ITC/USA 2015 Conference Proceedings / The Fifty-First Annual International Telemetering Conference and Technical Exhibition / October 26-29, 2015 / Bally's Hotel & Convention Center, Las Vegas, NV / Over the past several years DoD imposed constraints on test deliverables, requiring objective measures of test results, i.e., statistically defensible test and evaluation (SDT&E) methods and results. These constraints force the tester to employ statistical hypotheses, analyses and perhaps modeling to assess test results objectively, i.e., based on statistical metrics, probability of confidence and logical inference to supplement rather than rely solely on expertise, which is too subjective. Experts often disagree on interpretation. Numbers, although interpretable, are less variable than opinion. Logic, statistical inference and belief are the bases of testable, repeatable and refutable hypothesis and analyses. In this paper we apply linear regression modeling and analysis of variance (ANOVA) to time-space position information (TSPI) to determine if a telemetry (TM) antenna control unit (ACU) under test (AUT) tracks statistically, thus as efficiently, in C-band while receiving both C- and S-band signals. Together, regression and ANOVA compose a method known as analysis of covariance (ANCOVA). In this, the second of three papers, we use data from a range test, but make no reference to the systems under test, nor to causes of error. The intent is to present examples of tools and techniques useful for SDT&E methodologies in testing.

ITC/USA 2015 Conference Proceedings / The Fifty-First Annual International Telemetering Conference and Technical Exhibition / October 26-29, 2015 / Bally's Hotel & Convention Center, Las Vegas, NV / Over the past several years DoD imposed constraints on test deliverables, requiring objective measures of test results, i.e., statistically defensible test and evaluation (SDT&E) methods and results. These constraints force testers to employ statistical hypotheses, analyses and modeling to assess test results objectively, i.e., based on statistical metrics, analytical methods, probability of confidence complemented by, rather than solely on expertise, which is too subjective. In this and companion papers we discuss methods of objectifying testing. We employ an earth coordinate model and statistical modeling of telemetry (TM) tracking antenna employing time-space position information (TSPI) and derived statistical measures for tracking-error and auto-tracking mode. Test data were statistically analyzed via analysis of covariance (ANCOVA) which revealed that the antenna control unit (ACU) under test (AUT) does not track statistically identically, nor as practically or efficiently in C-band while receiving data carriers in both S- and C-bands. The conclusions of this paper add support to that hypothesis. In this third of three papers we use data from a range test, but make no reference to the systems under test as the purpose of this paper is to present an example of tools useful for employing a SDT&E methodology.

Framfarten av nya flexibla arbetskontexter, såsom arbete på distans och via hybrida lösningar, medför nya möjligheter och utmaningar. Organisationer behöver bibehålla konkurrenskraft, ledare anpassa sitt ledarskap och medarbetare genomgå stora förändringar i vardagen. Det blir därmed relevant att finna hur ledarskap kan underlätta denna omställning av arbetskontext. Forskningsområdet avseende relationen mellan ledarskap och organisatoriskt engagemang har under de senaste decennierna fått stor uppmärksamhet. Inom fältet är det allmänt känt att transformellt, jämfört med transaktionellt och Laissez-Faire, ledarskap leder till högst affektivt organisatoriskt engagemang. Det är emellertid fortfarande okänt hur denna relation påverkas av den anställdas arbetskontext. Utifrån detta forskningsgap formulerades denna studies forskningsfråga:   Hur påverkar interaktionen mellan uppfattat ledarskap och arbetskontexten de anställdas affektiva organisatoriska engagemang?  Syftet är att förklara hur de tre olika ledarskapsstilarna påverkar det affektiva organisatoriska engagemanget och om detta samband skiljer sig under olika arbetskontexterna traditionell, hybrid och distans. För att uppfylla detta syfte genomfördes en deduktiv kvantitativ enkätstudie med 188 respondenter vilka arbetade heltid och talade svenska. Enkäten mätte kontrollvariabler, arbetskontext samt två väl beforskade mätinstrument, DLQ och OCQ. DLQ användes för att mäta The Full Range Leadership Model (FRLM) och OCQ det affektiva organisatoriska engagemanget (AOE). En kovariansanalys (ANCOVA) undersökte ledarskapet och arbetskontextens interaktionseffekt på AOE. Resultaten visade att transformellt ledarskap vid traditionell arbetskontext och distansarbete hade positiv påverkan på AOE medan transaktionellt ledarskap i den traditionella arbetskontexten hade negativ påverkan på AOE. Dessa resultat kan bidra till att ledare får ökad förståelse av situationsanpassat ledarskap, att medarbetare får en ökad arbetstillfredsställelse och organisationer en minskad personalomsättning. Det bidrar till samhälleliga implikationer i form av ökat välmående och minskade kostnader.

