Academic literature on the topic 'Content choices'
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Journal articles on the topic "Content choices"
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Cardona-Rivera, Rogelio, Justus Robertson, Stephen Ware, Brent Harrison, David Roberts, and R. Young. "Foreseeing Meaningful Choices." Proceedings of the AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment 10, no. 1 (June 29, 2021): 9–15. http://dx.doi.org/10.1609/aiide.v10i1.12716.
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A choice positively contributes to a player's sense of agency when it leads to meaningfully different content. We shed light on what a player may consider meaningfully different by developing a formalism for interactive stories in terms of the change in situational content across choices. We hypothesized that a player will feel a higher sense of agency when making a choice if they foresee the available actions lead to meaningfully different states. We experimentally tested our formalism's ability to characterize choices that elicit a higher sense of agency and present evidence that supports our claim. Study participants (n=88) played a choose-your-own-adventure game and reported a higher sense of agency when faced with choices that differed in situational content over choices that didn't, despite these choices differing in non-situational ways. We contend our findings are a step toward principled approaches to the design of interactive stories that target specific cognitive and affective states.
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Hansen, Klaus-Henning. "Teachers' choices of content and context in computer-education courses." Computers & Education 21, no. 1-2 (July 1993): 17–23. http://dx.doi.org/10.1016/0360-1315(93)90043-i.
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Rozas Gómez, Claudia. "Risky Choices." Teachers' Work 18, no. 1 (August 6, 2021): 36–51. http://dx.doi.org/10.24135/teacherswork.v18i1.308.
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Achievement data from New Zealand secondary schools suggest that students from lower socio-economic communities have fewer opportunities to engage with complex content in subject English. This article examines this phenomenon by drawing on Foucault’s notion of governmentality and considers how a context of simultaneously increased autonomy and surveillance may shape curriculum and assessment choices. To explore these ideas, I use interview data from ten secondary English teachers in the wider Auckland region. I complement Foucault’s (1982) explanation of governmentality with Ball, Maguire, and Braun’s (2012) notion of policy enactment to explore spaces of both compliance and resistance.
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Bagchi, Aditi. "Would Reasonable People Endorse a ‘Content-Neutral’ Law of Contract?" European Review of Contract Law 17, no. 2 (June 1, 2021): 245–55. http://dx.doi.org/10.1515/ercl-2021-0012.
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Abstract This essay raises two challenges to Peter Benson’s compelling new account of contract law. First, I argue that Benson’s use of the concept of reasonableness goes beyond the Rawlsian account to require that we impute to others a capacity to transcend their contingent circumstances in the context of contractual choice. In fact, our choices in contract are driven by external contingencies and it is only reasonable to take those constrains on other people’s choices into account. Second, I contest Benson’s related claim that contract law should be, and largely is, content-neutral. I argue to the contrary that the justice of a society depends on the cumulative outcomes from market transactions, and the justice of transactions depends on the justice of the institutional matrix of which transactional law is one part.
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Livingstone, Katherine M., Gavin Abbott, Karen E. Lamb, Kate Dullaghan, Tony Worsley, and Sarah A. McNaughton. "Understanding Meal Choices in Young Adults and Interactions with Demographics, Diet Quality, and Health Behaviors: A Discrete Choice Experiment." Journal of Nutrition 151, no. 8 (May 24, 2021): 2361–71. http://dx.doi.org/10.1093/jn/nxab106.
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ABSTRACT Background Our understanding of meal choices is limited by methodologies that do not account for the complexity of food choice behaviors. Discrete choice experiments (DCEs) rank choices in a decision-making context. Objectives This study aimed to rank the relative importance of influences on meal choices in young adults and examine interactions by subgroups. Methods Adults (18–30 y) living in Australia were recruited via social media to complete an Internet-based DCE and survey. Participants were presented with 12 choice sets about a typical weekday meal, consisting of 5 attributes (taste, preparation time, nutrition content, cost, and quality). Diet quality (Dietary Guideline Index) was calculated from brief dietary questions. Conditional logit models ranked meal attributes, including interactions by sex, education, area-level disadvantage, diet quality, and weight status. Results In total, 577 adults (46% female, mean ± SD age 23.8 ± 3.8 y) completed the DCE and survey. Nutrition content was the most important influence on meal choice (B: 1.48; 95% CI: 1.31, 1.64), followed by cost (B: –0.75; 95% CI: –0.87, –0.63), quality (B: 0.58; 95% CI: 0.49, 0.67), taste (B: 0.55; 95% CI: 0.45, 0.65), and preparation time (B: –0.42; 95% CI: –0.52, –0.31). Females, those with higher diet quality, and those with a BMI (in kg/m2) <25 had higher preferences for better nutrition content. Females had higher preferences for better taste and lower preferences for higher-cost meals. Participants with higher education had higher preferences for better nutrition content. Participants living in higher area-level disadvantage areas had higher preferences for longer preparation time. Conclusions Nutrition content was the most important influence on young adults’ meal choices. Preferences differed by sex, socioeconomic position, diet quality, and weight status. Findings show the suitability of DCEs for understanding food choice behaviors in young adults and support the need for meal-based interventions to be tailored according to demographic and health characteristics.
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Al Hamra, Anwar, and Pascal A. Felber. "Design choices for content distribution in P2P networks." ACM SIGCOMM Computer Communication Review 35, no. 5 (October 6, 2005): 29–40. http://dx.doi.org/10.1145/1096536.1096540.
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Brierley, Meaghan, and Charlene Elliott. "Transparent choices: communicating packaged food content to children." Visual Communication 16, no. 1 (January 9, 2017): 57–74. http://dx.doi.org/10.1177/1470357216668693.
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Focusing on how children make food choices, this article presents research to support efforts to meet children’s information needs when it comes to food packaging. Using focus groups, the authors examine children’s perspectives on ‘most healthy’ and ‘least healthy’ packaged food. Findings reveal that children understand whole foods as ‘healthy’ foods, use the Nutrition Facts label to guide their decisions, and interpret package visuals as literal descriptions of what a food contains. These findings provide evidence-based support to improve food packaging design regulations. Finally, the authors call for transparent visual communication strategies, which aim to improve the critical thinking skills of children, and provide a foundation for informed decision-making across a lifetime.
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Porter, Christine M. "‘Choice’: what we mean by it, and what that means for preventing childhood obesity." Public Health Nutrition 16, no. 1 (March 6, 2012): 123–29. http://dx.doi.org/10.1017/s1368980012000596.
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AbstractObjective(i) To map how US adults value ‘choice’ in the context of obesity policy and (ii) to discuss implications for obesity prevention in children.DesignSemi-structured interviews (n 105) were conducted between 2006 and 2009 about causes of and solutions to childhood obesity. Quotes captured in field notes from community meetings (n 6) on childhood obesity prevention were also analysed. Each use of the word ‘choice’ and its variants was identified in these texts. Content and discourse were analysed to identify the implied values and meaning in each use.SettingNorth-eastern USA.SubjectsOne hundred and five adults, some involved in childhood obesity prevention initiatives.ResultsThree distinct frames of ‘choice’ emerged: (i) having choices (choice as freedom), (ii) making choices (choice as responsibility) and (iii) influencing choices (contextual constraints and impacts on choice). Many speakers used more than one frame over the course of an interview. Most people using the third frame seemed to share the values behind the first two frames, but focused on conditions required to enable people to be accountable for their choices and to make truly free choices. A small subset thought outside the frame of individual choice, valuing, as one person put it, a ‘social contract’.ConclusionsPublic debate in the USA about responsibility for and solutions to rising obesity rates often hinges on notions of ‘choice’. These frames, and the values underlying them, are not mutually exclusive. Respecting the values behind each ‘choice’ frame when crafting obesity prevention policy and employing all three in public communications about such policy may facilitate greater consensus on prevention measures.
