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Relevant bibliographies by topics / Self-motivate

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Dissertations / Theses
Books
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Academic literature on the topic 'Self-motivate'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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Journal articles on the topic "Self-motivate"

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Lourenço, Sofia M. "Do self-reported motivators really motivate higher performance?" Management Accounting Research 47 (June 2020): 100676. http://dx.doi.org/10.1016/j.mar.2019.100676.

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TUCKER, MIRIAM E. "Strategies to Motivate Diabetic Patients for Self-Management." Internal Medicine News 38, no. 19 (2005): 32. http://dx.doi.org/10.1016/s1097-8690(05)72023-0.

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Rasberry, Catherine N., Patricia Goodson, Eric R. Buhi, B. E. Buzz Pruitt, Kelly Wilson, and Sandra Suther. "Texas Abstinence Educators' Self-Efficacy to Motivate Youth Sexual Abstinence." American Journal of Sexuality Education 2, no. 3 (2007): 59–78. http://dx.doi.org/10.1300/j455v02n03_05.

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Yeh, Byung-Il. "Holistic activity: to motivate premedical students a self-directed action plan." Korean Journal of Medical Education 32, no. 2 (2020): 155–57. http://dx.doi.org/10.3946/kjme.2020.164.

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Poteliūnienė, Sniegina, and Ineta Baltuškonienė. "Aerobics as a Factor to Motivate Self-Development of the Females." Pedagogika 126, no. 2 (2017): 185–201. http://dx.doi.org/10.15823/p.2017.28.

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Organized workouts of aerobics might be seen as a self-development tool, as adult person’s decision to get involved into certain activity is taken consciously. One perceives such engagement being related to satisfaction of certain needs and expectations to reach the results of the systematically performed activity. The research was launched in order to reveal the motives of the females’ decision making when choosing aerobics for self-development, as well as to disclose the perceived by women impact of aerobics, considering it as a self-development tool. Half-structured interview method w

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Ellis-Monaghan, J., and G. Pangborn. "Using DNA Self-assembly Design Strategies to Motivate Graph Theory Concepts." Mathematical Modelling of Natural Phenomena 6, no. 6 (2011): 96–107. http://dx.doi.org/10.1051/mmnp/20116606.

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Wehmeyer, Michael L., Karrie A. Shogren, Jessica R. Toste, and Stephanie Mahal. "Self-Determined Learning to Motivate Struggling Learners in Reading and Writing." Intervention in School and Clinic 52, no. 5 (2016): 295–303. http://dx.doi.org/10.1177/1053451216676800.

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Promoting self-determined learning through student-directed learning strategies has been documented to promote more positive school-related outcomes for upper elementary grade learners with disabilities and other students who are struggling. These strategies are typically introduced in multicomponent interventions combining several student-directed learning strategies such as self-monitoring, self-evaluation, antecedent cue regulation, and self-instruction. Such interventions have established efficacy in promoting a wide array of academic outcomes. Students’ motivation is consistently related

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Lee, Hyun-Joo, and Jewon Lyu. "Exploring factors which motivate older consumers’ self-service technologies (SSTs) adoption." International Review of Retail, Distribution and Consumer Research 29, no. 2 (2019): 218–39. http://dx.doi.org/10.1080/09593969.2019.1575261.

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Isroiyah, Dewi. "Pengaruh Kelekatan Dengan Orang Tua Terhadap Motivasi Belajar Anak Melalui Self-Efficacy Siswa di Mts. Al-Ittihadiyah Canggu Badas Kediri." Didaktika Religia 4, no. 1 (2016): 29–54. http://dx.doi.org/10.30762/didaktika.v4.i1.p29-54.2016.

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In psychology, attachment is a strong emotional bond developed through interaction with children that have special meaning in his life. The study reveals that (1) the correlation between attachment of parents and students' self-efficacy was 33%. The influence of attachment of parents to self-efficacy was 10.9%, whereas 89.1% was influenced by other factors outside the model. (2) The correlation between self-efficacy and students' motivation to learn was 68.2%. The influence of self-efficacy on students' motivation to learn was 46.5%, whereas 53.5% was influenced by other factors outside the mo

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Redford, Liz, and Kate A. Ratliff. "Pride and punishment: Entitled people's self-promoting values motivate hierarchy-restoring retribution." European Journal of Social Psychology 48, no. 3 (2017): 303–19. http://dx.doi.org/10.1002/ejsp.2328.

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Dissertations / Theses on the topic "Self-motivate"

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Chamberlain, Encarnita Antonia. "A Case Study on the Process of Passing a Radiography Registry Examination." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1839.

