Academic literature on the topic 'Regulated and stable styles'

The purpose of the study was to establish the relationship between regulated conflict resolution styles and marital stability in Kiambu County, Kenya. Specifically, the study sought to: establish the types of marital conflicts among married individuals in Kiambu County; determine the various marital conflict resolution styles used by married individuals in the County, and; establish the relationship between marital conflict resolution styles and marital stability. Descriptive-correlation research design was used. Data was collected from 96 married individuals aged 18 years and above by aid of a structured questionnaire. Data analysis was carried out using SPSS. The statistical techniques applied included independent samples T-test, Chisquare and Mann-Whitney U test. The results showed that most types of conflicts were solvable. Descriptive statistics indicated that regulated marital conflict resolution styles were used by majority of the respondents, with validating styles being the most applied (M=2.87, SD=0.745). This was followed by volatile styles (M=2.79, SD=0.827) and avoidant styles (M=2.79, SD=0.739). The difference between individuals in stable marriages and those in unstable marriages was not statistically significant in terms of their use of regulated marital conflict resolution styles. It was concluded that regulated conflict resolution styles were a necessary but not sufficient conditions for marital stability. It was recommended that premarital counselors should highlight to the would be couples that some conflicts are perpetual and therefore require coping with, rather than resolving.

The aim of this study was to detect leaders among a group of university students based on their centrality scores and, from these scores, to distribute roles to help enhance learning climate. We understood that learning climate improved when the construction of networked knowledge was stimulated from the perspective of Computer-Supported Collaborative Learning. We conducted the educational experiment in a virtual environment. An online discussion forum was set up in a loo- sely structured format, and the students’ centrality scores were calculated from the social network they generated in the forum. Our findings show that student connectivity increased significantly and that several leadership styles were detected. Based on these leadership styles we designed strategies for optimizing learning climate in a self-regulated and stable way. Based on the type of centrality, we detected leaders in terms of their popularity, sociability, closeness to others, control of information flowing through the network, and influence. The novelty of this study resides in the incipient production of educational technology based on Social Network Analysis and, specifically, on the design of centrality-based strategies for optimizing climate in the university classroom.

This study used multimedia games as instruments for critical thinking activities based on the Self-Regulated Learning (SRL) framework for the CoViD-19 crisis, supported by achievement tests and questionnaires. The results showed that the present method is effecttive to improve students' learning achievement, confirmed by the higher posttest results compared to than those of the pretest. The educational goals of SRL theories were developed through student-directed instructional design online where the students' guide made some input into their learning processes. The students' satisfaction in learning with the SRL framework for the CoViD-19 crisis gained a high level, informing that the SRL framework for problem solving during the CoViD-19 crisis was useful for teaching and career training. Teaching styles (such as the stable focus, orientation, or intent) constituted the entire patterns of teaching behaviors. This study implies that a self-directed learner can be described as being self-managing in a situation where the individual is engaged in student-centered instructions.

Purpose – The purpose of this study is to examine the relationship between leadership styles and conflict management styles among managers, while handling interpersonal conflict (mangers and subordinates). Design/methodology/approach – Middle-level managers (N = 150) from different private sector manufacturing industries were included in the study to seek responses through questionnaire based on instruments for conflict management and leadership styles. Findings – Managers who perceived to exhibit more on transformational leadership style adopted integrating and obliging style of conflict management. Those who perceived to exhibit more on transactional style opted for compromising style of conflict management. Whereas, managers perceived to exhibit laissez-faire leadership style adopted avoiding style to manage conflicts with subordinates. Originality/value – Despite the universal acceptance of leadership importance in corporate settings, research so far investigated leadership styles as determinants of conflict management styles are population-specific, including nursing managers (Hendel, 2005), university academic staff (Paul, 2006) and healthcare professionals (Saeed, 2008). Furthermore, the findings in the referred studies are not consistent, and this issue seems to be at an exploratory phase that requires further investigation to establish the relationship. Blake and Mouton (1964) and Rahim (1992) tried to measure the strategies in which individuals typically deal with the conflicts. This approach treated conflict styles as individual disposition, stable over time and across situations. It is argued and supported by literature that leadership styles or behaviors remain stable over time and are expected to be significantly related to conflict management styles (Hendel, 2005).

The present study attempted to investigate the interdependence of self-regulated learning and language learning styles among three levels of language learners. Their gender and language proficiency level were also taken into consideration to find out the interaction between these variables. To carry out the study, the subject was selected based on the multi-stage sampling procedure. From five universities, 200 EFL learners studying TEFL, Literature, and Translation were randomly selected. Based on their scores on the TOEFL test, the participants were divided into beginner, intermediate, and advanced levels. From each level, 30 subjects were randomly selected. The research instruments were used to collect the required data for the study. After analyzing the data, the results showed a significant relationship between the EFL learners’ learning styles and their self-regulation. It was disclosed that the higher the learners’ scores on language learning styles were, the more self-regulated they were. When gender was taken into account as a moderator variable, no significant correlation between language learners’ learning styles and their gender was detected. It was found that both male and female learners were self-regulated in the same way. In addition, EFL learners’ proficiency level significantly made a difference in their self-regulation; however, it did not affect their learning styles.

The aim of this study was to determine the learning styles of prospective chemistry and science teachers, and to examine the effects of different learning styles on their self-regulated learning skills. The survey method which is one of the quantitative research methods was used in this study. A total of 251 prospective chemistry and science teachers from the Departments of Chemistry and Science Education of three different public universities participated in the study. The Self-Regulated Learning Skills Scale was used to determine the self-regulated learning skills of the prospective teachers, and the ‘Maggie McVay Lynch Learning Style Inventory’ was used to determine the prospective teachers’ learning styles. The results showed that 61.8% of prospective chemistry and science teachers had a visual learning style, followed by a moving or kinaesthetic learning style (19.9%) and an auditory learning style (18.3%). Furthermore, a statistically significant difference was determined in the prospective chemistry and science teachers’ lack of self-directedness scores. Keywords: Learning style, prospective chemistry and science teachers, self-regulated learning.