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Stuart Holmes Rosenthal, David. "Architectural choices in LOCKSS networks." Library Hi Tech 32, no. 1 (March 11, 2014): 2–10. http://dx.doi.org/10.1108/lht-09-2013-0120.
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Purpose – The LOCKSS digital preservation technology collects, preserves and disseminates content in peer-to-peer networks. Many such networks are in use. The Global LOCKSS Network (GLN) is an open network with many nodes in which libraries preserve academic journals and books that they purchase. The CLOCKSS network is a closed network, managed by a non-profit consortium of publishers and libraries to form a dark archive of e-journal content. There are also many Private LOCKSS Networks (PLNs) preserving various genres of content. Each of these networks is configured to meet the specific requirements of its community and the content it preserves. This paper seeks to address these issues. Design/methodology/approach – This paper describes these architectural choices and discusses a development that could enable other configurations. Findings – Third-party rights databases would allow hosted LOCKSS networks. Practical implications – Hosted LOCKSS networks would be cheaper. Originality/value – Reducing cost of digital preservation is important in a time of strained library budgets.
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Rashchupkina, Yuliya, Yuliya Tushnova, and Dalen Alasaad. "Features of procedural characteristics of life elections of young people depending on types of personal maturity/immaturity." SHS Web of Conferences 70 (2019): 08031. http://dx.doi.org/10.1051/shsconf/20197008031.
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The article presents the results of a study of the procedural characteristics of life choices by young people. The choices of life are choices of lifestyle, career and other significant. For each of the life choices, the process characteristics are considered, which reflect confidence, independence, awareness of choice and expressed in the self-esteem of respondents. The procedural characteristics are analyzed in connection with the maturity of the personality, which determines their specificity for each of life’s choices. Personal maturity is considered as a specific phenomenon, the structure of which is reflected by the integrity of interconnected components, including value-motivational, emotional-volitional, reflective, operational components. Types of personality maturity are distinguished on the basis of the content of each of the components and are considered in the continuum “personality maturity - personality immaturity”. Empirically studied and disclosed are the features of the process characteristics of each of the life choices of young people, depending on the severity and types of their personal maturity. It is empirically established that the severity of the procedural characteristics of each of the life choices is due to the type of maturity or immaturity. Each of the life choices of young people was considered in the context of maturity.
Dissertations / Theses on the topic "Content choices"
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Broman, Karolina. "Chemistry: content, context and choices : towards students' higher order problem solving in upper secondary school." Doctoral thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-95956.
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Chemistry is often claimed to be difficult, irrelevant, and uninteresting to school students. Even students who enjoy doing science often have problems seeing themselves as being scientists. This thesis explores and challenges the negative perception of chemistry by investigating upper secondary students’ views on the subject. Based on students’ ideas for improving chemistry education to make the subject more interesting and meaningful, new learning approaches rooted in context-based learning (CBL) are presented. CBL approaches are applied in several countries to enhance interest, de-emphasise rote learning, and improve students’ higher order thinking. Students’ views on upper secondary school chemistry classes in combination with their problem- solving strategies and application of chemistry content knowledge when solving context-based chemistry tasks were investigated using a mixed methods approach. Questionnaire responses, written solutions to chemistry problems, classroom observations, and think-aloud interviews with upper secondary students at the Natural Science Programme and with experts working on context- based chemistry tasks were analysed to obtain a general overview and explore specific issues in detail. Several students were identified who had positive feelings about chemistry, found it interesting, and chose to continue with it beyond the compulsory level, mainly with the aim of future university studies or simply because they enjoyed it. Their suggestions for improving school chemistry by connecting it to everyday life prompted an exploration of CBL approaches. Studies on the cognitive learning outcomes arising from the students’ work on context-based tasks revealed that school chemistry heavily emphasises the recall of memorised facts. However, there is evidence of higher order thinking when students’ problem-solving processes are scaffolded using hints based on the Model of Hierarchical Complexity in Chemistry (MHC-C). In addition, the contextualisation of problems is identified as something that supports learning rather than distracting students. To conclude, the students in this thesis are interested in chemistry and enjoy chemistry education, and their motives for choosing to study chemistry at the post-compulsory level are related to their aspirations; students’ identity formation is important for their choices. Because students are accustomed to recalling facts and solving chemistry problems that have “one single correct answer”, they find more open problems that demand higher order thinking (e.g. knowledge transfer) unfamiliar and complex, suggesting that such processes should be practiced more often in school chemistry.Kemi är ett skolämne som generellt anses vara både svårt, irrelevant och ointressant för ungdomar. Trots att det ändå finns ungdomar som uppskattar naturvetenskap i allmänhet och kemi i synnerhet, har de ofta problem att se sig själva som naturvetare eller kemister. Denna avhandling undersöker och ifrågasätter den negativa bilden av kemiämnet genom att till en början studera gymnasieelevers syn på kemi. Med utgångspunkt från naturvetarelevers förslag för att förbättra kemiundervisningen och göra ämnet mer intressant och meningsfullt, anknyter avhandlingen därefter till kontextbaserad kemi. Kontextbaserade kurser används i flera länder för att öka elevernas intresse, minska fokuseringen på utantillkunskaper och utveckla elevernas mer avancerade tänkande; med andra ord med målet att uppnå ett meningsfullt lärande. Vid kontextbaserade angreppssätt utgår man från ett sammanhang (kontexten), ofta något personligt eller samhälleligt, som ska vara relevant och intressant. Från dessa kontexter koncentreras därefter undervisningen på de ämneskunskaper man behöver ha för att förstå sammanhanget (s.k. need-to-know). Syftet med avhandlingen är att undersöka naturvetarelevers syn på gymnasiekemin, både deras intresse för ämnet och deras skäl att välja det naturvetenskapliga programmet på gymnasiet, samt elevernas problemlösningsförmåga och användande av ämneskunskaper när de löser kontextbaserade kemiuppgifter. Skälet att studera naturvetarelever på gymnasiet är att dessa elever uppfattas som möjliga framtida naturvetare eftersom de själva har valt naturvetenskaplig inriktning efter den obligatoriska grundskolan. Med hjälp av olika metoder (enkäter, klassrums- observationer, skriftliga lösningar till kemiuppgifter och intervjuer med både elever och experter som löser kemiuppgifter) har analyser genomförts för att dels får en allmän överblick, dels för att utforska specifika delar i detalj både gällande kognitiva och affektiva aspekter av lärande. Resultaten visar att flertalet elever har en positiv inställning till kemi, många tycker att ämnet är intressant och har valt att fortsätta läsa kemi efter den obligatoriska grundskolan främst med målet att studera vidare på universitetsnivå, men också eftersom de specifikt uppskattar kemi. Gymnasieeleverna lyfter fram lärarna som viktiga och lärarstyrda kemilektioner anses positivt, speciellt om lärarna är strukturerade i sin undervisning. Ett vanligt skäl till att välja naturvetenskapsprogrammet är också att man aktivt väljer utbildning med utgångspunkt från