How does the second-order learning process moderate the relationship between innovation inputs and outputs of large Korean firms?

2013 ◽  
Vol 31 (1) ◽  
pp. 69-103 ◽  
Author(s):  
Hyojung Kim ◽  
Namgyoo K. Park ◽  
Jeonghwan Lee
Keyword(s):  
Learning Process ◽  
Second Order ◽  
The Relationship ◽  
Inputs And Outputs

Nonlinear Analysis of Visual Evoked Potentials Elicited by Color Stimulation

1997 ◽  
Vol 36 (04/05) ◽  
pp. 315-318 ◽  
Author(s):  
K. Momose ◽  
K. Komiya ◽  
A. Uchiyama
Keyword(s):  
Visual System ◽  
Evoked Potentials ◽  
Visual Evoked Potentials ◽  
Normal Subjects ◽  
Second Order ◽  
First Order ◽  
The Relationship ◽  
Perceived Color ◽  
Second Order Nonlinearity ◽  
Visual Evoked

Abstract:The relationship between chromatically modulated stimuli and visual evoked potentials (VEPs) was considered. VEPs of normal subjects elicited by chromatically modulated stimuli were measured under several color adaptations, and their binary kernels were estimated. Up to the second-order, binary kernels obtained from VEPs were so characteristic that the VEP-chromatic modulation system showed second-order nonlinearity. First-order binary kernels depended on the color of the stimulus and adaptation, whereas second-order kernels showed almost no difference. This result indicates that the waveforms of first-order binary kernels reflect perceived color (hue). This supports the suggestion that kernels of VEPs include color responses, and could be used as a probe with which to examine the color visual system.

The emotional component of teaching. A reflective training experience with teachers

2020 ◽  
pp. 254-267
Author(s):  
Alessandra Priore
Keyword(s):  
Professional Practice ◽  
Learning Process ◽  
Professional Experience ◽  
School Life ◽  
Training Experience ◽  
Emotional Component ◽  
Emotional Dimensions ◽  
Teaching Learning ◽  
The Relationship ◽  
Monitoring Phase

The system of relationships and emotions that develop in the teaching-learning process define the complexity of teachers' education and pose the challenge of bringing out the emotional and affective culture that guides school life. Several studies on teaching practices highlight the tendency to refer to technical aspectsas a key dimension of professionalism, rather than on relational and emotional dimensions that can promote the relationship with student. The creative and unprecedented reconfiguration of professional practice is configured as the outcome of a reflexive process of subjective construction and de-construction of the profession and its development.The paper proposes a reflective training experience, which involved 76 teachers, focused on emotional and relational dimensions on teaching and based on the use of the narrative-autobiographical instruments (diary, narrative, metaphor). The results achieved in the monitoring phase show that the training offered an opportunity to reflect on oneself and one's personal and professional experience, starting from the use of alternative perspectives and interpretations than those that are already in use

Eating Behavior of Brazilian College Students: Influences of Lifestyle, Negative Affectivity, and Personal Characteristics

2020 ◽  
pp. 003151252098308
Author(s):  
Bianca G. Martins ◽  
Wanderson R. da Silva ◽  
João Marôco ◽  
Juliana A. D. B. Campos
Keyword(s):  
College Students ◽  
Eating Behavior ◽  
Emotional Eating ◽  
Eating Behaviors ◽  
Structural Model ◽  
Negative Affectivity ◽  
Personal Characteristics ◽  
Second Order ◽  
The Impact ◽  
The Relationship