Abstract Self-regulation plays an important role in academic circumstances. If a learner wants to be called a self-regulated person, he or she should independently plan, monitor, and evaluate his or her own learning. Some students possess these properties subconsciously and some others do not. This study is aimed at investigating the relationship between different learning styles and self-regulation on the third grade high school students in Mashhad. The participants were 155 high school students. The Data collection instruments which were used in this study were Kolb’s learning styles questionnaire (LSI) (1976) and Pintrich, & De Groot (1990) self-regulation inventory. They were used to examine the relationship between the four learning styles that are converging, diverging, assimilating, and accommodating with the participants’ self-regulation. The results showed that there is a positive relationship between each learning style and self-regulation. They also showed that the participants who practiced converging and assimilating learning styles were more self-regulated as compared with those who practiced diverging and accommodating learning styles.

[English]: Self-regulated learning and learning styles are two of the various factors which contribute to students' achievement in learning at each level of education, including mathematics teacher education. This study examined the self-regulated learning of prospective mathematics teachers (PMT) with different learning styles (visual, auditory, kinesthetic). It involved 66 PMTs who enrolled on a linear program course in the 4th semester. Data were collected through a questionnaire, a test, and a semi-structured interview. The test was used to select PMTs who have high mathematics ability as the subjects. They were provided with the questionnaire to examine their fulfilment of cognition, motivation, behaviour, and context in the four stages of self-regulated learning. The interview was administered to confirm and thoroughly explore subjects' responses in the questionnaire. The results of the questionnaire and interview were qualitatively analyzed. This study found that PMT with different learning styles fulfils four aspects of self-regulated learning in the stage of (1) planning, forethought, and activation, (2) monitoring, (3) control, and (4) reaction and reflection in different extent, preference, and strategies. The differences are possibly affected by their different learning styles. Keywords: Self-regulated learning, Learning styles, Prospective mathematics teachers [Bahasa]: Kemandirian belajar dan gaya belajar merupakan dua dari banyak faktor yang mempengaruhi capaian siswa dalam pembelajaran di setiap level pendidikan termasuk pendidikan guru matematika. Penelitian ini bertujuan menganalis kemandirian belajar mahasiswa calon guru matematika yang memiliki gaya belajar berbeda (visual, audio dan kinestetik). Penelitian melibatkan 66 mahasiswa pendidikan matematika semester 4 yang sedang mengambil kuliah program linier. Pengumpulan data dilakukan dengan tes kemampuan matematika, angket kemandirian belajar, dan wawancara semi struktur. Tes digunakan untuk memilih calon guru yang memiliki kemampuan matematika tinggi sebagai subjek. Subjek terpilih diberikan angket untuk mengetahui tingkat capaian kognisi, motivasi, perilaku dan konteks dalam empat tahap kemandirian belajar. Wawancara dilakukan untuk mengonfirmasi dan memperdalam pilihan subjek pada angket. Data hasil angket dan wawancara dianalisis secara kualitatif. Hasil penelitian menunjukkan bahwa calon guru matematika dengan gaya belajar berbeda memenuhi empat aspek kemandirian belajar pada tahap (1) perencanaan, pemikiran, dan aktivasi, (2) pengawasan, (3) kontrol, dan (4) reaksi dan refleksi dalam tingkatan, pilihan, dan strategi yang berbeda. Perbedaan tersebut kemungkinan dipengaruhi oleh kecenderungan gaya belajar yang dimiliki calon guru. Kata kunci: Kemandirian belajar, Gaya belajar, Calon guru matematika

This study attempts to understand the relationship between learning styles of and self-regulated learning of pre-service computer teachers in a programming course. Students’ strategies for self-regulation with regard to their learning styles were assessed on the basis of qualitative data in terms of programming course. The Turkish version of Felder Soloman learning style inventory was used to identify the students’ learning styles. The results suggest that the characteristics of learning styles are somewhat related to self-regulation strategies. Time management was identified as a leading self-regulation strategy among learning styles, while shortcomings regarding target setting and self-efficacy strategies were prominent with almost all learning styles. Characteristics of other self-regulation strategies do not directly match with expected behaviors of learning styles in the context of learning programming. It is hoped that the study may shed light for instructors and instructional designers to design more appropriate settings for teaching programming taking learning styles in to consideration.Â

Gottman's (1994a) three stable conflict resolution styles (CRSs), validating, volatile, and avoidant, are different on several dimensions, yet all are predictors of good marital satisfaction. Despite the CRSs equality in marital satisfaction and stability research, teaching couples a validating style is often explicitly more preferential in therapeutic settings. Relationship self-regulation (RSR), described as relationship “work”, is also a strong predictor of relationship satisfaction. Identifying the CRS environment in a relationship that most contributes to the practice of RSR can inform clinical and couple relationship education interventions. Based on its success in improving marital satisfaction in therapeutic settings, a validating CRS was hypothesized to be more closely associated with the practice of RSR by husbands and wives compared to a volatile or avoidant style. A third variable, commitment to the relationship, characterized by a desire to stay rather than an obligation to remain, also was tested as a moderator of the relationship between stable CRSs and RSR. Data from first-married men (856) and women (1406) taking the RELATionship Evaluation (RELATE) online questionnaire was used in correlational and MANCOVA analyses to test the research questions. All three stable CRSs were found to be positively related to RSR. However, the validating style was found to be the most predictive of both RSR effort and strategies compared to the other two styles. Commitment was a moderator between CRSs and RSR for only validating and avoidant CRSs for RSR strategies but not effort. Results generally support the theoretical model tested. Implications for future research and clinical practice are discussed.

