Journal articles on the topic 'Flexible styles'
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Kang, Ni, Willem-Paul Brinkman, M. Birna van Riemsdijk, and Mark A. Neerincx. "An Expressive Virtual Audiencewith Flexible Behavioral Styles." IEEE Transactions on Affective Computing 4, no. 4 (October 2013): 326–40. http://dx.doi.org/10.1109/taffc.2013.2297104.
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Aremu, Tolulope A., Yetunde O. John-Akinola, and Adeyimika T. Desmennu. "Relationship Between Parenting Styles and Adolescents’ Self-Esteem." International Quarterly of Community Health Education 39, no. 2 (November 14, 2018): 91–99. http://dx.doi.org/10.1177/0272684x18811023.
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Poor self-esteem among adolescents poses a great challenge, which parenting styles can influence. This study examined gender differences in perceived parenting styles and self-esteem of adolescents and examined the relationship between perceived parenting styles and adolescents’ self-esteem among in-school adolescents in Ibadan, Oyo State, Nigeria. This study utilized a multistage sampling technique. Responses were elicited from 504 consenting pupils using the parental authority questionnaire and a self-esteem questionnaire adjusted to the Rosenberg scale. Self-esteem was scored on a (12–30) scale; scores ≥ 26 indicate high self-esteem, and scores ≤ 25 indicate low self-esteem. The mean age and self-esteem score were 14.9±1.5 years and 24.0±3.3. About one third of respondents reported parenting styles as authoritative or flexible (fathers: 36.3%, mothers: 38.9%). Pearson correlation coefficient test showed a positive significant relationship between flexible parenting style and adolescent self-esteem for fathers ( r = 0.141, p = .001) and mothers ( r = 0.137, p = .001). Research findings reveal significant association between perceived parenting styles and adolescents’ self-esteem.
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Oakland, Thomas, Diane Banner, and Rita Livingston. "Temperament-based Learning Styles of Visually Impaired Students." Journal of Visual Impairment & Blindness 94, no. 1 (January 2000): 26–33. http://dx.doi.org/10.1177/0145482x0009400104.
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This article reports on a study of the preferences in learning styles for 214 students, aged 10–17, with visual impairments and their sighted peers. Students with or without visual impairments did not differ in their frequency for preferences for either an extroverted or introverted style. However, in contrast to their sighted peers, students with visual impairments more frequently preferred practical, thinking, or organized styles. Also in contrast with their sighted peers, boys with visual impairments tended to prefer extroverted styles and girls with visual impairments tended to prefer introverted styles. Visually impaired students aged 10–15 generally displayed a preference for thinking styles, and those older than 15 preferred feeling styles. Those aged 10–12 generally preferred more organized styles, whereas those older than 15 generally preferred more flexible styles.
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Oakland, Thomas, Kuldeep Singh, Camelo Callueng, Gurmit Singh Puri, and Akiko Goen. "Temperament styles of Indian and USA children." School Psychology International 32, no. 6 (July 6, 2011): 655–70. http://dx.doi.org/10.1177/0143034311403041.
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Age, gender, and cross-national differences of children ages 8- through 16-years-old in India ( n = 400) and the United States of America ( n = 3,200) are examined on four bipolar temperament styles: extroversion-introversion, practical-imaginative, thinking-feeling, and organized-flexible styles. In general, Indian children prefer extroverted to introverted, practical to imaginative, feeling to thinking, and organized to flexible styles. Gender differences among Indian children are significant only on extroversion-introversion. Age differences are found on thinking-feeling and organized-flexible styles. Cross-national differences are found on only one of the four bipolar styles: practical-imaginative. In contrast to children in the United States of America, those in India are more likely to prefer practical styles. Sample limitations (e.g. non-representativeness and small size relative to the population) limit the generalization of these data.
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Delgado, José C. "Architectural Styles for Distributed Interoperability." Information Resources Management Journal 26, no. 4 (October 2013): 40–65. http://dx.doi.org/10.4018/irmj.2013100103.
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SOA and REST are the two main architectural styles used for distributed applications. Current SOA implementations use Web Services, which have a flexible service interface but lack resource structure. Current REST implementations use HTTP, with good structural support (through URIs) but fixed service interface, leading to a significant mismatch in modeling some application artifacts. In addition, current data description languages support distributed interoperability by schema sharing (XML) or predefined media types (JSON). This paper makes two main proposals: an architectural style, Structural Service, capable of combining resource structure with flexible services, and a distributed interoperability mechanism, based on structural compliance and conformance, which supports partial interoperability and reduces coupling between interacting services while ensuring that the interoperability requirements of the application are satisfied. Since current technologies do not readily support these proposals, the author developed a language and its execution platform that supports structural services and compliance and conformance.
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Dudnikova, Tat'yana A. "Cognitive styles and coping behavior." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 3 (2019): 112–17. http://dx.doi.org/10.34216/2073-1426-2019-25-3-112-117.
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Features of association of traditional cognitive styles with 18 coping strategies are considered in this article. 3 factors on cognitive styles and 3 factors on coping strategies were allocated. Repeated factorisation was carried out for communication existence confirmation. 3 factors with the following interrelations were revealed – field independent, with narrow range equivalence, flexible, reflective, with abstract conceptualisation and tolerant of unrealistic experience – such people seldom use unproductive coping behaviour styles; field dependent, with narrow range equivalence, rigid, reflective, with concrete conceptualisation and intolerant of unrealistic experience; such people are inclined to equal extent of use of both productive and unproductive coping behaviour styles; social coping behaviour styles are used to a lesser extent; people with a wide range of equivalence, rigid, impulsive and intolerant ones use more social coping behaviourstyles, resorting to productive style just occasionally.
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Oakland, Thomas, Michael Faulkner, and Kyle Bassett. "Temperament styles of children from Australia and the United States." Australian Educational and Developmental Psychologist 19, no. 2 (2004): 35–51. http://dx.doi.org/10.1017/s081651220002928x.
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AbstractTemperament qualities of 308 Australian children are flrst described and then compared with 3623 children in the United States. Australian children display considerable balance in their preferences for extroversion-introversion and organised-flexible styles. However, more prefer thinking than feeling styles and imaginative than practical styles. Gender differences exist on thinking-feeling and practical-imaginative styles. Compared to their USA age peers,Australian children, both boys and girls, are more likely to prefer thinking as well as flexible styles.Australian and USA children generally do not differ in their preferences for extroversion-introversion and practical-imaginative styles.
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Leggett, Amanda N., Benjamin Bugajski, Breanna Webster, Brianna Broderick, Daphne Watkins, Laura Gitlin, and Helen C. Kales. "STYLE AND SUBSTANCE: A QUALITATIVE CHARACTERIZATION OF DEMENTIA CAREGIVING MANAGEMENT STYLES." Innovation in Aging 3, Supplement_1 (November 2019): S594—S595. http://dx.doi.org/10.1093/geroni/igz038.2207.
