A Note on the Local Cosmological Constant and the Dark Energy Coincidence Problem

It has been suggested that the Dark Energy Coincidence Problem could be interpreted as a possible link between the cosmological constant and a massive graviton. We show that by using that link and models for the graviton mass a dark energy density can be obtained that is indeed very close to measurements by WMAP. As a consequence of the models, the cosmological constant was found to depend on the density of matter. A brief outline of the cosmological consequences such as the effect on the black hole solution is given

When team identity helps innovation and when it hurts:team identity and its relationship to team and cross-team innovative behavior

Although the success of team-based organizations requires innovative behavior within and across teams, little research has considered how to foster both types of activity. This is problematic as strong team attachments such as team identification may have mixed effects on team innovative behavior, and may even negatively impact cross-team innovative behavior. We explain these mixed effects through intra- and intergroup aspects of social identity theory and the concept of team reflexivity. We propose that effects of team identification on team innovative behavior are contingent upon team reflexivity, such that team identification is positively related to team innovative behavior only when team reflexivity is high. We also propose that where a team’s innovative behavior involves working across team boundaries with other teams, i.e. cross-team innovative behavior, this interaction between team identification and reflexivity is further qualified by perceived interdependence with another team. In a sample of 61 Turkish research and development (R&D) teams comprising 305 employees and 61 team leaders, we find that the association between team identity and team innovative behavior was moderated by team reflexivity as predicted. Further, team identity was positively associated with cross-team innovative behavior only when reflexivity and perceived interdependence between teams were both high, and negatively associated when reflexivity was low and perceived interdependence between teams was high

Complexity-based learning and teaching: a case study in higher education

This paper presents a learning and teaching strategy based on complexity science and explores its impacts on a higher education game design course. The strategy aimed at generating conditions fostering individual and collective learning in educational complex adaptive systems, and led the design of the course through an iterative and adaptive process informed by evidence emerging from course dynamics. The data collected indicate that collaboration was initially challenging for students, but collective learning emerged as the course developed, positively affecting individual and team performance. Even though challenged, students felt highly motivated and enjoyed working on course activities. Their perception of progress and expertise were always high, and the academic performance was on average very good. The strategy fostered collaboration and allowed students and tutors to deal with complex situations requiring adaptation

Conceptualising a Dynamic Technology Practice in Education Using Argyris and Schön's Theory of Action

Despite substantial national effort to integrate technology in education, it seems that practitioners in the education system are not working in line with the given policy. Evidence from large-scale studies of students’ technology practices at school over the last decade show disparities in student practices. The observed gap between the micro and the macro level call for a closer exploration. Research that explores the influence of social and organizational factors may be useful for understanding the processes behind such gaps. Argyris and Schön’s ‘Theory of Action’ (1978) is proposed as an example of an organizational theory that can be adopted in educational technology research to move towards understanding the complexities of technology practice. To encourage discourse and application of Argyris and Schön’s theory in the field of educational technology research, this paper introduces the theory, a review of its empirical application in research of teacher educations’ technology practice and relevant conceptual work. The paper presents a conceptual framework based on Argyris and Schön’s theory that has been developed through two recent studies, and invites its application in future research and development

Time Delays in the Synchronization of Chaotic Coupled Systems with Feedback

The synchronized excitable behavior of two coupled chaotic diode lasers with feedback was experimental and numerically studied. We determine the relation between the observed delay times in synchronized Low Frequency Fluctuation spikes and the coupling and the feedback times in the lasers.Comment: 5 pages, 6 figure

Chromar, a language of parameterised objects

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Learning Agility: Many Questions, a Few Answers, and a Path Forward

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/92383/1/j.1754-9434.2012.01465.x.pd

Communicating geographical risks in crisis management : the need for research

In any crisis, there is a great deal of uncertainty, often geographical uncertainty or, more precisely, spatiotemporal uncertainty. Examples include the spread of contamination from an industrial accident, drifting volcanic ash, and the path of a hurricane. Estimating spatiotemporal probabilities is usually a difficult task, but that is not our primary concern. Rather, we ask how analysts can communicate spatiotemporal uncertainty to those handling the crisis. We comment on the somewhat limited literature on the representation of spatial uncertainty on maps. We note that many cognitive issues arise and that the potential for confusion is high. We note that in the early stages of handling a crisis, the uncertainties involved may be deep, i.e., difficult or impossible to quantify in the time available. In such circumstance, we suggest the idea of presenting multiple scenarios

Digital transformation in learning organizations

This concluding chapter takes a summarizing look at the contributions of the anthology, guided by two overarching questions: What dimensions are involved in the digital transformation of learning organizations? Which design perspectives can be used for digital transformation in learning organizations? In conclusion, this chapter leads back to the starting point of the anthology: the project #ko.vernetzt and the question of what significance the dimensions and design perspectives of digital transformation have in learning organizations