Cultural differences in how individuals explain their lying and truth-telling tendencies

This study investigated how cultural differences between Korea and the United States in attitudinal and normative components affect individuals’ explanation of their intentions to lie or tell the truth. Study 1 examined individuals’ intentions to base their lying or truth-telling tendencies on attitude-related reasons (i.e., attitudinal reasons) and subjective norm-related reasons (i.e., normative reasons). Study 2 examined individuals’ evaluation of a person who used attitudinal reasons or normative reasons to explain his/her behaviors of lying or truth-telling. The results showed that neither culture used one type of reason consistently across different behaviors. Instead, the types of behaviors influenced the way attitudinal and normative components were related to behavioral intentions. The attitudinal component was important for individuals’ explanations of their attitudinal reasons to lie and to tell the truth and that the normative component was important for individuals’ explanations of their normative reasons to lie. However, both the attitudinal and normative components were important for individuals’ explanations of their normative reasons to tell the truth. Cross-culturally, Koreans were more likely to use normative reasons when they had to explain why they intended to lie for a friend, whereas Americans were more likely to use normative reasons when they had to explain why they intended to tell the truth. In addition, Koreans and Americans had different preferences for each reason type depending on the type of behavior probably because Koreans, as compared to Americans, tend to view lying for a friend less negatively.     

The internet and value co-creation: the case of the popular music industry

The paper explores the importance of internet-facilitated value co-creation, especially in cultural industries. Through an extensive review of the literature, it shows that in many industries, a transformational shift is taking place from value creation to value co-creation, which is fundamentally changing the relationship between consumers and producers. In particular, the paper examines value creation and co-creation in the popular music industry. This reveals that though much of the research on music and the internet has revolved around the issue of music piracy, evidence is now emerging that the internet is enabling some record labels, musicians and fans to work together to co-create value for mutual benefit. The paper concludes by arguing that value co-creation is an important development that can transform the relationship between consumers and producers, and that in the popular music industry value co-creation can promote new, more positive, relationships among record labels, artists and fans.     

Validation of a commercially available inertial measurement unit for recording jump load in youth basketball players

ABSTRACT

A high incidence of overuse knee injuries among youth basketball players may be attributed to number of jumps. Wearable technology may be an effective tool for measuring jump load compared to traditional counting methods. The purpose of this study was to validate a commercially available jump counter (VERT® Classic) in youth basketball practices and games, and to identify the characteristics (i.e., height, direction, takeoff) of jumps recorded by the VERT® Classic. 46 (19F, 27M) youth basketball players wore a VERT® Classic and were recorded on video during games and practices. The number of jumps recorded by the VERT® Classic and evaluated by video raters were compared for each jump characteristic using intraclass correlation coefficient (ICC(3,k)), mean offset, and limits of agreement. The number and percent of VERT® Classic jumps and corresponding video jumps according to timestamp were reported. VERT® Classic jumps had excellent reliability with video-counted jumps over 15 cm (ICC(3,k) = 0.958), with a mean offset of ?2.4 jumps (fewer VERT® Classic) and limits of agreement ?12.6 to 7.8 jumps. Pairs of corresponding jumps represented 68.0% of total video jumps and 92.0% of VERT® Classic jumps. The VERT® Classic can provide an estimate of jump load in youth basketball.     

An improved design strategy for approximation-based adaptive event-triggered tracking of a class of uncertain nonlinear systems

This paper presents an improved adaptive design strategy for neural-network-based event-triggered tracking of uncertain strict-feedback nonlinear systems. An adaptive tracking scheme based on state variables transmitted from the sensor-to-controller channel is designed via only single neural network function approximator, regardless of unknown nonlinearities unmatched in the control input. Contrary to the existing multiple-function-approximators-based event-triggered backstepping control results with multiple triggering conditions dependent on all error surfaces, the proposed scheme only requires one triggering condition using a tracking error and thus can overcome the problem of the existing results that all virtual controllers with multiple function approximators should be computed in the sensor part. This leads to achieve the structural simplicity of the proposed event-triggered tracker in the presence of unmatched and unknown nonlinearities. Using the impulsive system approach and the error transformation technique, it is shown that all the signals of the closed-loop system are bounded and the tracking error is bounded within pre-designable time-varying bounds in the Lyapunov sense.     

