Switched systems with changing derivation order: Stability and applications

This paper deals with systems that can switch their structure, including the differentiation order. It is shown that there are several non-equivalent cases for them, which all coincide when the derivation order is not switched but fixed at 1. For each of these cases, (asymptotic) stability results are obtained in this paper. This is accomplished by generalizing Common Lyapunov Functions (CLF) and Multiple Lyapunov Functions (MLF) methods, the latter when applied to fractional switching systems (FSS) in the resetting. Several examples are presented to illustrate that such Lyapunov functions exist for linear and nonlinear switched order systems. It is shown that the resetting fractional switching can be easily implemented by standard software. Finally, applications in adaptive integer-order problems are made by exploiting features of both fractional and integer-order systems.     

Patterns of inequality in private funding of culture across the UK

By calculating an additively decomposable inequality measure following the lines of Shorrocks (1980; see Econometrica, 48(3)) we are able to evaluate regional disparities in private funding of cultural enterprises in the UK in a novel way. The country-wide index of inequality separates funding differences across regions from disparities within regions. Using data on private investment in UK cultural organisations, we consider three datasets: the first includes 139 organisations between 1993 and 2005; the second includes 573 organisations between 2002 and 2005; the third includes 898 organisations between 2005 and 2006. Differences among the 12 UK regions account for between a quarter and a third of overall funding inequalities. The largest contributor to funding inequality of cultural institutions in the UK is the degree of heterogeneity among cultural organisations within each region. We find that successful private fundraising is not significantly associated with the region where the organisation operates or with the particular cultural expression object of its activity. These are significant findings for cultural policymakers working on addressing issues of regional concentration of culture and diversifying sources of funding for the sector.     

The influence of serve characteristics on performance in men's and women's high-standard beach volleyball

The precise influence of serve type and serve ball speed on beach volleyball performance is unclear. We examined the relationship between serve type and speed and their effectiveness during the 2008 Men's and Women's Open World Tour Tournament. Three hundred and seventy-eight and 375 serves performed by men and women respectively from the main draw tournament were analysed. Serve speed was recorded using a radar gun. Two expert observers recorded serve speed, serve mode, serve effectiveness and rally outcome. There was no relationship between serve speed and its effectiveness for men (r = -0.047, P > 0.05) and for women (r = -0.048, P > 0.05). However, there was a relationship between serve ball speed and its effectiveness both for men and women, when speed was categorised into three groups. There was a better balance between negative and positive outcomes at medium speeds for men and at low and high speeds for women. There was a relationship between ranking and serve ball speed only for women and between ranking and type of serve for both genders. There was no relationship between rally outcome and serve effectiveness. The combination of high ball speed and jump serve is characteristic of high ranking women but not of men.     

Barriers that prevent the achievement of inclusive democratic education

Inclusive education inherently involves the inclusion of all citizens in a democratic society. Based on this view, questions emerge with respect to equality and integration in educational systems. Although inclusion should be viewed as a requirement in a democratic society, along with the integration in schools of students from different social groups, the concept rarely becomes reality, despite its frequent acceptance in discourse. This article analyzes mechanisms that inhibit agreement on how equality and inclusion can be put into practice in education, taking as an example the case of Chile. One inhibitor is a lack of in-depth discussions about the major tendencies prevailing in contemporary educational systems. In addition, three types of segregation are linked to children’s exclusion from schools: charges for educational services, schools’ selection processes and the use of economic incentives. Finally, the article presents possible consequences of two pedagogical orientations: towards autonomous schools and flexible curriculum.     

Developing and testing of search filters for the new European Union Member States’ research

Background: To develop and apply search filters retrieving the scientific output (SO) after 2000 focusing on Public Health (PH) of the new European Union (EU) Member States after the 2004 and 2007 enlargements. Methods: Twelve geographical filters (GFs) were designed and applied to retrieve references added since 2001 in medline (accessed through Pub Med ) and originated in the new EU countries. The PH area was accessed using Medical Subject Heading terms. The filters were evaluated through a manual check and the agreement/non‐agreement percentages were calculated. Results: A number of 99 912 articles revealing the total SO and 6502 articles focusing on PH were retrieved. More than 66% were published abroad and more than 80% in English. The evaluation revealed an average agreement percentage of 98.97%. The results were compared with those obtained by using simple search strategies. Conclusions: Twelve GFs applied to medline retrieved references belonging to twelve countries for a specific period of time. The evaluation of the GFs through the manual check demonstrated effectiveness of these filters. Complementary studies would be advisable to focus on the development of search filters to retrieve complete and accurate information.     

