Classtalk: A Classroom Communication System for Active Learning

This pdf file is an article describing the advantages of using Classtalk technology in the classroom to enhance classroom communication. Classtalk technology cab facilitate the presentation of questions for small group work, collec the student answers and then display histograms showing how the class answered. This new communication technology can help instructors create a more interactive, student centered classroom, especially when teaching large courses. The article describes Classtalk as a very useful tool not only for engaging students in active learning, but also for enhancing the overall communication within the classroom. This article is a selection from the electronic Journal for Computing in Higher Education. Educational levels: Graduate or professional

The use of design activity for research into Computer Supported Co-operative Working (CSCW)

This paper describes current research at Loughborough University in the field of Computer Supported Co-operative Working (CSCW). The project, which is funded by the Information Engineering Directorate (IED) within the Science and Engineering Research Council (SERC), is titled 'Establishing the Communicational Requirements of Information Technology (IT) Systems that Support Humans Co-operating Remotely'. The research group have adopted a less cumbersome acronym for the project - ROCOCO which is derived from REmote COoperation and COmmunication. Design activity has been proposed as offering a suitable context for a study of co-operation and at the time of writing the first phase of the experiments - involving face to face or proximal co-operation - has been undertaken and the analysis begun. The ROCOCO project is about to embark on phase two involving remote co-operation. This paper presents, in some detail, the construction and operation of a pilot study that allowed project members to assess and adjust the experimental design prior to the start of Phase One. A selection of initial findings illustrate the nature of the investigation to be undertaken. The paper also seeks to highlight the importance of CSCW research for the design community. The substance of the paper is concerned with a presentation of issues involved in an analysis of co-operation, involving as it does, verbal and non-verbal communication

A Historiometric Examination of Machiavellianism and a New Taxonomy of Leadership

Although researchers have extensively examined the relationship between charismatic leadership and Machiavellianism (Deluga, 2001; Gardner & Avolio, 1995; House & Howell, 1992), there has been a lack of investigation of Machiavellianism in relation to alternative forms of outstanding leadership. Thus, the purpose of this investigation was to examine the relationship between Machiavellianism and a new taxonomy of outstanding leadership comprised of charismatic, ideological, and pragmatic leaders. Using an historiometric approach, raters assessed Machiavellianism via the communications of 120 outstanding leaders in organizations across the domains of business, political, military, and religious institutions. Academic biographies were used to assess twelve general performance measures as well as twelve general controls and five communication specific controls. The results indicated that differing levels of Machiavellianism is evidenced across the differing leader types as well as differing leader orientation. Additionally, Machiavellianism appears negatively related to performance, though less so when type and orientation are taken into account.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

Reading, metacognition, and motivation: A follow-up study of German students in Grades 7 and 8

This follow-up study to van Kraayenoord and Schneider (1999) examined the performance in reading, metacognition and motivation related to reading of students in Grades 7 and 8. Results showed significant correlations between all of the variables. A multivariate analysis of variance showed that good and poor readers differed in reading self-concept and metacognitive measures related to reading and memory. A stepwise regression analysis suggested that the metacognitive variables were the best predictors of reading. Furthermore, a comparison of the results of the previous study with those of the current investigation revealed that the findings were stable over time. Since the period between the two studies is the time during which students make important decisions related to enrolment in one of three distinct school-types in Germany, we examined the results of various groups of students: those in Gymnasium (high educational track), Realschule (middle educational track), and Hauptschule (low educational track). Students in the Gymnasium scored significantly better than students in the other two groups on almost all variables related to reading. A re-analysis of the data from our first investigation found that the results of the Gymnasium students in the second study could be predicted from their results obtained during elementary school

ϒ production in p–Pb collisions at √sNN=8.16 TeV

ϒ production in p–Pb interactions is studied at the centre-of-mass energy per nucleon–nucleon collision √sNN = 8.16 TeV with the ALICE detector at the CERN LHC. The measurement is performed reconstructing bottomonium resonances via their dimuon decay channel, in the centre-of-mass rapidity intervals 2.03 < ycms < 3.53 and −4.46 < ycms < −2.96, down to zero transverse momentum. In this work, results on the ϒ(1S) production cross section as a function of rapidity and transverse momentum are presented. The corresponding nuclear modification factor shows a suppression of the ϒ(1S) yields with respect to pp collisions, both at forward and backward rapidity. This suppression is stronger in the low transverse momentum region and shows no significant dependence on the centrality of the interactions. Furthermore, the ϒ(2S) nuclear modification factor is evaluated, suggesting a suppression similar to that of the ϒ(1S). A first measurement of the ϒ(3S) has also been performed. Finally, results are compared with previous ALICE measurements in p–Pb collisions at √sNN = 5.02 TeV and with theoretical calculations.publishedVersio

(Anti-)deuteron production in pp collisions at 1as=13TeV

The study of (anti-)deuteron production in pp collisions has proven to be a powerful tool to investigate the formation mechanism of loosely bound states in high-energy hadronic collisions. In this paper the production of (anti-)deuterons is studied as a function of the charged particle multiplicity in inelastic pp collisions at s=13 TeV using the ALICE experiment. Thanks to the large number of accumulated minimum bias events, it has been possible to measure (anti-)deuteron production in pp collisions up to the same charged particle multiplicity (d Nch/ d \u3b7 3c 26) as measured in p\u2013Pb collisions at similar centre-of-mass energies. Within the uncertainties, the deuteron yield in pp collisions resembles the one in p\u2013Pb interactions, suggesting a common formation mechanism behind the production of light nuclei in hadronic interactions. In this context the measurements are compared with the expectations of coalescence and statistical hadronisation models (SHM)

Multiplicity dependence of inclusive J/psi production at midrapidity in pp collisions at root s=13 TeV

Measurements of the inclusive J/psi yield as a function of charged-particle pseudorapidity density dN(ch)/d eta in pp collisions at root s = 13 TeV with ALICE at the LHC are reported. The J/psi meson yield is measured at midrapidity (vertical bar y vertical bar <0.9) in the dielectron channel, for events selected based on the charged-particle multiplicity at midrapidity (vertical bar eta vertical bar <1) and at forward rapidity (-3.7 <eta <-1.7 and 2.8 <eta <5.1); both observables are normalized to their corresponding averages in minimum bias events. The increase of the normalized J/psi yield with normalized dN(ch)/d eta is significantly stronger than linear and dependent on the transverse momentum. The data are compared to theoretical predictions, which describe the observed trends well, albeit not always quantitatively. (C) 2020 European Organization for Nuclear Research. Published by Elsevier B.V.Peer reviewe