A roadmap for offering MOOC from an LMIC institution

MOOCs are massive open online courses that are globally accessible, free of charge. Given their cost-free and open accessibility, it is surprising that only a few institutions have offered MOOCs from low- and middle-income countries (LMICs). Pakistan recently made this short list of LMICs as the first two MOOCs were launched from the country, in 2014 and 2016. Drawing from that experience, the organizers of that course present a roadmap for LMIC institutions for developing a MOOC, focusing especially on the technological and pedagogical limitations that an LMIC institution might find deterring.     

What participatory photography can tell us about immigrant and refugee women’s learning in Atlantic Canada

Migration is a gendered phenomenon, embedded within patriarchal structures and social relations that extend beyond State borders. We draw on a transnational feminist framework to explore the gendered dimensions of young refugee and immigrant women’s migration and learning experiences. Ten women were involved in a participatory photography research project over a period of two years in which they took and shared photographs, and engaged in storytelling and self-reflection through writing and dialogue. Through the photo-stories, the women demonstrate the plurality of refugees’ and immigrants’ stories and how these contribute to the larger social analysis of what it is to be an immigrant or refugee woman in Atlantic Canada. We focus this paper on three key themes: (1) formal and informal learning experiences; (2) the essential role relationships play in the women’s migration experiences; and (3) the importance of reflecting on and embracing life’s journeys.     

Post-abyssal ethics in education research in settings of conflict and crisis: Stories from the field

This article draws heavily on the post-abyssal philosophy of Boaventura de Sousa Santos in order to theorise new ways of thinking about research ethics in settings affected by armed conflict and crisis, and to put them into practice. Our article explores the dilemmas and tensions faced by four graduate students and a supervisor across diverse international settings. For some of us, these are places we call home, for others these are places that provide refuge to our people: Afghanistan, Jordan, Lebanon and India. We seek to deepen standard understandings of ethics as institutionalised in university forms, arguing that tidy checklists for safety and risk mitigation do not adequately address the complex affective and socio-political struggles permeating research, and the bodies of researchers, in these settings. Our main focus here is on how we can synthesise our various experiences in order to offer something of value to others who may be about to go into the field in settings affected by armed conflict and crisis. The question that we address, then, is: how can researchers avoid the limitations, obfuscations and silences of traditional institutional ethics in order to adopt a situated, embodied, post-abyssal research ethic that might open up new spaces for emotion, encounter, and engagement with struggle, risk and voicing? We use an autoethnographic approach that enables congruence with the aims of this article, and that supports our aspirations for enhanced impact through powerful narrative. We end with discussion that contains suggestions for institutions, supervisors, researchers, and for funding and professional bodies.     

Decentralized optimal controller design for multimachine power systems using successive approximation approach

In this paper, we propose to develop algorithmically and implement a nonlinear decentralized optimal control for multimachine power systems, based on a successive approximation approach for designing the optimal controller with respect to quadratic performance index. The advantage of this approach is to transform the high order coupling nonlinear two-point boundary value (TPBV) problem into a sequence of linear decoupling TPBV problem, which uniformly converges to the optimal control for nonlinear interconnected large scale systems. We apply this approach to a 3-machine power system which generators are strongly nonlinear interconnected, and containing possible uncertainties on the parameters. We demonstrate clearly via advanced simulations that this approach brings better performances than other decentralized controller, improving effectively transient stability of these power systems in few iterative sequences for different cases of perturbations.     

Teacher Professional Development and Student Literacy Growth: a Systematic Review and Meta-analysis

This systematic review explores the impact of teacher professional development (PD) on student reading achievement. The first part of the literature evaluates all available existing systematic reviews and meta-analyses of PD intervention studies. No quality reviews of PD and reading specifically (distinct from ‘attainment’) were found. There was a little overlap of studies in existing reviews. The second part of the systematic review focuses on the most recent intervention studies exploring PD and student reading achievement. The results of a meta-analysis of all high-quality studies are presented in the third part of the paper. This analysis showed no strong evidence of publication bias and an effect size for PD on student literacy of g = 0.225. This effect was moderated by the number of hours of PD whereby studies with fewer than 30 h of PD was significant for student reading outcomes (g = 0.367, p < 0.001) but more than 30 PD hours was not significant (g = 0.143, p > .05). Following a Weight of Evidence assessment, analysis showed that nearly all high-quality articles involved shorter PD. Weight of Evidence was a significant moderator, (g = 0.408, p < 0.001 for high-quality studies, g = 0.077, p > 0.5, n.s., for medium quality studies). Our review suggests that only high-quality studies of short teacher PD currently provide evidence of impact on student’s reading achievement.     

Developmental changes and predictability of static strength in individuals of different maturity: A 30-year longitudinal study

Abstract

This longitudinal study analyses the development and predictability of static strength and their interactions with maturation in youth. Of 515 children followed annually from age 6 to 18 years, 59 males and 60 females were measured again at age 35. Early, average, and late maturity groups were established. Body height and mass were assessed. Static strength was measured using handgrip dynamometry. Pearson correlations were used as tracking coefficients. From 6 to 12 years of age, no static strength differences were found to exist between the maturity groups of both sexes. Static strength is significantly higher in early than in average and late maturing boys (age 13–16). In girls, a dose–response effect exists (age 11–14). Adult static strength predictability is low in early maturing boys and late maturing girls. It is moderate to high (50–76%) in the other maturity groups up to age 14. Predictors for adult static strength are childhood and adolescent handgrip dynamometry (in females only), medicine ball throw, sit-up, hockey ball throw, and 25-m sprint. Handgrip is a fair predictor of adult static strength at most ages in early and average maturing females; in average maturing males, it is a predictor at age 11. Other indicators of strength (e.g. hockey ball throw) are predictors in males.