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Abstract Caring for a person living with dementia (PLWD) can take a physical and emotional toll, but understudied is the process of how family caregivers actually provide care (caregiver management styles). We interviewed 100 primary family caregivers regarding management of a recently experienced care challenge and values held which might impact care management decisions. Watkins’ (2017) rigorous and accelerated data reduction (RADaR) technique was used to analyze qualitative data through open/focused coding, determining commonalities of style components/themes, and finally defining caregiving management styles. Style for a given caregiver emerged from enacted care strategies, caregiver’s internal stances which informed their use of strategies, and broader engagement (or lack thereof) with the PLWD’s lived experience/reality. Styles emerging from the analysis will be described including the direct, rigid “Just do it” style, and the flexible, empathic “Teamwork” style. Individualizing caregiver interventions and supports based on caregiver management style is an important future direction.
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Jiraporncharoen, Wichuda, Chaisiri Angkurawaranon, Manoch Chockjamsai, Athavudh Deesomchok, and Juntima Euathrongchit. "Learning styles and academic achievement among undergraduate medical students in Thailand." Journal of Educational Evaluation for Health Professions 12 (July 8, 2015): 38. http://dx.doi.org/10.3352/jeehp.2015.12.38.
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Purpose: This study aimed to explore the associations between learning styles and high academic achievement and to ascertain whether the factors associated with high academic achievement differed between preclinical and clinical students. Methods: A survey was conducted among undergraduate medical students in Chiang Mai University, Thailand. The Index of Learning Styles questionnaire was used to assess each student’s learning style across four domains. High academic achievement was defined as a grade point average of at least 3.0. Results: Of the 1,248 eligible medical students, 1,014 (81.3%) participated. Learning styles differed between the preclinical and clinical students in the active/reflective domain. A sequential learning style was associated with high academic achievement in both preclinical and clinical students. A reflective learning style was only associated with high academic achievement among preclinical students. Conclusion: The association between learning styles and academic achievement may have differed between preclinical and clinical students due to different learning content and teaching methods. Students should be encouraged to be flexible in their own learning styles in order to engage successfully with various and changing teaching methods across the curriculum. Instructors should be also encouraged to provide a variety of teaching materials and resources to suit different learning styles.
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Nutt, Paul C. "FLEXIBLE DECISION STYLES AND THE CHOICES OF TOP EXECUTIVES." Journal of Management Studies 30, no. 5 (September 1993): 695–721. http://dx.doi.org/10.1111/j.1467-6486.1993.tb00322.x.
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Nguyen, Dat-Dao, and Yue Jeff Zhang. "College Students Attitudes Toward Learning Process And Outcome Of Online Instruction And Distance Learning Across Learning Styles." Journal of College Teaching & Learning (TLC) 8, no. 12 (November 22, 2011): 35–42. http://dx.doi.org/10.19030/tlc.v8i12.6619.
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This study uses the Learning-Style Inventory LSI (Smith & Kolb, 1985) to explore to what extent student attitudes toward learning process and outcome of online instruction and Distance Learning are affected by their cognitive styles and learning behaviors. It finds that there are not much statistically significant differences in perceptions on many learning process and outcome indicators across learning styles. However, students who learn from concrete experience and reflective experimentation/observation didnt appreciate the flexible class schedule, need instant questions and feedback, and expect more leniency from the instructor.
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Pan, Dong, Anwar Hussain, Shah Nazir, and Sulaiman Khan. "A Computationally Efficient User Model for Effective Content Adaptation Based on Domain-Wise Learning Style Preferences: A Web-Based Approach." Complexity 2021 (March 31, 2021): 1–15. http://dx.doi.org/10.1155/2021/6634328.
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In the educational hypermedia domain, adaptive systems try to adapt educational materials according to the required properties of a user. The adaptability of these systems becomes more effective once the system has the knowledge about how a student can learn better. Studies suggest that, for effective personalization, one of the important features is to know precisely the learning style of a student. However, learning styles are dynamic and may vary domain-wise. To address such aspects of learning styles, we have proposed a computationally efficient solution that considers the dynamic and nondeterministic nature of learning styles, effect of the subject domain, and nonstationary aspect during the learning process. The proposed model is novel, robust, and flexible to optimize students’ domain-wise learning style preferences for better content adaptation. We have developed a web-based experimental prototype for assessment and validation. The proposed model is compared with the existing available learning style-based model, and the experimental results show that personalization based on incorporating discipline-wise learning style variations becomes more effective.
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Otman, Nuri Mohamad M. "Quality of higher education and incidence of learning styles." International Journal of Research in Business and Social Science (2147- 4478) 9, no. 3 (April 30, 2020): 141–48. http://dx.doi.org/10.20525/ijrbs.v9i3.660.
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This study presents a review of the Quality of Higher Education through the incidence of learning styles. The quality is important l element the private sector, as well as for the public sector since it evaluates services, supply and working conditions, and the relationship with the environment where they carry out their activities. Therefore, higher education organizations cannot be exempt from the importance of quality. However, there are several factors that affect the quality of education, being one of the most important learning styles. Generally, from this background, the main objective of this study to define the role and quality concepts of higher education the analysis of the key aspects of quality assurance and its relationship with student learning styles, by briefly reviewing the literature in this regard that allows for defining this relationship and its importance. The results showed through these studies that there is no single style of learning, and that this must be flexible within the classroom to improve the educational experience of students, but that this cannot lead to the choice of a single style considered as suitable.
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Sadler-Smith, Eugene, and Peter J. Smith. "Strategies for accommodating individuals' styles and preferences in flexible learning programmes." British Journal of Educational Technology 35, no. 4 (July 2004): 395–412. http://dx.doi.org/10.1111/j.0007-1013.2004.00399.x.
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Falk, Carl F., and Li Cai. "A flexible full-information approach to the modeling of response styles." Psychological Methods 21, no. 3 (2016): 328–47. http://dx.doi.org/10.1037/met0000059.
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Jung, Hyo Sun, and Hye Hyun Yoon. "Understanding regulatory focuses." International Journal of Contemporary Hospitality Management 27, no. 2 (March 16, 2015): 283–307. http://dx.doi.org/10.1108/ijchm-07-2013-0288.