In this study we proposed to estimate the impact of lifestyle, negative affectivity, and college students’ personal characteristics on eating behavior. We aimed to verify that negative affectivity moderates the relationship between lifestyle and eating behavior. We assessed eating behaviors of cognitive restraint (CR), uncontrolled eating (UE), and emotional eating (EE)) with the Three-Factor Eating Questionnaire-18. We assessed lifestyle with the Individual Lifestyle Profile, and we assessed negative affectivity with the Depression, Anxiety and Stress Scale-21. We constructed and tested (at p < .05) a hypothetical causal structural model that considered global (second-order) and specific (first-order) lifestyle components, negative affectivity and sample characteristics for each eating behavior dimension. Participants were 1,109 college students ( M age = 20.9, SD = 2.7 years; 65.7% females). We found significant impacts of lifestyle second-order components on negative affectivity (β = −0.57–0.19; p < 0.001–0.01) in all models. Physical and psychological lifestyle components impacted directly only on CR (β=−0.32–0.81; p < 0.001). Negative affectivity impacted UE and EE (β = 0.23–0.30; p < 0.001). For global models, we found no mediation pathways between lifestyle and CR or UE. For specific models, negative affectivity was a mediator between stress management and UE (β=−0.07; p < 0.001). Negative affectivity also mediated the relationship between thoughts of dropping an undergraduate course and UE and EE (β = 0.06–0.08; p < 0.001). Participant sex and weight impacted all eating behavior dimensions (β = 0.08–0.34; p < 0.001–0.01). Age was significant for UE and EE (β=−0,14– −0.09; p < 0.001–0.01). Economic stratum influenced only CR (β = 0.08; p = 0.01). In sum, participants’ lifestyle, negative emotions and personal characteristics were all relevant for eating behavior assessment.

The Geometry of d2y1/dt2 = f (y, ẏ, t) and d2y2/dt2 = g(y, ẏ, t), and Euclidean Spaces

2006 ◽  
Vol 49 (2) ◽  
pp. 170-184
Author(s):  
Richard Atkins
Keyword(s):  
Differential Equations ◽  
Ordinary Differential Equations ◽  
Shortest Paths ◽  
Equivalence Problem ◽  
Second Order ◽  
System Of Differential Equations ◽  
Lagrange Equations ◽  
Invariant Functions ◽  
Underlying Geometry ◽  
The Relationship

AbstractThis paper investigates the relationship between a system of differential equations and the underlying geometry associated with it. The geometry of a surface determines shortest paths, or geodesics connecting nearby points, which are defined as the solutions to a pair of second-order differential equations: the Euler–Lagrange equations of the metric. We ask when the converse holds, that is, when solutions to a system of differential equations reveals an underlying geometry. Specifically, when may the solutions to a given pair of second order ordinary differential equations d2y1/dt2 = f (y, ẏ, t) and d2y2/dt2 = g(y, ẏ, t) be reparameterized by t → T(y, t) so as to give locally the geodesics of a Euclidean space? Our approach is based upon Cartan's method of equivalence. In the second part of the paper, the equivalence problem is solved for a generic pair of second order ordinary differential equations of the above form revealing the existence of 24 invariant functions.

scholarly journals Kinetics and optimization on discoloration of dyeing wastewater by schorl-catalyzed fenton-like reaction

2014 ◽  
Vol 79 (3) ◽  
pp. 361-377 ◽  
Author(s):  
Huan-Yan Xu ◽  
Wei-Chao Liu ◽  
Shu-Yan Qi ◽  
Yan Li ◽  
Yuan Zhao ◽  
...  
Keyword(s):  
Response Surface ◽  
Reaction Rate Constant ◽  
Second Order ◽  
Order Kinetic ◽  
Reaction Conditions ◽  
Design And Optimization ◽  
Order Kinetic Model ◽  
Kinetic Investigations ◽  
The Relationship ◽  
Experimental Design And Optimization

Kinetics and optimization on the discoloration of an active commercial dye, Argazol Blue BFBR (ABB) by heterogeneous Fenton-like reaction catalyzed by natural schorl were investigated in this study. Kinetic investigations revealed that the first-order kinetic model was more favorable to describe the discoloration of ABB at different reaction conditions than the second-order and Behnajady-Modirshahla-Ghanbery models. The relationship between the reaction rate constant k and reaction temperature T followed the Arrhenius equation, with the apparent activation energy Ea of 51.31kJ?mol-1. The central composite design under the response surface methodology was employed for the experimental design and optimization of the ABB discoloration process. The significance of a second order polynomial model for predicting the optimal values of ABB discoloration was evaluated by the analysis of variance and 3D response surface plots for the interactions between two variables were constructed. Then, the optimum conditions were determined.

