University of Memphis

About: University of Memphis is a education organization based out in Memphis, Tennessee, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 7710 authors who have published 20082 publications receiving 611618 citations. The organization is also known as: U of M.

The Influence of Family on the Family Business Succession Process: a Multi-Generational Perspective:

Abstract: The present study develops a process model of succession involving steps undertaken to prepare the family business for succession. The model examined multiple spheres of influence, including indivi...

Triggering of earthquake aftershocks by dynamic stresses.

Abstract: It is thought that small 'static' stress changes due to permanent fault displacement can alter the likelihood of, or trigger, earthquakes on nearby faults. Many studies of triggering in the near-field, particularly of aftershocks, rely on these static changes as the triggering agent and consider them only in terms of equivalent changes in the applied load on the fault. Here we report a comparison of the aftershock pattern of the moment magnitude Mw = 7.3 Landers earthquake, not only with static stress changes but also with transient, oscillatory stress changes transmitted as seismic waves (that is, 'dynamic' stresses). Dynamic stresses do not permanently change the applied load and thus can trigger earthquakes only by altering the mechanical state or properties of the fault zone. These dynamically weakened faults may fail after the seismic waves have passed by, and might even cause earthquakes that would not otherwise have occurred. We find similar asymmetries in the aftershock and dynamic stress patterns, the latter being due to rupture propagation, whereas the static stress changes lack this asymmetry. Previous studies have shown that dynamic stresses can promote failure at remote distances, but here we show that they can also do so nearby.

Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia?

Abstract: We examined how self-regulated learning (SRL) and externally-facilitated self-regulated learning (ERL) differentially affected adolescents’ learning about the circulatory system while using hypermedia. A total of 128 middle-school and high school students with little prior knowledge of the topic were randomly assigned to either the SRL or ERL condition. Learners in the SRL condition regulated their own learning, while learners in the ERL condition had access to a human tutor who facilitated their self-regulated learning. We converged product (pretest-posttest shifts in students’ mental models and declarative knowledge measures) with process (think-aloud protocols) data to examine the effectiveness of self- versus externally-facilitated regulated learning. Findings revealed that learners in the ERL condition gained statistically significantly more declarative knowledge and that a greater number of participants in this condition displayed a more advanced mental model on the posttest. Verbal protocol data indicated that learners in the ERL condition regulated their learning by activating prior knowledge, engaging in several monitoring activities, deploying several effective strategies, and engaging in adaptive help-seeking. By contrast, learners in the SRL condition used ineffective strategies and engaged in fewer monitoring activities. Based on these findings, we present design principles for adaptive hypermedia learning environments, engineered to foster students’ self-regulated learning about complex and challenging science topics.