碩士
立德大學
應用英語研究所
98
The purpose of the study substantially aimed to investigate the effects of self-regulated learning and learning styles on English learning for college English majors. A total of 489English major students were selected from the different districts in northern, central, and southern Taiwan. The Self-efficacy for Self-regulated Learning (SESRL) scale (Gredler & Garacalia, 2000) and the Learning Style Inventory (LSI) (Chen, 2007) were the main instruments utilized in the study. The collected data was analyzed by descriptive statistics, the Pearson correlation, and two-way ANOVA. The findings of this study were summarized as follows: (1) there was a significant difference between self-regulated learning and learning styles, and most students applied more self-regulated learning strategies than learning styles preferences; (2) there was a positive correlation between self-regulated learning and learning styles; (3) different factors of gender and districts in self-regulated learning had no interaction effect, but there was a noteworthy interaction effect between gender and districts in learning styles; (4) females used more self-regulated learning strategies and preferred more learning styles than males, and the northern students were the best learners in self-regulated learning and learning styles. According to the findings, some pedagogical implications and suggestions for further research were provided at the end of this study.

碩士
國立高雄師範大學
教育學系
96
A Study on the Relationship among Learning Styles, Self-Regulated Learning and Academic Achievement of the Sixth Graders in Elementary School Abstract The aim of this research is to explore the relationship among learning styles, self-regulated learning and academic achievement of the sixth graders in elementary school. The four purposes of this study are to find out about the learning styles and self-regulated learning of the sixth graders in elementary schools, to compare the differences among variables of students’ background in learning styles and self-regulated learning, to analyze the relationship among variables of students’ learning styles, self-regulated learning and academic achievement, and to explore how variables of students’ background, learning and self-regulated learning can predict students’ academic achievement. Survey method was employed for this study. The subjects of this study include 965 sixth graders(508 male students and 457 female students) from 17 public elementary schools in Kaohsiung City. The research instruments of this study include The Basic Information Questionnaire, The Learning Style Scale, The self-regulated Learning Scale. In addition, descriptive statistics, chi-square test, one way ANOVA, step-wise multiple regression techniques are employed to analyze the data obtained. The main findings of this study are as follows: 1. In terms of learning styles, a large number of the sixth graders tend to be “activists”. 2. The self-regulated learning ability of the sixth graders is above average. 3. The learning styles of the sixth graders bear positive correlation with students’ gender. The male students tend to be the “activist” and “pragmatist” while the female students the“reflector” and “theorist”. 4. The self-regulated learning ability of the sixth graders has positive correlation with students’ gender. It is obvious that the self-regulated learning ability of girls surpass that of boys. 5. There’s no connection between the students’ academic achievement and their learning style. 6. The self-regulated learning ability of the sixth graders is related to their academic achievement. The sixth graders of great self-regulated learning ability tend to have a better academic achievement. 7. The self-regulated learning of the sixth graders have positive correlation with students’ learning styles. The sixth graders with the learning style of the “activist” tend to have lower performance than other sixth graders with other learning styles in terms of self-regulated learning ability. 8. The sixth graders’ gender, learning styles and self-regulated learning may serve as predictors of their academic achievement. Based on the findings in the study, some suggestions for teachers and counselors at school, educational related authorities, and further studies are provided. Key words : learning styles, self-regulated learning, academic achievement

碩士
國立彰化師範大學
教育研究所
97
Abstract The main purpose of this study was to investigate the relationship among parenting styles, emotional intelligence , and self-regulated learning of public junior high school students.This study used questionnaire survey to collect data. There were 1140 students randomly selected from 13 public junior high schools in northern Taiwan. They were asked to complete a four-part questionnaire which was consisted of four parts : student’s essential data, parenting styles, emotional intelligence and self-regulated learning. The statistical methods used to analyze the data were descriptive statistics, Chi-square test,One-way ANOVA, and stepwise multiple regression analysis. The results of this study were summarized as follows: 1.The junior high school students’ parenting styles, emotional intelligence and self-regulated learning were at the intermediate level or higher. 2.The major parenting styles of the junior high students’ parents were authoritative and authoritarian. 3.Parenting styles were not significantly different owing to junior high school students’ genders. 4.Parenting styles were significantly different owing to junior high school students’ different grades. 5.Parenting styles were significantly different owing to junior high school students’ families’ socioeconomic status. 6.Junior high school students’ emotional intelligence and self-regulated learning were significantly different owing to their genders. 7. Junior high school students’ emotional intelligence and self-regulated learning were significantly different owing to their grades. 8. Junior high school students’ emotional intelligence and self-regulated learning were significantly different owing to families’ socioeconomic status. 9. Junior high school students of different parenting styles and emotional intelligence were predictive on self-regulated learning. Finally, based on the results of this study, there were some suggestions for parents, schools and educators, and future research.

碩士
國立彰化師範大學
教育研究所
100
Abstract The purposes of this study were to investigate the relationships among parenting styles, self-regulated learning and creativity of junior high school students in central Taiwan. The data was collected by questionnaires and analyzed with descriptive statistic, MANOVA, Pearson product-moment correlation and multiple regression Analysis. The research reached the conclusions as below: First, More parents’ parenting style was “ask”. Second, The best strategy of students’ self-regulated learning was intrinsic motivation and extrinsic motivation. Third, Students’ creativity was above average. Fourth, Students of different backgrounds such as grades and parents’ socioeconomic statuses varied significantly in parenting styles. Fifth, Students of different backgrounds such as genders, grades and parents’ socio economic statuses varied significantly in creativity. Sixth, Students whose parents’ socio economic statuses were different varied significantly in creativity. Seventh, There was a significant correlation between parenting styles and creativity. Eighth, There was a significant correlation between parenting style and self-regulated learning. Ninth, There was a significant correlation between creativity and self-regulated learning. Tenth, Parenting styles and self-regulated learning were predictive of creativity. Finally, some suggestions for teachers, schools and educators, parents, and future research.