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Purpose – The aim of the study was to examine whether five-star hotel employees’ promotion focus significantly influences their task-coping style, and whether their prevention focus has a significant effect on their emotion- and avoidance-coping styles. This study also investigates the moderating impact of employees’ tenure on the relationships between stress-coping styles and turnover intent. Design/methodology/approach – A total of 342 five-star hotel employees in South Korea participated in the study using a self-administered questionnaire. Confirmatory factor analysis and structural equation modeling were used to examine the hypothesized relationships between the constructs. Findings – Hotel employees’ turnover intent decreases when they are motivated by strategies corresponding to their regulatory focus. This study found that hotel employees’ promotion focus had a significant positive effect on their task-coping style, whereas prevention focus had a significant negative effect on the emotion- and avoidance-coping style. In addition, employees’ task-coping style negatively affected their intent to leave the organization, while their emotion-coping and avoidance-coping styles positively affected turnover intent. Finally, moderating effects were related to tenure in the causal relationships among stress-coping styles and turnover intent. Thus, one can infer that the emotion-coping style has a greater effect on turnover intent in employees with a relatively short tenure than in those with a long tenure. Practical implications – This study verified that hotel employees’ regulatory focus plays an important role in employee behavior within organizations just as individual characteristics such as personality or values do. Thus, a substantial application plan for employees’ regulatory focus was proposed for the organizational dimension. In addition, diverse plans were presented for employees’ flexible coping with stress, based on differing turnover intent, depending on employees’ stress-coping styles. Through this, a plan for reducing employee turnover intent was pursued. Originality/value – This study associated employees’ stress-coping styles, which had been dealt with in the human resources management area, with their regulatory focus and showed that different stress-coping styles might be derived using such regulatory focus; the resulting turnover intent might also be different. The study results can provide a theoretical basis for understanding relationships among regulatory focus, stress-copying styles and turnover intent as such research is relatively lacking. Finally, this study is meaningful in that it applied the regulatory focus theory centered on customer behaviors to employees and verified the moderating effect of employees’ tenure between stress-coping styles and turnover intent.
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Nygren, Thomas E., and Rebecca J. White. "Relating Decision Making Styles to Predicting Selfefficacy and a Generalized Expectation of Success and Failure." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 49, no. 3 (September 2005): 432–34. http://dx.doi.org/10.1177/154193120504900346.
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The theoretical and applied distinction between a propensity toward a more intuitive decision style versus a more analytical style has gained prominence in recent years. A self-report measure, the Decision Making Styles Inventory, is presented and is shown to differentiate among those who endorse an analytical, an intuitive, or an avoidant, regret-based decision style. Results from one study, a horse race betting task, indicated that those who endorsed a decision style, particularly those endorsing a flexible analytical and intuitive style, performed better on the task than those who did not. A second study clearly showed that decision style was related to self reports of self-efficacy, optimism, and self-regard. These results suggest that having either an analytical, intuitive or combined decision style is beneficial to the decision maker.
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Jimola, Folasade Esther, and Graceful Onuvughe Ofodu. "Sustaining Learning during COVID-19 Seismic Shift: The Need to Develop Flexible Pedagogy." Interdisciplinary Journal of Education Research 3, no. 1 (March 9, 2021): 13–26. http://dx.doi.org/10.51986/ijer-2021.vol3.01.02.
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This study examines the impact of COVID-19 pandemic on educational system; investigates how meaningful learning is promoted and continued despite the unprecedented global challenges; and investigates if the channels through which learning is promoted cater for students' learning styles. Two hundred and one secondary school students selected from Ekiti State, Nigeria, participated in the descriptive research study. A validated questionnaire was used to gather data from the respondents. The study found out that the learning channels mostly employed during the pandemic were television stations, school on-air via radio programme, virtual learning, and private teaching. The findings revealed that respondents had no preference for specific perceptual learning styles but embraced different learning channels employed. They modified their learning styles and developed flexibility in learning. A recommendation was provided that new viable policies that promote diverse learning opportunities and alternative learning strategies capable of mitigating the present and future academic obstructions should be made and diligently implemented. This paper concludes that during future emergencies, diverse learning platforms, channels, and digital media employed for learning should cater to students' learning styles: visual, auditory, tactile, kinesthetic, group, and individual. It is noteworthy that learners would learn better if they are exposed to varieties of teaching/learning media.
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Abdelaziz, Hamdy A. "Pedagogical and Technological Age: Is it Sufficient to Change Teaching Style among Faculty Members? (A Case Study)." Journal of Educational and Psychological Studies [JEPS] 9, no. 1 (January 1, 2015): 138. http://dx.doi.org/10.24200/jeps.vol9iss1pp138-159.
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The aim of this study was to explore the technological and pedagogical practices that are adopted by faculty members at the college of graduate studies, Arabian Gulf University; and to determine the impact of these practices and other determinants on changing or improving teaching style. To achieve this purpose, the researcher developed an instrument to determine the common teaching style and technological and pedagogical knowledge among a sample of 29 full-time faculty members. The instrument was developed based on the Technological and Pedagogical Content Knowledge (TPCK) model and the Staffordshire Evaluation of Teaching Styles (SETS). The results showed that faculty members at the college of the graduate studies have equal pedagogical and technological awareness. They also tend to prefer the all-round flexible and adaptable teaching style, and student-centered sensitive teaching style, but their technological practices do not reflect these styles. Based on these findings, a set of strategic educational recommendations are mentioned to increase the probability of adopting and applying technological and pedagogical change in higher education institutions.
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Ankad, Roopa B., Shashikala GV, Anita Herur, Manjula R, Surekharani Chinagudi, and Shailaja Patil. "PowerPoint presentation in learning physiology by undergraduates with different learning styles." Advances in Physiology Education 39, no. 4 (December 2015): 367–71. http://dx.doi.org/10.1152/advan.00119.2015.
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PowerPoint presentations (PPTs) have become routine in medical colleges because of their flexible and varied presentation capabilities. Research indicates that students prefer PPTs over the chalk-and-talk method, and there is a lot of debate over advantages and disadvantages of PPTs. However, there is no clear evidence that PPTs improve student learning/performance. Furthermore, there are a variety of learning styles with sex differences in classrooms. It is the responsibility of teacher/facilitator and student to be aware of learning style preferences to improve learning. The present study asked the following research question: do PPTs equally affect the learning of students with different learning styles in a mixed sex classroom? After we assessed students' predominant learning style according to the sensory modality that one most prefers to use when learning, a test was conducted before and after a PPT to assess student performance. The results were analyzed using Student's t-test and ANOVA with a Bonferroni post hoc test. A z-test showed no sex differences in preferred learning styles. There was significant increase in posttest performance compared with that of the pretest in all types of learners of both sexes. There was also a nonsignificant relationship among sex, learning style, and performance after the PPT. A PPT is equally effective for students with different learning style preferences and supports mixed sex classrooms.
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Serra-Olivares, Jaime, Carlos Leonel Muñoz Valverde, Consuelo Cejudo Armero, and Pedro Gil Madrona. "Estilos de aprendizaje y rendimiento académico de universitarios de Educación Física chilenos (Learning styles and academic performance of Chilean Physical Education university students)." Retos, no. 32 (December 29, 2016): 62–67. http://dx.doi.org/10.47197/retos.v0i32.51919.
