Outcome space algorithm for generalized multiplicative problems and optimization over the efficient set

I use phenomenography, which is an interpretive research approach, to seek and to discover what beginning teachers in Malaysia conceive and understand as competence in relation to what they do everyday as teachers. Phenomenographic approach is used because of its potential to capture variation of understanding, or way of constituting, the conceptions of competency. The outcomes of this study, therefore, are: (a ) Categories of description which capture the critical dimensions of how beginning teachers in Malaysia understand the conceptions of competency, and, (b ) An outcome space that describes the relationships between the categories. The results show that beginning teachers’ conceptions of competence fall into five qualitatively different categories: (a ) Classroom and Behaviour Management, (b ) Knowing Subject Matter, (c) Understanding Students; (d ) Reaching out for Assistance and Support, and (e ) Possessing Values of Professionalism. The relationships between these categories are represented diagrammatically as the outcome space. The empirical data through phenomenography has provided a platform for teachers and teacher educators to ask: (a) " What are the implications, for beginning teachers, of their differing ways of understanding the conceptions of competency" (b) " How can teaching institutions better prepare pre - service teachers for their early years of teaching," and, (c) "How can appraisers (e.g., Principals, Head Teachers, Course Coordinators) use the outcomes to better plan any evaluations of competency?" I discuss each question in the article.

Download Full-text

Beep-And-Sleep: Message and Energy Efficient Set Cover

10.1007/978-3-030-89240-1_7 ◽

2021 ◽

pp. 94-110

Author(s):

Thorsten Götte ◽

Christina Kolb ◽

Christian Scheideler ◽

Julian Werthmann

Keyword(s):

Energy Efficient ◽

Efficient Set ◽

Set Cover

Download Full-text

“DIVING” INTO THE MEANINGS AND REVEALING CONCEPTIONS OF BEING A PROFESSOR IN MANAGEMENT

RAM Revista de Administração Mackenzie ◽

10.1590/1678-6971/eramg190144 ◽

2019 ◽

Vol 20 (5) ◽

Author(s):

GABRIELA T. SANTOS ◽

ANIELSON B. SILVA

Keyword(s):

Data Analysis ◽

Qualitative Study ◽

Design Methodology ◽

Management Training ◽

Educational Process ◽

Training Design ◽

Teaching Knowledge ◽

Economic Background ◽

Outcome Space ◽

Dominant Ideologies

ABSTRACT Purpose: The objective of this study is to identify conceptions of being a professor in Management. The theoretical reflections that have defined the understanding of the phenomenon are associated with teaching knowledge, professor training and conceptions of being a professor. Originality/value: The results of this study reveal that conceptions of being a professor reflect the practice of teaching and the development of knowledge perceived from the field's dominant ideologies, the socio-economic background, and the current political contexts. This study contributes to the process of professors' Management training. Design/methodology/approach: This is a qualitative study and uses phenomenography as a method to understand, based on outcome space, the meaning of conceptions identified through interviews conducted with 20 professors working in undergraduate and graduate Management programs in Brazil for more than ten years. Findings: The results of the data analysis allow the identification of four conceptions of being a professor: 1. a professional who performs the job like any other; 2. an educator who acts as a knowledge mediator; 3. an author of educational process; and 4. an agent who transforms people and him/herself.

Download Full-text

Psychosocial effects of the COVID-19 pandemic and lockdown on university students: Understanding apprehensions through a phenomenographic approach

PLoS ONE ◽

10.1371/journal.pone.0251641 ◽

2021 ◽

Vol 16 (5) ◽

pp. e0251641

Author(s):

Sumbal Shahbaz ◽

Muhammad Zeshan Ashraf ◽

Rubeena Zakar ◽

Florian Fischer ◽

Muhammad Zakria Zakar

Keyword(s):

Online Education ◽

University Students ◽

Psychological Impact ◽

Psychological Effects ◽

Limited Evidence ◽

Psychosocial Effects ◽

Perceptions Of Students ◽

Outcome Space ◽

Depth Interviews

Limited evidence exists to help understand the experiences of university students in relation to the long-term lockdown due to the COVID-19 pandemic. For that reason, we conducted a study using a phenomenographic approach in order to understand how university students perceive COVID-19 and the associated lockdown. Data were collected from 25 students in Pakistan. They were asked to demonstrate the psychological effects of the COVID-19 pandemic and lockdown in illustrations. In addition, in-depth interviews were conducted with these students, to gain further insights into their perspectives on the psychosocial effects of the COVID-19 pandemic. The analysis revealed four interlinked directions for understanding students’ experiences. These themes were: 1) escape into peace, 2) hope for personal freedom, 3) fear of becoming a victim of COVID-19, and 4) concerns regarding education, future career, and opportunities. All four themes were analyzed and condensed into an outcome space, which further gathers the perceptions of students under one theme as “Hope for life while paradoxically living with fear”. Studying the psychological impact of the COVID-19 pandemic and lockdown on students not only highlighted their concerns, but also emphasized the importance of starting regular psychological evaluations and stress-releasing sessions, along with online education to overcome growing depression.

Download Full-text