碩士
國立彰化師範大學
科學教育研究所
97
An Action Research on Learning Motivation and Self-regulated Learning of Students with Different Learning Styles through Inquiry Teaching Abstract The purpose of this study is using action research to implement inquiry teaching, and to assess students’ with different learning styles their learning motivation and self-regulated learning change through inquiry teaching. One class of 34 8th graders participated in this one-year action research. Kolb Learning Style Inventory was used in the beginning of the study to measure student’s learning style. Three stages of action research: the preparatory, the revision and the refined, were introduced, among which the research ameliorated itself according to the students’ needs and the problems they confronted with. In this study, qualitative and quantitative methods were applied to data collection and analysis. The qualitative data included: teacher’s diaries, students’ worksheets, classroom teaching video tapes and students’ interviews. The quantitative data includes self-regulation and learning motivation questionnaires were implemented in the beginning, middle and at the end of the study which were used for the application of One-way ANOVA to the repeated measure design. Findings of the study indicated inquiry teaching elevated the students’ learning motivation. The posttest showed that they have a remarkable advancement in active learning strategy, goal achievement and incentive learning environment. As for the four types of learners classified by Kolb’s Learning Style inventory, though no significant difference on their performance, they all developed a strong incentive toward their study. In addition, when applied in science classrooms, inquiry teaching raised the level of self-regulated learning. This improvement caused a noticeable change in cognitive strategy, which alters the student’s learning style. Despites the advantages, disadvantages in inquiry teaching troubled those executants. Suggestions to the issues concerning about parents’ responses, laboratory equipments and so on would be discussed in the final part of the essay for further consideration. Keywords: Inquiry Teaching, Learning Style, Self-regulated Learning, Learning Motivation

碩士
國立彰化師範大學
生物技術研究所
95
The purposes of this study were to examine the relationships among different science motivational patterns, self-regulated learning strategies, science achievement and gender of junior high school students. The study used survey research; 922 junior high school students in central Taiwan were selected randomly to participate this study. All participates completed the Science learning motivational scale and self-regulated learning strategies scale. Data obtained in this study was analyzed by descriptive statistics, independent sample t-test, one sample t-test, one-way ANOVA and correlation analysis. The results of this study were as follow: 1. Most of junior high school students have intrinsically motivated to learn science. 2. Junior high school students prefer to use metacognitive strategies and resource management strategies. 3. There were significant correlations among different science motivation patterns, self-regulate learning ability and science achievement. 4. In self-regulate learning ability and science achievement, junior high school students with different science motivational patterns have different performance. In general, intrinsically motivated to learn science > extrinsically motivated to learn science > intrinsically motivated, but inconsistent > no motivated to learn science. 5. The self-regulate learning ability of the female was better than that of the male. But there was no difference in science motivation and science achievement. According to the results, suggestions are made to serve as a reference for follow- up researchers.

碩士
大葉大學
管理學院碩士在職專班
99
Exploring the Effects of Primary Students’ Learning Styles and Self-Regulated Learning Strategies on English Learning Achievement Previous researches revealed that learners’ learning results is related to their learn-ing styles and students’ self-regulated English learning strategies could influence their learning achievements. However, rare empirical evidences had on enlightenment of for-eign language learning. Therefore, the purposes of this study were to explore the rela-tionships and differences of elementary school students’ learning styles and self-regulated English learning strategies on English learning achievements. A survey was administrated to 330 students from third to sixth grade in a public elementary school. Students’ English vocabulary test scores and examination scores were collected. Descriptive statistics, Pearson product-moment correlation, one-way ANOVA, and two-way ANOVA were employed to analyze the effective data. The find-ings are as follows: (1)Majority of the subjects were ‘Divergent’ style, followed by ‘As-similator’, ‘Accommodator’, and ‘Converger’ styles.(2)The subjects frequently utilized regulative orientation of cognition, followed by management orientation of resource and regulative orientation of motivation, to learning English.(3)The subjects with different learning styles had significant differences on their English learning achievements. (4)Self regulative learning strategies had positive influences on English learning achievements and on-line vocabulary test scores respectively. (5)The learning styles and self-regulated learning strategies had an interactive effect on English learning achieve-ments. Based on the findings, implications on English teaching and school administrations are discussed. Suggestions for improving English teaching are also provided .

碩士
國立彰化師範大學
教育研究所
93
The main purpose of this study was to examine the relationship among parenting styles, self-regulated learning, and academic achievement of junior high school students. Questionnaires were administered to a sample of 775 from Taichung City, Taichung County, Chang Hwa County, and Nam Tou County. Descriptive statistics, t-test, Pearson's product-moment correlation, and Multiple regression analysis were utilized. The major findings were as follows: Junior high school students perceived their parenting styles and self regulated learning as over middle degree. The effect of background variables on junior high school students' parenting styles, self regulated learning, and school achievement were mostly significant. The correlations among the parenting styles and academic achievement of junior high school students were psitively significant. All of the correlations between junior high school students' self-regulated learning and academic achievement were positive. The junior high school students' parenting styles and self- regulated learning could significantly pridict their academic achievement. Based on the results of this study, some suggestions are offered.

Periodic releases from an upstream dam cause rapid stage fluctuations in the Colorado River near Austin, Texas. These daily pulses modulate fluid exchange and residence times in the hyporheic region, where biogeochemical reactions are pronounced. We installed two transects of wells perpendicular to the river to examine in detail the reactions occurring in this zone of surface-water and groundwater exchange. One well transect recorded physical water level fluctuations and allowed us to map hydraulic head gradients and fluid movement. The second transect allowed for water sample collection at three discrete depths. Samples were collected from 12 wells every 2 hours for a 24-hour period and were analyzed for nutrients, carbon, major ions, and stable isotopes. The results provide a detailed picture of biogeochemical processes in the bank environment during low flow/drought conditions in a regulated river. Findings indicate that a pulse that causes a change in river stage of approximately 16-centimeters does not cause significant mixing in the bank. Under these conditions, the two systems act independently and exhibit only slight mixing at the interface.
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The creation and increased usage of permanent international courts to deal with a broad range of issues is a relatively new phenomenon. The founding dates of international courts suggests that three critical junctures were important in the creation of the contemporary international courts: the Hague Peace conferences and with it the larger movement to regulate inter-state relations through international legal conventions (1899-1927), the post-World War II explosion of international institutions (1945–1952), and the end of the Cold War (1990–2005). Examining the effects of these junctures and gradual changes in the practice of international jurisprudence, this chapter argues that the best way to understand the creation, spread and increased use of ‘new style’ international courts is by paying close attention to the major changes brought about through long-lasting slow processes of international institutional evolution.

