On asymptotic Boronkov-Sakhanenko inequality with unbounded parameter set

Integral analogues of Cramér-Rao's inequalities for Bayesian parameter estimators proposed initially by Schützenberger (1958) and later by van Trees (1968) were further developed by Borovkov and Sakhanenko (1980). In this paper, new asymptotic versions of such inequalities are established under ultimately relaxed regularity assumptions and under a locally uniform nonvanishing of the prior density and with R1 as a parameter set. Optimality of Borovkov-Sakhanenko's asymptotic lower bound functional is established

Examining the acceptance and use of online social networks by preservice teachers within the context of unified theory of acceptance and use of technology model

Social network sites (SNSs) has a big potential to improve teaching and learning experience. It has become a necessity for teachers to transfer this technologies to learning environments has become a requirement. For this reason, the use of SNSs in the education process of preservice teachers who are the teachers of the future and examination of variables that have an impact on the acceptance of these technologies are found important. The use of SNSs in teacher education will enable preservice teachers to be more willing to use information technologies and will improve their skills in using these technologies. For the reasons given, in this study, it is aimed to examine the acceptance and use of SNSs by preservice teachers for educational purposes on the basis of unified theory of acceptance and use of technology model. The study was designed according to relational screening model. Study group of the study consists of 274 preservice teachers at a university in 2017. Data were collected via various scales and personal information form at the end of an application process of 14weeks+14weeks. Descriptive statistics, linear multiple hierarchical regression analysis and structural equation model were used in analysing the data. As a result of the study, it was determined that the acceptance of SNSs for educational purposes was affected respectively by social effect, performance expectation and effort expectation, and behavioral intention of using these technologies affected the actual use. Besides, variables of moderators that were effective on acceptance and use were also determined