Statistics anxiety, state anxiety during an examination, and academic achievement.

BACKGROUND: A large proportion of students identify statistics courses as the most anxiety-inducing courses in their curriculum. Many students feel impaired by feelings of state anxiety in the examination and therefore probably show lower achievements. AIMS: The study investigates how statistics anxiety, attitudes (e.g., interest, mathematical self-concept) and trait anxiety, as a general disposition to anxiety, influence experiences of anxiety as well as achievement in an examination. SAMPLE: Participants were 284 undergraduate psychology students, 225 females and 59 males. METHODS: Two weeks prior to the examination, participants completed a demographic questionnaire and measures of the STARS, the STAI, self-concept in mathematics, and interest in statistics. At the beginning of the statistics examination, students assessed their present state anxiety by the KUSTA scale. After 25 min, all examination participants gave another assessment of their anxiety at that moment. Students' examination scores were recorded. Structural equation modelling techniques were used to test relationships between the variables in a multivariate context. RESULTS: Statistics anxiety was the only variable related to state anxiety in the examination. Via state anxiety experienced before and during the examination, statistics anxiety had a negative influence on achievement. However, statistics anxiety also had a direct positive influence on achievement. This result may be explained by students' motivational goals in the specific educational setting. CONCLUSIONS: The results provide insight into the relationship between students' attitudes, dispositions, experiences of anxiety in the examination, and academic achievement, and give recommendations to instructors on how to support students prior to and in the examination.

Inhibition of egg hatching success and larvae survival of the scallop, Chlamys farreri, associated with exposure to cells and cell fragments of the dinoflagellate Alexandrium tamarense

We report an apparently novel toxic effect of the dinoflagellate Alexandrium tamarense, manifested by inhibition of the egg hatching success of the scallop, Chlamys farreri. The hatching rate of C. farreri approached only 30% of controls when its fertilised eggs were exposed for 36 h to A. tamarense cells or cellular fragments at a concentration of 100 cells/ml, and the hatching rate was just 5% after exposure to A. tamarense of 500 cells/ml. Similar exposures of the fertilised scallop eggs to two other algal species, the diatom Phaeodactylum tricornutum and the raphidophyte Heterosigma carterae, resulted in no such toxicity or inhibitory effects.. Likewise, exposure of eggs to standard STX toxin. as well as to A. tamarense cell contents (supernant of re-suspended algal cells following ultrasonication and centrifugation), did not elicit this inhibitory response. However, exposure of the scallop eggs to cell cultures, intact algal cells, or cell fragments of A. tamarense produced marked toxicity. The alga also influenced larvae at early D-shape stage of scallop. The survival rates began to decrease significantly after exposed for 6 days at concentration of 3000 cells/ml and above: no larvae could survive after 14-day exposure to A. tamarense at 10,000 cells/ml or 20-day at 5000 cells/ml. The results indicated the production of novel substances from A. tamarense which can cause adverse effects on egg hatching and survival of the scallop larvae, The experiment also found that the developmental stages before blastula was the developmental period most sensitive to the A. tamarense toxin(s) and the alga at early exponential stage had the strongest effect on egg hatching comparing with other growth phases. The adverse effect of A. tamarense on early development of scallops may cause decline of shellfish population and may have further impact on marine ecosystem. (C) 2001 Elsevier Science Ltd. All rights reserved.

Viewing DVM via general behaviors of zooplankton: A way bridging the success of individual and population

In this paper, we viewed the diel vertical migration (DVM) of copepod in the context of the animal's immediate behaviors of everyday concerns and constructed an instantaneous behavioral criterion effective for DVM and non-DVM behaviors. This criterion employed the function of 'venturous revenue' (VR), which is the product of the food intake and probability of the survival, to evaluate the gains and losses of the behaviors that the copepod could trade-off. The optimal behaviors are to find the optimal habitats to maximize VR. Two types of VRs are formulated and tested by the theoretical analysis and simulations. The sensed VR, monitoring the real-time changes of trade-offs and thereby determining the optimum habitat, is validated to be the effective objective function for the optimization of the behavior; whereas, the realized VR, quantifying the actual profit obtained by an optimal copepod in the sensed-VR-determined habitat, defines the life history of a specific age cohort. The achievement of a robust copepod overwintering stock through integrating the dynamics of the constituent age cohorts subjected to the instantaneous behavioral criterion for DVM clearly exemplified a possible way bridging the immediate pursuit of an individual and the end success of the population. (c) 2005 Published by Elsevier Ltd.

