RHONN identifier-control scheme for nonlinear discrete-time systems with unknown time-delays

This work presents a neural identifier-control scheme for uncertain nonlinear discrete-time systems with unknown time-delays. This scheme is based on a neural identifier to get a model of the system and a discrete-time block control technique based on sliding modes to generate the control law. The neural identifier is based on a Recurrent High Order Neural Network (RHONN) trained with an Extended Kalman Filter (EKF) based algorithm. Applicability is shown using real-time test results for linear induction motors. Also, a Lyapunov analysis is added in order to prove the semi-globally uniformly ultimately boundedness (SGUUB) of the proposed neural identifier-control scheme.     

The politics of privatisation,decentralisation and education reform in Mexico

Reform in the Mexican education system accords with global patterns of liberalisation, decentralisation, compensatory programs and accountability. The present study analyses reform in that country during the past 15 years. It reveals that despite expectations of change attending the installation of the new government which replaced the ruling party dominant for 70 years, there has been far more continuity than change in educational politics. It also shows that these have been constrained by the militant and powerful National Teachers Union. Although the new government has achieved some progress in equity and management, the quality of education can be seen to remain inferior.     

Mapuche political,educational and linguistic demands and public policy in Chile

Abstract

This article examines from a historical and contemporary perspective the political, educational and linguistic demands of Mapuche intellectuals and organisations and how they have been addressed by public policy in Chile. In particular, the article focuses on the Araucanía Region, part of the ancestral territory of the Mapuche people. We adopt a documentary and ethnographic approach to analyse the context, the development and the transformation of Mapuche demands in a political environment influenced and exacerbated by certain actions by both the state and indigenous organisations. The analysis focuses on education and the tensions generated under Chile’s neoliberal economic model, affecting the decisions and everyday lives of families and children, especially indigenous families, in the Araucanía Region.     

Self-Regulation and Academic Measures Across the Early Elementary School Grades: Examining Longitudinal and Bidirectional Associations

ABSTRACT

This study evaluated the association between children’s (N = 301) self-regulation and math and reading achievement in kindergarten, 1st grade, and 2nd grade. Children’s self-regulation was assessed using the Head–Toes–Knees–Shoulders (HTKS) task (involving control of gross body movements) and a computerized continuous performance task (CPT; assessing primarily inhibitory control) in kindergarten, 1st grade, and 2nd grade. Research Findings: Based on cross-lagged structural equation panel models, HTKS task performance positively predicted later math and reading achievement. Math achievement significantly and positively predicted later HTKS and CPT scores. Earlier math and reading achievement moderated the association between CPT scores and later math and reading achievement; inhibitory control–based self-regulation assessed with the CPT predicted higher math or reading achievement in subsequent grades for children with lower math or reading achievement in prior grades. Performance on the CPT moderated the paths from HTKS scores to later reading achievement; behavioral self-regulation assessed with the HTKS task predicted higher reading achievement in subsequent grades for children with low or average CPT performance in prior grades. Practice or Policy: Results from this study have the potential to inform targeted academic interventions focused on enhancing self-regulation in school contexts. The findings highlight the utility of assessing multiple measures of self-regulation.     

Analyzing learners’ engagement and behavior in MOOCs on programming with the Codeboard IDE

Educational technology research and development - Massive Open Online Courses (MOOCs) can be enhanced with the so-called learning-by-doing, designing the courses in a way that the learners are...     

A Study of the Relationship Between Child Care Providers' Use of HIV/AIDS Information Sources, Knowledge of HIV/AIDS, and Attitudes Toward Caregiving Policies

The human immunodeficiency virus (HIV), the virus that leads to acquired immunodeficiency syndrome (AIDS), has been a part of American society for over two decades. Today, HIV/AIDS touches all demographic groups, including young children. It is for this reason that child care providers need to be informed about HIV/AIDS and related policies that impact their work with young children. The purpose of this study was to examine child care providers' use of different HIV/AIDS information sources in relationship to their knowledge about HIV/AIDS and their response to common childhood behaviors and classroom situations involving an HIV-infected child. Results suggest that different types of information sources are associated with different aspects of providers' knowledge about and response to pediatric HIV/AIDS. Implications for the planning and delivery of HIV/AID training involving child care providers are discussed.     

Pedagogical work,stress regulation and work-related well-being among early childhood professionals in integrated special day-care groups

The aim of this study was to investigate the relationship between early childhood professionals’ (ECPs) stress regulation (using salivary cortisol and alpha-amylase [AA] measurements), work engagement and the quality of their pedagogical work in integrated special day-care groups. Participants were 89 ECPs from 21 integrated special day-care groups located in Helsinki, Finland. The special educational needs of children (who were between 3 and 6 years of age) in these groups varied from language disorders and self-regulation difficulties to severe disabilities. Data was collected by using work engagement surveys, salivary cortisol and AA measurements and observational assessments of pedagogical work. This study is novel, in that it combines approaches from different disciplines to investigate work-related well-being among ECPs. Our findings demonstrate the close relationship between ECPs’ stress regulation and the quality of pedagogical work in teams. Whilst ECPs’ high work engagement was associated with better-quality pedagogical work, we did not find any associations between different biomarkers and work engagement. Our study highlights the importance of teamwork, not only as fundamental to high-quality early childhood special education, but also in supporting the well-being of ECE professionals. The findings can be applied in future studies and can be used to inform intervention aiming to enhance working conditions in day-care centres.     

Program and institutional predictors of environmental justice inclusion in U.S. post-secondary environmental and sustainability curricula

Environmental justice (EJ) issues and perspectives, which emphasize the disproportionate environmental hazards experienced by low-income communities and communities of color, are often excluded from higher education sustainability discourses and curriculum. Utilizing a national sample of 297 interdisciplinary environmental and sustainability (IES) degree programs, this study identifies program-level values and student racial/ethnic demographics, as well as institutional structural characteristics influencing the inclusion of EJ content in IES curriculum. The findings have important implications for IES curriculum and program development, and racial/ethnic and class dynamics in this emerging field.