RQ4. What are the expected macroeconomic, social, and environmental impacts of circularity interventions at national and global level? This question was addressed by a meta-analysis of prospective studies that assess the potential changes in GDP, employment, and carbon emissions caused by a circularity transition. The core idea was to find a consensus on the magnitude of the macroeconomic, social, and environmental impacts of circularity intervention at macro scale. In Chapter 5, over 300 circular economy scenarios (CESs) from 2020 up to 2050 were reviewed and harmonized to perform a statistical analysis that allows us to determine whether circularity interventions could create a ‘win-win-win’ situation in terms of macroeconomic, social, and environmental impacts. Considering the CESs for 2030, circularity interventions could generate incremental changes in GDP (median (mdn) = 2.0%; interquartile range (IQR) = [0.4–4.6]%) as well as job creation (mdn = 1.6%; IQR = [0.9–2.0]%). Furthermore, changes in CO2 emissions could be more substantial (mdn = -24.6%), but values are largely spread (IQR = -[34.0–8.2]%). A correlation analysis showed that there is a positive relation between GDP and job creation, and a negative relation between these socioeconomic indicators and CO2 emissions suggesting that a circularity transition could lead to ‘win-win-win’ situation (see table 5.2). Chapter 5 also discussed the 3 main modelling features applied in CESs: resource taxes, technological and consumption pattern changes. Resource taxes (e.g. raw material taxes) were used by the modellers to assess the impacts of economic incentive on reducing material extraction. Technological changes were modelled by changes in production costs to reflect material efficiency improvements in specific industries. Changes in consumption patterns were introduced into the models by reducing the amount of goods or services for final demand due to product lifetime extension and sharing economy schemes. According to the reviewed literature, these modelling features yielded the greatest changes in GDP, employment, and CO2 emissions. On the basis of these answers on the research questions, we now can reflect on the main research question of this thesis (in section 1.5): Is circular economy a suitable paradigm to ensure a global socio-economic and environmental sustainability? We could see through each chapter that material circularity plays an important role for a sustainable resource management. Howeve...
RQ4. Searched content is found fast and in an organised manner.
RQ4. Structural model that best represents the effect of class climate factors on student academic performance In the structural model, all ten class climate factors were modelled as independent variables and the three forms of academic performance were modelled as dependent variables. Analysis suggested that eight class climate factors, namely, Anti-bullying attitude, Experience of bullying, Student competition, Teacher enthusiasm, Disruptive Student Academic Behavior, Lack of sense of belonging at school, Parental involvement in school activities, and Teacher’s support and teaching practices were significant for all three subjects of interests. The other two factors, namely, Teacher behavior and student learning and Student co-operation were found to be insignificant for all three subjects except for Student co-operation on PVMMATH (see Figure 4). According to the results, students’ Anti-bullying attitude had the most positive impact on student achievement in all three subjects with the following effects, (b = 0.221, p < .001), (b=0.313, p < .001), (b=0.324, p < .001) for Maths, Science, and Reading, respectively. The second highest overall effect appeared to be student Experience of bullying but this category, expectedly, had a negative impact at (b=-0.184, p < .001), (b=-0.212, p < .001), and (b=-0.253, p > .001), respectively.
RQ4. The major drivers of student academic outcomes The Structural model identifies the major drivers of student academic outcomes. Specifically, the role of school climate-related factors will be discussed in the general order with which they explain variance in the academic outcomes of interest. This research finds students’ anti- bullying attitude as the school-climate related predictor for student performance. It supports findings of the OECD (2019a). This finding supports the notion that education alone is not sufficient for improving students’ behavior. In this regard, the importance of positive thinking and pro-social behavior appears to buttress student learning. Therefore, it can be concluded that positive thinking and the disapproval of violence may not only support students socially but also enable them to achieve more positive academic results. To conclude, it means all education stakeholders in Kazakhstani high schools should actively participate in building an anti-bullying attitude among students. Overall, the second most important factor for student performance for all subjects pertained to student Experience of Bullying. The results also support findings presented in various other investigations (OECD, 2019a; Eccles, 2008; Xxxxxxxxxx et al., 2015; Xxxxxx et al., 2001). This theory can be applied to Xxxxxx’x Hierarchy of Needs, as safety holds a fundamental position in the hierarchy. The findings also support Eccles (2008) who rated safety as an important factor of student development and studiousness. Therefore, we can observe that both the literature review and the findings of this research indicate that the experience of bullying is an important driver of (negative) student academic outcomes. Student competition can be considered as the third most important factor for PISA academic performance. However, the effect only applies to Kazakhstani student math performance, since its influence on reading and science was low and cannot be categorized as a driver factor (b < .10). The same rule applies to the remaining factors, the influence of Teacher enthusiasm, Disruptive academic behavior, Lack of Sense of belonging, Parental involvement, and Teacher support and practices were discovered as statistically significant. However, the results can not be generalized due to the low beta value. As for the other two factors, ‘Teacher Behavior and Student Learning’ and ‘Student Cooperation’, both were insignificant for all student academic subjects except ...
RQ4. The chapter proposes a new algorithm based on a Pipeline Pattern for Parallel MCTS. Chapter 7 answers the first part of RQ5. The chapter shows that balancing between the exploitation-exploration parameter and the tree size can be useful in Ensemble UCT to improve its performance. Chapter 8 answers the second part of RQ5. The chapter evaluates the benefit of us- ing the virtual loss in lock-free (instead of locked-based) Tree Parallelization. Hence, it addresses the trade-off between search overhead and efficiency. Chapter 9 concludes the thesis with a summary of the answers to what has been achieved with regards to the research questions and the problem statement, formu- lates conclusions, describes limitations and shows possible directions for future work.
