063 Task level mission management systems

1994 ◽  
Vol 2 (1) ◽  
pp. 162
Keyword(s):  
Management Systems ◽  
Mission Management ◽  
Task Level

Task Level Mission Management Systems

1993 ◽  
Vol 26 (1) ◽  
pp. 379-384 ◽  
Author(s):  
C.J. Harris ◽  
N.J.W. Rayner
Keyword(s):  
Management Systems ◽  
Mission Management ◽  
Task Level

An Extension of the REA Framework to Support Balanced Scorecard Information Requirements

2007 ◽  
Vol 21 (1) ◽  
pp. 1-25 ◽  
Author(s):  
Kim S. Church ◽  
Rod E. Smith
Keyword(s):  
Balanced Scorecard ◽  
Value Chain ◽  
Information Architecture ◽  
Financial Resources ◽  
Management Systems ◽  
Information Requirements ◽  
The Balanced Scorecard ◽  
Nonfinancial Measures ◽  
Chain Level ◽  
Task Level

In this paper, we propose extensions to the resource-event-agent (REA) framework to encompass the information requirements of the balanced scorecard and other management systems that incorporate nonfinancial measures. The REA conceptual accounting framework was designed to describe the information architecture related to an organization's economic activity (e.g., McCarthy 1982; Dunn et al. 2005). Geerts and McCarthy (2001b, 2002) extended the original REA to include value-chain level configurations, task-level configurations, and encompass a broader array of business economic phenomena. Yet, the REA framework remains closely tied to its accounting roots, with a focus on economic events and financial resources. A substantial number of organizations are adopting strategic management systems that include both financial and nonfinancial measures to overcome known limitations of systems based on traditional financial data alone (e.g., Said et al. 2003; Eccles et al. 2001; Ittner et al. 2003). We therefore examine whether the REA framework supports the information requirements of this broader domain and propose extensions to fill the gaps identified.

Implementing task-level mission management for intelligent autonomous vehicles

1991 ◽  
Vol 4 (4) ◽  
pp. 257-268 ◽  
Author(s):  
R.J.C. Fraser ◽  
C.J. Harris ◽  
L.W. Mathias ◽  
N.J.W. Rayner
Keyword(s):  
Autonomous Vehicles ◽  
Mission Management ◽  
Task Level

Factors Influencing Cognate Performance for Young Multilingual Children's Vocabulary: A Research Synthesis

2020 ◽  
Vol 29 (4) ◽  
pp. 2170-2188
Author(s):  
Lindsey R. Squires ◽  
Sara J. Ohlfest ◽  
Kristen E. Santoro ◽  
Jennifer L. Roberts
Keyword(s):  
Test Validity ◽  
Reaction Times ◽  
Bilingual Children ◽  
Second Grade ◽  
High Quality Research ◽  
Word Level ◽  
Research Questions ◽  
Word Characteristics ◽  
Study Inclusion ◽  
Task Level

Purpose The purpose of this systematic review was to determine evidence of a cognate effect for young multilingual children (ages 3;0–8;11 [years;months], preschool to second grade) in terms of task-level and child-level factors that may influence cognate performance. Cognates are pairs of vocabulary words that share meaning with similar phonology and/or orthography in more than one language, such as rose – rosa (English–Spanish) or carrot – carotte (English–French). Despite the cognate advantage noted with older bilingual children and bilingual adults, there has been no systematic examination of the cognate research in young multilingual children. Method We conducted searches of multiple electronic databases and hand-searched article bibliographies for studies that examined young multilingual children's performance with cognates based on study inclusion criteria aligned to the research questions. Results The review yielded 16 articles. The majority of the studies (12/16, 75%) demonstrated a positive cognate effect for young multilingual children (measured in higher accuracy, faster reaction times, and doublet translation equivalents on cognates as compared to noncognates). However, not all bilingual children demonstrated a cognate effect. Both task-level factors (cognate definition, type of cognate task, word characteristics) and child-level factors (level of bilingualism, age) appear to influence young bilingual children's performance on cognates. Conclusions Contrary to early 1990s research, current researchers suggest that even young multilingual children may demonstrate sensitivity to cognate vocabulary words. Given the limits in study quality, more high-quality research is needed, particularly to address test validity in cognate assessments, to develop appropriate cognate definitions for children, and to refine word-level features. Only one study included a brief instruction prior to assessment, warranting cognate treatment studies as an area of future need. Supplemental Material https://doi.org/10.23641/asha.12753179

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