vilken skola man vill gå på, något som i denna avhandling tolkas som ett identitetsskapande. Elevernas förslag för att förbättra skolkemin genom att anknyta kemin till vardagen låg till grund för avhandlingens fortsatta inriktning mot kontextbaserade angreppssätt. Analyser av elevernas kognitiva resultat när de löser kontextbaserade kemiuppgifter visar att dagens skolkemi tydligt fokuserar på att memorera faktakunskaper. Eleverna är vana att använda utantillkunskaper när de löser kemiuppgifter eftersom uppgifterna, enligt eleverna, efterfrågar ”det rätta svaret”. Däremot visar studierna också att ett mer avancerat tänkande kan uppnås när elevernas problemlösning stöds av hjälp och ledtrådar som baseras på ett specifikt ramverk, MHC-C (Model of Hierarchical Complexity in Chemistry). När det gäller ämneskunskaperna som krävs för att lösa de kontextbaserade kemiuppgifterna är vissa kemibegrepp viktiga tröskelbegrepp (sk. threshold concepts). Med hjälp av medvetenhet om tröskelbegrepp, som exempelvis polaritet och elektronegativitet för löslighetsuppgifter inom den organiska kemin, kan en större helhetsförståelse för övergripande begrepp (crosscutting disciplinary concepts) som förhållandet mellan kemiska ämnens struktur och egenskaper förhoppningsvis uppnås. När det gäller affektiva resultat anser eleverna att kontexterna i uppgifterna både var intressanta och relevanta, främst när en personlig anknytning var tydlig. Dessutom visade sig kontexterna i uppgifterna vara positiva för lärandet, inte en distraktionsfaktor. Sammanfattningsvis konstateras att svenska elever på naturvetenskaps- programmet är intresserade av kemi och uppskattar kemiundervisningen, speciellt om kemin knyts till vardagen och att lärarna har en tydlig struktur i sin undervisning. Elevernas skäl att välja fortsatta kemistudier efter den obligatoriska grundskolan kan knytas till deras utbildningssträvan men också att elevers identitetsskapande är viktigt för deras gymnasieval. Med hjälp av kontextbaserade angreppssätt kan kemiundervisningen göras mer intressant och relevant samtidigt som elevernas problemlösningsförmåga kan utvecklas. När eleverna möter mer öppna frågor som kräver förklaringar och resonemang är de ovana vid detta och uppfattar uppgifterna komplicerade, samtidigt som de uppskattar denna typ av uppgifter eftersom de uppfattas relevanta och intressanta. Slutsatsen blir att elevernas förmåga till problemlösning av öppna frågor som både kräver faktakunskaper men också förklaringar och resonemang måste tränas oftare inom ramen för skolans kemi för att utveckla elevernas meningsfulla lärande.
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Persson, Ghylfe Niklas. "Content of Communication in English 7Teacher Choices and Underlying Factors." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-92771.
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This essay provides perspectives from four teachers with over eighty years combinedexperience on their choices of content of communications in English 7. The reason forconducting this study is that in English 7, which is the last English course in Swedish uppersecondaryschool, the teacher may face a diverse group of students with different programgoals, which may lead to different content needs. The aim of the study is to explore thisquestion, considering factors that affect choices in the course and what social domain it will besituated in.Data were gathered through semi-structured interviews with four experienced teachers andanalyzed using qualitative content analysis. The study reveals that one strategy for solving theabove-mentioned problem is student influence, which, in short, means that the teacher lets thestudents pick content that matches the requirements in the content of communications. Otherfindings reveal that relationships with other teachers can affect the communication content incross-subject work, the teachers second subject and personal interests affect have differentamounts of influence, what method the teacher choose in course units and what part of thecurriculum the teachers consider a priority. This essay is useful for several purposes,policymakers will be able to see how teacher reason and practice particular parts of policydocuments, teachers will be able to ask themselves the same questions and reflect on whataffects their own teaching, and teaching students will be able to see how they can include theirpassion or knowledge into subject matter.
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Brown, Philip Reid. "Content and Choices: An Exploration of Career Goals in Undergraduate Engineering Students." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/70879.
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The careers that students pursue after graduating from engineering programs are a central component to engineering education. However, we lack perspective on how students, the main stakeholder of the engineering education system, describe the goals they have for their post-graduation careers and make choices related to those goals. As a first step in closing this gap, I explored the different types of career goals that students have, investigated how students connect different types of goals to choices they make in engineering programs, and developed a survey instrument for future research on career goals. My sequential mixed methods study consisted of three phases. In the first phase, I analyzed interview data via the constant comparative method to explore the different types of career goals that students described. In second phase, I used the types of goals identified in phase one to analyze how students described connecting their career goals to choices they made as undergraduates in longitudinal interview data. In the final phase, I adapted the ideas from phase one and phase two into a quantitative survey instrument, which I piloted for validity and reliability. My study produced four main outcomes. The first outcome was identifying two distinct types of career goals held by students including goals about the jobs students want post-graduation and goals relative to job attributes rather than specific jobs. The second outcome was that students connected both types of career goals to choices they make in the present academic context. The third outcome was that career goals and their connection to choices students make could be measured in a valid, reliable survey instrument. Finally, my results suggest that there may be differences in the ways that male and female students describe their career goals and the ways that career goals are connected to choices. These outcomes have broad implications for students, educators and researchers in the engineering education system.Ph. D.
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Wigginton, Erin O'Donnell. "The Choices and Uses of Technological Tools in High School Government Classes." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/29493.
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The purpose of this study was to examine how government teachers make decisions regarding the type of technological tools they incorporate in their instruction. As a case study of two teachers, this work was oriented by the question: How are U.S. Government teachers' beliefs and perspectives about learning and teaching reflected in their pedagogical practice and use of technological tools.
There is little work about how teachers prepare students for the 21st century. Teaching U.S. Government or about the U.S. government has been ignored in much of the research of social studies classes. Additionally, most studies that examine the use of technological tools in the social studies classroom have either investigated the use of non-digital tools specifically or the use of digital tools specifically. Few studies combine how social studies teachers use both non-digital and digital tools in their instruction. My goal was to shift the gaze and include the swirl of influences shaping U.S. Government teachers' decision-making process as when both types of technological tools are used with their classes.
This study has its antecedents in my desire to examine Technological Pedagogical Content Knowledge, TPCK. TPCK is a theoretical framework that posits that technological knowledge, pedagogical knowledge, and content knowledge are the key elements to understand teachersâ instructional choices. The findings in this study indicate that while TPCK can offer teachers a framework to help begin to understand knowledge bases one could consider when planning class instruction, it falls short of providing the complete picture necessary to describe teacher decisions.Ph. D.
