Journal of
Systemics, Cybernetics and Informatics
 



ISSN: 1690-4524 (Online)


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Honorary Editorial Advisory Board's Chair
William Lesso (1931-2015)

Editor-in-Chief
Nagib C. Callaos


Sponsored by
The International Institute of
Informatics and Systemics

www.iiis.org
 

Editorial Advisory Board

Editors

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Description and Aims

Submission of Articles

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Editorial Peer Review Methodology

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Behavior of Cell in Uniform Shear Flow Field between Rotating Cone and Stationary Plate
Shigehiro Hashimoto, Hiromi Sugimoto, Haruka Hino
(pages: 1-7)

Teachers Continuing Professional Development: Trends in European Countries. Towards Teachers' Professionalism
Liliana Budkowska, Pawel Poszytek
(pages: 8-12)

Play, Connect and Learn: Using Mobile Phones to Improve Early Grade Reading Skills at Home
Ira Joshi
(pages: 13-16)

May Parental Reading Behavior Explain the Gender Differences in Subteeners’ Reading Attitude?
Aniko Joó, Erzsébet Dani
(pages: 17-22)

Leadership and Literacy Processes in School Improvement Creating and Supporting a Community of Success: A Case Study Examining the Principal’s Role in the Reconstitution of a Campus to Transform Literacy and Learning
W. Todd Duncan, Lisa E. Colvin
(pages: 23-28)

Rwandan Collaborative Model for Educator Capacity Building
Andrew Moore, Vincentie Nyangoma, Jaco Du Toit, Peter Wallet, Pascal Rukundo
(pages: 29-35)

Do You Know Where Your Students Are? Digital Supervision and Digital Privacy in Schools
Lorayne Robertson, Laurie Corrigan
(pages: 36-42)

A General Case Study of Complexity Science: Analytical and Logical Interconnection Between Soft and Hard Sciences (Invited Paper)
Jack Jia-Sheng Huang, Yu-Heng Jan
(pages: 43-48)

Novel Application of Immobilized Bacillus Cells for Biotreatment of Furfural-Laden Wastewater
Haneen A. Khudhair, Zainab Z. Ismail
(pages: 49-54)

Reliable Sub-Nanosecond Switching of a Perpendicular SOT-MRAM Cell without External Magnetic Field
Viktor Sverdlov, Alexander Makarov, Siegfried Selberherr
(pages: 55-59)

The Methodology and Implementation of Unique Technology Focused Entrepreneurship/Intrepreneurship Programs
Stephen A. Szygenda, Diana M. Easton
(pages: 60-66)

Intelligent Fault Pattern Recognition of Aerial Photovoltaic Module Images Based on Deep Learning Technique
Xiaoxia Li, Qiang Yang, Wenjun Yan, Zhebo Chen
(pages: 67-71)

Real-Time Implementation of Model Predictive Control in a Low-Cost Embedded Device
John Espinoza, Jorge Buele, Esteban X. Castellanos, Marco Pilatásig, Paulina Ayala, Marcelo V. García
(pages: 72-77)

Real-Time Sentimental Polarity Classification on Live Social-Media
Khalid N. Alhayyan, Imran Ahmad
(pages: 78-84)

Information Modeling and Information Retrieval for the Internet of things (IoT) in Buildings
Renata Baracho, Izabella Cunha, Mário Lúcio Pereira Junior
(pages: 85-91)


 

Abstracts

 


ABSTRACT


Professionalism and Work Ethic among U. S. and Asian University Students in a Global Classroom: A Multi-Cultural Comparison

William Swart, Steve Duncan, Rosina Chia


Professionalism and work ethic, as reflected by selfregulation, has been and continues to be an important attribute of a competitive work force. This paper compared the academic self-regulation of U.S. vs. Asian students enrolled in a Global Classroom course at a large southeastern university. Students were asked to respond to 10 specific pro-academic behaviors in regard to what they were actually doing (actual engagement) and what they felt they should be doing (intended engagement) specific to achieving academic success. The results indicated that students from both the U.S. and Asia exhibited limited self-regulation in the pursuit of behaviors leading to academic success in comparison to what they reported they should be doing. There was not a significant difference between U.S. and Asian students in self-reported actual engagement in pro-academic behaviors. However, Asian students presented less of a discrepancy between actual and intended engagement in proacademic behaviors in comparison to their U.S. counterparts. This was based on Asian students’ rating of intended behaviors lower than U.S. students. A notable difference was also found in that the Asian students self-regulated better than their U.S. counterparts in terms of pro-academic behaviors that were not directly observable. For Asian students there was not a discrepancy in self-reported engagement of observable vs. non-observable behaviors The U.S. students, however, appeared to be more amenable to external motivation (e.g. having the instructor be able to observe their behavior) and less likely to engage in non-observable behaviors leading to academic success.

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