Virtual Reality: A Strategy for Training in Cross‐Cultural Communication

Abstract

This paper provides a background and the current developments of the new and innovative technology known as virtual reality (VR). It is intended as an introduction and will explain common terms, theoretical concepts and enabling technologies. The authors describe some current research and applications of virtual environmental technology, and discuss the limitations of the state of the art of the technology. The authors also present ideas for future applications of virtual environment technology with particular emphasis on the use of VR to enhance intercultural training.     

Early risk, attention, and brain activation in adolescents born preterm

The relations among early cumulative medical risk, cumulative environmental risk, attentional control, and brain activation were assessed in 15-16-year-old adolescents who were born preterm. Functional magnetic resonance imaging found frontal, temporal, and parietal cortex activation during an attention task with greater activation of the left superior-temporal and left supramarginal gyri associated with better performance. Individual differences in early cumulative risk are related to patterns of brain activation such that medical risk is related to left parietal cortex activation and environmental risk is related to temporal lobe activation. The findings suggest that early risk is related to less mature patterns of brain activation, including reduced efficiency of processing and responding to stimuli.     

Holding Schools Accountable for the Growth of Nonproficient Students: Coordinating Measurement and Accountability

A key intent of the NCLB growth pilot is to reward low‐status schools who are closing the gap to proficiency. In this article, we demonstrate that the capability of proposed models to identify those schools depends on how the growth model is incorporated into accountability decisions. Six pilot‐approved growth models were applied to vertically scaled mathematics assessment data from a single state collected over 2 years. Student and school classifications were compared across models. Accountability classifications using status and growth to proficiency as defined by each model were considered from two perspectives. The first involved adding the number of students moving toward proficiency to the count of proficient students, while the second involved a multitier accountability system where each school was first held accountable for status and then held accountable for the growth of their nonproficient students. Our findings emphasize the importance of evaluating status and growth independently when attempting to identify low‐status schools with insufficient growth among nonproficient students.     

Digital redesign of analog smith predictor for systems with long input time delays

The discretization of the analog Smith predictor by using the prediction-based state-matching digital redesign method for systems with various input time delays was recently investigated in the literature. This paper presents an alternative Chebyshev quadrature state-matching digital redesign method for discretization of the analog Smith predictor for systems with a long input time delay. In order to implement the digitally redesigned Smith predictor by utilizing the output-feedback of the plant, an ideal state reconstructor for the long input-delayed plant is established. The long dead time of interest is an integer plus a fractional input delay. An illustrative example is given to demonstrate the effective of the proposed approach.     

School evolution: scientist-practitioner educators creating optimal learning environments for all students

Similarities and differences between discursive practitioners and scientist-practitioners are discussed in reference to a variety of issues. The scientist-practitioner's approach to generating and evaluating new knowledge is illustrated with two partnerships: (a) between the University of Washington Multidisciplinary Learning Disability Center and a school district (at-risk first graders in the Los Angeles Unified School District) and (b) between the University of Washington Literacy Trek Project and a local school (at-risk second graders in Seattle public schools). Both partnerships involved mostly children who were English language learners. These partnerships also illustrated how Vygotsky's approach to fostering cognitive development through social interaction can be integrated with that of his pupil Luria, who assessed the neuropsychological processes of the individual mind/brain. The most effective instruction for school-age children, who exhibit biological and cultural diversity, takes into account individual and social-cultural variables.     

Characteristics of the Early Intervention Workforce: An Indiana Perspective

In preparation for implementation of Part H of P.L. 99-457, the Indiana early intervention workforce was surveyed to determine the current status of the workforce and identify implications for policy making. A sample of 837 respondents generated information about the types of personnel providing services, their qualifications, compensation, and longevity in the field. Turnover rates for the personnel categories surveyed were also obtained. Education and licensure for teachers and aides showed considerable variation, with some personnel having training in areas related to early intervention and many with training in unrelated areas. Striking differences were seen in compensation favoring public school personnel over personnel employed in other types of agencies. Personnel turnover rates were high, averaging 30%. The data indicate the need for early intervention training programs and equitable compensation of trained personnel if Indiana, and presumably other states, are to meet the mandate of P.L. 99-457, Part H. The most critical needs are to develop strategies to attract, train, and support specialized early intervention personnel from a wide variety of disciplines.     

Parental Involvement in Education: how do parents want to become involved?

Increased parental involvement in schooling is one of the central plans of government policy. The planned integrated schools in Northern Ireland provide direct evidence of high levels of parental participation in action. The experience of the schools suggests, that whilst parental involvement is relatively easy to generate during the initial stages of the setting up of a school it is much more difficult to sustain over the long term. There is also potential for difficulties to arise, both between groups of parents and between parents and staff, over the range of issues which parents wish to influence and the direction of that influence. Parents wish to participate in the running of the schools in many different ways and this leads to the development of the concept of levels of involvement’. Whilst quite large numbers of parents want a direct involvement in the education of their own children only a small number seek the type of wider commitment to policy development implicit in positions such as that of school governor.