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Asp, Karl. "Om att välja vad och hur : musiklärares samtal om val av undervisningsinnehåll i ensemble på gymnasiets estetiska program." Licentiate thesis, Örebro universitet, Musikhögskolan, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-20423.
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This study investigates how teachers of the subject ensemble in Swedish upper secondary school talk about their choices of subject content in light of their background as musicians and/or music teachers? According to current regulations and curricula (Läroplan för de frivilliga skolformerna, Lpf 94; Programmål för Estetiska programmet, ES 2000:05) the Swedish upper secondary school system can be described as goal-centered, which implies that the goals of the education are in focus and that methods and material to achieve those goals can show great variances. The aim of this study is to investigate how music teacher talk about their choices of content in relation to several background factors like music teacher education and experience and their experience as professional performers. Research questions are: * How do musicteachers talk in groupinterviews regarding choices of content in ensemble in upper secondary school? * What do musicteachers perceive as essential contents in music teaching in the subject ensemble? The conceptual framework in this study is inspired by Berger and Luckmann’s (1966/1979) theories of the construction of reality. This means that a non-essentialist approach is taken and that subject matter, content and curricula all are understood as constructs in relation to a context, historically and cultural specific (Burr, 2003). This explains the focus on the interviewees professional backgrounds in relation to choice of content. Furthermore it relies on discourse psychology (Potter & Wetherell, 1987) where interpretative repertoires is used as an analytical tool. By focus group-interviews (Wibeck, 2000; Morgan, 1998) data has been collected and then analyzed. The interviewees are both professional musicians and music teachers, and they are all working as music teachers in upper secondary schools. The results of the study indicates that the teachers’ talk about choices of content is constructed mainly through their experiences of performing and professional musicianship and that didactical constructions highly relies on those experiences. This means that music as a subject (cf. Nielsen, 1998) is often seen as a product, as in a concert or a recording, and that the music teachers’ professional experiences of making music is an important ground for accomplishing that task. This raises further questions about how music teaching should be carried out and what implications the focus on a product has on musical learning from a democratic as well as a pedagogical perspective.
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Noguchi, Takao. "Choice evaluation and context effects." Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/63781/.
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Behavioral research has long documented that the choices an individual makes do not always follow the maximization of expected values. To describe the utility an individual maximizes through his or her choices, one class of models - static models - has been previously developed. These models are reviewed in Chapter 1. To assess the static models, a non-parametric method to reveal the utility of alternatives is developed in Chapter 2. The results show that the utility predicted from the static models deviates from the estimated utility. Utility, however, is relatively unstable across contexts determined by information presentation formats, choice set-sizes, the structures of alternatives, and the relationships between alternatives. This instability is a topic for Chapters 3, 4, and 5. Following Chapter 3, which examines effects of information presentation formats and choice set-sizes on risk-taking, Chapter 4 further investigates how the contexts impact on choice evaluation. Then, Chapter 5 examines process of choice evaluation by analyzing eye-movements during choices. The results from these three chapters indicate that choices are systematically altered with contexts, supporting instability of utility. The instability of utility conflicts with the principle of utility maximization, and Chapters 5 and 6 consider another class of models - dynamic models - which can accommodate utility instability. A dynamic model assumes that an individual iteratively and stochastically develops preferences for each alternative, until preference for one alternative reaches a choice criterion. The exact processes of preference development is investigated in Chapter 5, which suggests that a dynamic model should be based on single-attribute pair-wise comparisons. Following this suggestion, a new model - multi-alternative decision by sampling - is proposed in Chapter 6. Chapter 7 discusses overall implications of the results for the principle of utility maximization and model evaluation. I conclude that models should be assessed not only on their ability to predict choices but also on their ability to predict concurrent process measures, including eye-movements.
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Decker, Nathaniel K. "Choice, Management, & Modification: Situational Context in Risky Choice." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4026.
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We sought to examine the potential differences between different types of risky decisions. While some decisions are easily represented as choices between future alternatives, other decisions may be better represented as the management of a personally owned situation. Schneider (2003) created the risk management task, which manifested these situated improvement decisions, and identified a unique pattern of risk preferences when compared to the standard gambling paradigm. To determine what cognitive processes might be differentially activated for each type of decisions so as to yield these risk preference differences, we incrementally manipulated the gambling paradigm to parse potentially influential elements of situational context from both risky choice and risk management. The elements of context found to be influential were (a) making an improvement of your situation rather than a choice within your situation, (b) integrating information into a more compact display, and (c) limiting the visual salience of consequence information. The implications of these results as they relate to current formal models of decision making and subsequent investigations of decision context are addressed. Future directions using a similar appreciation of individual perceptual and cognitive processes when studying decision making are also discussed.
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Fischer, Manfred M., Rico Maggi, and Christian Rammer. "Contact Decision Behaviour in a Knowledge Context. A Discrete Choice Modelling Approach Using Stated Preference Data." WU Vienna University of Economics and Business, 1991. http://epub.wu.ac.at/4220/1/WSG_DP_1391.pdf.
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Colburn, Marta R. "Liberalism, Community, and the Context of Choice." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4888.
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Issues of community have become an important focus in the field of political theory in North America. Critics of liberalism, the dominant American theoretical tradition, have charged that liberal theorists have misconceived the nature of community at the ontological and societal level. Some critics see a relationship between the failure of liberal theorists to adequately address community and certain social pathologies facing the American liberal polity. This thesis seeks to address the following questions: How have liberal theorists typically dealt with the issue of community? What are the major criticisms related to issues of community currently being leveled at liberalism? Are there theorists who have noted liberalism's weaknesses with regard to community and who have retooled the liberal enterprise? Finally, assuming a liberal response, which of these if any are the most compelling? In response to the last question, the work of two liberal theorists, Will Kymlicka and William Galston, are analyzed for their responses to criticisms of liberalism issuing from the communitarian school. In the findings of this thesis, the liberal response found in Kymlicka's Liberalism, Community, and Culture presents the most powerful reply to these critiques. Kymlicka uses the challenge of minority rights to liberal conceptions of justice to argue that liberal traditions can be drawn upon for a coherent recognition of culture as an essential right of the individual. Kymlicka bases his argument for expanding liberal understandings of minority rights on liberalism's commitment to equality of circumstances; viewing culture as a potential source of inequality which the dominant culture takes for granted, but which minority cultures must struggle to maintain. By addressing the questions above I hope to contribute to the debate about liberalism and community and sharpen the insights of liberal political theory. By incorporating the insights of Kymlicka into liberal theory I believe that liberalism can better address public policy challenges in contemporary American society, many of which are closely tied to concerns of community.
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蘇英麟 and Ying-lun So. "Guanxi in Chinese cultural context: a choice-theoretic approach." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31239286.
Full textBooks on the topic "Content choices"
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T, Olson Lanell, ed. Choices: For eating, exercising and enjoying-- when counting carbohydrates. [S.l.]: Diabetes Center of Excellence, 2001.
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South Asian Network for Development and Environmental Economics and Economic Research Group (Dhaka, Bangladesh), eds. Managing the arsenic disaster in water supply: Risk measurement, costs of illness, and policy choices for Bangladesh. Kathmandu: South Asian Network for Development and Environmental Economics, 2007.