The ‘Epilogue’ (2.7) picks up the discussion from the ‘Prologue’ (1.1) and extends it across a broader canvas in the history of the book and of reading. It asks how the case studies in previous chapters (including Pierre de L’Estoile), and new ones in this chapter of Bishop Camus, Pierre Charron, and Pierre Bayle, might revise the sketch of the Essais offered in Erich Auerbach’s Mimesis. I argue that the fundamental issue at stake in the early modern making and transmission of the Essais is the issue that is explicitly raised by Marie de Gournay in her preface of 1595, and, in a different style and context, by Charron’s use of Montaigne in De la sagesse (1601, 1604): how best to preserve and regulate the well-born individual’s natural liberté of judgement, their franchise or frankness, through reading and writing, in an age of moral corruption and confessional conflict.

This chapter attempts to illuminate the dynamic stability of the organism and the robustness of its developmental pathway by considering the biology of cancer. Healthy development and stable functioning of a multicellular organism require an exquisitely regulated balance between processes of cell division, differentiation, and death (apoptosis). Cancer involves a disruption of this balance, which results in unregulated cell proliferation. The thesis defended in this chapter is that the coupling between proliferation and differentiation, whether normal or pathological (as in cancer), is best understood within a process-ontological framework. This framework emphasizes the interactions and mutual stabilizations between processes at different levels and this, in turn, explains the difficulty in allocating the neoplastic process to any particular level (genetic, epigenetic, cellular, or histological). Understanding these interactions is likely to be a precondition of a proper understanding of how these mutual regulations are disrupted in the processes we call cancerous.

The first chapter tells a story of how the apparel manufacturing trade in and around Tecpán came to be, with special attention to its historical relationship to shifting national and international legal and regulatory regimes. I draw out a dialectical relationship that is key to the unfolding of business style in the highlands; namely, a tension between the sharing of knowledge, resources, and information in the trade and the value of secrecy and concealment for Maya apparel manufacturers who actively and strategically hide their work from state agents. I describe transformations in the trade since the 1960s related to Guatemala’s internal armed conflict and the more recent advent of free trade regimes that privilege multinational capital and especially maquiladoras (large-scale apparel export factories) over local industry. This history, recounted via the life stories of Maya apparel workshop owners, builds on anthropological work on regulation and challenges evolutionary models of economic “development” that assume economies move naturally and progressively from informal to more formal relationships to the state, and that such an evolution brings about material benefits for the regulated, “developing” populations.

The mismatch between instruction and learning could pose a serious barrier to effective teaching and learning. Effective teaching should be a dynamic alignment and realignment of teaching and learning styles to optimise achievement. When teaching and learning styles do not complement each other students may become anxious, frustrated and disengaged which may have negative effects on their performance. The focus of the study is to gather evidence on how students perceive their own learning in order to adapt the teaching approach which will accommodate the students’ preferred way of learning. The main findings in this study showed that students prefer to work independently and that elements of metacognition are present during their efforts to learn. This study therefore suggests that self-assessment activities should become an integral part of the teaching and learning process. Thus, students are afforded the opportunity to advance personal learning through the development of metacognition as self-monitoring and corrective actions. Key words: Self-assessment, metacognition, self-regulated learning

The cosmopolitan idea that humans have wider and more universal allegiances than to their immediate communities is presented by Cicero in On the commonwealth in both Platonic and Stoic forms. In On laws the more evidently Stoic idea of law as prescriptive right reason governs his argument. The chapter explains what Cicero takes its universal prescriptive force to consist in, and the way he conceives it to be embodied in the law codes of well-regulated constitutions of particular states, whether the Roman Republic at its best or any other ‘good and stable nation’. In On the commonwealth he had argued for the thesis that such states cannot exist or conduct their affairs without justice, which in Book 3 is the focus of a full-scale debate, particularly concerned with the justice or injustice of imperialism, not least Roman imperialism.

Chapter 3 considers Thomas Hobbes and Immanuel Kant, two authors aiming to establish stable political peace. While their statements differ significantly in both practical focus (domestic versus international politics) and metaethical form (prudential versus moral rationality), both see peace as achievable under institutional conditions that are discovered and justified by philosophy. Yet Hobbes’s institutional ambitions are frustrated by aspects of politics that he recognizes as less susceptible to institutional control. And though Kant aspires to provide rational guidance for “moral politicians,” his rigid divide between heroic morality and the all too human flaws of politics frustrates prospects for moral influence. We are left wondering whether political conflict can be either controlled by Hobbes’s political science or regulated by Kant’s rational morality. Similar challenges afflict their different intellectual descendants, for both rational choice theory and global democratic theory find their projected reforms continually challenged by politics itself.

In this chapter, a new technique has been proposed for reducing the harmonic content of a three-phase PWM rectifier connected to the networks with a unit power factor and also providing decoupled control of the active and reactive instantaneous power. This technique called direct power control (DPC) is based on artificial neural network (ANN) controller, without line voltage sensors. The control technique is based on well-known direct torque control (DTC) ideas for the induction motor, which is applied to eliminate the harmonic of the line current and compensate for the reactive power. The main idea of this control is based on active and reactive power control loops. The DC voltage capacitor is regulated by the ANN controller to keep it constant and also provides a stable active power exchange. The simulation results are very satisfactory in the terms of stability and total harmonic distortion (THD) of the line current and the unit power factor.