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Traditionellt utvärderas effekter av kognitiv träning med objektiva prestationsmått. Syftet med uppsatsen var att undersöka självskattad exekutiv funktion som ett alternativt mått för att utvärdera effekter av kognitiv träning. Som utfallsmått valdes The behavior rating inventory of executive functioning - self report (BRIEF-SR). Vidare användes blandad design med för- och eftermätning samt tre oberoende grupper. Gymnasieelever (n = 63) delades in i; aktiv träningsgrupp, aktiv placebogrupp och passiv kontrollgrupp. Tränings- och placebogruppen genomförde datoriserad kognitiv träning med respektive utan adaptiv svårighetsgrad. ANCOVA med arbetsminneskapacitet som kovariat visade inga signifikanta träningseffekter på självskattade exekutiva funktioner, oavsett grupptillhörighet. Sammantaget kan BRIEF-SR vara ett lämpligt instrument vid utvärdering av kognitiv träning när ekologisk validitet prioriteras. Resultaten diskuteras avseende inverkan av tid mellan för- och eftermätning, population och förväntanseffekter. / Performance based measures have been the Golden standard when evaluating effects of cognitive training. By using The Behavior Rating Inventory of Executive Functioning-Self Report (BRIEF-SR), this thesis aimed to explore self- rating scales as an alternative when evaluating effects of cognitive training. A sample of high school students (n = 63) and a mixed- effect model with pre- and post-measurements were chosen. The students were divided into three groups: active training, training with placebo or passive control. The two groups in training practiced with a computerized cognitive training program. The two training groups practiced with an adaptive and non-adaptive computer program, respectively.  With working memory as covariate ANCOVA reported no significant effects on self-rated executive functions independent of group condition. In sum, if ecological validity is of priority BRIEF-SR can be considered when measuring effects following cognitive training. In addition the results are discussed with regards to time between pre- and post-measurements, population and effects of expectancy. / Effekter av kognitiv träning på skolprestationer och självreglering av beteende (dnr 1,2009/0 018,5-0)

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本研究主要目的是探討GSP電腦輔助教學對國三學生學習三角形外心、內心及重心之成效。研究採用準實驗研究法中之不等組前後測設計，以桃園縣一所國中三年級四班共127位學生為研究對象，分派兩班為實驗組共63位學生，進行GSP電腦輔助教學課程；另兩班為控制組共64位學生，進行一般傳統講述教學課程。學生學習風格採用Kolb學習風格量表區分成「主動實驗」及「省思觀察」兩種類型，為探究不同學習風格之學生接受不同教學方法之後，在數學學習態度、成就與保留上的差異，採用二因子共變數分析檢定研究假設。並於實驗教學後，以GSP電腦輔助教學意見調查表調查其看法及態度，整理檢定分析及調查結果後得到以下結論： 一、排除前測影響後，學生在數學學習態度上的表現： (一)教學方法因子效果及學習風格因子效果之間沒有交互作用。 (二)教學方法因子效果有顯著差異；GSP電腦輔助教學法優於傳統講述教學法。 (三)學習風格因子效果沒有顯著的差異。 二、排除前測影響後，學生在數學學習成就上的表現： (一)教學方法因子效果及學習風格因子效果之間有交互作用。 (二)對學習風格為省思觀察者而言，教學方法因子會造成顯著的差異；GSP電腦輔助教學法優於傳統講述教學法。 (三)以省思觀察者接受傳統講述教學法後表現最差。 三、排除前測影響後，學生在數學學習保留上的表現： (一)教學方法因子效果及學習風格因子效果之間沒有交互作用。 (二)教學方法因子效果有顯著差異；GSP電腦輔助教學法優於傳統講述教學法。 (三)學習風格因子效果沒有顯著的差異。 (四)以省思觀察者接受GSP電腦輔助教學法後表現最佳。 四、GSP電腦輔助教學的看法及態度方面： 主動實驗者表示GSP電腦輔助教學提供了實際操作的機會，而省思觀察者則表示GSP電腦輔助教學提供了詳盡的說明和動態演示。就實驗組學生使用GSP電腦輔助教學而言，大多抱持著正向及肯定的學習態度。 / The purpose of this study is to explore the effects on learning performance of circumcenter, incenter and centroid of a triangle by 9th graders based on computer -assisted instruction using GSP in mathematics teaching. This study was conducted as a quasi-experimental design. Four classes, which have a total of 127 students, were sampled from a junior high school in Taoyun County. Two classes were assigned as experimental group and the others as control group. The former took “computer -assisted instruction using GSP in mathematics teaching” method learning, while the latter two took “traditional mathematics teaching” method learning