ITSM ProcessGuide – a longitudinal and multi-method field study for real-world DSR artifact evaluation

Process guidance supports users to increase their process model understanding, process execution effectiveness as well as efficiency, and process compliance performance. This paper presents a research in progress encompassing our ongoing DSR project on Process Guidance Systems and a field evaluation of the resulting artifact in cooperation with a company. Building on three theory-grounded design principles, a Process Guidance System artifact for the company’s IT service ticketing process is developed, deployed and used. Fol-lowing a multi-method approach, we plan to evaluate the artifact in a longitudinal field study. Thereby, we will not only gather self-reported but also real usage data. This article describes the development of the artifact and discusses an innovative evaluation approach.

Study abroad and complexity, accuracy and fluency (CAF) development: a longitudinal investigation of French and Chinese Learners of L2 English

This longitudinal study tracked third-level French (n=10) and Chinese (n=7) learners of English as a second language (L2) during an eight-month study abroad (SA) period at an Irish university. The investigation sought to determine whether there was a significant relationship between length of stay (LoS) abroad and gains in the learners' oral complexity, accuracy and fluency (CAF), what the relationship was between these three language constructs and whether the two learner groups would experience similar paths to development. Additionally, the study also investigated whether specific reported out-of-class contact with the L2 was implicated in oral CAF gains. Oral data were collected at three equidistant time points; at the beginning of SA (T1), midway through the SA sojourn (T2) and at the end (T3), allowing for a comparison of CAF gains arising during one semester abroad to those arising during a subsequent semester. Data were collected using Sociolinguistic Interviews (Labov, 1984) and adapted versions of the Language Contact Profile (Freed et al., 2004). Overall, the results point to LoS abroad as a highly influential variable in gains to be expected in oral CAF during SA. While one semester in the TL country was not enough to foster statistically significant improvement in any of the CAF measures employed, significant improvement was found during the second semester of SA. Significant differences were also revealed between the two learner groups. Finally, significant correlations, some positive, some negative, were found between gains in CAF and specific usage of the L2. All in all, the disaggregation of the group data clearly illustrates, in line with other recent enquiries (e.g. Wright and Cong, 2014) that each individual learner's path to CAF development was unique and highly individualised, thus providing strong evidence for the recent claim that SLA is "an individualized nonlinear endeavor" (Polat and Kim, 2014: 186).

A longitudinal study of epigenetic variation in twins.

DNA methylation is a key epigenetic mechanism involved in the developmental regulation of gene expression. Alterations in DNA methylation are established contributors to inter-individual phenotypic variation and have been associated with disease susceptibility. The degree to which changes in loci-specific DNA methylation are under the influence of heritable and environmental factors is largely unknown. In this study, we quantitatively measured DNA methylation across the promoter regions of the dopamine receptor 4 gene (DRD4), the serotonin transporter gene (SLC6A4/SERT) and the X-linked monoamine oxidase A gene (MAOA) using DNA sampled at both ages 5 and 10 years in 46 MZ twin-pairs and 45 DZ twin-pairs (total n=182). Our data suggest that DNA methylation differences are apparent already in early childhood, even between genetically identical individuals, and that individual differences in methylation are not stable over time. Our longitudinal-developmental study suggests that environmental influences are important factors accounting for interindividual DNA methylation differences, and that these influences differ across the genome. The observation of dynamic changes in DNA methylation over time highlights the importance of longitudinal research designs for epigenetic research.

Accounting for Posttraumatic Stress Disorder Symptom Severity With Pre- and Posttrauma Measures: A Longitudinal Study of Older Adults.

Using data from a longitudinal study of community-dwelling older adults, we analyzed the most extensive set of known correlates of PTSD symptoms obtained from a single sample to examine the measures' independent and combined utility in accounting for PTSD symptom severity. Fifteen measures identified as PTSD risk factors in published meta-analyses and 12 theoretically and empirically supported individual difference and health-related measures were included. Individual difference measures assessed after the trauma, including insecure attachment and factors related to the current trauma memory, such as self-rated severity, event centrality, frequency of involuntary recall, and physical reactions to the memory, accounted for symptom severity better than measures of pre-trauma factors. In an analysis restricted to prospective measures assessed before the trauma, the total variance explained decreased from 56% to 16%. Results support a model of PTSD in which characteristics of the current trauma memory promote the development and maintenance of PTSD symptoms.

