Nasa's Land Remote Sensing Plans for the 1980's

Research since the launch of LANDSAT-1 has been primarily directed to the development of analysis techniques and to the conduct of applications studies designed to address resource information needs in the United States and in many other countries. The current measurement capabilities represented by MSS, TM, and SIR-A and B, coupled with the present level of remote sensing understanding and the state of knowledge in the discipline earth sciences, form the foundation for NASA's Land Processes Program. Science issues to be systematically addressed include: energy balance, hydrologic cycle, biogeochemical cycles, biological productivity, rock cycle, landscape development, geological and botanical associations, and land surface inventory, monitoring, and modeling. A global perspective is required for using remote sensing technology for problem solving or applications context. A successful model for this kind of activity involves joint research with a user entity where the user provides a test site and ground truth and NASA provides the remote sensing techniques to be tested

Cooperation versus competition effects on information sharing and use in group decision making

Information processing in groups has long been seen as a cooperative process. In contrast with this assumption, group members were rarely found to behave cooperatively: They withhold unshared information and stick to initial incorrect decisions. In the present article, we examined how group members' cooperative and competitivemotives impact on group information processing and propose that information sharing and use in groups could be seen as strategic behavior. We reviewed the latest developments in the literature investigating different forms of strategic information processing and their underlying mechanisms. This review suggests that explicit cooperative goals are needed for effective group decision-making

Cooperative learning and social skills development

In this chapter, we propose to review a series of cooperative learning studies that allow to pinpoint that social skills development is crucial for group work to be efficient in terms of cognitive/academic outcomes and that teachers can further this social skills development with a reasonable investment. We start with some highlights of a research programme showing how easily students can switch to competition even with cooperative instructions. We document this phenomenon at both university and at primary school levels. We then use this set of results to underline the importance of preparing students to cooperate when they have to work together. Finally, we summarise and document the benefits of two short simple interventions, one at university and the other at middle school, developed to address some potential resistance of teachers to invest in the development of social skills. The implications for teachers’ ability to accompany cooperative group work are discussed

When and why people don't accept cheating : self-transcendence values, social responsibility, mastery goals and attitudes towards cheating

Although self-transcendence values have received top rankings as moral values, research has yet to show how they relate to cheating. In two studies, (N = 129) and (N = 122), we analyze the indirect motivational path between self-transcendence values and acceptance of cheating. Both studies were carried out with third-year students in an international management school: Study 1 included 58 male and 65 female students (6 missing values), mean age: 22.38 (SD = 1.60). The study 2 sample comprised 46 male and 73 female students, (three missing values), mean age: 22.01 (SD = 1.74). We find that adherence to self-transcendence values positively predicts a social-responsibility driven motivation to study, namely wanting to study to help improve society. This, in turn, predicts the adoption of study-related mastery-approach achievement goals, characterized by a desire to understand course material. These learning-oriented goals negatively predict the acceptance of cheating. Study 2 also reveals that exposing individuals to representations of society characterized by opposing self-enhancement values of power and achievement is sufficient to render non-significant the negative relation between self-transcendence values and acceptance of cheating. The theoretical and practical significance of understanding motivational connections between higher-order life values and context-specific acceptance of dishonest behaviors is discussed

Practical cluster models for a layered β-NiOOH material

Due to the high oxygen evolution reaction (OER) activity, stability, and abundance of NiOx materials, they are found to be promising catalysts, competitive with expensive metal oxides such as IrO2 and RuO2. From a theoretical point of view, studies reported in the literature so far are mostly based on density functional theory using periodic slab models for the bulk and surface of βNiOOH, one of the active NiOx phases. However, cluster models are a valid method to investigate many aspects about structure, charge carrier transport properties, and OER activity of β-NiOOH. Hence, here we present new cluster models for the surface of β-NiOOH, where the oxygen atoms are bonded to Mg effective core potentials (ECPs) mimicking neighboring atom cores. This cluster embedding procedure is superior to saturating the cluster with hydrogen atoms, and to using other atomic ECPs for β-NiOOH.We find that layered materials such as β-NiOOH are more vulnerable to geometrical rupture and therefore a cluster approach requires additional care in choosing the embedding approach. We evaluated the models by using them to calculate the energy required for water adsorption and deprotonation, which are essential ingredients for OER. Specifically, our results agree with previous slab models that the first deprotonation reaction step requires a large amount of energy. In addition, we find that water and hydroxyl groups have high adsorption energy and therefore the first deprotonation step is limiting the reaction efficiency