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Se analizó la relación entre los estilos de aprendizaje y el rendimiento académico de los estudiantes universitarios de Educación Física de la Universidad Católica de Temuco en Chile 2015/16 (n = 122). Los participantes completaron el cuestionario CHAEA-36 y se analizaron los datos en función del curso, la edad y el género. Los hallazgos demostraron la predominancia, principalmente, de los estilos de aprendizaje combinado (56%) y activo (21%). No se observó relación significativa entre los estilos de aprendizaje y el curso (χ² = 14.324; p =.575), y tampoco la edad (χ² = 14.324; p =.575). Sin embargo, el análisis inferencial demostró una relación significativa entre los estilos de aprendizaje y el género (χ² = 11.257; p =.024). Por último, los estudiantes con un estilo de aprendizaje activo demostraron un rendimiento académico significativamente inferior que sus compañeros con estilos de aprendizaje pragmático (F = 9.517; p = .011) y combinado (F = 14.625; p = .013). No se observaron diferencias significativas en el resto de comparaciones. Estos hallazgos determinan la importancia de atender a los procesos de formación inicial docente desde una perspectiva flexible, adaptada al contexto sociocultural y educativo de los aprendices. En este sentido, se necesitan nuevos estudios de investigación que analicen la relación entre los estilos de aprendizaje y el rendimiento académico, principalmente desde la perspectiva de género.Abstract: The relationship between learning styles and academic performance of physical education students at the Temuco Catholic University 2015/16 was analysed (n = 122). Participants completed the CHAEA-36 questionnaire and data were analysed by academic year, age and gender. The findings showed a predominance of a combined style of learning (56%) and the active learning style (21%). No significant relationship between learning styles and academic year (χ² = 14.324; p =.575) nor age (χ² = 14.324; p =.575) were observed. However, the inferential analysis showed a significant relationship between learning styles and gender (χ² = 11.257; p =.024). Finally, students with an active learning style demonstrated significantly lower academic performance than their peers using pragmatic (F = 9.517; p = .011) and combined (F = 14.625; p = .013) learning styles. No other significant differences were observed. These findings show the importance of approaching teachers basic training from a flexible perspective, adapting it to learners’ cultural and educational context. In this sense, new research studies that analyse the relationship between learning styles and academic performance, mainly from the gender perspective, are needed.
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Gusev, A. N., and N. N. Volkova. "Сognitive Style Differences in Detection and Discrimination of Sensory Signals." Bulletin of Irkutsk State University. Series Psychology 35 (2021): 22–28. http://dx.doi.org/10.26516/2304-1226.2021.35.22.
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The purpose of the study was to test individual differences in sensory sensitivity while performing signal detection and signal discrimination tasks. A total of 98 subjects performed two cognitive style tests on flexibility and rigidity of cognitive control, and focusing and scanning control, as well as two psychophysical tasks on visual signal detection (“yes/no” method) and loudness discrimination (“same/different”), each including two difficulty levels. Task type and difficulty level were considered as stimulation factors, and cognitive styles were considered as individual differences factors. The effects of both cognitive styles along with the effect of their interaction were revealed. ‘Flexible’ subjects and ‘scanners’ showed higher sensitivity in signal detection compared to ‘rigid’ subjects and ‘focusers’, respectively. Whereas no between-group differences were found in the accuracy of signal discrimination. Thus, we revealed individual differences in sensitivity, driven by cognitive style characteristics on the one hand, and task type on the other.
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Guadalajara, Héctor, Álvaro Palazón, Olatz Lopez-Fernandez, Pilar Esteban-Flores, José Miguel Garcia, Alicia Gutiérrez-Misis, Enrique Baca-García, and Damián Garcia-Olmo. "Towards an Open Medical School without Checkerboards during the COVID-19 Pandemic: How to Flexibly Self-Manage General Surgery Practices in Hospitals?" Healthcare 9, no. 6 (June 17, 2021): 743. http://dx.doi.org/10.3390/healthcare9060743.
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Background: Can we create a technological solution to flexibly self-manage undergraduate General Surgery practices within hospitals? Before the pandemic, the management of clerkships was starting to depend less on checkerboards. This study aims to explore undergraduates’ perceptions of doing rotations in teaching hospitals using different teaching styles and elicit their views regarding the options of managing practices to design a mobile app that substitutes for checkerboards. Methods: In this sequential exploratory mixed methods study, 38 semi-structured interviews at a teaching hospital were conducted. The data was used to survey 124 students doing their rotations in four teaching hospitals during the first wave of COVID-19. Results: 21 themes highlighted concerns related to the practices, the teacher involvement in the students’ education, and the students’ adaptation to clinical culture. The students reported positive perceptions concerning self-managing and organizing practices via a mobile application. However, problems emerged regarding transparency, the lack of feedback, and the need for new tools. Regarding the teaching styles, the facilitator and personal models were perceived as optimal, but the personal style had no effect on using or not using a tool. Conclusions: A mobile-learning application designed like an educational opportunities’ manager tool can probably promote self-directed learning, flexible teaching, and bidirectional assessments. However, teachers who employ a personal teaching style may not need either checkerboards or a tool. This solution supports teaching at hospitals in pandemic times without checkerboards.
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Baharudin, Amira Fatiha, Noor Azida Sahabudin, and Adzhar Kamaludin. "Behavioral Tracking in E-Learning by Using Learning Styles Approach." Indonesian Journal of Electrical Engineering and Computer Science 8, no. 1 (October 1, 2017): 17. http://dx.doi.org/10.11591/ijeecs.v8.i1.pp17-26.
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Currently, e-learning is becoming an option as it can save the cost of education, time, and more flexible in its implementation. The main problem that arises is how to create e-learning content that is interesting and really fit the needs of the users. One way that can be done to optimize the content of e-learning is to analyze the user behavior. This study aims to analyze user (student) behavior in KALAM UMP, based on logs report (activity history), which is often called as behavioral tracking. First, the learning style of the students is determined based on Honey and Mumford Learning Styles Model by using Learning Styles Questionnaire. The analysis is done using SPSS 16.0 for Windows. The results shows that student with Reflector and Theorist learning styles access e-learning materials the most. From Spearman Correlation analysis, the relationship between learning styles and students’ behavior in e-learning is found to be very weak (r<sub>s</sub>=.276, p=.000), but statistically significant (p<0.05). In other words, students’ learning styles and behavior in e-learning have significant impacts on the improvement or degradation of students’ performance. Therefore, from the results of this study, an adaptive KALAM e-learning system which can suits the learning styles of UMP students is proposed. In adaptive e-learning system, students can access learning materials that match the students' learning needs and preferences.
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Timarová, Šárka, and Heidi Salaets. "Learning styles, motivation and cognitive flexibility in interpreter training." Aptitude for Interpreting 13, no. 1 (April 11, 2011): 31–52. http://dx.doi.org/10.1075/intp.13.1.03tim.
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Admission testing for conference interpreter training programmes traditionally focuses on skills directly related to the interpreting skills, and while soft skills, such as motivation, are recognised as important, they are not systematically tested or researched. The present study attempts to address this gap by exploring three traits and abilities, namely learning styles, motivation and cognitive flexibility, and to relate them to students’ self-selection for interpreting and to their success on final exams. Three tests were used to compare a group of self-selected interpreting students and applicants (n = 32) and a subgroup of conference interpreting students (n = 14) to a control group of undergraduate students (n = 104), from among whom the majority of Lessius University College interpreting students are recruited: the Inventory of Learning Styles (Vermunt & Rijswijk 1987), the Achievement Motivation Test (Hermans 1968/2004) and the Wisconsin Card Sorting Test (Grant & Berg 1948). The results show that self-selected interpreting students are cognitively more flexible and are less negatively affected by anxiety. Compared to the control group, successful conference interpreting students, but not unsuccessful students, are cognitively more flexible and benefit more from some level of anxiety. Moreover, all conference interpreting students are less affected by stress than the control group and seem to have more clearly developed learning preferences.