Do Teachers’ Instructional Practices Moderate Equity in Mathematical and Scientific Literacy?: an Investigation of the PISA 2012 and 2015

Many efforts have been made to reach educational equity, especially to reduce mathematics and science achievement gaps by students’ socioeconomic status. Across countries, educators strive to reform traditional teacher-centered instructional approaches to more student-centered/inquiry-based instruction to improve equity in education. In this context, this study examines whether relationships between socioeconomic status and scientific or mathematical literacy are moderated by student-centered instruction. Ten countries covering a wide range of achievement levels as well as equity in education are selected for an international comparison. A linear regression analysis is applied to student achievement, equity, and frequency of student-centered instruction data from the PISA 2012 and PISA 2015. We find mixed results: As student-centered instruction is offered more frequently, the gap in mathematical and scientific literacy between low and high socioeconomic status is generally narrowed or maintained. In most countries, students’ mathematical and scientific literacy scores are expected to decrease across all socioeconomic status as student-centered instruction is given more frequently. The findings necessitate further scrutiny of how teachers implement student-centered instruction in various educational systems. This further research need to consider the complexity of implementation related to sociological and pedagogical aspects.     

Robust event-driven tracking control with preassigned performance for uncertain input-quantized nonlinear pure-feedback systems

This paper presents a simplified design methodology for robust event-driven tracking control of uncertain nonlinear pure-feedback systems with input quantization. All nonlinearities and quantization parameters are assumed to be completely unknown. Different from the existing event-driven control approaches for systems with completely unknown nonlinearities, the main contribution of this paper is to design a simple event-based tracking scheme with preassigned performance, without the use of adaptive function approximators and adaptive mirror models. It is shown in the Lyapunov sense that the proposed event-driven low-complexity tracker consisting of nonlinearly transformed error surfaces and a triggering condition can achieve the preselected transient and steady-state performance of control errors in the presence of the input quantization.     

Patent document categorization based on semantic structural information

The number of patent documents is currently rising rapidly worldwide, creating the need for an automatic categorization system to replace time-consuming and labor-intensive manual categorization. Because accurate patent classification is crucial to search for relevant existing patents in a certain field, patent categorization is a very important and useful field. As patent documents are structural documents with their own characteristics distinguished from general documents, these unique traits should be considered in the patent categorization process. In this paper, we categorize Japanese patent documents automatically, focusing on their characteristics: patents are structured by claims, purposes, effects, embodiments of the invention, and so on. We propose a patent document categorization method that uses the k-NN (k-Nearest Neighbour) approach. In order to retrieve similar documents from a training document set, some specific components to denote the so-called semantic elements, such as claim, purpose, and application field, are compared instead of the whole texts. Because those specific components are identified by various user-defined tags, first all of the components are clustered into several semantic elements. Such semantically clustered structural components are the basic features of patent categorization. We can achieve a 74% improvement of categorization performance over a baseline system that does not use the structural information of the patent.     

Narratives of educational transition and learner identity

This article examines how educational transitions in Hong Kong are concurrently classed processes and practices, and how learner identity is developed and negotiated in an education system that prizes English as capital. Through the lens of habitus, the connected but distinct autobiographical accounts suggest that the stronger the insulation between the home and the school, the keener an individual’s sensitivity may be towards class distinction in adapting to a new field. Learner identity associated with academic success is potentially negotiable and self-sustained through determination, self-regulation, and reflexive strategies, rendering the availability of resource support less important for working-class students’ identity development.     

The Academic Credit Bank System in the Republic of Korea: An effective medium for lifelong learning in higher education?

International Review of Education - Drawing on critical theory for adult education, the authors of this article examine the Academic Credit Bank System (ACBS), an open educational system operating...     

Examining teachers’ perceptions of K‐11 students’ 21st century skills and student performance

This study examined the relationship of teachers’ ratings of students’ 21st century skills (i.e., persistence, curiosity, externalizing and internalizing affect, and cognition) via the Human Behavior Rating Scale: Brief (HBRS: Brief; Eaves & Woods‐Groves, 2011) with student performance. Midwestern K‐11 teachers (n = 96) rated students (n = 1,689) via the HBRS: Brief and the Strengths and Difficulties Questionnaire (SDQ; Goodman, 1997). Students’ academic (i.e., standardized tests) and behavioral (i.e., office discipline referrals [ODRs] and absences) performance was compared with HBRS: Brief ratings. Hierarchical linear modeling revealed that teachers’ ratings of students’ 21st century skills were related to the following: (a) Persistence with SDQ conduct problems, academic performance, and absences; (b) curiosity with SDQ emotional symptoms; (c) externalizing affect with SDQ conduct problems, academic performance, and ODRs; (d) internalizing affect with SDQ emotional symptoms and academic performance, and (e) cognition with academics.