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1 – 10 of over 22000Kaoru Hiramatsu, Takashi Hattori, Tatsumi Yamada and Takeshi Okadome
The purpose of this paper is to focus on sensor data fluctuations. Context‐aware applications in the real world adapt their behavior to contexts abstracted from real‐world…
Abstract
Purpose
The purpose of this paper is to focus on sensor data fluctuations. Context‐aware applications in the real world adapt their behavior to contexts abstracted from real‐world situations sensed as physical quantities by heterogeneous and distributed sensors. Most of the adaptations are programmed as rules derived from human experience in making environments comfortable and efficient. Preparation of sufficient rules, however, is difficult because oversights and exceptional contexts are inevitable.
Design/methodology/approach
This paper, focuses on sensor data fluctuations and calculates the probabilities indicating the frequency of such fluctuations.
Findings
The results help to confirm the preset rules of the context‐aware applications and find previously unnoticed situations that the context‐aware applications should cope with.
Originality/value
The paper shows how this method is applied to log data captured in an office in order to evaluate the method's capabilities and consider the feasibility of abstracting the newly observed situations into rules.
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Sunti Bunlang, Maitree Inprasitha and Narumon Changsri
The purpose of this paper is to explore students' mathematization through a flow of lessons using the Thailand Lesson Study Incorporated Open Approach (TLSOA) to improve the…
Abstract
Purpose
The purpose of this paper is to explore students' mathematization through a flow of lessons using the Thailand Lesson Study Incorporated Open Approach (TLSOA) to improve the excellence of instruction.
Design/methodology/approach
A total of 16 Grade 4 students were selected because they have been taught using the TLSOA model for four years. Six Lesson Study (LS) team members participated, and two instruments were utilized, namely student worksheets, and field notes. An ethnographic research design was employed.
Findings
The results revealed that the students' mathematical ideas were developed from the real world to the mathematical world through a flow of lessons based on the four phases of the Open Approach (OA).
Practical implications
Firstly, the students demonstrated their ability to represent the real world independently when the teacher posed an open-ended problem. Secondly, the students demonstrated their ability to use semi-concrete aids to develop their ideas while self-learning. Thirdly, the students showed how they developed their ideas to solve the open-ended problem using relevant objects or related concepts as part of a whole-class discussion and comparison exercise. Finally, the students demonstrated their abilities to represent the mathematical world using numbers and symbols to communicate their ideas when they were required to make a summary by connecting their mathematical ideas.
Originality/value
This study adds new insight to the literature on students' mathematization using the TLSOA model.
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Hideyuki Takahashi, Kazuhiro Yamanaka, Satoru Izumi, Yoshikazu Tokairin, Takuo Suganuma and Norio Shiratori
Real‐time multimedia supervisory systems generally include a distributed system that delivers live video input captured with cameras at the watched person's site, using a PC or…
Abstract
Purpose
Real‐time multimedia supervisory systems generally include a distributed system that delivers live video input captured with cameras at the watched person's site, using a PC or hand‐held device at the distant supervisor's site. The system comprises many entities such as cameras for image capture, transmission software, network connections, receiver software, a display device, multimedia processing software and hardware, control software, etc. The purpose of this paper is to realize a safe and convenient supervisory system that autonomously provides users with services that fulfill users' requirements related to quality and privacy in a ubiquitous information environment.
Design/methodology/approach
A system is designed by integrating environmental information acquired from the real world and knowledge related to human social activities. A real space understanding mechanism is proposed to infer the situations and relationships of users by combining sensing information and social knowledge. Social knowledge related to human relationships, the life style of the watched person, home structure, etc. is used with ontology to infer the situations of users.
Findings
An early prototype was implemented for supervising elderly people and some experiments were performed based on several scenarios. Results obtained from some experiments confirmed that this supervisory system can provide real‐time multimedia supervisory services for elderly people, with reasonable quality‐of‐service and privacy that meet the users' requirements.
Originality/value
The system described in this paper assesses the situation of users and surrounding environmental information to provide appropriate supervisory services. This paper provides insight into the design and development of ubiquitous application systems to realize comfortable and safe services using a combination of environmental information and social knowledge.
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Clemens Harten, Matthias Meyer and Lucia Bellora-Bienengräber
This paper aims to explore drivers of the effectiveness of risk assessments in risk workshops.
Abstract
Purpose
This paper aims to explore drivers of the effectiveness of risk assessments in risk workshops.
Design/methodology/approach
This study uses an agent-based model to simulate risk assessments in risk workshops. Combining the notions of transactive memory and the ideal speech situation, this study establishes a risk assessment benchmark and then investigates real-world deviations from this benchmark. Specifically, this study models limits to information transfer, incomplete discussions and potentially detrimental group characteristics, as well as interaction patterns.
Findings
First, limits to information transfer among workshop participants can prevent a correct consensus. Second, increasing the required number of stable discussion rounds before an assessment improves the correct assessment of high but not low likelihood risks. Third, while theoretically advantageous group characteristics are associated with the highest assessment correctness for all risks, theoretically detrimental group characteristics are associated with the highest assessment correctness for high likelihood risks. Fourth, prioritizing participants who are particularly concerned about the risk leads to the highest level of correctness.