Operational scales, sources of finance, and firms’ performance: evidence from Vietnamese longitudinal data

This study investigates a longitudinal dataset consisting of financial and operational data from 37 listed companies listed on Vietnamese stock market, covering the period 2004-13. By performing three main types of regression analysis - pooled OLS, fixed-effect and random-effect regressions - the investigation finds mixed results on the relationships between operational scales, sources of finance and firms' performance, depending on the choice of analytical model and use of independent/dependent variables. In most situation, fixed-effect models appear to be preferable, providing for reasonably consistent results. Toward the end, the paper offers some further explanation about the obtained insights, which reflect the nature of a business environment of a transition economy and an emerging market.

Hacia un enfoque sistémico de la agricultura

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El significado institucional pretendido sobre el objeto de estudio probabilidad. Un enfoque curricular

El documento para el área de Matemáticas de la serie Lineamientos Curriculares (MEN, 1998) es una directriz legal, conceptual y metodológica para el diseño, gestión y evaluación de los procesos de formación que adelantan los educadores matemáticos colombianos. En este sentido y particularmente en lo que se refiere al pensamiento aleatorio y su desarrollo, el Proyecto Curricular LEBEM9 brinda un espacio de formación para el estudio de los objetos estocásticos. En esta investigación se presenta una caracterización del significado institucional pretendido sobre Probabilidad como objeto disciplinar para brindar elementos de análisis sobre el proceso del proyecto curricular en esta dirección.

Análisis de una experiencia de enseñanza de la noción de límite funcional con herramientas del enfoque ontosemiótico

Se aplican algunas nociones teóricas del enfoque ontosemiótico del conocimiento y la instrucción matemática (Godino, Contreras, Font, 2006) al análisis de una experiencia de enseñanza del concepto de límite funcional con estudiantes de bachillerato. Los procesos de enseñanza – aprendizaje se modelizan en este marco teórico como un proceso estocástico multidimensional compuesto de seis subprocesos (epistémico, docente, discente, mediacional, cognitivo y emocional) con sus respectivas trayectorias y estados potenciales. En este trabajo centramos la atención en la dimensión epistémica mostrando algunos conflictos semióticos y limitaciones en el significado institucional implementado.

Un planteamiento de resignificación de las desigualdades a partir de las prácticas didácticas del profesor. Un enfoque socioepistemológico

En este trabajo se ofrece un estudio acerca de las desigualdades a partir de las prácticas didácticas del profesor. La investigación –que se coloca bajo el marco teórico de la socioepistemología– pretende ofrecer herramientas de ayuda que permitan encontrar enfoques metodológicos y soportes didácticos para los maestros, a fin de apoyarlos en su quehacer cotidiano. En esta etapa de la investigación hemos elaborado un primer instrumento didáctico que queremos proponer a un conjunto de maestros de nivel medio-superior para estudiar su postura frente de nuestra propuesta a fin de: darnos cuenta de cuáles son los elementos que más propician una resistencia al cambio del quehacer didáctico; verificar la factibilidad de nuestra propuesta.

De la serie aritmética a los irracionales un enfoque heurístico teorema de Lida

En el presente trabajo se expone un manera novedosa para generar números irracionales a partir del concepto de cortadura relativo a una serie aritmética natural e infinita. Se enuncia un teorema respectivo.

Comprensión del enfoque frecuencial de probabilidad de estudiantes al final del bachillerato tecnológico

Tres semanas después de recibir la enseñanza de probabilidad, diez estudiantes de un bachillerato tecnológico fueron seleccionados para desarrollar una actividad extra-aula experimental, fundamentada en la aproximación de la frecuencia relativa a la probabilidad. Se utilizaron hojas de control y se videograbó la sesión. Inicialmente los estudiantes lanzaron volados individualmente y después se organizaron en equipos para analizar sus datos. En la interacción social en dos equipos se manifestó la confusión entre los conceptos de frecuencias relativa y absoluta, y se observó la subordinación de ideas de los miembros ante un líder conceptual. Los estudiantes en un inicio confundieron los valores de la variable aleatoria con el espacio muestra, lo cual corrigieron posteriormente; si bien expresaron una aproximación intuitiva a la ley de los grandes números, no lograron progresar en ella. En general los estudiantes se mostraron dubitativos al contestar a las preguntas de las hojas de control, a pesar del poco tiempo transcurrido desde la enseñanza.