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This project study addressed the problem of the low percentage of a Mid-Atlantic university's radiography graduates passing their credentialing registry examination. The cohort had a 2014 pass rate of 83% while the majority of surrounding schools had pass rates of 100%. In order to become registered radiographers, graduates must be able to take what they have learned in their educational program and directly apply it to their professional skill set. The conceptual framework for the study was social constructivism, adapting and transforming what was new information to previous experiences and g

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Zestcott, Colin A., Uri Lifshin, Peter Helm, and Jeff Greenberg. "He Dies, He Scores: Evidence That Reminders of Death Motivate Improved Performance in Basketball." HUMAN KINETICS PUBL INC, 2016. http://hdl.handle.net/10150/622838.

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This research applied insights from terror management theory (TMT; Greenberg, Pyszczynski, & Solomon, 1986) to the world of sport. According to TMT, self-esteem buffers against the potential for death anxiety. Because sport allows people to attain self-esteem, reminders of death may improve performance in sport. In Study 1, a mortality salience induction led to improved performance in a “one-on-one” basketball game. In Study 2, a subtle death prime led to higher scores on a basketball shooting task, which was associated with increased task-related self-esteem. These results may promote ou

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Falk, Carolina. "Factors that Motivate Pupils in Grades 4-6 in Sweden to Speak English as a Foreign Language." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-20775.

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This is an empirical study about factors that motivate pupils to speak English as a foreign language. The aim of this study is to investigate when pupils in the classroom situation, in Grades 4-6 in a school in Sweden, are motivated to speak English as a foreign language, and why they are motivated to speak English in these situations. To implement this study, questionnaires and interviews have been chosen as methods. 51 pupils in Grades 4-6 took part of the study. Since being able to communicate orally in a foreign language is of great advantage for one, and creates opportunities both for wor

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Sargent, Carol Springer. "Improving Retention for Principles of Accounting and Elementary Statistics Students: Ultra-Short Tutorials Designed to Motivate Effort and Improve Performance." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/epse_diss/59.

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This dissertation reports on two supplemental instruction implementations in courses with high failure rates. In study one, 27 ultra-short on-line tutorials were created for Principles of Accounting II students (N = 426). In study two, 21 tutorials with a similar design were created for Elementary Statistics students (N = 1,411). Accounting students were encouraged by their instructor to use the resource, but statistics students only saw a brief demonstration by the researcher. Neither course gave students credit for using the tutorials. In study one, 71.4% of the accounting students used the

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Shih-WeiYen and 顏世葦. "What motivate us to walk more? The influence of self-goal setting, motivational message and monetary reward on promoting physical activity." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/yr7rr7.

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碩士<br>國立成功大學<br>工業設計學系<br>105<br>Both motivational message and monetary reward are effective strategies for promoting people’s physical activity behavior. They are often used in different physical activity promotion programs or commercially available health promotion products. However, little is known how these two strategies combined with self-setting goal method can influence people’s physical activity behavior. To fill this gap, this study explores how these two strategies combined with self-setting goal one by one influence low active office workers’ physical activity behavior. The results

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Meza, Discua Jose Luis. "Factors that motivate Latino students to pursue higher education in selected colleges in the state of Oregon." Thesis, 2011. http://hdl.handle.net/1957/26755.

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Latinos are the largest and most rapidly growing ethnic minority in the United States, and they have the highest dropout rates of any major ethnic group in the country (U.S. Department of Labor, 2003). Latinos' educational attainment is consistently lower than that of other students (Gandara, 2008). The majority of Latino college students in the state of Oregon are of Mexican origin and have parents with low income and low levels of education, which ultimately influences the students' decisions in whether or not to pursue higher education. This study examines these and other factors which moti

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Sehlapelo, Thekelo Walter. "Investigating factors that motivate teachers to teach after normal working hours : a case study in the Capricorn district of Limpopo." Diss., 2015. http://hdl.handle.net/10500/20238.

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The purpose of the study was to identify factors that motivate teachers to teach after hours. It was a qualitative study employing the interpretive research paradigm. The study employed a case study design of three secondary schools. Twelve teachers were purposively selected. Data was collected through focus groups and open-ended questionnaires of which thematically analyzed. Key findings revealed that teachers are motivated to teach after hours by among others their ability, pertinent PD, resources, positive environment, theories of motivation and goals set. The study concluded that these fac

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Books on the topic "Self-motivate"

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Vincent, Elizabeth A. Teacher self-motivation: How to motivate a teacher over fifty. University of Derby, Research Centre for Education & Professional Practice, 2002.

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McGrane, William J. Brighten your day with self-esteem: How to empower, energize & motivate yourself to a richer, fuller, more rewarding life. Markowski International Publishers, 1996.