中学生的性别—理科刻板印象及其影响因素

Gender stereotype has a great effect on an individual’s cognition and behavior. Notably, stereotyped cognition about gender and science exerts an influence on an individual’s academic or career choice. In order to weaken the negative effect of gender-science stereotype and facilitate girls’ participation in science, this study examined the development of implicit gender-science stereotype and influence factors with implicit association test and questionnaires in a sample of secondary school students. The present work showed that: Firstly, there were no gender differences and gender predominance in performance of math and physics during secondary school years. However, girls tended to attribute success in math and physics to unstable factors, or the failure to stable factors. The reverse was true for boys’ attribution. This gender difference in attribution was especially evident in their study of physics. Secondly, 7th to 11th grade students implicitly regarded science as male domain, with the exception of 7th grade boys, who thought both boys and girls can study science well. On the whole, this gender-science stereotype was more and more evident as the specialization of science subjects’ progresses through secondary school, and this inclination decreased with increasing grade. Thirdly, the negative correlation between explicit and implicit stereotype which appeared in girls from 8th grade grew stronger with increasing grade and became significant in 10th grade. On the contrary, the significantly positive correlation existed in 7th -11th boys. Fourthly, the experience including attitude toward science, science interests and self –efficacy in math and physics had significantly negative effect on girls’ implicit gender-science stereotype, and significantly positive effect on boys’. It was showed that gender moderated the effect of experience in the study of science and implicit gender-science stereotype, and the attitude toward science mediated the relationship between science interests, self-efficacy and implicit gender-science stereotype. Fifthly, the perceived teacher’s class behaviours by students and the perceived parents’ gender stereotype by children had strong predictive power on students’ implicit gender-science stereotype. And the perceived teachers’ and parents’ performance expectancies can influence gender-science stereotype indirectly through self-efficacy in related subjects and attitude toward science. In conclusion, the present study showed that cognitive bias about gender and science existed in Chinese secondary school students. The information conveyed from teachers and parents interacting with students’ experience in the study of science affect the formation of stereotyped cognition.

Changes in innovation styles - comprehensive study of the changes in innovation styles to identify the causes and effects of different influencing factors and capabilities to create a general innovation pattern.

An investigation in innovation management and entrepreneurial management is conducted in this thesis. The aim of the research is to explore changes of innovation styles in the transformation process from a start-up company to a more mature phase of business, to predict in a second step future sustainability and the probability of success. As businesses grow in revenue, corporate size and functional complexity, various triggers, supporters and drivers affect innovation and company's success. In a comprehensive study more than 200 innovative and technology driven companies have been examined and compared to identify patterns in different performance levels. All of them have been founded under the same formal requirements of the Munich Business Plan Competition -a research approach which allowed a unique snapshot that only long-term studies would be able to provide. The general objective was to identify the correlation between different factors, as well as different dimensions, to incremental and radical innovations realised. The 12 hypothesis were formed to prove have been derived from a comprehensive literature review. The relevant academic and practitioner literature on entrepreneurial, innovation, and knowledge management as well as social network theory revealed that the concept of innovation has evolved significantly over the last decade. A review of over 15 innovation models/frameworks contributed to understand what innovation in context means and what the dimensions are. It appears that the complex theories of innovation can be described by the increasing extent of social ingredients in the explanation of innovativeness. Originally based on tangible forms of capital, and on the necessity of pull and technology push, innovation management is today integrated in a larger system. Therefore, two research instruments have been developed to explore the changes in innovations styles. The Innovation Management Audits (IMA Start-up and IMA Mature) provided statements related to product/service development, innovativeness in various typologies, resources for innovations, innovation capabilities in conjunction to knowledge and management, social networks as well as the measurement of outcomes to generate high-quality data for further exploration. In obtaining results the mature companies have been clustered in the performance level low, average and high, while the start-up companies have been kept as one cluster. Firstly, the analysis exposed that knowledge, the process of acquiring knowledge, interorganisational networks and resources for innovations are the most important driving factors for innovation and success. Secondly, the actual change of the innovation style provides new insights about the importance of focusing on sustaining success and innovation ii 16 key areas. Thirdly, a detailed overview of triggers, supporters and drivers for innovation and success for each dimension support decision makers in putting their company in the right direction. Fourthly, a critical review of contemporary strategic management in conjunction to the findings provides recommendation of how to apply well-known management tools. Last but not least, the Munich cluster is analysed providing an estimation of the success probability of the different performance cluster and start-up companies. For the analysis of the probability of success of the newly developed as well as statistically and qualitative validated ICP Model (Innovativeness, Capabilities & Potential) has been developed and applied. While the model was primarily developed to evaluate the probability of success of companies; it has equal application in the situation to measure innovativeness to identify the impact of various strategic initiatives within small or large enterprises. The main findings of the model are that competitor, and customer orientation and acquiring knowledge important for incremental and radical innovation. Formal and interorganisation networks are important to foster innovation but informal networks appear to be detrimental to innovation. The testing of the ICP model h the long term is recommended as one subject of further research. Another is to investigate some of the more intangible aspects of innovation management such as attitude and motivation of mangers. IV

Review of "Coding for Success" implementation.

