Introduction to the Special Issue

By Nick Cercone, B. Sirinaovakul, V. Wuwongse. International Conference on Climate Informatics, 2002

2,007 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/89737c6726f1270e8e4cf34e75f66a66201a36d6

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

Citations in the corpus

Profiling Chinese university students’ motivation to learn multiple languages (2019, methodology): “The distinctive feature of the Q methodology makes it akin to qualitative enquiries, but since statistical analysis is also integral to the procedure, it is best characterised as a mixed method on the continuum of quantitative and qualitative paradigms (Watts and Stenner 2012; Watts 2015).”
Legitimate adaptive flood risk governance beyond the dikes: the cases of Hamburg, Helsinki and Rotterdam (2014, background): “former harbour areas into high-quality residential and office areas (Priemus and Davoudi 2012).”
The effectiveness of virtual reality distraction for pain reduction: a systematic review. (2010, background): “…Practice, Training forecast that the use of computer technology would be one of the major trends in clinical practice over the next 10 years (Wolf, 2003), noting that virtual reality held considerable promise as an intervention for a variety of problems, including distraction from pain…”
Factors Affecting CO2 Emissions in the BRICS Countries: A Panel Data Analysis (2015, background): “, 2008; Mahadevan and Asafu-Adjaye, 2007); (Sharma, 2010).”
Random Coefficient Models for Time-Series—Cross-Section Data: Monte Carlo Experiments (2004, background): “Alternatively, recent multilevel work in comparative political behavior (Kedar and Shively 2005; Steenbergen and Jones 2002) has a large number of survey respondents observed in a few countries.”
Understanding the structure of the set of rational numbers: a conceptual change approach (2004, methodology): “A considerable number of empirical studies have been conducted within the conceptual change theoretical framework in the case of science learning (Mason, 2001; Vosniadou, 1994a).”
The Validity of the Multi-Informant Approach to Assessing Child and Adolescent Mental Health (2015, neutral): “These assessments have great potential as validity indicators to interpret informants' reports (De Los Reyes & Aldao, 2015).”
Organizational Narcissism and Virtuous Behavior (2009, background): “That is, a corporate system lacking a virtuous identity can manipulate and constrain moral agency (Nielsen, 2006).”
How Do Teachers Support Students’ Motivation and Learning in Their Classrooms? (2011, background): “Not only might social studies classes be expected to provide a contrast to science settings, but, as noted by Levstik (2002), the field of social studies is “remarkably underresearched” (p. 96) as a curriculum area in general.”
Cultural differences, convergence, and crossvergence as explanations of knowledge transfer in international acquisitions (2010, neutral): “Such an approach has been called for in recent critical analyses of the cultural literature on mergers and acquisitions (M&As) (Angwin & Vaara, 2005; Stahl & Voigt, 2005, 2008; Teerikangas & Very, 2006).”
Clarifying Metacognition, Self-Regulation, and Self-Regulated Learning: What’s the Purpose? (2008, background): “For this special issue, the editor and authors chose as an overarching strategy: “to bring several bodies of related research into alignment so that key theoretical elements, methodological features, and statistical dimensions can be compared and contrasted” (Alexander 2008, p. 371).”
Convergence-divergence of HRM in the Asia-Pacific: context-specific analysis and future research agenda (2016, background): “While developing our framework we also consider the calls to examine HRM at multi levels (see Ostroff & Bowen, 2000; Paauwe & Boslie, 2002; Hackman, 2003; StoneRomero, 2008; Takeuchi et al., 2009) in order to conduct robust and context-specific research (also see Lazarova et al., 2014).”
To what extent does transnational communication drive cross-national policy convergence? The impact of the bologna-process on domestic higher education policies (2011, background): “Policy convergence has emerged as a broadly studied phenomenon in the social sciences (Bennett 1991; Dolowitz and Marsh 2000; Drezner 2001; Knill 2005) including also studies examining convergence in HE degree structures (Rakic 2001; Bleiklie 2001; Witte 200~).”