A Survey Of Knowledge Management Skills Acquisition In An Online Team-Based Distributed Computing Course

This paper investigates students’ perceptions of their acquisition of knowledge management skills, namely thinking and team-building skills, resulting from the integration of various resources and technologies into an entirely team-based, online upper level distributed computing (DC) information systems (IS) course. Results seem to indicate that more support of the thinking skills was provided by the offline resources than by the online resources, while both the online and offline resources were perceived as providing a lot of support for the team-building skills

Autumn and Winter Breeding Records for the American Robin, Turdus migratorius

We report autumn and winter breeding records for the American Robin (Turdus migratorius). We located a nest on the campus of the University of Columbia at Missouri, USA, active 12 to 15 October 1999. This late nesting record prompted us to consult the Cornell Lab of Ornithology’s Nest Record Program and Bird Studies Canada’s Project NestWatch. Of the 11 113 American Robin nest records in Cornell’s database, 15 were active in September and three were active later than September. Of the over 23 000 nest records available from Bird Studies Canada one was active in September and one in October. All four of the latest nests contained nestlings and were active on 3 October 1964 in Massachusetts, 13 October 1932 in Manitoba, 18 November 1964 in West Virginia, and 8 January 1966 in Ohio. Eight of the ten nests monitored until outcome could be determined fledged young successfully

Cook It Up! A community-based cooking program for at-risk youth: overview of a food literacy intervention

<p>Abstract</p> <p>Background</p> <p>In Canada, there are limited occasions for youth, and especially at-risk youth, to participate in cooking programs. The paucity of these programs creates an opportunity for youth-focused cooking programs to be developed, implemented, and evaluated with the goal of providing invaluable life skills and food literacy to this potentially vulnerable group. Thus, an 18-month community-based cooking program for at-risk youth was planned and implemented to improve the development and progression of cooking skills and food literacy.</p> <p>Findings</p> <p>This paper provides an overview of the rationale for and implementation of a cooking skills intervention for at-risk youth. The manuscript provides information about the process of planning and implementing the intervention as well as the evaluation plan. Results of the intervention will be presented elsewhere. Objectives of the intervention included the provision of applied food literacy and cooking skills education taught by local chefs and a Registered Dietitian, and augmented with fieldtrips to community farms to foster an appreciation and understanding of food, from 'gate to plate'. Eight at-risk youth (five girls and three boys, mean age = 14.6) completed the intervention as of November 2010. Pre-test cooking skills assessments were completed for all participants and post-test cooking skills assessments were completed for five of eight participants. Post intervention, five of eight participants completed in-depth interviews about their experience.</p> <p>Discussion</p> <p>The <it>Cook It Up! </it>program can provide an effective template for other agencies and researchers to utilize for enhancing existing programs or to create new applied cooking programs for relevant vulnerable populations. There is also a continued need for applied research in this area to reverse the erosion of cooking skills in Canadian society.</p

Putting the Comprehension in Metacomprehension

The purpose of the present piece is to integrate some current theories of text comprehension with the body of work on metacomprehension, and especially the calibration of comprehension monitoring. This paper explores some important methodological and conceptual issues, inspired by current theories in the text comprehension literature, which suggest that the nature of the texts used for metacomprehension studies may be a critical, and currently unrecognized, factor that should be considered. First, we need to re-examine what we mean by “comprehension,” and how we should measure it. There are important differences between memory for text and comprehension of text that need to be considered. Second, to fully deal with these concerns, we need to pay more attention to the kinds of expository text that are being used, the different ways that readers may understand these texts, and how readers may interpret the concept of “understanding” as they make their judgments

Modeling Creativity For The Multinational Firm

Much has been written about the proliferation of the modern multinational corporation (MNC) as a primary driver of globalization [Bhagwati, 2004; Rugman and Verbeke 2004; Wolf. 2004]. A common theme shared by all MNCs expanding into foreign markets is the notion of how best to manage the knowledge assets of the firm from all perspectives in order to achieve maximum performance while concomitantly increasing the ability of the firm to innovate while expanding. This paper examines the processes of idea creation within multinational corporations in parallel with the role that information and communication technology (ICT) plays as a driver of that innovation

Individual Differences, Rereading, and Self-Explanation: Concurrent Processing and Cue Validity as Constraints on Metacomprehension Accuracy

The typical finding of metacomprehension studies is that accuracy in monitoring one’s own level of understanding is quite poor. In the present experiments, monitoring accuracy was constrained by individual differences in both reading comprehension ability and working memory capacity (WMC), but rereading particularly benefited low-ability and low-WMC readers, effectively eliminating the relationship between monitoring accuracy and these reader characteristics. In addition, introducing a self-explanation reading strategy improved the accuracy of all the readers above mere rereading. The observed interaction between individual differences and rereading is interpreted in terms of concurrent-processing constraints involved in monitoring while text is processed, whereas the more general self-explanation effect is interpreted in terms of accessibility of valid, performance-predicting cues

An upper bound for the minimum weight of the dual codes of desarguesian planes

AbstractWe show that a construction described in [K.L. Clark, J.D. Key, M.J. de Resmini, Dual codes of translation planes, European J. Combin. 23 (2002) 529–538] of small-weight words in the dual codes of finite translation planes can be extended so that it applies to projective and affine desarguesian planes of any order pm where p is a prime, and m≥1. This gives words of weight 2pm+1−pm−1p−1 in the dual of the p-ary code of the desarguesian plane of order pm, and provides an improved upper bound for the minimum weight of the dual code. The same will apply to a class of translation planes that this construction leads to; these belong to the class of André planes.We also found by computer search a word of weight 36 in the dual binary code of the desarguesian plane of order 32, thus extending a result of Korchmáros and Mazzocca [Gábor Korchmáros, Francesco Mazzocca, On (q+t)-arcs of type (0,2,t) in a desarguesian plane of order q, Math. Proc. Cambridge Philos. Soc. 108 (1990) 445–459]

Understanding the Delayed-Keyword Effect on Metacomprehension Accuracy

The typical finding from research on metacomprehension is that accuracy is quite low. However, recent studies have shown robust accuracy improvements when judgments follow certain generation tasks (summarizing or keyword listing), but only when these tasks are performed at a delay rather than immediately after reading (Thiede & Anderson, 2003; Thiede, Anderson & Therriault, 2003). The delayed and immediate conditions in these past studies confounded the delay between reading and generation tasks with other task lags, such as the lag between multiple generation tasks and the lag between generation tasks and judgments. The first two experiments disentangle these confounded manipulations and provide clear evidence that the delay between reading and keyword generation is the only lag critical to improving metacomprehension accuracy. The third and fourth experiments show that not all delayed tasks will produce improvements and suggest that delayed generative tasks provide diagnostic cues about comprehension that are necessary for improving metacomprehension accuracy