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Christopher, Anderson. Citizens, context, and choice: How context shapes citizens' electoral choices. Oxford: Oxford University Press, 2011.
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Franz, Marion J. Exchanges for all occasions: How to use the exchange system for healthy and creative food choices. 3rd ed. Minneapolis, Minn: Chronimed Pub., 1993.
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Adivasi life stories: Context, constraints, choices. Jaipur: Rawat Publications, 2007.
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Hertzman, Clyde. The health context of worklife choices. Toronto: Canadian Mental Health Association, 1986.
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Katherine, Powell, ed. Making choices: Reading issues in context. Boston: Houghton Mifflin Co., 1997.
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Sen, Amartya Kumar. Freedom of choice: Concept and content. Helsinki: World Institute for Development Economics Research, 1987.
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Bruijn, Bart de. Foundations of demographic theory: Choice, process, context. [Amsterdam]: Thela Thesis, 1999.
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Co-ordination in context: Institutional choices to promote exports. Aldershot, Hants, England: Ashgate, 1998.
Find full textBook chapters on the topic "Content choices"
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Horneman, Jurie. "Adapting Content to Player Choices." In Procedural Storytelling in Game Design, 37–48. Second edition. | Boca Raton : Taylor & Francis, 2019.: A K Peters/CRC Press, 2019. http://dx.doi.org/10.1201/9780429488337-5.
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Al Hamra, Anwar, Ernst W. Biersack, and Guillaume Urvoy-Keller. "Architectural Choices for Video-On-Demand Systems." In Web Content Caching and Distribution, 129–38. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/1-4020-2258-1_9.
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Grill, K. "Shaping the context and content of food choices." In The ethics of consumption, 166–71. Wageningen: Wageningen Academic Publishers, 2013. http://dx.doi.org/10.3920/978-90-8686-784-4_26.
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Christensen, Bo T., and Sille Julie J. Abildgaard. "Inside the DTRS11 Dataset: Background, Content, and Methodological Choices." In Analysing Design Thinking: Studies of Cross-Cultural Co-Creation, 19–38. Leiden,The Netherlands : CRC Press/Balkema, [2017]: CRC Press, 2017. http://dx.doi.org/10.1201/9781315208169-2.
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Mariel, Petr, David Hoyos, Jürgen Meyerhoff, Mikolaj Czajkowski, Thijs Dekker, Klaus Glenk, Jette Bredahl Jacobsen, et al. "Validity and Reliability." In Environmental Valuation with Discrete Choice Experiments, 111–23. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-62669-3_8.
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AbstractThis chapter concerns different aspects of validity and reliability of a discrete choice experiment. Firstly, it focuses on three essential concepts for assessing the validity of the welfare estimates obtained in the choice experiment, namely content, construct and criterion validity. Secondly, it discusses how the reliability of the recorded choices can be assessed. It then discusses issues related to model comparison and selection. Finally, it addresses prediction in discrete choice models as a way to assess the quality of a model.
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Siegler, Robert S. "How Content Knowledge, Strategies, and Individual Differences Interact to Produce Strategy Choices." In Interactions Among Aptitudes, Strategies, and Knowledge in Cognitive Performance, 73–89. New York, NY: Springer New York, 1990. http://dx.doi.org/10.1007/978-1-4612-3268-1_7.
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Ametller, Jaume, and Jim Ryder. "The Impact of Science Curriculum Content on Students’ Subject Choices in Post-compulsory Schooling." In Understanding Student Participation and Choice in Science and Technology Education, 103–18. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7793-4_7.
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Brunet, James, Athanasios Demetri Pananos, and Aleksander Essex. "Review Your Choices: When Confirmation Pages Break Ballot Secrecy in Online Elections." In Electronic Voting, 36–52. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15911-4_3.
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AbstractOnline voting systems typically display a confirmation screen allowing voters to confirm their selections before casting. This paper considers whether a network-based observer can extract information about voter selections from the length of the exchanged network data.We conducted a detailed analysis of the Simply Voting implementation, which had randomly varying lengths of exchanged data due to dynamic page content and gzip compression. We demonstrated that we could correctly guess a voter’s selection with accuracy values ranging up to 100% in some instances. Even on more complex ballots, we generally could still rule out some combinations of candidates. We conducted a coordinated disclosure with the vendor and worked with them to roll out a mitigation.To their credit, this discovery (and therefore its fix) was made possible by their willingness to provide a publicly accessible demo, which, as we will show, remains a rarity in the industry.
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Lobato, Ramon, and Alexa Scarlata. "Regulating Discoverability in Subscription Video-on-Demand Services." In Palgrave Global Media Policy and Business, 209–27. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-95220-4_11.
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AbstractIn recent years, the growing popularity of services such as Netflix, Amazon Prime Video, and Disney+ has raised complex challenges for media policy. Established policy approaches in a range of areas including audio-visual licensing, classification, censorship, and local production support are now being disrupted as governments grapple with the “Netflix effect” and its implications for national markets and institutions. Meanwhile, consumption practices are also changing as the algorithmically curated interfaces of SVOD services invite audiences to discover content in new ways. In particular, the use of personalised recommendation and other algorithmic filtering techniques has prompted discussion of how SVODs manage the visibility of different kinds of content—and whether these discovery environments require a policy response. This chapter explores how discoverability has emerged as a topic of debate, specifically in relation to SVOD services, and how this is connected to other precedents in audio-visual law and policy such as prominence regulation. We reflect on the many tensions inherent in this area of policy—which exists at the interface of media and platform regulation—and consider some of the normative questions raised when governments intervene in audiences’ content choices.
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Newell, Ben R., David A. Lagnado, and David R. Shanks. "Decision Quality and a Historical Context." In Straight Choices, 15–26. 3rd ed. London: Psychology Press, 2022. http://dx.doi.org/10.4324/9781003289890-2.
Full textConference papers on the topic "Content choices"
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Leporati, Rebecca, and Kellie Tilton. "FORMAT CHOICES ARE CONTENT CHOICES: UNDERSTANDING WHAT YOUR ELEARNING SHOULD LOOK LIKE." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1191.
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Yang, Longqi, Michael Sobolev, Yu Wang, Jenny Chen, Drew Dunne, Christina Tsangouri, Nicola Dell, Mor Naaman, and Deborah Estrin. "How Intention Informed Recommendations Modulate Choices: A Field Study of Spoken Word Content." In The World Wide Web Conference. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3308558.3313540.
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"Technology in the Classroom: Teachers’ Technology Choices in Relation to Content Creation and Distribution." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4201.