scholarly journals Demystifying Learning Analytics in Personalised Learning

2018 ◽  
Vol 7 (3) ◽  
pp. 1124 ◽  
Author(s):  
Andino Maseleno ◽  
Noraisikin Sabani ◽  
Miftachul Huda ◽  
Roslee Ahmad ◽  
Kamarul Azmi Jasmi ◽  
...  
Keyword(s):  
Learning Environment ◽  
Learning Process ◽  
Learning Analytics ◽  
Educational Institutions ◽  
Learning Resources ◽  
Personalised Learning ◽  
Report Data ◽  
Overall Performance ◽  
The Relationship ◽  
Specific Learning

This paper presents learning analytics as a mean to improve students’ learning. Most learning analytics tools are developed by in-house individual educational institutions to meet the specific needs of their students. Learning analytics is defined as a way to measure, collect, analyse and report data about learners and their context, for the purpose of understanding and optimizing learning. The paper concludes by highlighting framework of learning analytics in order to improve personalised learning. In addition, it is an endeavour to define the characterising features that represents the relationship between learning analytics and personalised learning environment. The paper proposes that learning analytics is dependent on personalised approach for both educators and students. From a learning perspective, students can be supported with specific learning process and reflection visualisation that compares their respective performances to the overall performance of a course. Furthermore, the learners may be provided with personalised recommendations for suitable learning resources, learning paths, or peer students through recommending system. The paper’s contribution to knowledge is in considering personalised learning within the context framework of learning analytics. 

Actualization of reflexive and didactic potential of students’ independent learning activities in the learning process

2021 ◽  
pp. 14-20
Author(s):  
Marina A. Fedorova
Keyword(s):  
Learning Process ◽  
Personal Development ◽  
Learning Activities ◽  
Independent Learning ◽  
Self Assessment ◽  
Pedagogical Research ◽  
The University ◽  
Relationship Of ◽  
Educational Paradigms ◽  
The Relationship

The change in educational paradigms has led to the need to define new methodological regulations that allow to consider the objects of pedagogical reality from a different angle. This led to the need to study traditional issues of pedagogy in an innovative context. The issue of forming students’ independent learning activities is not new for pedagogy. However, we present it from the perspective of an integrative-reflexive approach, which allowed us to identify its internal potential for personal development. The theoretical methods of pedagogical research used in the study: analysis, synthesis, comparison, generalization, method of causal relationships research, etc., which allowed to mentally penetrate into the essence of the studied pedagogical phenomenon and rethink it in a new educational reality. It is established that the educational independent activity accumulates the reflexive and didactic potential for professional and personal formation and development in the process of studying at the university. The possibilities of reflexive discourse as a way of realizing the reflexive-didactic potential of educational independent activity in the learning process are determined. According to the structure of the process of reflection in educational independent activity we distinguish the stages of reflexive discourse: reflexive-indicative, reflexive-presentative and reflexive-realizational. We consider the relationship of these stages of the discourse with various types of reflection and features of self-assessment, self-analysis, self-design and self-realization as structural components of educational independent activity.

scholarly journals Integrated cosine functions

1996 ◽  
Vol 19 (3) ◽  
pp. 575-580 ◽  
Author(s):  
Quan Zheng
Keyword(s):  
Banach Space ◽  
Cauchy Problem ◽  
Second Order ◽  
Basic Theory ◽  
Cosine Function ◽  
Integrated Semigroups ◽  
Approximation Theorems ◽  
The Relationship ◽  
Cosine Functions

In order to the second order Cauchy problem(CP2):x″(t)=Ax(t),x(0)=x∈D(An),x″(0)=y∈D(Am)on a Banach space, Arendt and Kellermann recently introduced the integrated cosine function. This paper is concerned with its basic theory, which contain some properties, perturbation and approximation theorems, the relationship to analytic integrated semigroups, interpolation and extrapolation theorems.

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