University of Cyprus

About: University of Cyprus is a education organization based out in Nicosia, Cyprus. It is known for research contribution in the topics: Large Hadron Collider & Context (language use). The organization has 3624 authors who have published 15157 publications receiving 412135 citations.

Export barriers: non‐exporters′ perceptions

Abstract: Provides an empirical assessment of non‐exporters′ perceptions on the factors that hinder the initiation of export activities. The research investigation, which was conducted among a representative random sample of 112 Cypriot manufacturing concerns, revealed that the increasing competitive pressures in the world market constituted the most severe impediment to the export initiation process. A number of organizational determinants exhibited a discriminating effect on certain export barriers. Specifically, there was a tendency by firms with no prior export experience, of small size and with relatively few years in business, to overstress some of the export barriers addressed. However, the type of goods manufactured did not exhibit any differentiating impact. An attempted classification of the export barriers according to internal/external and domestic/foreign typologies revealed no significant differences in the inhibiting impact of the resulting groups.

Scheduling Workflows with Budget Constraints

Abstract: Grids are emerging as a promising solution for resource and computation demanding applications. However, the heterogeneity of resources in Grid computing, complicates resource management and scheduling of applications. In addition, the commercialization of the Grid requires policies that can take into account user requirements, and budget considerations in particular. This paper considers a basic model for workflow applications modelled as Directed Acyclic Graphs (DAGs) and investigates heuristics that allow to schedule the nodes of the DAG (or tasks of a workflow) onto resources in a way that satisfies a budget constraint and is still optimized for overall time. Two different approaches are implemented, evaluated and presented using four different types of basic DAGs.

A K-6 computational thinking curriculum framework: implications for teacher knowledge

Abstract: Adding computer science as a separate school subject to the core K-6 curriculum is a complex issue with educational challenges. The authors herein address two of these challenges: (1) the design of the curriculum based on a generic computational thinking framework, and (2) the knowledge teachers need to teach the curriculum. The first issue is discussed within a perspective of designing an authentic computational thinking curriculum with a focus on real-world problems. The second issue is addressed within the framework of technological pedagogical content knowledge explicating in detail the body of knowledge that teachers need to have to be able to teach computational thinking in a K-6 environment. An example of how these ideas can be applied in practice is also given. While it is recognized there is a lack of adequate empirical evidence in terms of the effectiveness of the frameworks proposed herein, it is expected that our knowledge and research base will dramatically increase over the next several years, as more countries around the world add computer science as a separate school subject to their K-6 curriculum.

On the place of 'phrase accents' in intonational phonology

Abstract: Many theories of intonational phonology have granted some special status to pitch features that occur at the edges of prosodic domains, contrasting them with prominence-lending pitch configurations. The standard American structuralist theory that flourished in the 1950s (Trager & Smith 1951) drew a clear distinction between PITCH PHONEMES and JUNCTURE PHONEMES, the former constituting the body of a contour and the latter describing the movements at the contour’s end. Parallel to this development, a distinction was also drawn within the Prague School between the cumulative and delimitative functions of tonal phenomena (Trubetzkoy 1958), the former including prominence, the latter domainedge marking. Bolinger (especially 1970) distinguished ‘accent’ from ‘intonation’: ACCENT referred to the distinctive pitch shapes that accompany prominent stressed syllables (now generally known, following Bolinger, as pitch accents), while INTONATION included, among other things, distinctive pitch movements at the ends of contours. A distinction very similar, but not identical, to Bolinger’s is made in the theory of intonation developed at the Institute for Perception Research (IPO) in the Netherlands (Cohen & ’t Hart 1967, ’t Hart et al. 1990), namely between PROMINENCE-LENDING and NON-PROMINENCE-LENDING pitch movements.