respectively. This study used the learning styles inventory (LSI) of Kolb to classify learners into two groups -“active experimentation (AE)” and “reflective observation (RO)”. Two-way ANCOVA was conducted to test all hypotheses in order to find variations of mathematical learning attitudes, mathematical learning achievenments, mathematical learning retention. The study also investigated the views of points of the students in experimental group after the experiment. According to the analysis from the experiment, this study reached the following conclusions︰ 1.In mathematical learning attitudes: (1)Learning styles and teaching methods did’t interact significantly. (2)There was a significant difference between two teaching methods. The effect on experimental group was better than the control group. (3) There was no significant difference between two learning styles. 2.In mathematical learning achievements: (1)Learning styles and teaching methods interact significantly. (2)For the style RO, there was a significant difference between two learning styles. The effect on experimental group was better than the control group. (3)The effct on control group with the style RO was the worst. 3.In mathematical learning retention: (1)Learning styles and teaching methods did’t interact significantly. (2)There was a significant difference between two teaching methods. The effect on experimental group was better than the control group. (3) There was no significant difference between two learning styles. (4)The effct on experimental group with the style RO was the best. 4.After the experiment, most students in experimental group with the style AE said that “the experimental curriculums had provided the actual operation opportunity”; most students in experimental group with the style RO said that “the experimental curriculums had provided the exhaustive explanation and the dynamic demonstration”. They also agreed that the experimental curriculums were better.

為達成「精熟學習」的教與學過程中強調的個別化教學、學生學習的回饋、校正學生學習錯誤等高效能的教學理想。本研究自行發展一套數位化診斷系統，在不改變學校政策、班級作息、教室管理實施情況下，對準備參加科大入學測驗高工三年級的學生，在考前六週進行數學科總複習的「精熟學習配合數位化診斷」實驗教學。經由學生的作答反應，本診斷系統完成以下功能： (1)能快速的篩選出優良試題，並提供試題的難度、鑑別度、答對率與評鑑試題的品質。 (2)能診斷出個別學生與試題的差異性，並完成試題卷的信度、效度評鑑與S-P分析表。 (3)能提供完整的學習成就遷移記錄，並可歸類出學生學習潛能與整體學習表現。 (4)能彙整出學生學習成效與具體教學建議。 教師藉診斷系統所提供的資訊，對學生進行個別化校正或充實教學，期以達成精熟學習的教學理想。並在實驗教學後分析學生學習回饋單，大多數學生對實驗教學法持正面態度，且自認學習態度更積極，並建議若能提早實施精熟學習配合數位化診斷教學，應會有更好成績表現。 本研究並探討「實驗教學」的實驗A組學生，分別對「不同科別」的實驗B組學生與對「傳統教學」的控制C組學生的數學學習態度、學習成就、學習成就絕對均差的差異性，經單因子共變數分析，排除前測影響後，具體結論如下： (1)實驗A、B組與控制C組學生在數學學習態度後測得分並無明顯差異。 (2)實驗A組與控制C組在數學學習成就後測成績有明顯差異，且實驗A組分數明顯高於控制C組。 (3)不同科別實驗組的A組電機類與B組機械類學生，在數學學習成就後測成績有明顯差異，且電機類分數明顯高於機械類，但機械類排除未完成實驗的學生後，則不同科別的實驗A組、實驗B組，在數學學習成就後測成績無明顯差異。 (4)實驗A組與控制C組學生在數學學習成就後測成績的絕對均差有明顯差異，且實驗A組絕對均差小於控制C組。 最後為使實驗教學能更順利進行，建議教學前先營造愉快與舒適教學環境與良好的師生互動情誼再實施，這將會是實驗教學成功的關鍵 / Mastery Learning Strategy is a highly effective teaching method, emphasizing the importance of individualized tutoring, student feedback and learning error correction. In this study, a self-devised computerized diagnostic system was developed for the third-year vocational high school students who were preparing for the technological university entrance examination. An experimental teaching method using Mastery Learning Strategy with computerized diagnostic system was given to the aforementioned students as a math review lesson six weeks before the entrance examination, following the original school policy, class schedule or class management. From test responses, the diagnostic system achieved the following: (1)Quick selecting of good quality test items. It also evaluates the test items and provides the difficulty, discrimination, and correction rates of them. (2)Individualized diagnosis of each student vs. test items. It also completes the reliability, validity and S-P