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Dzomonda, Obey, Olawale Fatoki, and Olabanji Oni. "The Impact of Leadership Styles on the Entrepreneurial Orientation of Small and Medium Enterprises in South Africa." Journal of Economics and Behavioral Studies 9, no. 2 (May 18, 2017): 104. http://dx.doi.org/10.22610/jebs.v9i2.1654.
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The critical role Small and Medium Enterprises play in the economic prosperity of nations cannot be understated. SMEs actively contribute towards economic growth and development through their active role as innovators and agents for change. The authors of this paper believe that leadership styles exercised by SME owners have a bearing on the innovative ability of SMEs. Hence, this paper aimed at investigating the impact of leadership styles on the entrepreneurial orientation of SMEs in Polokwane Municipality. A quantitative research method was used and 103 SMEs participated in the survey. The random sampling technique was used. Self-administered questionnaires were utilised to collect data in a survey. Data analysis included descriptive statistics, Pearson’s correlation and regression analysis. Reliability of the data collection instruments was measured using the Cronbach’s alpha. The results indicated that the SMEs display average levels of entrepreneurial orientation. In addition, the results showed that SMEs display average levels of leadership styles inclined towards transformational leadership style. Furthermore, the results showed a significant positive relationship between the independent variables: leadership styles with the dependent variable (EO) of SMEs. SMEs were recommended to provide flexible leadership styles that will make EO to flourish in their businesses. Furthermore, the policy makers and relevant authorities were recommended to devise and implement a consortium of strategies and policies that can increase the level of entrepreneurial orientation among SMEs in South Africa.
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Rana, Tauseef, Yawar Abbas Bangash, Abdullah Baz, Toqir Ahmad Rana, and Muhammad Ali Imran. "Incremental Composition Process for the Construction of Component-Based Management Systems." Sensors 20, no. 5 (February 29, 2020): 1351. http://dx.doi.org/10.3390/s20051351.
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Cyber-physical systems (CPS) are composed of software and hardware components. Many such systems (e.g., IoT based systems) are created by composing existing systems together. Some of these systems are of critical nature, e.g., emergency or disaster management systems. In general, component-based development (CBD) is a useful approach for constructing systems by composing pre-built and tested components. However, for critical systems, a development method must provide ways to verify the partial system at different stages of the construction process. In this paper, for system architectures, we propose two styles: rigid architecture and flexible architecture. A system architecture composed of independent components by coordinating exogenous connectors is in flexible architecture style category. For CBD of critical systems, we select EX-MAN from flexible architecture style category. Moreover, we define incremental composition mechanism for this model to construct critical systems from a set of system requirements. Incremental composition is defined to offer preservation of system behaviour and correctness of partial architecture at each incremental step. To evaluate our proposed approach, a case study of weather monitoring system (part of a disaster management) system was built using our EX-MAN tool.
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Chen, Sherry Y., George D. Magoulas, and Dionisios Dimakopoulos. "A flexible interface design for Web directories to accommodate different cognitive styles." Journal of the American Society for Information Science and Technology 56, no. 1 (2004): 70–83. http://dx.doi.org/10.1002/asi.20103.
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Dzomonda, Obey, Olawale Fatoki, and Olabanji Oni. "The Impact of Leadership Styles on the Entrepreneurial Orientation of Small and Medium Enterprises in South Africa." Journal of Economics and Behavioral Studies 9, no. 2(J) (May 18, 2017): 104–13. http://dx.doi.org/10.22610/jebs.v9i2(j).1654.
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The critical role Small and Medium Enterprises play in the economic prosperity of nations cannot be understated. SMEs actively contribute towards economic growth and development through their active role as innovators and agents for change. The authors of this paper believe that leadership styles exercised by SME owners have a bearing on the innovative ability of SMEs. Hence, this paper aimed at investigating the impact of leadership styles on the entrepreneurial orientation of SMEs in Polokwane Municipality. A quantitative research method was used and 103 SMEs participated in the survey. The random sampling technique was used. Self-administered questionnaires were utilised to collect data in a survey. Data analysis included descriptive statistics, Pearson’s correlation and regression analysis. Reliability of the data collection instruments was measured using the Cronbach’s alpha. The results indicated that the SMEs display average levels of entrepreneurial orientation. In addition, the results showed that SMEs display average levels of leadership styles inclined towards transformational leadership style. Furthermore, the results showed a significant positive relationship between the independent variables: leadership styles with the dependent variable (EO) of SMEs. SMEs were recommended to provide flexible leadership styles that will make EO to flourish in their businesses. Furthermore, the policy makers and relevant authorities were recommended to devise and implement a consortium of strategies and policies that can increase the level of entrepreneurial orientation among SMEs in South Africa.
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Chang, Jen-Ho, Hsueh-Chih Chen, Chin-Chun Hsu, Yu-Chen Chan, and Yu-Lin Chang. "Flexible humor styles and the creative mind: Using a typological approach to investigate the relationship between humor styles and creativity." Psychology of Aesthetics, Creativity, and the Arts 9, no. 3 (August 2015): 306–12. http://dx.doi.org/10.1037/a0039527.
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Yang, Shuai, Jiaying Liu, Wenjing Wang, and Zongming Guo. "TET-GAN: Text Effects Transfer via Stylization and Destylization." Proceedings of the AAAI Conference on Artificial Intelligence 33 (July 17, 2019): 1238–45. http://dx.doi.org/10.1609/aaai.v33i01.33011238.
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Text effects transfer technology automatically makes the text dramatically more impressive. However, previous style transfer methods either study the model for general style, which cannot handle the highly-structured text effects along the glyph, or require manual design of subtle matching criteria for text effects. In this paper, we focus on the use of the powerful representation abilities of deep neural features for text effects transfer. For this purpose, we propose a novel Texture Effects Transfer GAN (TET-GAN), which consists of a stylization subnetwork and a destylization subnetwork. The key idea is to train our network to accomplish both the objective of style transfer and style removal, so that it can learn to disentangle and recombine the content and style features of text effects images. To support the training of our network, we propose a new text effects dataset with as much as 64 professionally designed styles on 837 characters. We show that the disentangled feature representations enable us to transfer or remove all these styles on arbitrary glyphs using one network. Furthermore, the flexible network design empowers TET-GAN to efficiently extend to a new text style via oneshot learning where only one example is required. We demonstrate the superiority of the proposed method in generating high-quality stylized text over the state-of-the-art methods.
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Kusuma, Arie Purwa, S. B. Waluya, Rochmad Rochmad, and S. Mariani. "ALGEBRA PROBLEM SOLVING ABILITY BASED ON SOLO TAXONOMY ASSESSED FROM COGNITIVE STYLE." Jurnal Pendidikan Matematika dan IPA 12, no. 2 (July 26, 2021): 148. http://dx.doi.org/10.26418/jpmipa.v12i2.44911.