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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Teachers are being asked to integrate mobile technologies into their content creation and distribution tasks. This research aims to provide an understanding of teachers taking on this process and whether the use of technology has influenced their content creation and distribution in the classroom. Background: Many claim that the use of technology for content creation and distribution can only enhance and improve the educational experience. However, for teachers it is not simply the integration of technology that is of prime concern. As teachers are ultimately responsible for the success of technology integration, it is essential to understand teachers’ viewpoints and lived technology experiences. Methodology: The Task-Technology Fit (TTF) model was used to guide interpretive case study research. Six teachers were purposively sampled and interviewed from a private school where a digital strategy is already in place. Data was then analysed using directed content analysis in relation to TTF. Contribution: This paper provides an understanding of teachers’ mobile technology choices in relation to content creation and distribution tasks. Findings: Findings indicate that teachers fit technology into their tasks if they perceive the technology has a high level of benefit to the teaching task. In addition, the age of learners and the subject being taught are major influencers. Recommendations for Practitioners: Provides a more nuanced and in-depth understanding of teachers’ technology choices, which is necessary for the technology augmented educational experience of the future. Recommendations for Researchers: Provides an unbiased and theoretically guided view of mobile technology use with content creation and distribution tasks. Impact on Society: Teachers do not appear to use technology as a de facto standard, but specifically select technology which will save them time, reduce costs, and improve the educational experiences of their learners. Future Research: A mixed-method approach, including several diverse schools as well as learners would enrich the findings. Furthermore, consideration of hardware limitations and lack of software features are needed.
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Hamadate, Naoya, Keiichi Watanuki, and Kazunori Kaede. "Confidence Estimation in Multiple Choice Questions Using Eye Movements." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001801.
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In recent years, with the spread of electronic devices, e-learning has become a common form of learning, especially among students and other young people. One of the most common forms of e-learning is multiple-choice questions. While multiple-choice questions allow the learner to grasp the answer instantaneously and reliably, they also allow the learner to answer correctly by guesswork or chance, which may cause the learner to ignore content that should be reviewed. Therefore, it is important to estimate the confidence level from the learner's mental information. Eye movements are often used as a method of ascertaining learners' mental information. Previous studies have suggested that saccades are effective in discriminating comprehension of sentences, and pupil size is effective in evaluating English word acquisition. In addition, it has been confirmed that the fixation of multiple choice questions changes depending on the learner's confidence level. The purpose of this study was to evaluate the relationship between eye movements, such as saccades and pupil size, and the level of confidence in multiple-choice questions. As an experiment, we measured eye movements using four-choice questions on Japanese translation of English words. Thirty questions were designed to have varying degrees of difficulty. A tabletop eye movement measurement device was used for eye tracking. The flow of one trial is described below. The participant gazed at the English word on the monitor for 5 seconds. After that, four choices were displayed on the monitor, and the participants answered the questions. The participants were instructed to answer the question immediately after the choice was decided. Finally, a post-questionnaire was conducted. In the post-questionnaire, the participants were asked to answer one of the following questions: "I could answer the question without any choice," "I knew the answer by looking at the choices," "I did not know the answer but guessed from the choices," or "I do not know the answer at all. The experiment was conducted on seven Japanese male university students (23.3±1.6 years old) in a random order of 30 trials each. Saccade frequency and mean pupil size were used as evaluation indices. The percentage of fixation time in the answer choices was also evaluated based on previous studies. The confidence level was defined as "recall," "recognition," "guess," and "intuition," in descending order based on the responses to the post-questionnaire, and classified into four groups. The results of multiple comparison tests showed that the percentage of fixation time of the answer choices was significantly larger when the answer choice was "recall" than when the answer choice was "guess. On the other hand, there was no significant difference in saccade frequency and mean pupil size. The reason for the lack of differences may be that there were some trials in which the pupil size did not change because the time to answer the questions was too short. Therefore, as an experiment for improvement, we changed the contents of the multiple-choice questions and are studying the contents of questions that require more time. By increasing the answer time, we expect to see different characteristics of eye movements depending on the level of confidence from the previous experiment.
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Baker, Cameron, Rob Tagg, Eugene van Rynbach, Dale Pederson, and Julian Gaitley. "Fuel Choices for Carbon Reduction and Impact on Vessel Design." In SNAME Maritime Convention. SNAME, 2022. http://dx.doi.org/10.5957/smc-2022-046.
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There are several upcoming regulations focusing on the emissions from maritime transportation requiring owners to rethink their normal operations. One option available to ship owners and operators to achieve compliance with the regulations is to utilize alternate fuels with low-carbon content. These considerations have moved from the future to the present. Current new designs must include plans for future carbon reduction and the widespread availability of low-carbon fuels. This study provides a summary of the available fuels in practical terms that are useful to Naval Architects and Marine Engineers when designing vessels and it will discuss some of the design considerations that must be made to ensure a vessel is transition-ready to operate using these fuels in the near future.
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Lee, Olivia, and Yu Sun. "SmartCarbs: An Intelligent Mobile Application to Assist Diet Control using Artificial Intelligence and Computer Vision." In 3rd International Conference on Machine Learning Techniques and Data Science (MLDS 2022). Academy and Industry Research Collaboration Center (AIRCC), 2022. http://dx.doi.org/10.5121/csit.2022.122102.
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In today’s society, Type 2 diabetes is a prevalent disease that affects hundreds of millions of people worldwide [11]. However, many people are unaware that they are diabetic or prediabetic, so they do not have access to the information to make better-informed nutritional choices that will suit their personal needs. In this paper, we designed an application that uses image classification to provide an estimate of the nutritional content of the selected food [12]. We applied our application to identify and list the nutritional content of multiple different foods, then conducted a qualitative evaluation of the approach. The results show that this application will facilitate healthy eating and allow users to utilize the image classification predictions to make diabetes-friendly nutritional choices.
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Sen, Chiradeep, Benjamin W. Caldwell, Joshua D. Summers, and Gregory M. Mocko. "Topological Information Content and Expressiveness of Function Models in Mechanical Design." In ASME 2009 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/detc2009-87385.
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In this paper, two approaches for computing the topological information content of function models in mechanical engineering design are developed and compared. Previously a metric for computing information content of functions and flows within function models was proposed. Here this metric is adapted to compute the information contained in the resulting connections of flows between functions in a function model. The first approach is based on uniform unconditional probability of a flow connecting any two functions within the model. The second approach is based on additional knowledge that the functions and flows in a model have limited compatibility, thereby reducing the choices for origin and destination functions for each flow. This additional knowledge is represented using a new graphical representation supported by syntactical grammar rules. Both approaches are then applied to an example function model. Comparison between the approaches shows that the inclusion of compatibility knowledge increases the expressiveness of function representations and reduces the uncertainty of function models.
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Alshamari, Fatimah, and Abdou Youssef. "A Study into Math Document Classification using Deep Learning." In 8th International Conference on Computational Science and Engineering (CSE 2020). AIRCC Publishing Corporation, 2020. http://dx.doi.org/10.5121/csit.2020.101702.
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Document classification is a fundamental task for many applications, including document annotation, document understanding, and knowledge discovery. This is especially true in STEM fields where the growth rate of scientific publications is exponential, and where the need for document processing and understanding is essential to technological advancement. Classifying a new publication into a specific domain based on the content of the document is an expensive process in terms of cost and time. Therefore, there is a high demand for a reliable document classification system. In this paper, we focus on classification of mathematics documents, which consist of English text and mathematics formulas and symbols. The paper addresses two key questions. The first question is whether math-document classification performance is impacted by math expressions and symbols, either alone or in conjunction with the text contents of documents. Our investigations show that Text-Only embedding produces better classification results. The second question we address is the optimization of a deep learning (DL) model, the LSTM combined with one dimension CNN, for math document classification. We examine the model with several input representations, key design parameters and decision choices, and choices of the best input representation for math documents classification.
