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This paper aims to focus on data analytic tools and integrated data analyzing approaches used on smart energy meters (SEMs). Furthermore, while observing the diverse techniques and frameworks of data analysis of SEM, the authors propose a novel framework for SEM by using gamification approach for enhancing the involvement of consumers to conserve energy and improve efficiency.

A few research strategies have been accounted for analyzing the raw data, yet at the same time, a considerable measure of work should be done in making these commercially reasonable. Data analytic tools and integrated data analyzing approaches are used on SEMs. Furthermore, while observing the diverse techniques and frameworks of data analysis of SEM, the authors propose a novel framework for SEM by using gamification approach for enhancing the involvement of consumers to conserve energy and improve efficiency. Advantages of SEM’s are additionally discussed for inspiring consumers, utilities and their respective partners.

Consumers, utilities and researchers can also take benefit of the recommended framework by planning their routine activities and enjoying rewards offered by gamification approach. Through gamification, consumers’ commitment enhances, and it changes their less manageable conduct on an intentional premise. The practical implementation of such approaches showed the improved energy efficiency as a consequence.

Accounting practitioners and educators agree that effective oral and written communication skills are essential to success in the accounting profession. Despite numerous initiatives to improve accounting majors’ communication skills, many students remain deficient in this area. Communication literature suggests that one factor rendering these initiatives ineffective is communication apprehension (CA). There is general agreement that accounting students around the globe have higher levels of CA than other majors. Therefore, accounting educators interested in improving students’ communication skills need to be aware of the dimensions and implications of CA. This chapter provides a review of the relevant literature on CA, with a focus on CA in accounting majors. It also presents intervention techniques for use in the classroom and makes suggestions for future research.

Rangefinders can find diverse applications as these four examples from the IPA illustrate.

The purpose of this paper is to develop an field programmable gate array (FPGA)-based neuron circuit to mimic dynamical behaviors of tabu learning neuron model.

Numerical investigations for the tabu learning neuron model show the coexisting behaviors of bi-stability. To reproduce the numerical results by hardware experiments, a digitally FPGA-based neuron circuit is constructed by pure floating-point operations to guarantee high computational accuracy. Based on the common floating-point operators provided by Xilinx Vivado software, the specific functions used in the neuron model are designed in hardware description language programs. Thus, by using the fourth-order Runge-Kutta algorithm and loading the specific functions orderly, the tabu learning neuron model is implemented on the Xilinx FPGA board.

With the variation of the activation gradient, the initial-related coexisting attractors with bi-stability are found in the tabu learning neuron model, which are experimentally demonstrated by a digitally FPGA-based neuron circuit.

Without any piecewise linear approximations, a digitally FPGA-based neuron circuit is implemented using pure floating-point operations, from which the initial conditions-related coexisting behaviors are experimentally demonstrated in the tabu learning neuron model.

The following chapter analyses the ways in which unequal patterns of time develop effectiveness in childhood and adolescence. Central is the focus of the taken-for-granted experiences in the phase of growing up, the developing ways of life and value attitudes. In this context, questions arise about the extent to which children and adolescents help to shape the time patterns that are relevant to them and how an “equitable distribution” of “temporal resources” could be promoted.

Collegiality is the modus operandi of universities. Collegiality is central to academic freedom and scientific quality. In this way, collegiality also contributes to the good functioning of universities’ contribution to society and democracy. In this concluding paper of the special issue on collegiality, we summarize the main findings and takeaways from our collective studies. We summarize the main challenges and contestations to collegiality and to universities, but also document lines of resistance, activation, and maintenance. We depict varieties of collegiality and conclude by emphasizing that future research needs to be based on an appreciation of this variation. We argue that it is essential to incorporate such a variation-sensitive perspective into discussions on academic freedom and scientific quality and highlight themes surfaced by the different studies that remain under-explored in extant literature: institutional trust, field-level studies of collegiality, and collegiality and communication. Finally, we offer some remarks on methodological and theoretical implications of this research and conclude by summarizing our research agenda in a list of themes.

In the growing information systems (IS) literature on metaverse, augmented reality (AR) technology is regarded as a cornerstone of the metaverse which enables interaction services. Interaction has been identified as a core technology characteristic of metaverse shopping environments. Based on previous human–technology interaction research, the authors further explicate interaction to be multimodal sensory. The purpose of this study is thus to better understand the unique nature of interaction in AR technology and highlight the technology's benefits for shopping in metaverse spaces.

An experiment has been conducted to empirically examine the authors' research model. The authors use the structural equation modeling (SEM) approach to analyze the collected data.

This study conceptualizes image, motion and touchscreen interactions as the three dimensions of multimodal sensory interaction, which can reflect visual-, kinesthetic- and haptic-based sensation stimulation. The authors' findings show that multimodal sensory interaction of AR activates consumers' intention to purchase via a psychological process. To delineate this psychological process, the authors use feelings-as-information theory to posit that experiential factors can influence cognitive factors. More specifically, multimodal sensory interaction is shown to increase multisensory experience and spatial presence, which can effectively reduce product uncertainty and information overload. The two outcomes have been considered to be key issues in online shopping environments.

This study is one of the first ones that shed light on the multimodal sensory peculiarity of AR interactions in the extant IS literature. The authors further highlight the benefits of AR in addressing major online shopping concerns about product uncertainty and information overload, which are largely overlooked by prior research. This study uses feelings-as-information theory to explain the impacts of AR interactions, which reveal the essential role of the experiential process in sensory-enabling technologies. This study enriches the existing theoretical frameworks that mostly focus on the cognitive process. The authors' findings about AR interactions provide noteworthy guidelines for the design of metaverse environments and extend the authors' understanding of how the metaverse may bring benefits beyond traditional online shopping settings.

This chapter examines early childhood pedagogy in Germany. It developed in the wake of the Programme for International Student Assessment (PISA) education debate, and the expansion of higher education led to new types of application-oriented courses. For a long time, child day care in Germany was not seen as a subject of theoretical worth. Vocational training for kindergarten teachers, overwhelmingly employed in day care centers, has not yet been academized. The academic study of childhood pedagogy is a thereof separate project, taught especially at universities of applied science. Nevertheless, constructions of new disciplines are directed toward professional fields, for which they claim relevance with their academic training. With its focus on “Bildung” childhood pedagogy in Germany claims to offer a scientifically based solution to the practical problems of action in child day care. This chapter discusses the specific content of the curricula statistical figures of graduates at universities and in the fields of practice. It provides first empirical clarification on observable phenomena of a scientific “penetration” of cognitive rationality in kindergartens. It fosters an academic habitus that induces a distancing from direct interaction with children, leads to a diversification of tasks in day care centers, and promotes hierarchical processes of professional role differentiation in the field of childcare.