Maarif: transformation of a concept in the Ottoman Empire at the beginning of the nineteenth century

During the Ottoman period, ‘science (ilim, pl. ulûm)’, ‘knowledge (marifet, pl. maarif)’ and ‘technique (fen, pl. fünûn)’ emerged as three important concepts of knowledge. Maarif, which came into prominence with Selim III, began to undergo a semantic transformation together with the concepts of ulûm and fünûn and by the time of Mahmud II it had become an overarching concept representing the knowledge dimension of the new era. This article discusses the semantic transformation of maarif, focusing on the period between 1789 and 1839. This study applies the history of concepts approach developed by Reinhart Koselleck, whereby a synchronic analysis of the concept of maarif is undertaken alongside an examination of its diachronic dimension. This reveals an ambiguous and multi-dimensional structure and helps us to account for its evolution as an umbrella term.     

The preparation of pre-service student teachers’ competence to work in schools

Competence to work in schools is an important dimension of professional competence, although it is often a neglected dimension of teacher development. This article reports a qualitative study that examined student teachers’ learning experiences in initial teacher education (ITE) in relation to competence to work in schools. In-depth interviews were conducted with 12 student teachers on an undergraduate ITE programme in Hong Kong. The findings of the study show that competence to work in schools is characterised by student teachers’ deep contextualised learning. In addition, it offers a deeper understanding of this competence in the ITE context by identifying its three facets, namely understanding of the micro-political realities of schools, social capital building and social strategies. The study provides insights for ITE and schools to support student teachers’ development of their competence to work in schools, including the design of ITE curricula, ITE processes and co-curricular activities in undergraduate studies. Moreover, it suggests the importance of developing schools as growth-fostering and positive micro-political sites for ITE fieldwork and teacher induction.     

Learning To Read Each Other: Black Female Graduate Students Share Their Experiences at a White Research I Institution

This paper uses Black Feminist Thought to explain the lived experiences of three Black female graduate students at a White Research I institution. Through mentoring from Black female professors, the students received instrumental and psychosocial support that helped them to navigate through their graduate level work. Common themes of identity, community service missions, and empowerment provides a thread that ties the student’s narratives together. We close by offering some suggestions for further research on the Black graduate experience and mentoring Black graduate students. Meca R. Williams, Denise N. Brewley, R. Judith Reed and Dorothy Y. White are affiliated with University of Georgia. Rachel T. Davis-Haley is affiliated with University of New Orleans.     

Translating Laboratory Evidence into Classroom Practice with Teacher‐Led Randomized Controlled Trials—A Perspective and Meta‐Analysis

We initiated and structured a single program that supervised teachers, some with neuroscience or psychology degrees, to collaborate and explore the effects of science of learning‐translated pedagogy. This article reports on the 34 findings from teacher‐led randomized controlled trials (RCTs) and replications. Teachers designed trials, looking at areas such as attention, memory, and spaced learning. Overall, positive effects were found over short periods (1–6 weeks; r = 0.15, p < .0001 [d = 0.30], N = 2,157). However, retrieval practice (testing as a learning experience) had differential effects mediated by age, approach, and lesson content. Results suggest science of learning‐translated pedagogy needs extensive replication to establish how best to use laboratory evidence in classrooms. Multiple planned replication of teacher‐led RCTs has potential as an evaluation tool, combining high levels of mundane realism with strong internal validity and the potential to build cost effective large samples for meta‐analysis.     

Experimental Investigation and Modelling for the Optimisation of Conduction Cooled HTS Hybrid Current Leads for SMES

Ａｔｐｒｅｓｅｎｔ,Ｂｉ(2 2 2 3) /Ａｇｍｕｌｔｉｆｉｌａｍｅｎｔａｒｙｓｕｐｅｒ ｃｏｎｄｕｃｔｉｎｇｔａｐｅｓａｒｅｃｏｎｓｉｄｅｒｅｄｔｈｅｍｏｓｔｓｕｉｔａｂｌｅｈｉｇｈｔｅｍｐｅｒａｔｕｒｅｓｕｐｅｒｃｏｎｄｕｃｔｏｒｓ (ＨＴＳ)ｔｏｂｅａｐｐｌｉｅｄｔｏｓｕ ｐｅｒｃｏｎｄｕｃｔｉｎｇｍａｇｎｅｔｉｃｅｎｅｒｇｙｓｔｏｒａｇｅ(ＳＭＥＳ) ,ｓｕｐｅｒ ｃｏｎｄｕｃｔｉｎｇｍａｇｎｅｔｓ,ｓｕｐｅｒｃｏｎｄｕｃｔｉｎｇｆａｕｌｔｃｕｒｒｅｎｔｌｉｍ ｉｔｅｒｓａｎｄｃｕｒｒｅｎｔｌｅａｄｓ,ｅｔ…     

Real-time dynamics in the interaction between a trial stimulus and its temporal context

Learning & Behavior - Real-time changes in the interaction of a trial stimulus and the temporal properties of the interfood context were observed. An autoshaping procedure with pigeons...     

Leveraging the potential of peer feedback in an academic writing activity through sense-making support

The act of revising is an important aspect of academic writing. Although revision is crucial for eliminating writing errors and producing high-quality texts, research on writing expertise shows that novices rarely engage in revision activities. Providing information on writing errors by means of peer feedback has become a popular method in writing instruction. However, despite its popularity, students have difficulties in leveraging the potential of peer feedback: feedback uptake is low and students engage in little revision. Instructional support might help learners to make sense of peer feedback and to reflect on the provided information more deeply. The present study investigated the effect of sense-making support on feedback uptake as well as on revision skills, in particular problem detection and problem correction. In an experimental study, 73 university students were randomly assigned to conditions with or without sense-making support. The results indicate that feedback uptake improved concerning two out of three variables: students in the condition with sense-making support made fewer new errors and rejected more incorrect feedback comments. Students’ revision skills only improved with regard to problem detection. Overall, we were able to show that peer feedback alone might not be sufficient to make successful changes in the text and improve revision skills. Sense-making support proved to be effective to some extent and partially helped to maximize the benefits of peer feedback.     

Learning through digital storytelling: exploring entertainment techniques in lecture video

Although online education is popularized, it is in a developing stage that continues to struggle with communicating and engaging with students. The question remains on how students can be better engaged in online educational materials that are presented in asynchronous media, especially in lecture videos. Thus, using engagement theory, the present study explored how online lecture videos can be improved by incorporating entertainment education. Using a public lecture video found on YouTube, an online survey (N = 133) was conducted to identify digital storytelling techniques and their effects. Results revealed that these techniques that are often utilized in entertainment became meaningful components to increase student engagement and learning outcomes. However, they can also negatively affect instructor credibility, which could suggest the need to increase instructors’ skills. The implications for the development of lecture videos using entertainment and its potential to positively impact online education are discussed.     

具有不同宽槽数的矩形微带贴片天线多带特性研究

主要研究了多带工作的特性,并通过设计矩形贴片微带天线--包含不同数目的并放置在两辐射端的槽, 进行分析. 分析基于MOM仿真软件包, 结论表明一个贴片上有3个槽的天线具有多带特性: 4个振荡频率分别在1. 6, 1. 8, 2. 65, 和4. 83 GHz, 并且具有足够的反射损耗和增益值. 同时证明了带有2对槽的贴片天线(槽分别位于两辐射端)有双带特性, 其振荡频率分别在1. 64和1. 8 GHz, 而且返回损耗和增益值很好.