In this chapter, a new technique has been proposed for reducing the harmonic content of a three-phase PWM rectifier connected to the networks with a unit power factor and also providing decoupled control of the active and reactive instantaneous power. This technique called direct power control (DPC) is based on artificial neural network (ANN) controller, without line voltage sensors. The control technique is based on well-known direct torque control (DTC) ideas for the induction motor, which is applied to eliminate the harmonic of the line current and compensate for the reactive power. The main idea of this control is based on active and reactive power control loops. The DC voltage capacitor is regulated by the ANN controller to keep it constant and also provides a stable active power exchange. The simulation results are very satisfactory in the terms of stability and total harmonic distortion (THD) of the line current and the unit power factor.

Learning styles are relatively-stable characteristic behaviors that indicate how students prefer to leam. To maximize student learning, it is important for instructors to address learning styles when designing their lessons. What does the research say about learning styles? What should instructors do to factor learning styles into traditional lessons? What should be done differently with respect to learning styles when designing computer-based training software? This summary paper answers these questions. In this presentation, through discussion and demonstration, participants will be given practical suggestions for addressing learning styles in both traditionally-delivered lessons and computer-based training applications.

The study of industrial games of innovation is often associated with dominant theories representing various generic forms of organizational design and dynamics. The dominant theories in this area were traditionally Schumpeter’s destructive innovation, Porter’s five-force competitive analysis and Nalebuff’s value net. Other frameworks for analyzing industrial behavior include game theory and its derivative innovation games theory. For regulated high-technology industries, theoretical frameworks that do not account for interfirm coordination are often insufficient to understand or predict the industry behavior. Innovation in the aviation simulation and training industry will be presented in this paper as typical of the regulated high-technology industries. The aviation simulation and training industry emerged at the turn of the twentieth century and it was mostly demand-driven at its onset. The increase in the volume and importance of aviation resulted in government regulation of the industry in the late 1960’s. This has radically changed the industry’s game of innovation into a regulation-based coordination game. Literature described the regulation-centered innovation coordination as “an internally-coherent system of innovation.” The new game had the regulatory frameworks at the core of the innovation process as they defined the market’s acceptance and value capturing from innovative technologies. The evolution of these regulatory frameworks was almost entirely reactive to accidents and catastrophic failures that highlighted existing deficiencies in training methodologies or technologies. This ex-ante regulator-driven system of innovation exhibited recent evolutionary changes towards being a pedagogy-centered service-based system of innovation. The reason behind this transformation was a combination of endogenous and exogenous forces. Technological opportunities, economic pressures and strategic transformation by industry leaders were the three main categories of these forces. The resulting mode of innovation coordination in the industry was a service-oriented pedagogical platform, lead by supplier-user partnerships and monitored by regulation authorities. Compliance to equipment regulatory guidelines is not the principal means of value creation anymore. Rather, the pedagogic value of the training curriculum, encompassing the training devices, is the main source of value creation. A new stable equilibrium of innovation coordination is being reached by the industry, driven by its downstream-most service provision component.

In this paper, we present a systematic design for gear shifting using a hybrid system approach. The longitudinal motion of the vehicle is regulated by a PI-controller that determines the required axle torque. The gear scheduling problem is modeled as a hybrid system and an optimization-based gear shifting strategy is introduced, which guarantees that the propulsion requirements are delivered while minimizing fuel consumption. The resulting dynamics is proved to be stable theoretically. In a case study, we compare our strategy with a standard approach used in the industry and demonstrate the advantages of our design for class 8 trucks.

The presented article is based on the results of a study of the behavior of leaders of educational organizations and institutions in conflict situations. The main theories that develop ways of solving the problem under study from the standpoint of modern psychology have been determined. The aspects of increasing the competence of managers to resolve conflicts in educational activities are considered, taking into account its fundamentally important components. The results of in-depth study of the phenomena necessary for psychological and pedagogical practice are characterized: individual strategies of behavior; the role of unconscious patterns of behavior; stable attitudes of behavior; hierarchy of scenarios and styles of behavior of educational leaders in conflict situations. Variants of using research materials in the experience of heads of educational organizations and institutions are proposed

Dynamic control of rotating stall in an axial flow compressor has been implemented using aeromechanical feedback. The control strategy developed used an array of wall jets, upstream of a single-stage compressor, which were regulated by locally reacting reed valves. These reed valves responded to flowfield pressure perturbations associated with the small amplitude perturbations that precede rotating stall. The valve design was such that the combined system, compressor plus reed valve controller, was stable under operating conditions that had been unstable without feedback. A 10% decrease in the stalling flow coefficient was achieved using the control strategy, and the stable flow range was extended with no noticeable change in the steady state performance of the compression system. The experimental demonstration is the first use of aeromechanical feedback to extend the stable operating range of an axial flow compressor. It is also the first use of local feedback and dynamic compensation techniques to suppress rotating stall. The design of the experiment was based on a two-dimensional stall inception model which incorporated the effect of the aeromechanical feedback. The physical mechanism for rotating stall in axial flow compressors was examined with focus on the role of dynamic feedback in stabilizing compression system instability. The effectiveness of the aeromechanical control strategy was predicted, and experimentally demonstrated, to depend on a set of non-dimensional control parameters that determine the interaction of the control strategy and the rotating stall dynamics.

