Nano-technology: a Disruptive Technology?

The term "disruptive technology" as coined by Christensen (1997) refers to a new technology having lower cost and performance measured by traditional criteria, but having higher ancillary performance. Christensen finds that disruptive technologies may enter and expand emerging market niches, improving with time and ultimately attacking established products in their traditional markets. This conception, while useful, is also limiting in several important ways. By emphasizing only "attack from below" Christensen ignores other discontinuous patterns of change which may be of equal or greater importance (Utterback, 1994; Acee, 2001). Further, the true importance of disruptive technology, even in Christensen's conception of it is not that it may displace established products. Rather, it is a powerful means for enlarging and broadening markets and providing new functionality. In this paper nano-technologies will be considered in their roles as both disruptive and more broadly discontinuous or radical innovation. Various impacts will be assessed with emphasis on enlarged and new markets that may be created

Evaluating the association between diabetes, cognitive decline and dementia

The aim of this article is to review the association between diabetes mellitus, cognitive decline and dementia, including the effects of cognitive decline and dementia on self management of diabetes. This is a literature review of primary research articles. A number of contemporary research articles that met the inclusion criteria were selected for this review paper. These articles were selected using a number of search strategies and electronic databases, such as EBSCOhost Research and SwetsWise databases. The duration of diabetes, glycated haemoglobin levels and glycaemic fluctuations were associated with cognitive decline and dementia. Similarly, hypoglycaemia was significantly related to increased risk of developing cognitive decline and dementia. Furthermore, cognitive decline and dementia were associated with poorer diabetes management. There is evidence of the association between diabetes, cognitive decline and dementia including the shared pathogenesis between diabetes and Alzheimer’s disease. In addition, the self management of diabetes is affected by dementia and cognitive decline. It could be suggested that the association between diabetes and dementia is bidirectional with the potential to proceed to a vicious cycle. Further studies are needed in order to fully establish the relationship between diabetes, cognitive decline and dementia. Patients who have diabetes and dementia could benefit from structured education strategies, which should involve empowerment programmes and lifestyle changes. The detection of cognitive decline should highlight the need for education strategies

BRAZILIAN STUDENTS’ LEARNING AND STUDY STRATEGIES IN TEACHER EDUCATION PROGRAMS

This investigation is part of a larger ongoing research carried out in interinstitutional exchange with several universities in Brazil, one in the United States, and one in Portugal. Its main objectives are to identify the study and learning strategies of Brazilian university students from a public educational institution in the state of São Paulo and to analyze them in relation to students’ sociodemographic and academic life variables. The study included 163 university students enrolled in teacher education programs. Data were collected with the Learning and Study Strategies Inventory (LASSI – 3rd edition) – translated and adapted for use in Brazil – and a sociodemographic questionnaire. Descriptive and inferential statistical procedures were employed for data analysis. Students responded to the survey on the Platform Autorregular developed for the research. Overall, students reported using a range of learning and study strategies, with LASSI scale means near the mid-point of the five-point response scale. Significant relationships were found between LASSI scales and sociodemographic and academic life variables. We hope that data gathered in the present study can contribute to increase knowledge about factors that promote self-regulated learning and empower students towards college success in Brazil.Esta investigación es parte de una pesquisa en curso llevada a cabo en intercambio interinstitucional con varias universidades en Brasil, una en los Estados Unidos y otra en Portugal. Sus objetivos principales son identificar las estrategias de estudio y aprendizaje de estudiantes universitarios brasileños de una institución educativa pública en el estado de São Paulo, así como examinarlas en relación con las variables sociodemográficas. El estudio incluyó a 163 estudiantes universitarios de varios cursos de pregrado. Los datos fueron recolectados a través del Inventario de Estudio y Estrategias de Aprendizaje (LASSI – 3ra edición) – traducidos y adaptados para su uso en Brasil – y un cuestionario sociodemográfico. Se emplearon procedimientos estadísticos descriptivos e inferenciales para el análisis de datos. Los estudiantes respondieron a la encuesta sobre la Plataforma de Autorregulación, creada especialmente para la investigación. En términos generales, los estudiantes relataron usar una variedad de estrategias de estudio y aprendizaje moderadamente, que, en la escala LASSI, significa cerca del punto medio de la escala de respuesta de cinco puntos. Se encontraron relaciones significativas entre las escalas LASSI y algunas variables sociodemográficas. Se espera que los datos obtenidos en el presente estudio puedan aumentar el conocimiento sobre los factores que promueven el aprendizaje autorregulado y empoderan a los estudiantes hacia el éxito académico en la educación superior del Brasil.Esta investigação faz parte de uma pesquisa em andamento realizada em intercâmbio interinstitucional com várias universidades no Brasil, uma nos Estados Unidos e uma em Portugal. Seus principais objetivos são identificar as estratégias de estudo e aprendizagem de estudantes universitários brasileiros de uma instituição pública de ensino do estado de São Paulo e analisá-las em relação às variáveis sociodemográficas e de vida acadêmica dos estudantes. O estudo incluiu 163 estudantes universitários matriculados em programas de formação de professores. Os dados foram coletados com o Inventário de Estratégias de Aprendizagem e Estudo (LASSI – 3ª edição) – traduzido e adaptado para uso no Brasil – e um questionário sociodemográfico. Procedimentos estatísticos descritivos e inferenciais foram empregados para a análise dos dados. Os alunos responderam à pesquisa na Plataforma Autorregular desenvolvida para a pesquisa. No geral, os alunos relataram usar uma gama de estratégias de aprendizagem e estudo moderadamente, o que, na pontuação da escala LASSI, significa perto do ponto médio da escala de resposta de cinco pontos. Foram encontradas relações significativas entre as escalas LASSI e as variáveis sociodemográficas e de vida acadêmica. Esperamos que os dados coletados no presente estudo possam contribuir para o aumento do conhecimento sobre fatores que promovem a aprendizagem autorregulada e capacitam os alunos para o sucesso no Ensino Superior no Brasil