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Chandler, Steve. 100 Ways to Motivate Yourself. Career Press, 2010.

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100 ways to motivate yourself. Career Press, 1996.

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Clare's dream: Motivate yourself for success. Y Lolfa, 2003.

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100 ways to motivate yourself: Change your life forever. 3rd ed. Career Press, 2013.

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100 ways to motivate yourself: Change your life forever. Career Press, 2004.

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100 ways to motivate yourself: Change your life forever. Career Press, 2001.

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The habit of winning: Stories to inspire, motivate, and unleash the winner within. Penguin Books, 2011.

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Who am I?: The 16 basic desires that motivate our behavior and define our personality. Jeremy P. Tarcher/Putnam, 2000.

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Book chapters on the topic "Self-motivate"

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Shilling, Aaron A., and Christina M. Brown. "Changes in Self-Esteem Motivate Behavioral Changes." In Encyclopedia of Evolutionary Psychological Science. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-16999-6_1449-1.

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Kumlander, Deniss. "Self-Organized Teams: A Contradictory Technique to Motivate Personnel." In Lecture Notes in Electrical Engineering. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-06773-5_51.

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Sujan, Harish, Timothy Harlan, Mita Sujan, and Rick Ager. "Doctors As Salespeople: Strengthening Relationships With Patients To Motivate Better Self-Care." In Marketing Dynamism & Sustainability: Things Change, Things Stay the Same… Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-10912-1_145.

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Conger, Jay A., and Craig L. Pearce. "Using Empowerment to Motivate People to Engage in Effective Self- and Shared Leadership." In Handbook of Principles of Organizational Behavior. John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9781119206422.ch11.

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Tang, Yi-Yuan. "Curiosity and Creativity Motivate Self-Learning." In Brain-Based Learning and Education. Elsevier, 2017. http://dx.doi.org/10.1016/b978-0-12-810508-5.00004-3.

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"Using Self-Control Strategies to Motivate Behavior Change." In Addiction. Routledge, 2015. http://dx.doi.org/10.4324/9781315774541-11.

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Williams, Lisa A., and David DeSteno. "How Positive Social Emotions Motivate Actions for the Future Self." In Positive Emotion. Oxford University Press, 2014. http://dx.doi.org/10.1093/acprof:oso/9780199926725.003.0012.

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"Developing Reward and Compensation Systems to Motivate Self-Managed Teams." In Making Supply Chain Management Work. Auerbach Publications, 2001. http://dx.doi.org/10.1201/9781420000191-37.

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Weiss, Madeline. "Developing Reward and Compensation Systems to Motivate Self-Managed Teams." In Resource Management. Auerbach Publications, 2001. http://dx.doi.org/10.1201/9781420000191.ch29.

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Qiu, Dong, and Che-Chang Chang. "The establishment of self-building internal business incubator to motivate enterprises’ innovation." In Engineering Innovation and Design. CRC Press, 2019. http://dx.doi.org/10.1201/9780429019777-90.

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Conference papers on the topic "Self-motivate"

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Munson, Sean, and Sunny Consolvo. "Exploring Goal-setting, Rewards, Self-monitoring, and Sharing to Motivate Physical Activity." In 6th International Conference on Pervasive Computing Technologies for Healthcare. IEEE, 2012. http://dx.doi.org/10.4108/icst.pervasivehealth.2012.248691.

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Uukkivi, Anne, and Oksana Labanova. "How we have motivated students in sciences." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8082.

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For improving academic performance teachers must search for possibilities to increase students’ motivation. Teachers must understand that what motivates teachers may not motivate students (Wiesman 2012). The aim of the article is to present what has helped to motivate students in learning sciences. The article is based on the results of qualitative feedback questionnaires. Although the studies took place mostly in face-to-face classes, students liked to have all the materials in e-learning environments. The most preferred were tutorial videos made with software applications that have the abili

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Gribanova, Svetlana, and Anna Abeltina. "MOTIVATION OF YOUNG IT PROFESSIONALS." In Business and Management 2018. VGTU Technika, 2018. http://dx.doi.org/10.3846/bm.2018.37.

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The research answers the following question: what actions do organizations undertake to attract and retain young IT professionals and how do they correspond with expectations of young IT specialists? In order to get information about life values of young professionals, their expectations and apprehen-sions, in this research qualitative methodology and semi-structured interview method were used. All the respondents were conditionally divided in accordance to the companies they are employed with into international companies, big Latvian companies and modern IT companies. The research showed that

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Delgado, Carla, João Da Silva, Fabio Mascarenhas, and Ana Duboc. "The teaching of functions as the first step to learn imperative programming." In XXIV Workshop sobre Educação em Computação. Sociedade Brasileira de Computação - SBC, 2020. http://dx.doi.org/10.5753/wei.2016.9683.