Un enfoque CTS para la enseñanza de estadística

Se trata de una propuesta de clase en la cual se plantea a los alumnos la resolución de una situación real en base a una serie de datos estadísticos previamente recogidos. El tema sobre el cual se plantea la decisión a tomar implica de parte de los alumnos confrontar previamente las diferentes opiniones que existen en el medio social sobre esa decisión a tomar. La situación a plantear no puede ser ajena al entorno social en el cual están insertos los alumnos. La metodología de trabajo será la siguiente: se forman grupos dentro de la clase que tienen que asumir un rol en defensa de una de las distintas posturas en torno al tema en cuestión. Además de los datos estadísticos, los docentes aportan material suficiente como para que cada equipo elabore, discuta y asuma la posición que luego habrá de defender en la discusión general del tema. El objetivo que se persigue es que los alumnos logren ubicarse en el papel de quien tiene que tomar decisiones manejando datos estadísticos, buscando que dicha aplicación no aparezca descolgada de la realidad, como un mero ejercicio matemático, sino como parte fundamental de una decisión que puede alterar la vida de mucha gente.

Uso de tecnología en el aprendizaje de geometría con grupos de riesgo: un enfoque discursivo

Tomando el aprendizaje como participación en prácticas discursivas, presentamos un estudio sobre el aprendizaje de la Geometría en clases de secundaria con alumnado en situación de riesgo social. Bajo el supuesto del uso de la tecnología como promotor de participación, se diseñó e implementó una secuencia didáctica en un entorno de geometría dinámica. En el análisis de casos de estudiantes se consideraron aspectos cognitivos, afectivos e instrumentales de modo integrado. En este informe se ilustran dos resultados derivados del desarrollo de un caso. Por un lado, la dificultad por definir la noción de incentro se asocia a un uso del entorno informático poco significativo matemáticamente. Por otro, el rechazo a la exposición pública en la pizarra digital interactiva se asocia a la experiencia de dificultades en procesos de pensamiento matemático.

Simulation of transverse and longitudinal magnetic ripple structures induced by surface anisotropy

Micromagnetic ripple structures on the surfaces of thick specimens of ultra-soft magnetic material having strong surface anisotropy Ks favouring out-of-surface magnetization have been calculated. These ripples have wavelengths of the order of 0.1 μm and extend to a depth ∼ √A/Ms, where A is the exchange constant and Ms is the saturation magnetization. The wave-vectors of the ripple structures are either transverse or parallel to the bulk magnetization. Both structures have lower energy than the one-dimensional structure discussed by O'Handley and Woods, and they exhibit stronger normal magnetization. The transverse structure requires a surface anisotropy Ks ≥ 0.80K0, where is that required for the one-dimensional structure. The threshold for longitudinal ripples is 0.84K0. It is suggested that the transverse structure probably constitutes the ground state. The magnitudes of Ks and A should be obtainable from measurements of the ripple wavelength and amplitude, and Ms.

Interprofessional attitudes amongst undergraduate students in the health professions: a longitudinal questionnaire survey

Background: Interprofessional education (IPE) introduced at the beginning of pre-registration training for healthcare professionals attempts to prevent the formation of negative interprofessional attitudes which may hamper future interprofessional collaboration. However, the potential for IPE depends, to some extent, on the readiness of healthcare students to learn together. Objectives: To measure changes in readiness for interprofessional learning, professional identification, and amount of contact between students of different professional groups; and to examine the influence of professional group, student characteristics and an IPE course on these scores over time. Design: Annual longitudinal panel questionnaire survey at four time-points of pre-registration students (n = 1683) drawn from eight healthcare groups from three higher education institutions (HEIs) in the UK. Results: The strength of professional identity in all professional groups was high on entry to university but it declined significantly over time for some disciplines. Similarly students’ readiness for interprofessional learning was high at entry but declined significantly over time for all groups, with the exception of nursing students. A small but significant positive relationship between professional identity and readiness for interprofessional learning was maintained over time. There was very minimal contact between students from different disciplines during their professional education programme. Students who reported gaining the least from an IPE course suffered the most dramatic drop in their readiness for interprofessional learning in the following and subsequent years; however, these students also had the lowest expectations of an IPE course on entry to their programme of study. Conclusion: The findings provide support for introducing IPE at the start of the healthcare students’ professional education to capitalise on students’ readiness for interprofessional learning and professional identities, which appear to be well formed from the start. However, this study suggests that students who enter with negative attitudes towards interprofessional learning may gain the least from IPE courses and that an unrewarding experience of such courses may further reinforce their negative attitudes.