Originality/value
This study shows that by increasing the duration of simulated risk workshops, the assessments change – as a rule – from underestimating to overestimating risks, unraveling a trade-off for risk workshop facilitators. Methodologically, this approach overcomes limitations of prior research, specifically the lack of an assessment and process benchmark, the inability to disentangle multiple effects and the difficulty of capturing individual cognitive processes.
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Methodological pluralism in consumer research is usually confinedto post‐positivist interpretive approaches. Argues, however, that apositivistic stance, radical behaviourism, can…
Abstract
Methodological pluralism in consumer research is usually confined to post‐positivist interpretive approaches. Argues, however, that a positivistic stance, radical behaviourism, can enrich epistemological debate among researchers with the recognition of radical behaviourism′s ultimate reliance on interpretation as well as science. Although radical behaviourist explanation was initially founded on Machian positivism, its account of complex social behaviours such as purchase and consumption is necessarily interpretive, inviting comparison with the hermeneutical approaches currently emerging in consumer research. Radical behaviourist interpretation attributes meaning to behaviour by identifying its environmental determinants, especially the learning history of the individual in relation to the consequences similar prior behaviour has effected. The nature of such interpretation is demonstrated for purchase and consumption responses by means of a critique of radical behaviourism as applied to complex human activity. In the process, develops and applies a framework for radical behaviourist interpretation of purchase and consumption to four operant equifinality classes of consumer behaviour: accomplishment, pleasure, accumulation and maintenance. Some epistemological implications of this framework, the behavioural perspective model (BPM) of purchase and consumption, are discussed in the context of the relativity and incommensurability of research paradigms. Finally, evaluates the interpretive approach, particularly in terms of its relevance to the nature and understanding of managerial marketing.
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Katja Brundiers, Arnim Wiek and Charles L. Redman
Academic sustainability programs aim to develop key competencies in sustainability, including problem‐solving skills and the ability to collaborate successfully with experts and…
Abstract
Purpose
Academic sustainability programs aim to develop key competencies in sustainability, including problem‐solving skills and the ability to collaborate successfully with experts and stakeholders. These key competencies may be most fully developed in new teaching and learning situations. The purpose of this paper is to analyze the kind of, and extent to which, these key competencies can be acquired in real‐world learning opportunities.
Design/methodology/approach
The paper summarizes key competencies in sustainability, identifies criteria for real‐world learning opportunities in sustainability programs, and draws on dominant real‐world learning models including project‐ and problem‐based learning, service learning, and internships in communities, businesses, and governments. These components are integrated into a framework to design real‐world learning opportunities.
Findings
A “functional and progressive” model of real‐world learning opportunities seems most conducive to introduce students (as well as faculty and community partners) to collaborative research between academic researchers and practitioners. The stepwise process combined with additional principles allows building competencies such as problem solving, linking knowledge to action, and collaborative work, while applying concepts and methods from the field of sustainability.
Practical implications
The paper offers examples of real‐world learning opportunities at the School of Sustainability at Arizona State University, discusses general challenges of implementation and organizational learning, and draws attention to critical success factors such as collaborative design, coordination, and integration in general introductory courses for undergraduate students.
Originality/value
The paper contributes to sustainability education by clarifying how real‐world learning opportunities contribute to the acquisition of key competencies in sustainability. It proposes a functional and progressive model to be integrated into the (undergraduate) curriculum and suggests strategies for its implementation.
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Derrick Robinson, Ben M. Schaap and Mejai Avoseh
The purpose of this paper is to explore emerging themes in which creativity, or creative pedagogy (CP), is aligned with the practices of higher education instruction. The…
Abstract
Purpose
The purpose of this paper is to explore emerging themes in which creativity, or creative pedagogy (CP), is aligned with the practices of higher education instruction. The componential theory of creativity (Amabile, 2012) was used as the lens for examining CP of the study’s participants.
Design/methodology/approach
Using an exploratory case study of institutionally recognized effective teachers at a flagship university in the upper mid-western region of the USA, researchers sought to see which themes emerge and align with the four components of CP. Researchers used semi-structured interviews, document analysis, and artifact data to support thematic development.
Findings
Four themes emerge from the study to align with CP: administrative support; praxis and environment; content learning; and student independence. Of the four themes, praxis and environment are found to be most dominant in the study. Within each theme, surrounding environment and creative-relevant components of CP emerge as the most dominant. In all, it can be concluded that effective teachers position themselves toward themes and components that offer the most impact for students.
Originality/value
Applying Amabile’s (2012) components of creativity to analyze the pedagogical practices of institutionally recognized teachers of excellence encourages deeper observation of pedagogical practices on higher education faculty and institutional impact on pedagogy. Recommendations are offered for both institutions of higher education and its faculty.
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The purpose of this paper is to provide an update on various methodological issues and statistical techniques pertinent to the conflict management literature. First, issues…
Abstract
The purpose of this paper is to provide an update on various methodological issues and statistical techniques pertinent to the conflict management literature. First, issues related to use of laboratory studies, college students, and the study situation are reviewed. Second, two recent innovative statistical techniques, meta‐analysis and confirmatory modeling are described and potential applications in the conflict management field are given.