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Lott, Melissa C., Carey W. King, and Michael E. Webber. "Analyzing Tradeoffs in Electricity Choices Using the Texas Interactive Power Simulator (TIPS)." In ASME 2009 3rd International Conference on Energy Sustainability collocated with the Heat Transfer and InterPACK09 Conferences. ASMEDC, 2009. http://dx.doi.org/10.1115/es2009-90135.
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The Texas Interactive Power Simulator (TIPS) is an interactive analytical tool developed at the University of Texas at Austin for quantitatively comparing the first-order economic and environmental tradeoffs of different electricity production methods in Texas. The tool is designed for analysis of different power choices and is presented in an online format for use by students, the general public, and government decision-makers. The core electricity industry data are Texas-specific, but the flexibility of the framework, when combined with user supplied content, extends its applicability to the United States and world electricity markets. TIPS provides a method for assessing the tradeoffs of electricity generation technologies in terms of economic costs and environmental impacts. Economic costs include major factors such as the cost of capacity, fuel, operation and maintenance (O&M), as well as the costs of conservation programs and environmental impact mitigation technology. Environmental impacts include market externalities such as the environmental impacts on air, land, and water, and are normalized per kWh generated (for example, pounds of CO2 or NOx, acres of land, or gallons of cooling water consumed per kWh of generated electricity). Environmental impacts can further be associated with a cost, which is included in the overall levelized cost of electricity. Users can supply their own data for interactive experimentation, though peer-reviewed data are provided as default values. TIPS’ outputs include text, graphs, and pictograms showing the electricity output and environmental impact of the user’s selections, which allow the user to interpret the overall impact for different fuel mixes. Source data are incorporated from government sources and peer reviewed technical literature. The TIPS interactive interface allows the user to analyze a desired electricity mix according to the percentage breakdown of electricity production for each generation technology. The user input determines the overall direct and indirect costs of a unit of electricity according to the particular cost parameters associated with each generation technology. This manuscript discusses the methodology used in TIPS calculation and shares the results of using TIPS to analyze the cost and environmental impacts for a variety of illustrative and possible generation scenarios in Texas, including the following: high carbon prices, nuclear renaissance, and continuing wind market growth.
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Ojebuyi, B. R., M. I. Lasisi, and U. O. Ajetunmobi. "Between Coronavirus and COVID-19: Influence of Nigerian Newspapers’ Headline Construction on Audience Information-Seeking Behaviour." In COMMUNICATION AND TECHNOLOGY CONGRESS. ISTANBUL AYDIN UNIVERSITY, 2021. http://dx.doi.org/10.17932/ctc.2021/ctc21.002.
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Since the onset of the new coronavirus, the mass media, across the globe, have continued to draw special attention to the disease by adopting different pragmatic and rhetoric strategies. In Nigeria for instance, the news media have continued to draw people’s attention to the virus by using COVID-19 and coronavirus as synonymous lexical entities in the headlines of their news stories. These lexical choices are believed to have some influence on how the audience understand and seek information about the virus. However, existing studies in media and health communication have not copiously explored the relationship between the lexical choices by media to report the COVID-19 pandemic and people’s information-seeking behaviour about the virus. This study was, therefore, designed to investigate how Nigerian journalists used coronavirus and COVID-19 as the key terms to report the virus and how the pragma-semantic implicatures of the lexical choices influenced audience information-seeking behaviours. Pragmatic Acts and Information-Seeking theories were employed as the theoretical framework while online survey and content analysis were adopted as methods. Findings show that although Nigerian journalists used coronavirus (SD=2.090) more often than COVID-19 (SD=1.924) in the headlines, the audience employed COVID-19 (M=2.23, SD=.810) more than coronavirus (M=1.88, SD=.783) while searching information about the virus. Besides, journalists’ use of COVID-19 in the headlines to educate (Chi-square =37.615, df=11, P<.000), warn (Chi-square =26.153, df=11, P<.006), assess (Chi-square= 24.350, df=11, P<.011) and sensitise (Chi-square =24.262, df=11, P<.012) facilitated audience interest in seeking information about the virus than when coronavirus is used as a keyword in the headlines. The lexical choices made by journalists to report a health crisis such as the COVID-19 pandemic have implications for citizens’ knowledge about the crisis.
Reports on the topic "Content choices"
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Colburn, Marta. Liberalism, Community, and the Context of Choice. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6764.
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Elacqua, Gregory, Leidy Gómez, Thomas Krussig, Carolina Méndez, and Christopher Neilson. The Potential of Smart Matching Platforms in Teacher Assignment: The Case of Ecuador. Inter-American Development Bank, September 2022. http://dx.doi.org/10.18235/0004476.
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This paper studies the potential of personalized "smart" information interven- tions to improve teacher assignment results in the context of a centralized choice and assignment system (CCAS) in Ecuador. Specifically, we focus on the impact that a personalized non-assignment risk warning, coupled with a list of "achiev- able" teaching position recommendations, had on teacher applications in the “I Want to Become a Teacher” selection process. We study the causal effect of the intervention on teachers school choices, assessing its impact on the equilibrium probability of being assigned and on the overall results of the selection process, both in terms of the percentage of filled vacancies and the selection scores of as- signed teachers. We find that treated teachers, in equilibrium, are much more likely to modify their application and obtain an assignment. This result highlights the potential of similar information interventions in other contexts. We furthermore present evidence that the intervention led to increased overall assignment rates and selection scores.
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Elacqua, Gregory, Leidy Gómez, Thomas Krussig, Luana Marotta, Carolina Méndez, and Christopher Neilson. The Potential of Smart Matching Platforms in Teacher Assignment: The Case of Ecuador. Inter-American Development Bank, October 2022. http://dx.doi.org/10.18235/0004527.
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This paper studies the potential of personalized "smart" information interventions to improve teacher assignment results in the context of a centralized choice and assignment system (CCAS) in Ecuador. Specifically, we focus on the impact that a personalized non-assignment risk warning, coupled with a list of "achievable" teaching position recommendations, had on teacher applications in the “I Want to Become a Teacher” selection process. We study the causal effect of the intervention on teachers school choices, assessing its impact on the equilibrium probability of being assigned and on the overall results of the selection process, both in terms of the percentage of filled vacancies and the selection scores of as- signed teachers. We find that treated teachers, in equilibrium, are much more likely to modify their application and obtain an assignment. This result highlights the potential of similar information interventions in other contexts. We furthermore present evidence that the intervention led to increased overall assignment rates and selection scores.
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Cunha, Flavio, James Heckman, and Salvador Navarro. The Identification and Economic Content of Ordered Choice Models with Stochastic Thresholds. Cambridge, MA: National Bureau of Economic Research, July 2007. http://dx.doi.org/10.3386/t0340.
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Durik, Amanda, Steven McGee, Linda Huber, and Jennifer Duck. The Cat is Alive and Well: Curiosity Motivates Exploration for High Interest Learners. The Learning Partnership, April 2015. http://dx.doi.org/10.51420/conf.2015.1.
