studies but lacks an integrated analysis of the approaches to foster scientific reasoning in primary through secondary education. This meta-analysis evaluates effect sizes taken from 30 interventions in experimental and quasi-experimental studies and shows a medium mean effect of interventions on scientific reasoning. Interventions successfully facilitate scientific discovery, scientific argumentation, or nature of science in all age groups. Moderator analyses show that interventions set in constructive and interactive learning activities yield positive effects but do not differ substantially. Although the meta-analysis is limited by the number of studies included, we can conclude that scientific reasoning can successfully be facilitated and we show which characteristics are beneficial in educational interventions.     

Evaluating Training Outcomes in Corporate E-Learning and Classroom Training

The study contributes to training evaluation research by systematically comparing training outcomes between corporate e-learning and classroom training. We investigated a sample of vocational trainees (N?=?86) in a field experiment with a time-lag design and examined their subjective as well as objective training success. While training success was subjectively perceived to vary in effectiveness depending on the setting right after the training, with higher scores for trainees in classroom training, it was perceived similarly effective in both training settings after six to eight weeks. With regard to objective training success, we found that whereas declarative and procedural knowledge scores increased for e-learning trainees, they decreased for trainees in classroom training. However, strengths of e-learning become more prevalent six to eight weeks after the training. Thus in the end, e-learning is as effective as classroom training for procedural knowledge and more effective than classroom training for declarative knowledge as e-learning trainees catch up on previous differences across time. We conclude that it is not the training setting or delivery media per se that leads to higher levels of trainings success in the long run but in order to be effective, trainings should be designed taking especially the type of learning content (declarative or procedural knowledge) into account.