Bargaining with endogenous disagreement: the extended Kalai-Smorodinsky solution

Following Vartiainen (2007) we consider bargaining problems in which no exogenous disagreement outcome is given. A bargaining solution assigns a pair of outcomes to such a problem, namely a compromise outcome as well as a disagreement outcome: the interpretation is that the latter results if the compromise outcome is not accepted. For this framework we propose and study an extension of the classical Kalai-Smorodinsky bargaining solution. We present a characterization with an axiom of Independence ofNon-Utopia Information as the main condition.mathematical economics;

Stories and Storytelling in Extension Work

Deep budget cuts, increased accountability, and the growth of anti-government and anti-intellectual sentiments place Extension systems in a defensive position. In response, we\u27re engaging in organizational change exercises, restructuring, regionalizing, rewriting mission statements, and developing strategic plans. We\u27re spending considerable time counting and measuring our efforts to defend the public impacts and value of our work. In this article we argue that we also need to become better storytellers by learning how to craft and strategically communicate stories that capture important truths about the public value, meaning, and significance of our work

How do medical students learn conceptual knowledge? High-, moderate- and low-utility learning techniques and perceived learning difficulties

Background: Acquiring medical knowledge is a key competency for medical students and a lifelong requirement for physicians. Learning techniques can improve academic success and help students cope with stressors. To support students' learning process medical faculties should know about learning techniques. The purpose of this study is to analyse the preferred learning techniques of female and male as well as junior and senior medical students and how these learning techniques are related to perceived learning difficulties. Methods: In 2019, we conducted an online survey with students of the undergraduate, competency-based curriculum of medicine at Charite - Universitatsmedizin Berlin. We chose ten learning techniques of high, moderate and low utility according to Dunlosky et al. (2013) and we asked medical students to rate their preferred usage of those techniques using a 5-point Likert scale. We applied t-tests to show differences in usage between female and male as well as junior and senior learners. Additionally, we conducted a multiple regression analysis to explore the predictive power of learning techniques regarding perceived difficulties. Results: A total of 730 medical students (488 women, 242 men, M-age = 24.85, SD = 4.49) use three techniques the most: 'highlighting' (low utility), 'self-explanation' (moderate utility) and 'practice testing' (high utility). Female students showed a significantly higher usage of low-utility learning techniques (t(404.24) = -7.13, p < .001) and a higher usage of high-utility learning techniques (t(728) = -2.50, p < .05) than male students (M = 3.55, SD = .95). Compared to junior students (second to sixth semester; M = 3.65, SD = .71), senior students (seventh semester to final clerkship year; M = 3.52, SD = .73) showed a lower use of low-utility learning techniques (t(603) = 2.15, p < .05). Usage of low-utility techniques is related to more difficulties (beta = .08, t(724) = 2.13, p < .05). Usage of moderate-utility techniques is related to less learning difficulties (beta = -.13, t(599) = -3.21, p < .01). Conclusions: Students use a wide range of low-, moderate- and high-utility learning techniques. The use of learning techniques has an influence on the difficulties perceived by students. Therefore, they could benefit from knowing about and using high-utility learning techniques to facilitate their learning. Faculties should inform their students about effective learning and introduce them to useful learning techniques

JOKARUS - Design of a compact optical iodine frequency reference for a sounding rocket mission

We present the design of a compact absolute optical frequency reference for space applications based on hyperfine transitions in molecular iodine with a targeted fractional frequency instability of better than $3\cdot 10^{-14}$. It is based on a micro-integrated extended cavity diode laser with integrated optical amplifier, fiber pigtailed second harmonic generation wave-guide modules, and a quasi-monolithic spectroscopy setup with operating electronics. The instrument described here is scheduled for launch end of 2017 aboard the TEXUS 54 sounding rocket as an important qualification step towards space application of iodine frequency references and related technologies. The payload will operate autonomously and its optical frequency will be compared to an optical frequency comb during its space flight

Using Single-Case Participatory Action Research as a Methodology to Explore Appalachian Summer Camp Communities

Community educators have long known the value of direct experience in the learning process. Participatory action research extends this philosophy to the realm of research. This article examines the value of involving front line camp staff, members of the camp community in Appalachia as practitioner researchers with university scientists in studying the type and conditions of transformative learning in young adult camp staff. A young adult who was a camp community member assisted the researchers with methodology, data analysis, data interpretation, and dissemination of findings. This resulted in a more accurate, richer, and thicker description of the camp community member’s transformative learning experience. The benefits of involving practitioner researchers are examined, as well as promising practices for conducting participatory action research in community education environments

Using Single-Case Participatory Action Research as a Methodology to Explore Appalachian Summer Camp Communities

Community educators have long known the value of direct experience in the learning process. Participatory action research extends this philosophy to the realm of research. This article examines the value of involving front line camp staff, members of the camp community in Appalachia as practitioner researchers with university scientists in studying the type and conditions of transformative learning in young adult camp staff. A young adult who was a camp community member assisted the researchers with methodology, data analysis, data interpretation, and dissemination of findings. This resulted in a more accurate, richer, and thicker description of the camp community member’s transformative learning experience. The benefits of involving practitioner researchers are examined, as well as promising practices for conducting participatory action research in community education environments

Growing Without Limitations: Transformation Among Young Adult Camp Staff

A strong body of research has developed over the last decade regarding the developmental outcomes of camp experiences of children and adolescents. However, few formal studies have been conducted to determine how camp experiences lead to deep personal change in young adult staff. In this study, the authors used focus groups and an online survey to explore transformation among young adult camp staff. Specifically, they examined (a) how camp involvement promotes transformation in young adults, and (b) what conditions in the camp environment promote personal change. Staff reported that personal change at camp was related to the developmental outcomes they experienced around the dimensions of identity, skills development, and trust-based relationships that led to significant impacts on maturity, responsibility, and independence. Other factors were being exposed to and accepting a camp culture and a group identity, and developing supportive relationships with peers, supervisors, and campers that provided safety, belonging, membership, and self-validation