A breath-by-breath respiratory measurement system and implementation of a functional residual capacity algorithm

Call number: LD2668 .T4 EECE 1988 P54Master of ScienceElectrical and Computer Engineerin

To calibrate or not to calibrate?:conditions and processes of metacognitive calibration during hypermedia learning

Es wurde untersucht, ob sich Lerner systematisch an Komplexität anpassen und ob diese Adaptivität mit ihrem Vorwissen und ihren epistemologischen Überzeugungen zusammenhängt. Hierzu wurden sie mit Aufgaben bzw. Texten unterschiedlicher Komplexität konfrontiert und mussten ihren Lernprozess planen (Studie I, n = 102) oder in einem Hypertext zum Thema „genetischer Fingerabdruck“ ausführen (Studie II, n = 35, und III, n = 51). Ergebnisse zeigen gute Adaptivität: z.B. planen Lerner elaboriertere Lernstrategien für komplexere Aufgaben und führen diese auch aus. Inhaltliches Vorwissen hat kaum Effekte auf die Lernplanung, führt aber in der Durchführung zu weniger Elaboration und zu besseren Lernergebnissen. „Sophistiziertere“ Überzeugungen gehen einerseits einher mit elaborierterer Lernplanung, stärkerer Adaptivität in der Durchführung, und besserer Argumentation, andererseits auch mit weniger korrekten Antworten

Cybermobbing unter deutschen Schülerinnen und Schülern: eine repräsentative Studie zu Prävalenz, Folgen und Risikofaktoren

"Die Forschungsergebnisse zum Thema Cybermobbing sind zum Teil widersprüchlich. Daher wurden in dieser Studie N=1734 Schülerinnen und Schüler zwischen 14 und 20 Jahren aus dem gesamten Bundesgebiet repräsentativ befragt. Es wurden eine direkte Cybermobbingfrage und mehrere verhaltensnahe Fragen nach negativen Vorfällen im Internet gestellt. Ein Drittel hatte schon Erfahrung mit negativen Vorfällen im Internet gemacht, aber nur 6% bezeichnen sich direkt als Opfer und 8% als Täter von Cybermobbing. Opfer berichten von vielfältigeren negativen Folgen als Schülerinnen und Schüler, die allein von negativen Vorfällen berichten. Des Weiteren zeigten sich bei beiden Fragearten ähnliche Risikofaktoren dafür, Opfer zu werden." (Autorenreferat)"Research on cyberbullying has resulted in contradictory findings. We conducted a representative telephone survey of 1734 students between 14 and 20 years from all federal states of Germany. A question about cyberbullying and several behavior-based questions about negative incidents on the Internet were posed. A third of the students have already experienced negative incidents on the Internet, but only 6 percent classified themselves as cyberbullying-victims and only 8 percent as cyberbullies. Victims of cyberbullying reported more diverse negative consequences compared to students having reported other negative incidents. Both types of questions revealed similar risk factors for becoming a victim." (author's abstract

Assessing supply, demand, and professional development needs of employees in water-related careers

Master of ScienceDepartment of Communications and Agricultural EducationShannon G. WashburnSTEM fields represent between 5% and 20% of all employed in the United States (United States Department of Labor – Bureau of Labor Statistics, 2015). Many employers of job positions in the STEM field have indicated an ongoing challenge of demand for such employees exceeding supply (Hira, 2010). Literature suggests a skills gap exists in some career fields and labor markets (Sentz, 2013). A topic that falls in many STEM fields in water resources. In Kansas, both supply and demand of water resources vary greatly across the state. A growing trend statewide, however, is a need to focus efforts on preserving the quality and quantity of Kansas’ water supply. Anecdotal evidence suggests the focus on water resources increases the demand for employees prepared for careers in related STEM fields (S. Metzger, personal communication, May 3, 2016). Drawing on both the Human Capital Theory and the Theory of Work Adjustment, descriptive survey research and qualitative interviews based in symbolic interactionism were used to gather data from employers of water-related job positions. The data indicated that a variety of employability and technical skills describe both employers’ ability requirements and employees’ ability sets. The results of the study suggest that, while employers have not recently experienced much challenge filling job vacancies, demand for employees could increase in the near future. Additionally, employers utilize a variety of professional development resources, and would utilize others if available. While levels of correspondence range among ability requirements and ability sets depending on the job position, efforts in education and recruitment could help address the supply of candidates for these positions

High School Students\u27 Adaptation of Task Definitions, Goals and Plans to Task Complexity – The Impact of Epistemic Beliefs

Accurate task perception is an important prerequisite for self-regulated learning. The present study explores if 12th-grade high school students (N=131) adapt their task definitions, goals and plans to task complexity when confronted with six differently complex tasks and if this process is related to their epistemic beliefs. Results indicate that students successfully discriminate between tasks and mostly adapt accordingly. For example, students plan to use the strategy of processing critically more frequently for progressively more complex tasks. These adaptations are also related to students\u27 epistemic beliefs. For example, students who believe in variable knowledge plan more shallow approaches to learning for simple tasks and deeper approaches for complex tasks than their counterparts believing in stable knowledge

Promoting students' argument comprehension and evaluation skills: Implementation of two training interventions in higher education

The ability to comprehend and evaluate informal arguments is important for making sense of scientific texts and scientific reasoning. However, university students often lack the skills necessary to comprehend the functional structure and evaluate the structural plausibility of informal arguments. The aim of this study was to evaluate the effectiveness of two training interventions to a) improve students' argument comprehension (identification of argument structure), and to b) improve students' argument evaluation (distinguishing good vs. bad arguments). The training interventions were implemented as a voluntary online add-on to a regular university course. The study used a crossover-experimental design with a pre-test and two training phases in which participants (N = 29) alternated between the two training interventions. Students generally improved on the measures of scientific literacy that were practiced in each training intervention. The results provide evidence that voluntary online training interventions for components of scientific literacy can be effectively integrated into higher education settings. However, results further showed an interference effect between the training interventions, indicating that students had problems integrating the different aspects of scientific literacy targeted in the two training interventions

Understanding child and adolescent cyberbullying

Global development of digital technologies has provided considerable connectivity benefits. However, connectivity of this scale has presented a seemingly unmanageable number of potential risks to psychological harm especially experienced by children and adolescents; one such risk is cyberbullying. This chapter will initially address the origins of bullying, leading into an overview of cyberbullying. A review of the unique characteristics of online communication will shed light on the ongoing debate concerning cyberbullying being potentially more than an extension of traditional bullying. Current research findings encompassing prevalence, types of behavior, consequences, and the roles within cyberbullying activity will be discussed to guide future interventions to reduce the risk of vulnerability for children and adolescents. In parallel, this chapter also considers the relative and perhaps distorted risk perception that young people have of becoming a cybervictim. Finally, this chapter acknowledges current understanding to support future digital and social evolvement.N/