Embedding R in the Mediawiki

Teaching statistics to students in our area of economics and educational science often brings about the problem that students have either forgottentheir statistical knowledge, or have taken different classes than the ones we offer in basic statistics. We therefore need some kind of statistical dictionary where we, as teachers, can refer to a common base and where students can look up specific terms. The Wikipedia - a general online encyclopaedia - compelled us to use a wiki for our dictionary. While the Wikipedia contains a large number of statistical terms, these are often too long and detailed to be visual displayed in lectures very well and some more specific terms are not included.R, wiki, Mediawiki

Opportunistic Discipline: Using Eurasian Integration to Improve Sanctions against Belarus

This comment does not condemn or condone the Lukashenko regime\u27s policies. Instead, it evaluates the effectiveness of the U.S. sanctions and provides some feasible alternatives. Also, this comment avoids normative arguments against sanctions, concentrating more on the probable economic and political effects. Part II supplies background information on the political developments within Belarus since the Soviet Union\u27s collapse, including prior sanctions that the West imposed. Part III explains why the United States can legally institute sanctions. Parts IV and V discuss how American sanctions facilitate appropriation of significant Belarusian state assets by Russia and China, respectively. Part VI posits that the United States can use Eurasian integration to benefit its own economic interests, which include helping ordinary Belarusian citizens. Part VII examines the practice of using travel bans to sanction Belarusian officials and suggests a change to the visa regime as a way to further Western goals. Part VIII concludes this comment

Subjective Measures of Implicit Categorization Learning

The neuropsychological theory known as COVIS (COmpetition between Verbal and Implicit Systems) postulates that distinct brain systems compete during category learning. The explicit system involves conscious hypothesis testing about verbalizable rules, while the implicit system relies on procedural learning of rules that are difficult to verbalize. Specifically from a behavioral approach, COVIS has been supported through demonstrating empirical dissociations between explicit and implicit learning tasks. The current studies were designed to gain deeper understanding of implicit category learning through the implementation of a subjective measure of awareness, Meta d\u27, which until now has not been validated within a COVIS framework. Meta d\u27 is a measure of metacognitive accuracy. This is the ability to assess the accuracy of one\u27s own performance. These three experiments evaluated the use of Meta d\u27 as a valid predictor of task performance within a two-structure perceptual categorization task. Experiment 1 focuses on using Meta d\u27 to parse out dissociations between awareness and performance through the phenomenon of Blind Sight and Blind Insight. Experiment 2 and 3 utilize a motor response mapping disruption to observe predicted decrements to the implicit learning system. Experiment 3 utilizes functional Near Infrared Spectroscopy (fNIRS) to measure hemodynamic changes in the Prefrontal Cortex as a function of category structure. Across the 3 experiments, Meta d\u27 in conjunction with decision bound model fits were used to make accurate predictions about the differences in performance throughout implicit and explicit categorization tasks. These collective results indicate that metacognitive accuracy, an implicit structure, was highly sensitive to a whether a person is using the correct rule strategies through the task

Thoreau and Integrity

Senior Project submitted to The Division of Social Studies of Bard College

Wirtschaftspädagogisches Studium an der Uni Mainz. Ein polyvalenter Bachelor und Master of Science in Wirtschaftspädagogik

Die Autoren betrachten den 2007 akkreditierten Bachelor- und Masterstudiengang Wirtschaftspädagogik, der zum Wintersemester 2007/08 bzw. zum Wintersemester 2009/10 an der Universität Mainz eingeführt wurde und der zu den ersten großen Studiengängen der Johannes Gutenberg-Universität gehört, die nach dem Bologna-Modell umgestellt wurden. Nach einigen Vorbemerkungen zur Implementierung des Studiengangs führen sie a) die Ziele des Bachelor- und Masterstudiums Wirtschaftspädagogik, b) die Leitideen der Mainzer Wirtschaftspädagogik sowie c) die Struktur der neuen wirtschaftpädagogischen Studiengänge (für den Bachelor of Science sowie den Master of Science) aus. (DIPF/ ssch

Coordinating Higher Education as an e-Government Initiative

Government plays a key role in providing higher education. It supplies policies and regulations, information to the society, administers funds and licensing, develops standards, etc. In the context of total e-Governing Ministries of Education of many countries initiated the creation of supporting information systems. These systems in most cases are limited to providing information resources of different kinds to the society by web-portals. Administering and coordinating functions are left out for some reasons. In this paper we discover the typical structure of higher education, different stakeholders involved in the process of providing higher education services, information and data flows. We discuss the key functions that information systems must support. And finally we propose the e-Government higher education reference model to be addressed when developing such information systems