Analysis of Pollutant Emissions on City Arteries—Aspects of Transport Management

The aim of the study is to present a methodology for analyzing pollution emissions in a medium-sized city using modern traffic simulations in the aspect of minimizing exhaust emissions. The scope of the research and the methods of analysis used differ from those applied in big cities projects that can be found in the literature, Therefore the progressive elaboration model has been applied methodically to formulate and carry out the feasibility study. To perform microscopic traffic simulations, the software Simulation of Urban Mobility (SUMO—German Aerospace Center (DLR), Berlin, Germany) was applied. Thanks to the simulations, changes in traffic organization were accurately identified in the context of pollution emissions before they were implemented. The proposed approach allows a smooth flow of vehicles and a reduction of exhaust emissions. The experiments, supported by visual modelling of traffic with respect to pollution emissions, were performed on one of the main arteries of the city of Czestochowa (Poland). The results were used to explain the benefits of planned roadworks and convince the city government of the necessity to modernize the communication network.

When Does Educational Level Diversity Foster Team Creativity? Exploring the Moderating Roles of Task and Personnel Variability

This study explores how the variability of the work environment shapes the impact of educational level diversity on team creativity. By adopting an integrative framework—“status characteristics–information elaboration” model as a theoretical lens, we propose and examine the moderating roles of task and personnel variability in educational level diversity–team creativity relationship. Utilizing multiple survey data collected from 90 knowledge work teams, the empirical results indicate that educational level diversity is more conducive to team creativity when teams are confronted with more variable tasks and when teams experience less frequent personnel changes. The findings of this study provide valuable insight on the conditions under which team diversity’s information potential is more likely to realize and contribute to a more context-based understanding of the relationship between diversity and creativity.

Aplication of The Elaboration Model to Improve Mathematics Learning Outcomes of Class V Elementary Schools

<p>The purpose of this study was to improve the learning outcomes of class V students in Mathematics learning with the elaboration learning model. The research undertaken was Classroom Action Research through 3 cycles, each cycle consisting of one meeting. The stages of each cycle are planning, implementing, observing, and reflecting. In the first cycle the learning completeness index was 77.78%, in the second cycle and cycle it increased to 88.89%. With the class average value of 77.78 in the first cycle, 87.04 in the second cycle and 87.78 in the third cycle. From this classroom action research, it can be concluded that the application of the elaboration learning model can improve student learning outcomes in learning Mathematics on the scale of SD Negeri Panulisan Barat 01, Dayeuhluhur District, Cilacap Regency.</p>

Managing Team Diversity in the Workplace

The study of team diversity has generated a large amount of research because of the changing nature of workplaces as they become more diverse and work becomes more organized around teams. Team diversity describes the variation among team members in terms of any attribute in which individuals may differ. Examples are demographic background diversity, functional or educational diversity, and personality diversity. Diversity can be operationalized as categorical (variety), continuous (separation), or vertical (disparity). Initial research on team diversity was dominated by a main-effects approach that produced two main perspectives: social-categorization scholars suggested that diversity hurts team outcomes, as it decreases feelings of cohesion and increases dysfunctional conflict, whereas the information and decision-making perspective suggested that diversity helps team outcomes, as it makes more information available in the team to help with decision-making. In an effort to integrate these disparate insights, the categorization-elaboration model (CEM) proposed that team diversity can lead both to social categorization and to information elaboration on the basis of contextual factors that may give rise to either process. The CEM has received widespread support in research, but a number of questions about the processes through which diversity has an effect on team outcomes remain.

OKC-enabled online knowledge integration: role of group heterogeneity and group interaction process

