Fixed point properties of the binomial function

Fixed point properties of the binomial function

are developed. It is shown that for any 1 < L < N, T^L_Nhas a unique fixed point p? in (0, 1), and that for large N, the fixed point is L/N. This has application to signal detection schemes commonly used in communication systems. When detecting the presence or absence of a signal with an initial false alarm probability p_FAand an initial detection probability p_D, then T^L_N(p_FA) < p_FAand T^L_N(p_D) > p_Dif, and only if, p_FA < p? < p_D. When this condition is satisfied, as N → ∞, T^L_N(p_FA) → 0 and T^L_N(p_D → 1.     

Can Religious Education Change A Prison?

Abstract

This essay offers a glimpse into what is possible when religious educators traverse the walls of the justice system and work with students-incarcerated to curate spaces of hope, grace, and transformation in prison. Herein I present both a dream and a challenge to the future of religious education to live into a life-saving mission to offer the millions of people in jails, prisons, and detention centers opportunities and resources to resist prison practices, prevent devaluation, and promote survival. Finally, I ask if Religious Education Association can be a place where we dream of this future together?     

应用QSPR方法计算单烯烃和二烯烃的摩尔体积

根据分子结构的特点,用距离矩阵和染色矩阵表征分子中基团的特性和连接性,通过探讨单烯烃和二烯烃的摩尔体积与分子结构间的定量关系,发展一种直接根据分子结构计算单烯烃和二烃烃摩尔体积的方法,该方法将基团贡献法和拓扑方法有机地结合在一起,具有基团贡献法适用范围和拓扑方法计算结果可靠的特点,对２１８种单烯烃和二烯烃（Ｃ５至Ｃ４０）的计算结果表明,摩尔体积计算值与实验值的一致性令人满意,平均误差０．５２％。     

Bridging the English Channel: Huguenots in the educational milieu of the English upper class

The article below deals with the phenomenon of French Huguenots in the English educational milieu in the early modern period. From private tutors to schoolmasters, travelling tutors and owners of riding schools, they occupied an important place in the local society. Through a careful evaluation of various references to Huguenot educators and examination of available primary sources, a collective portrait of such a tutor is built. Furthermore, particular attention is given to their personal networks and connections, enabling these migrants or refugees to establish themselves in the new home country. Educational ideas and practices of various Huguenot preceptors and schools are assessed in relation to each other, to humanistic education, and to contemporary thinkers.     

Culturally Sustaining Practices in Content Area Instruction for CLD Students with Learning Disabilities

Culturally and linguistically diverse (CLD) students comprise a substantial population of students with learning disabilities, and are historically disproportionately represented in special education. To effectively teach CLD students with learning disabilities, teachers should integrate evidence‐based practices and culturally sustaining pedagogy in their practice. This article highlights several practical examples of culturally sustaining evidence‐based practices across the content areas of mathematics, reading, and writing. Suggestions for practice and future research are presented in the article.     

Decreasing attention deficit hyperactivity disorder symptoms utilizing an automated classroom reinforcement device

Psychologists and physicians are frequently approached by parents and, indirectly, by classroom teachers to diagnose and treat Attention Deficit Hyperactivity Disorder. Requests are also frequently made for psychostimulant medication to control ADHD behavioral symptoms. One reason for such requests is that alternative classroom approaches to treating ADHD have focused on positive reinforcement, response cost, and token reinforcement programs, all of which can require extensive teacher involvement. One of the major problems with such behavioral approaches is the fact that teachers have limited time to reinforce positive, attentive behaviors, and/or alternative behaviors to ADHD symptoms. This study examined the efficacy of an automated reinforcement device, the Attention Training System (ATS), in decreasing off-task behavior in an 11-year-old, fifth-grade student who had been diagnosed as being affected with ADHD and had been placed in Special Education Resource Room programming. The Attention Training System provides automated token reinforcement in the form of points on a fixed interval schedule when the youngster is on-task. When distractible, impulsive, or hyperactive behavior occurs, the Attention Training device can be activated by a teacher to provide a response-cost consequence of loss of points. The device in this study was coupled with a token reinforcement program whereby points could be exchanged for selected reinforcers at the end of each day. Results indicated that the ATS plus token reinforcement was successful in reducing off-task behavior across classes of three subject areas: Science, Reading, and Social Studies. Results have implications for psychologists and physicians in their attempts to assist families and schools in their management of youngsters with ADHD.     

The Effectiveness of an Initial Teacher Training Partnership in Preparing Students to Teach Art in the Primary School

Recent government reform of initial teacher education has increased teachers’ responsibility for training students in schools, bringing about some fundamental changes in the professional relationship between the schools, higher education institutions (HEIs), teachers and students. This paper reports on primary undergraduate student teachers’ and their class teachers’ perceptions of school-based training to teach art. Class teachers were interviewed about their preparedness to train students and questionnaires and interviews were used to gauge students’ views of the effectiveness of university-based courses and the support given to them by teachers. The findings indicate that teachers were able to support students in matters of classroom management and resources but that they were mostly unable to assist them in developing subject knowledge and understanding of art teaching and learning. This raises concerns about teachers’ subject knowledge and their confidence in training students. Our findings suggest that there is significant room for improvement in the partnership arrangements between schools and HEIs in order to better support students’ teaching of art.     

Guys and Dolls,and Testosterone

SYNOPSIS

Zeifman et al. present a study of fathers’ and non-fathers’ caregiving in response to infant crying. The associations among testosterone, amount of crying, and parental status were evaluated in a laboratory paradigm using a realistic infant simulator. Although fathers did not show lower levels of testosterone, men who listened to greater amounts of crying showed significant increases in testosterone, and men who increased in testosterone had less optimal caregiving. Hormonal influences on parental behavior, which have been studied extensively in non-human animals, are now being explicated in humans. Zeifman et al. help advance this area of research.