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Algebra is a branch of mathematics that uses mathematical statements to describe the relationship between various things. This study aims to describe the algebra problem solving abilities of students in the Linear Program course. There are differences in student problem solving, which are caused by students' cognitive styles. Reflective and impulsive cognitive styles based on the SOLO taxonomy. This research method is descriptive qualitative. The research was conducted at STKIP Kusuma Negara Jakarta. The research subjects consisted of 4 students, 2 students having a reflective cognitive style and 2 students having an impulsive style. Purposive sampling technique was used in taking the subjects.Data collection techniques used cognitive style test questions Matching Familiar Figures Test (MFFT), algebra problem solving test questions and interview guidelines. Data collection techniques used two techniques, namely written tests and interviews. Technical analysis of data by reducing data, presenting data, and drawing conclusions. From the data processing, the results of the research were 2 students whose have flexible cognitive style also have good algebra problem solving abilities and based on SOLO taxonomy reached the Extended abstract level. Meanwhile, students who have an impulsive cognitive style in solving algebra problems based more on the SOLO taxonomy have Multistructural and Unistructural levels. So each cognitive style of students gives the different results in solving problems.
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Brassington, Glenn S. "Insomnia and Styles of Parental Authority in College Students." Psychological Reports 74, no. 3 (June 1994): 712–14. http://dx.doi.org/10.2466/pr0.1994.74.3.712.
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This study explored the hypothesis that styles of parental authority are related to insomnia in college students. To do this, I asked a large group of university students ( N = 757) to respond to a questionnaire that included the items of Buri's Parental Authority Questionnaire and the Coren Insomnia Scale. Analysis suggested that more strict and uncompromising discipline engaged in by authoritarian parents was associated with higher insomnia in young adults, while the firm though flexible and warm discipline associated with the authoritative parents was associated with less insomnia. Further, as fathers' permissiveness increased, insomnia decreased, while mothers' permissiveness seemed to be unrelated to insomnia.
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Stanfield, Jacqueline B. "Couples coping with dual careers: A description of flexible and rigid coping styles." Social Science Journal 35, no. 1 (March 1, 1998): 54–64. http://dx.doi.org/10.1016/s0362-3319(98)90059-3.
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Cao, Fei, Jian Ping Shi, Xian Yan Liu, and Chang Sheng Zhang. "Modern Home Textiles Database Query System." Advanced Materials Research 175-176 (January 2011): 398–401. http://dx.doi.org/10.4028/www.scientific.net/amr.175-176.398.
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This study made a discussion of the exploitation and application of home textile bedding data-base design. The target is to closely follow the International Textile Fashion trend and to design a lot of world-class home textile bedding products. This article bases on the practicality of the textile bedding design. Database is divided into three modules: style classification database, design theme classification database and the processing technology database. In a comprehensive basis of market research, database is using VB programming language and Access database development tools. Because it has the function of flexible, quickly and accurately find the technical parameters, design styles and product styles and other related information of the processing. There are many descriptions, pictures, process technology and so on of home textiles bedding in the data-base. From the data-base, designers can easily inquiry the color, variety, fashion, style, function, process technology etc. Then, designers can exchange and innovation by using what they inquiry from the database. Through the innovation, home textile enterprises enhance the market competitiveness. It’s conducive to improve the overall development of textile industry by the data-base.
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Gomez Sanchez, Lucia, Almudena Navas Saurin, and Joan Carles Bernad Garcia. "Flexible Subjects: Educational Policy Neoliberal Rationalities." education policy analysis archives 13 (October 29, 2005): 44. http://dx.doi.org/10.14507/epaa.v13n44.2005.
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Flexible Subjects: Neo-liberal Rationalities and Education Policy. This article aims to examine training and employment programmes for the young (more specifically, the Spanish Social Guarantee Schemes—Programas de Garantía Social) in relation to neoliberal political rationalities. We believe the introduction of neoliberal policies to have been greater and faster precisely in the periphery of the educational system. To that end, we intend to make teachers' participation in the operation of the policies conceptually visible. The professionals’ discourse about the socio-labour integration of the young –a discourse that legitimises their daily work – will be analysed on the basis of qualitative materials from in-depth interviews. This analysis allows us to: 1) show the new ways of defining and valuing the teaching activity required and generated by these practical and institutional changes; 2) the analysis evidences some of the effects of the emerging discourses as well as the strategic roles they play in connection with neoliberal governance styles.
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Sultan, Naveed, and Zainab Javed. "Parenting Styles and Suicidal Ideation in Pakistani Adolescents." Journal of Professional & Applied Psychology 1, no. 2 (December 30, 2020): 53–61. http://dx.doi.org/10.52053/jpap.v1i2.9.
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Suicide is described as death caused by self-directed injurious behavior with any intent to die as a result of the behavior. Adolescence is a period of marked risk for suicide. This study was carried out to find out the relationship of parenting style and suicidal ideation of adolescents. A sample of (N= 200) with age range of 13 to 19 years from different schools of Khyber Pakhtun Khwa, Pakistan was selected. Two instruments were used in study: Parental Authority Questionnaire (PAQ), and Suicidal Risk Scale (SRS). Pearson partial correlation was applied to analyze the data. The findings shows permissive mother parenting style is significantly positively correlated with authoritarian mother parenting, permissive father parenting, authoritarian father parenting, and suicidal ideation. Whereas, authoritarian mother parenting style significantly positively correlated with permissive father parenting, authoritarian father parenting, and suicidal ideation. Meanwhile authoritative/flexible mother parenting style is significantly negatively correlated with permissive father parenting, authoritarian father parenting, and suicidal ideation.
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Franklin, Marika, Sophie Lewis, Karen Willis, Anne Rogers, Annie Venville, and Lorraine Smith. "Controlled, Constrained, or Flexible? How Self-Management Goals Are Shaped By Patient–Provider Interactions." Qualitative Health Research 29, no. 4 (June 6, 2018): 557–67. http://dx.doi.org/10.1177/1049732318774324.
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A person-centered approach to goal-setting, involving collaboration between patients and health professionals, is advocated in policy to support self-management. However, this is difficult to achieve in practice, reducing the potential effectiveness of self-management support. Drawing on observations of consultations between patients and health professionals, we examined how goal-setting is shaped in patient–provider interactions. Analysis revealed three distinct interactional styles. In controlled interactions, health professionals determine patients’ goals based on biomedical reference points and present these goals as something patients should do. In constrained interactions, patients are invited to present goals, yet health professionals’ language and questions orientate goals toward biomedical issues. In flexible interactions, patients and professionals both contribute to goal-setting, as health professionals use less directive language, create openings, and allow patients to decide on their goals. Findings suggest that interactional style of health professionals could be the focus of interventions when aiming to increase the effectiveness of goal-setting.
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Gulseven, Osman, and Jacques Mostert. "The Role of Phenotypic Personality Traits as Dimensions of Decision-making Styles." Open Psychology Journal 12, no. 1 (March 28, 2019): 84–95. http://dx.doi.org/10.2174/1874350101912010084.