charts of the test. (3)Offering a comprehensive record of the learning process. It also analyzes the learning process of the students and sorts out their learning potential. (4)Analyzing students’ learning effects and coming up with teaching suggestions. In this experiment, the data gained from the diagnosis were used to provide each student with individualized instruction or error correction with the hope of attaining the goals of Mastery Learning. The analysis of the students’ feedback after the experimental teaching method showed that most students thought positively of the experiment, admitting that they developed a more aggressive learning attitude, and suggested that this computerized diagnostic system, had it been implemented earlier, would have helped them achieve even better grades. The students in this study consisted of three groups. Group A and B were both experimental groups except that group A were students from electrical engineering department while group B were students from mechanical engineering department. Group C was the control group receiving only conventional teaching method. Group A was compared with group B and group C respectively in terms of differences in math-learning attitude, math-learning achievement, and in the absolute mean deviation of learning achievement. By means of one-way analysis of covariance, with pre-test effects eliminated, the conclusions were as follows: (1)None of the groups exhibited significant grade differences on the math-learning attitude post-test. (2)Group A scored significantly higher on the math-learning achievement post-test than did Group C, the control group. (3)Group A of electrical engineering students scored significantly higher on the math-learning achievement post-test than did Group B of mechanical engineering students. However, if the grades of the Group B students who didn’t complete the experiment were unaccounted, no grade difference was noticeable on the math-learning achievement post-test between Group A and Group B. (4)Group A, the experimental group, had significantly lower absolute mean deviation on the math-learning achievement post-test than did Group C, the control group. Finally, it was suggested that creating a comfortable environment for teaching and learning as well as an advance establishment of a good teacher-student rapport are the key to a smooth-going and successful experimental teaching method.

Social ångeststörning (SAD) är ett ångestsyndrom som orsakar stor funktionsnedsättning och försämrad livskvalitet. I föreliggande studie presenteras förklaringsmodeller till SAD med fokus på temperamentsforskning och reinforcement sensitivity theory (RST). Syftet var att genom explorativ faktoranalys identifiera latenta variabler i frågeformuläret ”Hur man var som barn” (HMVSB), som administrerats i en klinisk population (n= 100) och i en kontrollgrupp (n= 246). Faktoranalysen extraherade två faktorer som döptes till beteendeinhibering (BI) respektive beteendeaktivering (BA). Ett andra syfte var att jämföra den kliniska populationen med kontrollgruppen avseende de extraherade faktorerna. Resultaten visade att HMVSB uppvisade god intern konsistens och tillfredsställande instrumentell reliabilitet. Vissa signifikanta korrelationer mellan HMVSB och jämförda skattningsformulär vid SAD erhölls. Gruppjämförelserna visade att den kliniska gruppen var signifikant mer beteendeinhiberad och mer beteendeaktiverad som barn. En subgrupp med generaliserad SAD var både signifikant mer beteendeaktiverad och beteendeinhiberad som barn. Subgruppen med specifik SAD skilde sig ej signifikant från kontrollgruppen. Studien manar till att beakta temperamentala faktorer vid SAD där kombinationen hög BI och hög BA skulle kunna korrelera med allvarligare klinisk bild.