Bestial boredom: a biological perspective on animal boredom and suggestions for its scientific investigation

Boredom is likely to have adaptive value in motivating exploration and learning, and many animals may possess the basic neurological mechanisms to support it. Chronic inescapable boredom can be extremely aversive, and understimulation can harm neural, cognitive and behavioural flexibility. Wild and domesticated animals are at particular risk in captivity, which is often spatially and temporally monotonous. Yet biological research into boredom has barely begun, despite having important implications for animal welfare, the evolution of motivation and cognition, and for human dysfunction at individual and societal levels. Here I aim to facilitate hypotheses about how monotony affects behaviour and physiology, so that boredom can be objectively studied by ethologists and other scientists. I cover valence (pleasantness) and arousal (wakefulness) qualities of boredom, because both can be measured, and I suggest boredom includes suboptimal arousal and aversion to monotony. Because the suboptimal arousal during boredom is aversive, individuals will resist low arousal. Thus, behavioural indicators of boredom will, seemingly paradoxically, include signs of increasing drowsiness, alongside bouts of restlessness, avoidance and sensation-seeking behaviour. Valence and arousal are not, however, sufficient to fully describe boredom. For example, human boredom is further characterized by a perception that time ‘drags’, and this effect of monotony on time perception can too be behaviourally assayed in animals. Sleep disruption and some abnormal behaviour may also be caused by boredom. Ethological research into this emotional phenomenon will deepen understanding of its causes, development, function and evolution, and will enable evidence-based interventions to mitigate human and animal boredom

Differential effects of goal setting and value reappraisal on college women's motivation and achievement in statistics

textThe purpose of this dissertation was to investigate the differential effects of goal setting and value reappraisal on female students’ self-efficacy beliefs, value perceptions, exam performance and continued interest in statistics. It was hypothesized that the Enhanced Goal Setting Intervention (GS-E) would positively impact students’ self-efficacy beliefs and exam performance, whereas the Enhanced Value-Reappraisal (VR-E) was expected to positively affect students’ value perceptions and continued interest in learning statistics. A total of 88 female undergraduate students enrolled in two sections of an introductory statistics course completed the entire study. Students were primarily Caucasian, upper division, and traditionally aged. Students were stratified on course section and year in school and randomly assigned to one of three groups: Control Group (n=30); GS-E Group (n=27); and VR-E (n=31). GS-E asked students to both set and self-evaluate eight goals focused on reaching learning objectives for their upcoming statistics exam. VR-E presented students with messages about why learning statistics could be important for them and guided them in processing these messages. The Control Condition asked students to complete three Texas Information Literacy Tutorial modules and answer reflective questions. Findings from this dissertation partially supported the hypotheses related to VR-E, but no support was found for the hypotheses related to GS-E. The VR-E Intervention was found to positively impact measures of students’ value perceptions and continued interest. Immediate effects of VR-E were observed on: 1) the overall value students placed on learning statistics; 2) students’ interest and enjoyment of statistics; 3) the importance students placed on developing statistical knowledge and skills for the attainment of their future goals; and 4) students’ intentions to continue learning statistics on their own. However, relatively stronger and longer-lasting effects were observed on the later two variables. Also, students in the VR-E Group outperformed students in the GS-E Group on their post-intervention exam; however, neither group was significantly different from the Control Group. Findings from this research help to address the growing economic and social needs for the development and evaluation of theory-based educational interventions that target the improvement of college students’ achievement and continued interest in math and science education.Educational Psycholog

The Hockey Book

https://creativematter.skidmore.edu/altered_books_2019/1009/thumbnail.jp

Altered Book 5 - 2

Note: The winner of 2016https://creativematter.skidmore.edu/altered_books_2016/1014/thumbnail.jp

Altered Book 5 - 1

Note: The winner of 2016https://creativematter.skidmore.edu/altered_books_2016/1013/thumbnail.jp