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Background:Each individual has unique personality traits which affect decision-making process. Those traits are defined as cautiousness, openness to experience, decision difficulty, agency, emotion neutrality, goal orientation, intuitive awareness, plan orientation, pro-activity, and rationality.Objective:The study aimed to show how established personality traits as dimensions of decision-making can be used to classify four distinct decision-making styles. The personality styles are defined as avoidant, designer, flexible, and auditor styles.Methods:A global survey was conducted to gather information on individual decision-making styles. Quantitative methods, such as tabular analysis, mean score equivalency test, correlation analysis, discriminant analysis and chi-square test for association have been used.Results:We found that there are significant gender differences in personality styles. This is partially due to the differences in emotion-neutrality scores among men and women. Female respondents are more emotional, a finding that is common in educational workers.Conclusion:The results reinforce that gender differences in emotions exist. For a socially interactive occupation such as education, being emotional might lead to better communication.
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McAdam, Neil. "Situational stress and restriction of stylistic repertoire in high potential managerial aspirants: Implications for the implementation of the ‘new organization’." Journal of Management & Organization 12, no. 1 (June 2006): 40–67. http://dx.doi.org/10.1017/s1833367200004156.
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ABSTRACTThe literature on new organizational forms commonly stresses the key role of ‘collaborative individuals’ in delivering the challenging balance of creativity and productivity, vision and focus, openness and decisiveness critical to achieving coherence and responsiveness in the turbulent environment of the 21st Century. This paper reports a recent study that considers these requirements as expressed by competing psychological types/brain styles and assesses the impact of stressors within the task environment on the breadth of stylistic repertoire of high-potential managerial aspirants. It finds that stress significantly shrinks stylistic repertoire and, more critically, moves the focus away from creative, collaborative and ambiguity-tolerant styles towards performance-driven, control-oriented, and grounded styles. The implications of this finding for building the strategically coherent but flexible and developmental cultures advocated in the ‘new organization’ literature are discussed.
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McAdam, Neil. "Situational stress and restriction of stylistic repertoire in high potential managerial aspirants: Implications for the implementation of the ‘new organization’." Journal of Management & Organization 12, no. 1 (June 2006): 40–67. http://dx.doi.org/10.5172/jmo.2006.12.1.40.
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ABSTRACTThe literature on new organizational forms commonly stresses the key role of ‘collaborative individuals’ in delivering the challenging balance of creativity and productivity, vision and focus, openness and decisiveness critical to achieving coherence and responsiveness in the turbulent environment of the 21st Century. This paper reports a recent study that considers these requirements as expressed by competing psychological types/brain styles and assesses the impact of stressors within the task environment on the breadth of stylistic repertoire of high-potential managerial aspirants. It finds that stress significantly shrinks stylistic repertoire and, more critically, moves the focus away from creative, collaborative and ambiguity-tolerant styles towards performance-driven, control-oriented, and grounded styles. The implications of this finding for building the strategically coherent but flexible and developmental cultures advocated in the ‘new organization’ literature are discussed.
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Ridenour, Marcella V. "Children's Snow Sleds: Age Appropriateness and Safety." Perceptual and Motor Skills 68, no. 3 (June 1989): 883–90. http://dx.doi.org/10.2466/pms.1989.68.3.883.
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The guidelines for age-labeling children's toys are summarized. Publications relating to the safe use of snow sleds by children are reviewed. The patent history of sled runners and steering is described. 140 children between the ages of 6 and 12 yr. old participated in the assessment of four different styles of snow sleds, using a downhill course which required a very small directional change. Sled style influenced the children's steering success. A traditional sled with a wooden platform and flexible metal runners provided the best steering for all age groups between 6 and 12 yr. old. Recommendations for parents, park managers, and manufacturers regarding the safety of children's sleds are provided.
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Tracy, Sarah J. "The Toxic and Mythical Combination of a Deductive Writing Logic for Inductive Qualitative Research." Qualitative Communication Research 1, no. 1 (2012): 109–41. http://dx.doi.org/10.1525/qcr.2012.1.1.109.
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In this article, I make a case for how the conventional deductive writing style common in top impact mainstream journals affects what we can know, how we can learn, and the extent to which qualitative methods are valued. Using case examples, I demonstrate how a deductive logic perpetuates a myth that is ethically and pedagogically problematic, constrains theory building, and invites inappropriate benchmarks for quality. Further, articulating qualitative analysis methods in a formulaic manner can actually overshadow and discourage the artistic insight of grounded analyses. The article closes with a discussion of how communication scholars are well equipped to help transform publication conventions so that qualitative methods may be presented in more flexible and expansive literary styles.
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Wang, Guo Ping, Hua Ling Chen, She Miao Qi, Jiu Hui Wu, and Lie Yu. "Study on Static Assembly Interference Pressure between a Thin-Wall Flexible Cup and a Hollow Flexible Shaft." Advanced Materials Research 179-180 (January 2011): 212–19. http://dx.doi.org/10.4028/www.scientific.net/amr.179-180.212.
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Distribution of static interference pressure between a thin-wall flexible cup and a flexible shaft fluctuates heavily along the axis of the cup and is quite different from pressure distribution of common interference styles. In this article, aiming at solving distribution of static interference pressure between a thin-wall flexible cup with much thicker bottom and a hollow flexible shaft, mechanical model and mathematical model of solving the problem were built based on classic thin shell theory. Special difference is that precise special solution of bending equation of thin cylindrical shell was used to substitute the special solution which is original from bending deformation of thin cylindrical shell in no moment status. And a brand new general solution, the relational expression between bending deformation of thin wall of the cup and distribution of the static interference pressure, was obtained. Then, a method used to solve the pressure distribution was presented by solving integral equation and applying superposition principle for the first time. Through using the method to solve an example and comparing calculated results with FEM results, it was proved that the method is correct and effective.
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Rive, Joey, and Scott Williams. "Establishing a game-plan." ITF Coaching & Sport Science Review 23, no. 66 (August 31, 2015): 18–20. http://dx.doi.org/10.52383/itfcoaching.v23i66.137.
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This article discusses the importance of a clear game plan when approaching match play. It describes each phase of the game planning process from prioritising game styles to evaluating matches as well as how to put the game plan into action with the ability to be flexible when change occurs
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Dube, Tendai, and Minhua Ma. "A Flexible E-Assessment System Inspired by Design Methodology Management to Accommodate Diverse Learning Styles." International Journal for Digital Society 1, no. 1 (March 1, 2010): 44–52. http://dx.doi.org/10.20533/ijds.2040.2570.2010.0008.
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Suparta, Suparta. "Implementasi Manajemen Kepemimpinan Madrasah Aliyah di Bangka Belitung." Edugama: Jurnal Kependidikan dan Sosial Keagamaan 4, no. 2 (December 31, 2018): 45–59. http://dx.doi.org/10.32923/edugama.v4i2.732.