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Two studies were conducted to examine how individual interest predicts interactions with domain content and subsequent free-choice exploration. Particular focus was on learners’ acquisition of knowledge and identification of content that triggered curiosity. College student participants reported their individual interest, learned about a topic in ecology (Study 1, N = 85) and astronomy (Study 2, N = 184), responded to prompts for memory of the learning content and curiosity questions, and then had the opportunity to explore additional content related to the topic. In both studies individual interest interacted with whether students’ curiosity was triggered by particular content. In academic domains, individual interest in conjunction with curiosity may be the best predictor of continued behavioral exploration. The results are discussed in the context of the four-phase model of interest development.
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Townsend, John. Technical assistance for expanding contraceptive choice in India. Population Council, 1995. http://dx.doi.org/10.31899/rh1995.1017.
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One of the roles of the ANE OR/TA Project in India was to participate in policy dialogues with national counterparts, in the public sector and among NGOs, about expanding contraceptive choices, and to provide technical assistance for facilitating changes in service-delivery procedures. The public sector provides five contraceptive methods through its 11,500 hospitals and primary health care facilities. NGOs, private physicians, and pharmacies have access to a broader range of brands. While India is one of the world's leaders in contraceptive research, in recent years products have come to market slowly. New technology is often embraced, however the cost of contraceptive options is not trivial in the Indian context. As stated in this report, the OR Project became formally involved in the effort to expand contraceptive choices in 1993 at the request of the USAID Mission in India. The Secretary of Family Welfare supported concerns for quality and choice as part of the preparation for the International Conference on Population and Development held in Cairo, September 1994. Similar recommendations were made during development of a draft national population policy.
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Yu, Weixiang, Gordon Richards, Peter Yoachim, and Christina Peters. A Metric for Differential Chromatic Refraction in the Context of the Legacy Survey of Space and Time. Github.com, 2020. http://dx.doi.org/10.17918/f5dn-8510.
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We provide a code repository for computing a metric to investigate how measurements of differential chromatic refraction might influence choices for survey strategy in the Rubin Observatory Legacy Survey of Space and Time.
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Baluk, Nadia, Natalia Basij, Larysa Buk, and Olha Vovchanska. VR/AR-TECHNOLOGIES – NEW CONTENT OF THE NEW MEDIA. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11074.
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The article analyzes the peculiarities of the media content shaping and transformation in the convergent dimension of cross-media, taking into account the possibilities of augmented reality. With the help of the principles of objectivity, complexity and reliability in scientific research, a number of general scientific and special methods are used: method of analysis, synthesis, generalization, method of monitoring, observation, problem-thematic, typological and discursive methods. According to the form of information presentation, such types of media content as visual, audio, verbal and combined are defined and characterized. The most important in journalism is verbal content, it is the one that carries the main information load. The dynamic development of converged media leads to the dominance of image and video content; the likelihood of increasing the secondary content of the text increases. Given the market situation, the effective information product is a combined content that combines text with images, spreadsheets with video, animation with infographics, etc. Increasing number of new media are using applications and website platforms to interact with recipients. To proceed, the peculiarities of the new content of new media with the involvement of augmented reality are determined. Examples of successful interactive communication between recipients, the leading news agencies and commercial structures are provided. The conditions for effective use of VR / AR-technologies in the media content of new media, the involvement of viewers in changing stories with augmented reality are determined. The so-called immersive effect with the use of VR / AR-technologies involves complete immersion, immersion of the interested audience in the essence of the event being relayed. This interaction can be achieved through different types of VR video interactivity. One of the most important results of using VR content is the spatio-temporal and emotional immersion of viewers in the plot. The recipient turns from an external observer into an internal one; but his constant participation requires that the user preferences are taken into account. Factors such as satisfaction, positive reinforcement, empathy, and value influence the choice of VR / AR content by viewers.
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Bykova, Tatyana B., Mykola V. Ivashchenko, Darja A. Kassim, and Vasyl I. Kovalchuk. Blended learning in the context of digitalization. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4441.
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The realities of digitalization require changes in strategies for choosing educational technologies. The modern educational process is not possible without the use of digital technologies. Digital technologies have led to the arising and development of blended learning. However, its effectiveness is determined not only by technology. The human factor receives special attention in this direction. Analysis of the World Development Report 2016: Digital Dividends allows us to identify digital competence as a necessary condition for the successful use of digital technologies, and hence blended learning. Learning interactions designing in the process of implementing blended learning requires timely diagnosis of the level of digital competence. A popular tool for this is the Digital Competence Framework for Citizens. To clarify the peculiarities of its use was made an analysis of the experimental implementation results of blended learning in the industrial training in sewing for intended masters. During the research, it was revealed that the most important digital competence areas for the variable learning establishment in the training of future professionals are Information and data literacy, Communication and collaboration and Problem solving. In addition, competence for area Problem solving conduce to increase the level of competence for all other areas. The level of digital competence of the subjects mainly coincide to the characteristics of basic and secondary levels. The obtained data clarified the reasons for the difficulties, decrease motivation and cognitive activity that occur among students using distance courses-resources learning designed for blended learning. Thus, the use of the Digital Competence Framework for Citizens at the initial stage of implementing blended learning can make a rational choice of strategies for combining face-to-face and distance learning technologies.
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Jones, Emily, Beatriz Kira, Anna Sands, and Danilo B. Garrido Alves. The UK and Digital Trade: Which way forward? Blavatnik School of Government, February 2021. http://dx.doi.org/10.35489/bsg-wp-2021/038.
Full textAbstract:
The internet and digital technologies are upending global trade. Industries and supply chains are being transformed, and the movement of data across borders is now central to the operation of the global economy. Provisions in trade agreements address many aspects of the digital economy – from cross-border data flows, to the protection of citizens’ personal data, and the regulation of the internet and new technologies like artificial intelligence and algorithmic decision-making. The UK government has identified digital trade as a priority in its Global Britain strategy and one of the main sources of economic growth to recover from the pandemic. It wants the UK to play a leading role in setting the international standards and regulations that govern the global digital economy. The regulation of digital trade is a fast-evolving and contentious issue, and the US, European Union (EU), and China have adopted different approaches. Now that the UK has left the EU, it will need to navigate across multiple and often conflicting digital realms. The UK needs to decide which policy objectives it will prioritise, how to regulate the digital economy domestically, and how best to achieve its priorities when negotiating international trade agreements. There is an urgent need to develop a robust, evidence-based approach to the UK’s digital trade strategy that takes into account the perspectives of businesses, workers, and citizens, as well as the approaches of other countries in the global economy. This working paper aims to inform UK policy debates by assessing the state of play in digital trade globally. The authors present a detailed analysis of five policy areas that are central to discussions on digital trade for the UK: cross-border data flows and privacy; internet access and content regulation; intellectual property and innovation; e-commerce (including trade facilitation and consumer protection); and taxation (customs duties on e-commerce and digital services taxes). In each of these areas the authors compare and contrast the approaches taken by the US, EU and China, discuss the public policy implications, and examine the choices facing the UK.