1.1 Macroeconomic summary Economic recovery has consistently outperformed the technical staff’s expectations following a steep decline in activity in the second quarter of 2020. At the same time, total and core inflation rates have fallen and remain at low levels, suggesting that a significant element of the reactivation of Colombia’s economy has been related to recovery in potential GDP. This would support the technical staff’s diagnosis of weak aggregate demand and ample excess capacity. The most recently available data on 2020 growth suggests a contraction in economic activity of 6.8%, lower than estimates from January’s Monetary Policy Report (-7.2%). High-frequency indicators suggest that economic performance was significantly more dynamic than expected in January, despite mobility restrictions and quarantine measures. This has also come amid declines in total and core inflation, the latter of which was below January projections if controlling for certain relative price changes. This suggests that the unexpected strength of recent growth contains elements of demand, and that excess capacity, while significant, could be lower than previously estimated. Nevertheless, uncertainty over the measurement of excess capacity continues to be unusually high and marked both by variations in the way different economic sectors and spending components have been affected by the pandemic, and by uneven price behavior. The size of excess capacity, and in particular the evolution of the pandemic in forthcoming quarters, constitute substantial risks to the macroeconomic forecast presented in this report. Despite the unexpected strength of the recovery, the technical staff continues to project ample excess capacity that is expected to remain on the forecast horizon, alongside core inflation that will likely remain below the target. Domestic demand remains below 2019 levels amid unusually significant uncertainty over the size of excess capacity in the economy. High national unemployment (14.6% for February 2021) reflects a loose labor market, while observed total and core inflation continue to be below 2%. Inflationary pressures from the exchange rate are expected to continue to be low, with relatively little pass-through on inflation. This would be compatible with a negative output gap. Excess productive capacity and the expectation of core inflation below the 3% target on the forecast horizon provide a basis for an expansive monetary policy posture. The technical staff’s assessment of certain shocks and their expected effects on the economy, as well as the presence of several sources of uncertainty and related assumptions about their potential macroeconomic impacts, remain a feature of this report. The coronavirus pandemic, in particular, continues to affect the public health environment, and the reopening of Colombia’s economy remains incomplete. The technical staff’s assessment is that the COVID-19 shock has affected both aggregate demand and supply, but that the impact on demand has been deeper and more persistent. Given this persistence, the central forecast accounts for a gradual tightening of the output gap in the absence of new waves of contagion, and as vaccination campaigns progress. The central forecast continues to include an expected increase of total and core inflation rates in the second quarter of 2021, alongside the lapse of the temporary price relief measures put in place in 2020. Additional COVID-19 outbreaks (of uncertain duration and intensity) represent a significant risk factor that could affect these projections. Additionally, the forecast continues to include an upward trend in sovereign risk premiums, reflected by higher levels of public debt that in the wake of the pandemic are likely to persist on the forecast horizon, even in the context of a fiscal adjustment. At the same time, the projection accounts for the shortterm effects on private domestic demand from a fiscal adjustment along the lines of the one currently being proposed by the national government. This would be compatible with a gradual recovery of private domestic demand in 2022. The size and characteristics of the fiscal adjustment that is ultimately implemented, as well as the corresponding market response, represent another source of forecast uncertainty. Newly available information offers evidence of the potential for significant changes to the macroeconomic scenario, though without altering the general diagnosis described above. The most recent data on inflation, growth, fiscal policy, and international financial conditions suggests a more dynamic economy than previously expected. However, a third wave of the pandemic has delayed the re-opening of Colombia’s economy and brought with it a deceleration in economic activity. Detailed descriptions of these considerations and subsequent changes to the macroeconomic forecast are presented below. The expected annual decline in GDP (-0.3%) in the first quarter of 2021 appears to have been less pronounced than projected in January (-4.8%). Partial closures in January to address a second wave of COVID-19 appear to have had a less significant negative impact on the economy than previously estimated. This is reflected in figures related to mobility, energy demand, industry and retail sales, foreign trade, commercial transactions from selected banks, and the national statistics agency’s (DANE) economic tracking indicator (ISE). Output is now expected to have declined annually in the first quarter by 0.3%. Private consumption likely continued to recover, registering levels somewhat above those from the previous year, while public consumption likely increased significantly. While a recovery in investment in both housing and in other buildings and structures is expected, overall investment levels in this case likely continued to be low, and gross fixed capital formation is expected to continue to show significant annual declines. Imports likely recovered to again outpace exports, though both are expected to register significant annual declines. Economic activity that outpaced projections, an increase in oil prices and other export products, and an expected increase in public spending this year account for the upward revision to the 2021 growth forecast (from 4.6% with a range between 2% and 6% in January, to 6.0% with a range between 3% and 7% in April). As a result, the output gap is expected to be smaller and to tighten more rapidly than projected in the previous report, though it is still expected to remain in negative territory on the forecast horizon. Wide forecast intervals reflect the fact that the future evolution of the COVID-19 pandemic remains a significant source of uncertainty on these projections. The delay in the recovery of economic activity as a result of the resurgence of COVID-19 in the first quarter appears to have been less significant than projected in the January report. The central forecast scenario expects this improved performance to continue in 2021 alongside increased consumer and business confidence. Low real interest rates and an active credit supply would also support this dynamic, and the overall conditions would be expected to spur a recovery in consumption and investment. Increased growth in public spending and public works based on the national government’s spending plan (Plan Financiero del Gobierno) are other factors to consider. Additionally, an expected recovery in global demand and higher projected prices for oil and coffee would further contribute to improved external revenues and would favor investment, in particular in the oil sector. Given the above, the technical staff’s 2021 growth forecast has been revised upward from 4.6% in January (range from 2% to 6%) to 6.0% in April (range from 3% to 7%). These projections account for the potential for the third wave of COVID-19 to have a larger and more persistent effect on the economy than the previous wave, while also supposing that there will not be any additional significant waves of the pandemic and that mobility restrictions will be relaxed as a result. Economic growth in 2022 is expected to be 3%, with a range between 1% and 5%. This figure would be lower than projected in the January report (3.6% with a range between 2% and 6%), due to a higher base of comparison given the upward revision to expected GDP in 2021. This forecast also takes into account the likely effects on private demand of a fiscal adjustment of the size currently being proposed by the national government, and which would come into effect in 2022. Excess in productive capacity is now expected to be lower than estimated in January but continues to be