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Abstract
Based on the results of observations and interviews of researchers the implementation of leadership management in MAN I Tanjung Pandan can be categorized in two respects. The two categories are: First, leadership management seen from the aspect of leadership style. Second, leadership management is seen from the aspects they lead. The implementation of the first aspect which became the main actor was the Principal while in the second aspect the main actor was the deputy principals, teachers, staff and students of MAN I Tanjung Pandan
The leadership style implemented in MAN I Tanjung Pandan is dominated by two leadership styles, namely democratic and charismatic leadership styles. However, from the two styles, the most dominant one carried out daily is the style of democratic leadershipIn other words, the leadership style is flexible based on the interests that must be implemented. Sometimes it uses a paternalistic management style and sometimes also uses open management. This is in accordance with Hasibuan stating that the management style can be divided into first management father (Paternalistic management), both closed management (closed management), third open management (open management), fourth democratic management (democratic management).
Abstrak
Berdasarkan hasil Observasi dan wawancara peneliti implementasi manajemen kepemimipinan di MAN I Tanjung Pandan dapat dikategorikan dalam dua hal. Adapun kedua kategori itu yaitu: Pertama, manajemen kepemimpinan yang dilihat dari aspek gaya memeimipinnya. Kedua, manajemen kepemimpinan yang dilihat dari aspek yang dipimpinnya. Implementasi pada aspek pertama yang menjadi aktor utamanya adalah Kepala Sekolahsedangkan pada aspek kedua yang menjadi aktor utamanya adalah para wakil kepala sekolah, para guru, para staf dan para siswa MAN I Tanjung Pandan.
Gaya kepemimipinan yang dilaksanakan di MAN I Tanjung Pandan didominasi oleh dua gaya kepemimipinan yaitu gaya kepemimpinan demokratis dan kharismatis. Namun demikian dari kedua gaya tersebut yang paling dominan dilaksnakan sehari-hari adalah gaya kepemimpinan demokratis.
Dengan kata lain, gaya kepemimipinannya fleksibel berdasarkan kepentingan yang harus dilaksanakan. Kadang-kadang menggunakan gaya paternalistik management dan terkadang juga menggunakan open managamant. Hal ini sesuai dengan Hasibuan menyatakan gaya menejemn dapat dibedakan atas: pertama manjemen bapak ( Paternalistik managamant), kedua manajemen tertutup ( closed managamant), ketiga manajemen terbuka (open managamant), keempat manajemen demokrasi ( democration managamant)
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Zidar, Josefina, Alexandra C. V. Balogh, Olof Leimar, and Hanne Løvlie. "Generalization of learned preferences covaries with behavioral flexibility in red junglefowl chicks." Behavioral Ecology 30, no. 5 (July 13, 2019): 1375–81. http://dx.doi.org/10.1093/beheco/arz088.
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Abstract The relationship between animal cognition and consistent among-individual behavioral differences (i.e., behavioral types, animal personality, or coping styles), has recently received increased research attention. Focus has mainly been on linking different behavioral types to performance in learning tasks. It has been suggested that behavioral differences could influence also how individuals use previously learnt information to generalize about new stimuli with similar properties. Nonetheless, this has rarely been empirically tested. Here, we therefore explore the possibility that individual variation in generalization is related to variation in behavioral types in red junglefowl chicks (Gallus gallus). We show that more behaviorally flexible chicks have a stronger preference for a novel stimulus that is intermediate between 2 learnt positive stimuli compared to more inflexible chicks. Thus, more flexible and inflexible chicks differ in how they generalize. Further, behavioral flexibility correlates with fearfulness, suggesting a coping style, supporting that variation in generalization is related to variation in behavioral types. How individuals generalize affects decision making and responses to novel situations or objects, and can thus have a broad influence on the life of an individual. Our results add to the growing body of evidence linking cognition to consistent behavioral differences.
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Asif, Nayeem, Nangkula Utaberta, and Arman Sarram. "Architectural Styles of Malaysian Mosque: Suitability In Compact Urban Settings." MATEC Web of Conferences 266 (2019): 06001. http://dx.doi.org/10.1051/matecconf/201926606001.
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The concept of urban mosque stems from more extensive reasons that mostly come from the overall issues of industrialization. Considering the challenges related to rapid urban growth, public institutions, such as mosque and its compatibility is required to be assessed in the context of compact cities. This study, therefore, aims to evaluate the planning and layout of six different styles of mosque in Malaysia regarding their suitability in compact urban settings. Due to its genre, the study adopts a case study as a qualitative research strategy as its research method. Content analysis is conducted on the compiled literature to indicate the expected outcome. Following a brief comparative discussion, this paper shows that mosque with modern architectural style among all six typologies is most suitable in the context of compact urban settings. Factors considered for the evaluation of mosques include layout progression of the mosque whether horizontal or vertical, provision for vertical stacking of spaces, symmetry in topology as well as in elevation and space types regarding flexible usage. The scope of this paper is limited to the assessment of literature only, which opens the window for a further in-depth study of actual case studies related to this topic.
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Alsobhi, Aisha Yaquob, and Khaled Hamed Alyoubi. "Adaptation algorithms for selecting personalised learning experience based on learning style and dyslexia type." Data Technologies and Applications 53, no. 2 (April 1, 2019): 189–200. http://dx.doi.org/10.1108/dta-10-2018-0092.
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PurposeThrough harnessing the benefits of the internet, e-learning systems provide flexible learning opportunities that can be delivered at a fixed cost at a time and place to suit the user. As such, e-learning systems can allow students to learn at their own pace while also being suitable for both distance and classroom-based learning activities. Adaptive educational hypermedia systems are e-learning systems that employ artificial intelligence. They deliver personalised online learning interventions that extend electronic learning experiences beyond a mere computerised book through the use of intelligence that adapts the content presented to a user according to a range of factors including individual needs, learning styles and existing knowledge. The purpose of this paper is to describe a novel adaptive e-learning system called dyslexia adaptive e-learning management system (DAELMS). For the purpose of this paper, the term DAELMS will be employed to describe the overall e-learning system that incorporates the required functionality to adapt to students’ learning styles and dyslexia type.Design/methodology/approachThe DAELMS is a complex system that will require a significant amount of time and expertise in knowledge engineering and formatting (i.e. dyslexia type, learning styles, domain knowledge) to develop. One of the most effective methods of approaching this complex task is to formalise the development of a DAELMS that can be applied to different learning styles models and education domains. Four distinct phases of development are proposed for creating the DAELMS. In this paper, we will discuss Phase 3 which is the implementation and some adaption algorithms while in future papers will discuss the other phases.FindingsAn experimental study was conducted to validate the proposed generic methodology and the architecture of the DAELMS. The system has been evaluated by group of university students studying a Computer Science related majors. The evaluation results proves that when the system provide the user with learning materials matches their learning style or dyslexia type it enhances their learning outcomes.Originality/valueThe DAELMS correlates each given dyslexia type with its associated preferred learning style and subsequently adapts the learning material presented to the student. The DAELMS represents an adaptive e-learning system that incorporates several personalisation options including navigation, structure of curriculum, presentation, guidance and assistive technologies that are designed to ensure the learning experience is directly aligned with the user's dyslexia type and associated preferred learning style.