PurposeOnline knowledge integration has been an important concern of the online knowledge community as it can lead to various positive outcomes of online knowledge coproduction. This paper identifies online knowledge integration factors by considering group heterogeneity and group interaction process.Design/methodology/approachBased on the categorization-elaboration model (CEM) and interactive team cognition (ITC) theory, a research model that reflects the antecedent's factors and mediating factors of online knowledge integration was developed and empirically examined based on data collected from 2,339,836 data extracted from Wikipedia.FindingsGroup interaction process plays an essential mediator role in online knowledge integration. Group knowledge heterogeneity negatively influences online knowledge integration and group experience heterogeneity positively, and they both positively promote online knowledge integration through group interaction process with different paths.Research limitationsOur research concerns the OKC context in one setting (Wikipedia). We expect that the results will generalize to other OKC platforms.Practical implicationsThe findings of the study could assist the online knowledge community's organizers to understand the motivational mechanisms of online knowledge integration. Group interaction process could be regarded as the key role to promote group wisdom and maintain group independence.Social implicationsWe advance the understanding of the online knowledge integration and gain a richer understanding of the importance of group interaction independence for online knowledge integration based on the agreement of group wisdom. It suggested keeping group interaction independence is an important aspect for highly online knowledge integration among heterogeneity groups.Originality/valueThis study extends CEM and ITC theory to the domain of knowledge integration context and finds the mechanism between group heterogeneity and online knowledge integration by introducing the group interaction process.

PENGGUNAAN STRATEGI PENGORGANISASIAN PEMBELAJARAN DENGAN MODEL ELABORASI SEBAGAI UPAYA UNTUK MENINGKATKAN PRESTASI BELAJAR BIOLOGI SISWA DI KELAS VIII D SMP NEGERI 10 KOTA BENGKULU

This study aims to determine the activities of teachers and students in learning biology through the elaboration model and to determine the learning achievement of students of class VIII D of SMP Negeri 10 Bengkulu City in biology learning through the elaboration model. This research is a classroom action research (CAR) conducted in 2 cycles, where each cycle consists of the following stages: action planning, action implementation, observation and reflection with the research subjects being teachers and students of class VIII D SMPN 10 Kota Bengkulu even semester of the 2010/2011 school year with 39 students consisting of 10 men and 29 women. The research instrument was a test sheet, an observation sheet of teacher and student activities. The observation sheet of teacher and student activities was observed by two observers. Based on descriptive analysis conclusions can be drawn as follows: the average score of observations of the activities of teachers in the first cycle 33 increased to 37.5 in the second cycle while the average score of the observations of the students in the first cycle 28.5 increased to 34.5 in the cycle II. Student learning achievements in the first cycle obtained an average value of students reaching 74.26 with 78.94% classical learning completeness. Then the second cycle obtained the average value of students reaching 89.45 with a classical learning completeness of 97.22%.

Facilitating or inhibiting?

Purpose The current research studies are inconclusive about the positive or negative effects of group faultlines, especially in the Chinese context. To address this issue, this study aims to adopt an interactive perspective to explore the group interaction process. Specifically, this study proposes a new construct “interactive faultlines” to integrate overall faultlines and separate faultlines, and based on categorization-elaboration model (CEM), develops an integrated moderated mediation model to examine when and how interactive faultlines facilitate or inhibit group creativity. Design/methodology/approach This study tests the model with the samples of 405 employees from 95 groups in China, carrying out confirmatory factor analysis, regression analysis and process. Findings This study finds that the indirect effect of informational faultlines on group creativity through information elaboration is positive when social faultlines are low, but negative when social faultlines are high. Practical implications This research provides some practical implications on how to manage group compositions and coordinate group interaction process to make full use of the potential benefits of diverse information and avoid the possible detriment from social categorization. Originality/value This study adopts an interactive perspective to consider informational faultlines and social faultlines simultaneously, and constructs a focal concept “interactive faultlines.” Based on CEM, it also offers a fine-grained picture of the double-edged relationship between informational faultlines and group creativity by identifying social faultlines as a moderator and information elaboration as a mediator, which advances knowledge about the linkages between interactive faultlines and group creativity. Particularly, this study is rooted in the Chinese context and brings in indigenous attributes derived from an analysis of Eastern cultures to elucidate the particular effect of informal social connections.

Diversity and Group Creativity

It is often presumed that diversity of group members will enhance group creativity. However, the evidence for this has been mixed. This chapter summarizes the state of the science in this area and provides an integrative framework based on the categorization elaboration model of van Knippenberg and colleagues. It focuses on the factors that influence the expression of diverse perspectives, attention to such expressions, the elaboration of the shared ideas, and how these lead to creative outcomes. It evaluates the importance of identity factors in this process and discusses the potential impact on both divergent and convergent creativity. It notes some of the gaps in the literature and suggests future directions.