Coding for Success was published in 2007 and described how bar coding and similar technologies can be used to improve patient safety, reduce costs and improve efficiency. This review aims to outline progress made since 2007, and was recommended by the Health Select Committee in its 2009 report on Patient Safety.

Freedom to learn: a radically revised pedagogy to facilitate lifewide learning in the academic curriculum.

Higher education has progressed fairly steadily to a common pedagogical approach which centres on the idea of alignment. In this arrangement, intended learning outcomes are identified and declared; learning activities which will enable the desired learning and development to be achieved are conceived and undertaken with the support of appropriate and effective teaching; and assessment which calls for these outcomes is (ideally) carefully designed and implemented. All three elements are aligned in advance. The same principles and practices underpinned by notions of alignment have been applied to date in most of the purposeful schemes for personal development planning. In this chapter I argue that lifewide learning, wherein learning and development often occur incidentally in multiple and varied real-world situations throughout an individual’s life course, calls for a different approach, and a different pedagogy. Higher education should therefore visualise lifewide learning as an emergent phenomenon wherein the outcomes of learning emerge later on, and are often unintended. Consequently, they cannot be defined in advance of the activities through which they are formed. The main purpose of this chapter is to offer some practical ideas to support the development of pedagogies that would enable programme designers to embed in their programmes the principle and practice of lifewide education.

Risorse intangibili e imprese familiari: principali contributi sul tema e nuove prospettive di ricerca

Intangible resources are the distinctive factors for the success of businesses (Barney, 1991) and for this reason the literature has paid particular attention to this issue (Barney, 1991; Hall, 1992,1993; Carmeli, 2004; Galbreath, 2005; Hayton, 2005; Norman, Butler, Ranft, 2013). With this thesis I will analyze existing studies on the subject with particular reference to family businesses - ideal forum for the spread of specific intangibles (Ward, 1988; Habbershon, Williams, 1999; Sirmon & Hitt, 2003; Huybrechts et al., 2011; Rose, Howorth & Discua Cruz, 2014), in order to identify the main areas of research and new research perspectives. Through a narrative review on the general theme of intangible resources, bibliometric analysis of the contributions that jointly address the intangibles and family businesses and co-citation analysis for the definition of the intellectual structure of the studies on the intangible resources in family firms is reached an in-depth study of the issue with relevant academic and practical implications.

E-books in academic libraries: an international overview

Tedd, L. A. (2005). E-books in academic libraries: an international overview. New Review of Academic Librarianship, 11(1), 57-79.

Trends in use of electronic journals in higher education in the UK - views of academic staff and students

Bonthron, Karen; Urquhart, Christine; Thomas, Rhian; Armstrong, Chris; Ellis, David; Everitt, Jean; Fenton, Roger; Lonsdale, Ray; McDermott, Elizabeth; Morris, Helen; Phillips, Rebecca; Spink, Sian, and Yeoman, Alison. (2003, June). Trends in use of electronic journals in higher education in the UK - views of academic staff and students. D-Lib Magazine, 9(6). Retrieved September 8, 2006 from http://www.dlib.org/dlib/june03/urquhart/06urquhart.html This item is freely available online at http://www.dlib.org/dlib/june03/urquhart/06urquhart.html Sponsorship: JISC

Data-driven fuzzy rule generation and its application for student academic performance evaluation

K. Rasmani and Q. Shen. Data-driven fuzzy rule generation and its application for student academic performance evaluation. Applied Intelligence, 25(3):305-319, 2006.

Saying isn't necessarily believing: influencing self-theories in computing

Simon, B., Hanks, B., Murphy, L., Fitzgerald, S., McCauley, R., Thomas, L., and Zander, C. 2008. Saying isn't necessarily believing: influencing self-theories in computing. In Proceeding of the Fourth international Workshop on Computing Education Research (Sydney, Australia, September 06 - 07, 2008). ICER '08. ACM, New York, NY, 173-184.

Through the eyes of instructors: a phenomenographic investigation of student success

Kinnunen, P., McCartney, R., Murphy, L., and Thomas, L. 2007. Through the eyes of instructors: a phenomenographic investigation of student success. In Proceedings of the Third international Workshop on Computing Education Research (Atlanta, Georgia, USA, September 15 - 16, 2007). ICER '07. ACM, New York, NY, 61-72.