A 5‐Year Longitudinal Study on Mood Variability Across Adolescence Using Daily Diaries

This study explored the development of mood variability in 474 Dutch adolescents (56.8% male, 90.1% medium to high socioeconomic status) from a community sample, followed from ages 13 to 18 years. Three times per year, adolescents reported on daily happiness, anger, sadness, and anxiety for 5 days using Internet diaries (15 assessment weeks; from 2006 to 2010). Mood variability scores were calculated as means of absolute differences between consecutive days. Results showed that happiness, anger, and sadness variability continuously declined across adolescence, while anxiety variability increased initially, then decreased, and then increased toward late adolescence. Despite females experiencing higher happiness and sadness variability, the rate of change across adolescence was similar for both sexes. Implications for normative emotional development and future studies are discussed.     

Morphological analysis, diffusion and lockout of technologies: Ferrous casting in France and the FRG

In this paper we will try to address technological diffusion and substitution from two methodological angles. The first consists in a complete and comprehensive morphological analysis (MA) of a set of (process) technologies for a particular industry. In the second part, we use the results of our MA of the technological trajectories in the casting industry, to analyse their diffusion in two countries, France and the FRG. With respect to the results of this work, we can express two observations. First, this case study will provide valuable insights on the conditions of exit from a “lock-in” situation. Second, the MA will permit us to avoid misinterpretation concerning the asymmetrical character and discontinuities of the diffusion trajectory of the technology under consideration.     

A cross-cultural investigation of the use of teaching styles

Teacher beliefs are a major influence on teacher actions. Because context influences beliefs, it was the purpose of this study to explore teachers' beliefs about Mosston's Spectrum of Teaching Styles from an international perspective. Over 1,400 teachers from 7 countries completed a survey related to their self-reported use of and beliefs about various teaching styles. Data suggested a shared core of reproduction teaching style use. The use of and beliefs about the production styles of teaching were more varied. Teachers' use of styles was significantly related to their beliefs about the styles.     

Claiming more: the Increased Voluminosity of Patent Applications and its Determinants

The size of patent applications has doubled over the past two decades, resulting in a dramatic surge in the workload of patent offices all over the world and serious concerns over patent quality standards. The current paper investigates the sources of this inflation in claims and pages for EPO applications. Four hypotheses are quantitatively examined: the diffusion of national drafting practices, the complexity of research activities, the emergence of new sectors, and filing strategies. The results validate the four hypotheses. They reveal major differences across countries in patent drafting styles, especially between Civil and Common Law countries, the latter being characterized by much larger patents. Second, the success of the PCT route is leading to the harmonizing of drafting styles worldwide on the US model. This paper therefore challenges the commonly accepted idea that more claims reflect a broader scope of protection by showing that the size of patents is partly due to institutional changes in the system.     

地方身份的重要性及其对于遗产保护的支撑作用：以比利时根特城市核心区工业化前的邻里关系为例

遗产包括代际之间物质和非物质的交流,各个群体和团体随着其所处环境、与自然界的相互关系和历史条件的变化不断使这种代代相传的物质的和非物质的遗产得到保护和创新,同时使他们自己具有一种认同感和历史感,从而促进了文化多样性,激发人类的创造力。但是目前这种交流的客观事实或性质以及历史维度在遗产保护中并没有给予足够的重视。本文针对遗产在当地社区身份中的重要性,以及地方身份是否在当地居民中产生了对遗产保护的积极性等问题进行了探讨,调查了遗产及其保护是否以及如何成为社区复兴、保护意识、社区建设及公众参与的一个组成部分。因此,当地居民的态度及其期望是非常关键的因素。本文对在比利时弗兰德地区根特城市核心区工业化前的邻里关系进行了考察,并进行了大量的参与式图片调查。尽管其历史渊源相当独特,但当地居民反对退化和支持保护的动机却具有更加普遍的价值。     

Differential outcomes of adult education on adult learners' increase in social inclusion

To date a significant share of the European population can be considered at risk of social exclusion. It has been argued that adult education programmes are a powerful tool to support vulnerable adults increasing their social inclusion. This study aims to answer the question if and which subgroups of vulnerable adults experience an increase in social inclusion after joining adult education programmes. The results of our study show that 46.3% of the participants experience an increase of social inclusion in terms of ‘activation and internalization’ and 41.0% experience an increase in ‘participation and connection’. Results show that foreigners and people who live together experience a higher increase on variables of ‘activation and internalization’ and ‘participation and connection’. Furthermore, results show that learners who received school education at a primary level and have no professional qualification experience a higher increase of social inclusion on a few variables of social inclusion.     

Scientific knowledge and attitude change: The impact of a citizen science project

This paper discusses the evaluation of an informal science education project, The Birdhouse Network (TBN) of the Cornell Laboratory of Ornithology. The Elaboration Likelihood Model and the theory of Experiential Education were used as frameworks to analyse the impact of TBN on participants’ attitudes toward science and the environment, on their knowledge of bird biology, and on their understanding of the scientific process. The project had an impact on participants’ knowledge of bird biology. No statistically significant change in participants’ attitudes toward science or the environment, or in participants’ understanding of the scientific process, could be detected. The results suggest that projects must make explicit to participants the issues that they are experiencing. In addition, the results suggest that more sensitive measures need to be designed to assess attitude change among environmentally aware citizens.     

Learner-focused evaluation cycles: facilitating learning using feedforward,concurrent and feedback evaluation

There is a growing trend to offer students learning opportunities that are flexible, innovative and engaging. As educators embrace student-centred agile teaching and learning methodologies, which require continuous reflection and adaptation, the need to evaluate students’ learning in a timely manner has become more pressing. Conventional evaluation surveys currently dominate the evaluation landscape internationally, despite recognition that they are insufficient to effectively evaluate curriculum and teaching quality. Surveys often: (1) fail to address the issues for which educators need feedback, (2) constrain student voice, (3) have low response rates and (4) occur too late to benefit current students. Consequently, this paper explores principles of effective feedback to propose a framework for learner-focused evaluation. We apply a three-stage control model, involving feedforward, concurrent and feedback evaluation, to investigate the intersection of assessment and evaluation in agile learning environments. We conclude that learner-focused evaluation cycles can be used to guide action so that evaluation is not undertaken simply for the benefit of future offerings, but rather to benefit current students by allowing ‘real-time’ learning activities to be adapted in the moment. As a result, students become co-producers of learning and evaluation becomes a meaningful, responsive dialogue between students and their instructors.     

Behavioral inhibition,negative parenting,and social withdrawal: Longitudinal associations with loneliness during early,middle, and late adolescence

Adolescent loneliness can have detrimental effects on physical and mental health, but there is limited understanding of its antecedents in infancy and childhood. A 20-year longitudinal, multi-informant, and multi-methods study (first data collection in 1998) was conducted to examine mechanisms underlying adolescent loneliness (N = 128, 52% boys, M_{age_baseline} = 1.23, SD = 0.02, 99% White, recruitment in Dutch urban, healthcare centers). Structural equation modeling showed that high infant behavioral inhibition (BI) was indirectly associated with high loneliness during adolescence via high childhood social withdrawal. This indirect effect was equally strong during early, middle, and late adolescence. Contrary to expectations, infant parenting did not moderate the relation between BI and social withdrawal. The results suggest a developmental cascade with infant BI showing long-lasting indirect effects on adolescent loneliness up to 20 years later via childhood social withdrawal.