Updated tests of scaling and universality for the spin-spin correlations in the 2D and 3D spin-S Ising models using high-temperature expansions

We have extended, from order 12 through order 25, the high-temperature series expansions (in zero magnetic field) for the spin-spin correlations of the spin-S Ising models on the square, simple-cubic and body-centered-cubic lattices. On the basis of this large set of data, we confirm accurately the validity of the scaling and universality hypotheses by resuming several tests which involve the correlation function, its moments and the exponential or the second-moment correlation-lengths.Comment: 21 pages, 8 figure

Dissipation in Mesoscopic Superconductors with Ac Magnetic Fields

The response of mesoscopic superconductors to an ac magnetic field is investigated both experimentally and with numerical simulations. We study small square samples with dimensions of the order of the penetration depth. We obtain the ac susceptibitity $\chi=\chi'+i\chi''$ at microwave frequencies as a function of the dc magnetic field $H_{dc}$. We find that the dissipation, given by $\chi''$, has a non monotonous behavior in mesoscopic samples. In the numerical simulations we obtain that the dissipation increases before the penetration of vortices and then it decreases abruptly after vortices have entered the sample. This is verified experimentally, where we find that $\chi''$ has strong oscillations as a function of $H_{dc}$ in small squares of Pb.Comment: 4 pages, 2 figure

To confirm or to conform ? Performance goals as a regulator of conflict with more competent others

International audienceDespite the fact that most competence-relevant settings are socially relevant settings,the interpersonal effects of achievement goals have been understudied. This is all the more surprising in the case of performance goals, for which self-competence is assessed using an other-referenced standard. In the present research, performance-goals are conceived as a social tool for regulating interpersonal behaviors with more competent others. In the confrontation with a more (vs. equally) competent disagreeing partner, performance-approach goals (focus on approaching normative competence) should be associated with more dominant behavior, i.e., competitive conflict regulation, whereas performance-avoidance goals (focus on avoiding normative incompetence) should be associated with more submissive behavior, i.e., protective conflict regulation. Four studies give support to these predictions with self-reported conflict regulation measures (Study 1 and 3), evaluation of models associated to self-confirmation and compliance (Study 2) and conflict regulation behaviors (Study 4). Theoretical contributions to both the literature on achievement goals and that on socio-cognitive conflict, as well as practical implications for the issue of competence asymmetry in educational settings, are discussed

Did my M.D. really go to university to learn? Detrimental effects of numerus clausus on self-efficacy, mastery goals and learning

International audienceExams with numerus clausus are very common in Medicine, Business Administration and Law. They are intended to select a predefined number of academic candidates on the basis of their rank rather than their absolute performance. Various scholars and politicians believe that numerus clausus policies are a vector of academic excellence. We argue, however, that they could have ironic epistemic effects. In comparison with selective policies based on criterion-based evaluations, selection via numerus clausus creates negative interdependence of competence (i.e., the success of some students comes at the expense of the others). Thus, we expect it to impair students' sense of self-efficacy and—by extension—the level of mastery goals they adopt, as well as their actual learning. Two field studies respectively reported that presence (versus absence) and awareness (versus ignorance) of numerus clausus policies at University was associated with a decreased endorsement of mastery goals; this effect was mediated by a reduction in self-efficacy beliefs. Moreover, an experimental study revealed that numerus clausus negatively predicted learning; this effect was, again, mediated by a reduction in self-efficacy beliefs. Practical implications for the selection procedures in higher education are discussed