State feedback uniform decoupling problem of linear time-varying analytic systems

A new approach to the input-output uniform decoupling problem of linear time-varying analytic systems via proportional state feedback is presented. A major feature of the proposed approach is that it reduces the solution of the uniform decoupling problem to that of solving a linear algebraic system of equations. This system of equations greatly facilitates the solution of the three major aspects of the decoupling problem: the necessary and sufficient conditions, the general analytical expressions for the controller matrices, and the structure of the uniformly decoupled closed-loop system.     

Teaching and discussing about risk: seven elements of potential significance for science education

The present paper takes its point of departure in risk being a relevant content for science education, and that there are many different approaches to how to incorporate it. By reviewing the academic literature on the use and definitions of risk from fields such as engineering, linguistics and philosophy, we identified key elements of the risk concept relevant for science education. Risk is a phenomenon of the future that may be conveyed by our activity, it is something that may or may not take place. Hence, at the core of risk we find uncertainty and consequence. Furthermore, the elements of probability and severity are relevant modifiers of the consequence, as well as both subject to uncertainty. Additionally, in framing, understanding and decision-making on risk, as individuals or society, we need to acknowledge that risk has both objective and subjective components, lying in the interface between knowledge and values. In this paper, we describe how these key elements were derived from the literature and derive a schematic model of the risk concept for the purpose of science education. We further discuss how this model may assist in planning, execution and evaluation of teaching activities explicitly or implicitly involving risk issues.     

Technological learning and entrepreneurial behaviour: A taxonomy of the chemical industry in Venezuela

This paper presents a taxonomy of entrepreneurial behaviour vis-à-vis technology, derived from empirical research on a specific sector, that of the chemicals industry in Venezuela. The research focuses heavily on the accumulation of minor innovations through which enterprises acquire their technical knowledge and know how, their technological learning. We have tried to give a precise empirical meaning to that notion in order to understand which are the most important variables that affect the technical learning process. Both the process of technological learning and the technical external linkages — in particular with foreign firms — of Venezuelan companies seem to be the fundamental factors in understanding the development of a new competitive industry which adopts a new products-oriented strategy. But not all firms do respond to such a scheme and it is thus necessary to develop a taxonomy of the industrial sector both for scholarly reasons as well as a policy guide.     

Massed and spaced training build up different components of long-term habituation in the crabChasmagnathus

The crabChasmagnathus granulatus reacts to a shadow passing overhead with an escape response that habituates after 30 trials and for 5 days at least. The effect of a wide range of different intertrial intervals (ITIs) (0, 9, 27, 45, 81, 135, and 171 sec) on theChasmagnathus long-term habituation (LTH) was evaluated at 24 h. Memory retention was estimated separately at two phases of a six-trial testing session: at first trial (the initial testing phase) and at the subsequent block of five trials (the retraining phase). A training of 30 trials with an ITI equal to or longer than 27 sec induced LTH at both testing phases, however, with a 0- or a 9-sec ITI, training wholly failed to build up LTH. When the number of trials was increased, a massed training (ITI=0 or 9 sec) induced LTH at retraining but not at initial testing. Thus, massed training produces LTH only at retraining, whereas spaced training (ITI ≥ 27 sec) produces LTH at both initial phase and retraining. An ITI shift from training to testing diminished or abolished retention at retraining regardless of the direction of the shift, thus suggesting that crabs acquire a memory of the trial-spacing at training. According to these results, it is postulated that LTH consists of two memory components: one produced by spaced training and expressed at both initial testing and retraining, and one yielded by massed training and expressed only at retraining. The possibility that the two components of LTH were differentially affected by cycloxemide and context shift is discussed.     

Cross-domain effects of achievement goals: social costs and benefits

European Journal of Psychology of Education - In this research, we examined cross-domain effects of achievement goals. In two experimental studies, we manipulated achievement goals and assessed...     

Data feedback and group problem-solving: An approach to organizational development in schools

Two approaches to psychological consultation were combined for school staff development and improved organizational functioning: data feedback with group discussion. Data were collected on numbers, types, and outcome of referrals to the staffing team of two schools. Specific problems uncovered were discussed by the special services staff. As a result, the staffing team radically revised its procedures to utilize time of teachers and special services personnel more efficiently, to improve staffing team morale, and to provide better services to students. viewing the problems as organizational or systematic, rather than personal or interpersonal in nature, contributed to the success of the project.     

A New Way of Using the Interactive Whiteboard in a High School Physics Classroom: A Case Study

In recent decades, the interactive whiteboard (IWB) has become a relatively common educational tool in Western schools. The IWB is essentially a large touch screen, that enables the user to interact with digital content in ways that are not possible with an ordinary computer-projector-canvas setup. However, the unique possibilities of IWBs are rarely leveraged to enhance teaching and learning beyond the primary school level. This is particularly noticeable in high school physics. We describe how a high school physics teacher learned to use an IWB in a new way, how she planned and implemented a lesson on the topic of orbital motion of planets, and what tensions arose in the process. We used an ethnographic approach to account for the teacher’s and involved students’ perspectives throughout the process of teacher preparation, lesson planning, and the implementation of the lesson. To interpret the data, we used the conceptual framework of activity theory. We found that an entrenched culture of traditional white/blackboard use in physics instruction interferes with more technologically innovative and more student-centered instructional approaches that leverage the IWB’s unique instructional potential. Furthermore, we found that the teacher’s confidence in the mastery of the IWB plays a crucial role in the teacher’s willingness to transfer agency within the lesson to the students.     

Speaking Q’anjobal,Spanish, and English: a world where other worlds are possible

Currently, there is a call for more humane ways in humanities, for transitions to a world where other worlds are possible. This qualitative case study analyzes an emergent translingual boy’s participation in diverse spatial repertoires to address issues of learning and community belonging. José is a 4-year-old preschool Guatemalan-ancestry boy, who speaks Q’anjob’al, Spanish, and English. He was placed in an English classroom with daily 30-min Spanish and English pullout. José participated in the pullout to a desirable extent but was marginalized in the English classroom. At home, José had varied opportunities for participating in diverse spatial repertoires. I discuss how home and school have different conceptions of learning and community belonging, and how the home setting with pluriversed spatial repertoires sheds light on a pedagogical practice aimed at transitioning towards a world where other worlds are possible.