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The literature on teaching programming covers a wide discussion regarding the approach to be adopted in an introductory course. While the objectoriented paradigm requires a high level of abstraction and can overshadow basic concepts, the structured imperative paradigm lacks a guideline to motivate and drive the process of building programs. In this paper we present a modularization based approach for teaching programming to the novices using the imperative paradigm. The construction of self contained modules of code - programming functions in Python - is worked with the students from the very

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Palamidovska-Sterjadovska, Nikolina, and Anita Ciunova-Shuleska. "INCENTIVES FOR SOCIAL MEDIA USERS’ ENGAGEMENT TO DIFFERENT BRAND-RELATED CONTENT TYPES." In Economic and Business Trends Shaping the Future. Ss Cyril and Methodius University, Faculty of Economics-Skopje, 2020. http://dx.doi.org/10.47063/ebtsf.2020.0038.

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The purpose of this study is to analyze social media users’ incentives for engagement with brand-related content on social media. Based on the uses and gratification theory, two types of incentives are analyzed as motivators of users’ brand engagement, i.e. communal and self-interest incentives. Users’ brand engagement is conceptualized and measured as intentions to contribute to brand-related content on social media in terms of intentions for commenting, sharing, and liking. Further, it is assumed that the effects of the two types of incentives (communal and self-interest) vary depending on t

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Sanchidrian Pardo, Rosa, Pilar Yubero Hermoso, and Begoña Torrente Barredo. "TED talk as a simulation tool in a higher education for the learning process and improvement students´ motivation : an academic practice with students of the degree in business intelligence and a prospective." In INNODOCT 2019. Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10218.

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The main mission of this project is to improve the professional skills of first year students and to measure their motivation, focus on self-learning and professionalism. For that, the professor uses The TED methodology as a great tool to develop these essential competences and introduces the student as the protagonist of the self- learning process. The TED tool was created to disseminate scientific results of great researchers. It has now become a system of scientific and social dissemination, used to improve formal and informal learning. Also, one of the skills that Spanish people need to wo

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Herta, Christian, Benjamin Voigt, Patrick Baumann, et al. "Deep Teaching: Materials for Teaching Machine and Deep Learning." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9177.

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Machine learning (ML) is considered to be hard because it is relatively complicated in comparison to other topics of computer science. The reason is that machine learning is based heavily on mathematics and abstract concepts. This results in an entry barrier for students: Most students want to avoid such difficult topics in elective courses or self-study. In the project Deep.Teaching we address these issues: We motivate by selected applications and support courses as well as self-study by giving practical exercises for different topics in machine learning. The teaching material, provided as ju

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Ngai, Sho, A. I. Leontiev, John R. Lloyd, and S. P. Malyshenko. "Creation of Nano-Scaled Surface Structure for the Enhancement of Boiling Heat Transfer." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-61295.

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The present research is an experimental investigation of nucleate pool boiling heat transfer enhancement on a surface with micro/nano-scaled surface structures. Glancing Angle Deposition (GLAD) was employed to fabricate porous surfaces in this study. The thin film microstructure consists of closely packed columns oriented in the plane of incidence formed due to a self-shadowing mechanism. Boiling heat transfer from the nano-structured surface was compared to that of a smooth reference surface and the commercial High Flux surface. The results of this study have shown that nano-structured films

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Djordjevic, Neda. "Using Mobile Quiz Application to Enhance Learning in Combustion Kinetics Course for Students of Mechanical Engineering and Transport Systems." In ASME Turbo Expo 2018: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/gt2018-76918.

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A combustion kinetics course offered as an elective for master students of mechanical engineering and transport systems can have quite a heterogeneous group of participating students with respect to their foreknowledge of organic chemistry, thermochemistry and basics of combustion. To deal with this challenge a mobile quiz application in form of a multiple choice questions with extensive explanations have been employed in order to motivate and facilitate needs-oriented self-learning. A survey showed that students felt strongly that the mobile app affected their learning positively, helped them

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Yang, Liang, Fan Wu, Zichen Zheng, et al. "Heterogeneous Graph Information Bottleneck." In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/226.

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Most attempts on extending Graph Neural Networks (GNNs) to Heterogeneous Information Networks (HINs) implicitly take the direct assumption that the multiple homogeneous attributed networks induced by different meta-paths are complementary. The doubts about the hypothesis of complementary motivate an alternative assumption of consensus. That is, the aggregated node attributes shared by multiple homogeneous attributed networks are essential for node representations, while the specific ones in each homogeneous attributed network should be discarded. In this paper, a novel Heterogeneous Graph Info

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