significant and affected by high levels of uncertainty, as reflected in the wide forecast intervals. The possibility of new waves of the virus (of uncertain intensity and duration) represents a significant downward risk to projected GDP growth, and is signaled by the lower limits of the ranges provided in this report. Inflation (1.51%) and inflation excluding food and regulated items (0.94%) declined in March compared to December, continuing below the 3% target. The decline in inflation in this period was below projections, explained in large part by unanticipated increases in the costs of certain foods (3.92%) and regulated items (1.52%). An increase in international food and shipping prices, increased foreign demand for beef, and specific upward pressures on perishable food supplies appear to explain a lower-than-expected deceleration in the consumer price index (CPI) for foods. An unexpected increase in regulated items prices came amid unanticipated increases in international fuel prices, on some utilities rates, and for regulated education prices. The decline in annual inflation excluding food and regulated items between December and March was in line with projections from January, though this included downward pressure from a significant reduction in telecommunications rates due to the imminent entry of a new operator. When controlling for the effects of this relative price change, inflation excluding food and regulated items exceeds levels forecast in the previous report. Within this indicator of core inflation, the CPI for goods (1.05%) accelerated due to a reversion of the effects of the VAT-free day in November, which was largely accounted for in February, and possibly by the transmission of a recent depreciation of the peso on domestic prices for certain items (electric and household appliances). For their part, services prices decelerated and showed the lowest rate of annual growth (0.89%) among the large consumer baskets in the CPI. Within the services basket, the annual change in rental prices continued to decline, while those services that continue to experience the most significant restrictions on returning to normal operations (tourism, cinemas, nightlife, etc.) continued to register significant price declines. As previously mentioned, telephone rates also fell significantly due to increased competition in the market. Total inflation is expected to continue to be affected by ample excesses in productive capacity for the remainder of 2021 and 2022, though less so than projected in January. As a result, convergence to the inflation target is now expected to be somewhat faster than estimated in the previous report, assuming the absence of significant additional outbreaks of COVID-19. The technical staff’s year-end inflation projections for 2021 and 2022 have increased, suggesting figures around 3% due largely to variation in food and regulated items prices. The projection for inflation excluding food and regulated items also increased, but remains below 3%. Price relief measures on indirect taxes implemented in 2020 are expected to lapse in the second quarter of 2021, generating a one-off effect on prices and temporarily affecting inflation excluding food and regulated items. However, indexation to low levels of past inflation, weak demand, and ample excess productive capacity are expected to keep core inflation below the target, near 2.3% at the end of 2021 (previously 2.1%). The reversion in 2021 of the effects of some price relief measures on utility rates from 2020 should lead to an increase in the CPI for regulated items in the second half of this year. Annual price changes are now expected to be higher than estimated in the January report due to an increased expected path for fuel prices and unanticipated increases in regulated education prices. The projection for the CPI for foods has increased compared to the previous report, taking into account certain factors that were not anticipated in January (a less favorable agricultural cycle, increased pressure from international prices, and transport costs). Given the above, year-end annual inflation for 2021 and 2022 is now expected to be 3% and 2.8%, respectively, which would be above projections from January (2.3% and 2,7%). For its part, expected inflation based on analyst surveys suggests year-end inflation in 2021 and 2022 of 2.8% and 3.1%, respectively. There remains significant uncertainty surrounding the inflation forecasts included in this report due to several factors: 1) the evolution of the pandemic; 2) the difficulty in evaluating the size and persistence of excess productive capacity; 3) the timing and manner in which price relief measures will lapse; and 4) the future behavior of food prices. Projected 2021 growth in foreign demand (4.4% to 5.2%) and the supposed average oil price (USD 53 to USD 61 per Brent benchmark barrel) were both revised upward. An increase in long-term international interest rates has been reflected in a depreciation of the peso and could result in relatively tighter external financial conditions for emerging market economies, including Colombia. Average growth among Colombia’s trade partners was greater than expected in the fourth quarter of 2020. This, together with a sizable fiscal stimulus approved in the United States and the onset of a massive global vaccination campaign, largely explains the projected increase in foreign demand growth in 2021. The resilience of the goods market in the face of global crisis and an expected normalization in international trade are additional factors. These considerations and the expected continuation of a gradual reduction of mobility restrictions abroad suggest that Colombia’s trade partners could grow on average by 5.2% in 2021 and around 3.4% in 2022. The improved prospects for global economic growth have led to an increase in current and expected oil prices. Production interruptions due to a heavy winter, reduced inventories, and increased supply restrictions instituted by producing countries have also contributed to the increase. Meanwhile, market forecasts and recent Federal Reserve pronouncements suggest that the benchmark interest rate in the U.S. will remain stable for the next two years. Nevertheless, a significant increase in public spending in the country has fostered expectations for greater growth and inflation, as well as increased uncertainty over the moment in which a normalization of monetary policy might begin. This has been reflected in an increase in long-term interest rates. In this context, emerging market economies in the region, including Colombia, have registered increases in sovereign risk premiums and long-term domestic interest rates, and a depreciation of local currencies against the dollar. Recent outbreaks of COVID-19 in several of these economies; limits on vaccine supply and the slow pace of immunization campaigns in some countries; a significant increase in public debt; and tensions between the United States and China, among other factors, all add to a high level of uncertainty surrounding interest rate spreads, external financing conditions, and the future performance of risk premiums. The impact that this environment could have on the exchange rate and on domestic financing conditions represent risks to the macroeconomic and monetary policy forecasts. Domestic financial conditions continue to favor recovery in economic activity. The transmission of reductions to the policy interest rate on credit rates has been significant. The banking portfolio continues to recover amid circumstances that have affected both the supply and demand for loans, and in which some credit risks have materialized. Preferential and ordinary commercial interest rates have fallen to a similar degree as the benchmark interest rate. As is generally the case, this transmission has come at a slower pace for consumer credit rates, and has been further delayed in the case of mortgage rates. Commercial credit levels stabilized above pre-pandemic levels in March, following an increase resulting from significant liquidity requirements for businesses in the second quarter of 2020. The consumer credit portfolio continued to recover and has now surpassed February 2020 levels, though overall growth in the portfolio remains low. At the same time, portfolio projections and default indicators have increased, and credit establishment earnings have come down. Despite this, credit disbursements continue to recover and solvency indicators remain well above regulatory minimums. 1.2 Monetary policy decision In its meetings in March and April the BDBR left the benchmark interest rate unchanged at 1.75%.