Epidemiology of tennis injuries: An eight-year review of Davis Cup retirements

Tennis practice, especially at elite levels, may place players at risk for debilitating musculoskeletal injuries. The aim of this study was to analyse the epidemiological pattern of retirements due to medical conditions sustained by tennis players during Davis Cup matches in the 2006–2013 period. All uncompleted matches due to a medical condition (injuries and illnesses) occurred in the above-mentioned competition were collected from the official source, registered and analysed according to published guidelines. The overall incidence of match retirements was 1.66% (12/719). The injury rate was 6.05/1000 playing hours; and 6.64/1000 match exposures. Musculotendinous lesions were the most common type of injury (66.66%). The incidence of lower-limb injuries was higher than upper-limb and trunk lesions. The incidence of retired matches due to medical conditions was higher in hard courts than in clay courts (2.97% and 0.90%, respectively; p = 0.04), while the median value of inactivity of injuries was 32.0 days (range 3–297). In conclusion, the incidence of retirements due to medical conditions in Davis Cup matches was low supporting the assumption that elite tennis is a low-risk sport activity. Findings provided scientific evidences of injury patterns among male professional tennis players and may contribute to conduct better injury prevention strategies.     

Physical activity levels,game performance and friendship goals using two different pedagogical models: Sport Education and Direct Instruction

Background: Advances in technology have changed children’s lifestyle so much that the majority of them do not meet the recommended 60 min of moderate to vigorous physical activity every day. Compulsory Physical Education has been highlighted as an ideal context to achieve the suggested physical activity (PA) goals, since it could be the only place where some students become truly physically active. In those classes, the teacher selects a pedagogical approach and this selection could be vital to meet the advised PA levels.

Purpose: The goal was to assess the effects of two instructional approaches, Sport Education Model (SEM) and Direct Instruction (DI) in Primary Education students’ physical activity intensity levels, game performance, and friendship goals.

Method: A total of 88 students with an average age of 11.16?±?0.63 years, enrolled in two year-5 (from 10 to11 years) and two year-6 (from 11 to 12 years) Physical Education classes of the same school agreed to participate. The number of participants in the SEM was 47 and in DI was 41. The schools’ administration distributed one class of each grade to the experimental group, which experienced SEM, and to the non-equivalent group, which experienced DI. The content selected for both study groups was the same: Handball. Both study groups experienced a 15-session learning unit (45 min per class, three sessions per week). The goal was to conduct the experiment in a non-manipulated (intact) educational context. It followed a pre-test, post-test, experimental, non-equivalent group design. Participants wore Actigraph GT3X accelerometers in order to monitor physical activity levels, answered questionnaires to assess friendship goals, and their game performance was assessed using the Game Performance Assessment instrument (GPAI).

Results: Results showed that students who experienced the SEM had significantly higher light and moderate physical activity levels, friendship-approach and friendship-avoidance goals, while the ones who experienced DI had significantly higher sedentary physical activity levels. The GPAI scores showed significant gains in students’ game performance in both study groups, but these were larger in the SEM one.

Conclusions: The SEM could be considered more effective than DI to improve Primary Education students’ PA levels, game performance and friendship goals.     

Student Graduation in Spain: To What Extent Does University Expenditure Matter?

Graduation rates (GRs) remain one of the most frequently applied measures of institutional performance. This paper analyzes the relationship between university characteristics and GRs in Spain, using a dataset for the entire public university system over the period 1998–2008. Since we observe the same university over several years, we address the problem of institutional unobserved heterogeneity for the first time. The main findings that can be drawn from our results are that university features, such as expenditure, student–teacher ratio and financial-aid to students are important in accounting for GRs. Surprisingly, student ability has no significant impact explaining graduation, a result that can be justified given the features of the Spanish university system.     

Psycho-neural Identity as the Basis for Empirical Research and Theorization in Psychology: An Interview with Mario A. Bunge

Mario Bunge is one of the most prolific philosophers of our time. Over the past sixty years he has written extensively about semantics, ontology, epistemology, philosophy of science and ethics. Bunge has been interested in the philosophical and methodological implications of modern psychology and more specifically in the philosophies of the relation between the neural and psychological realms. According to Bunge, functionalism, the philosophical stand of current psychology, has limited explanatory power in that neural processes are not explicitly acknowledged as components or factors of psychological phenomena. In Matter and Mind (2010), Bunge has elaborated in great detail the philosophies of the mind-brain dilemma and the basis of the psychoneural identity hypothesis, which suggests that all psychological processes can be analysed in terms of neural and physical phenomena. This article is the result of a long interview with Dr. Bunge on psychoneural identity and brain-behaviour relations.     

Scientific revolutions,paradigms and textbooks in development theories

The purpose of this study is to test whether Thomas Kuhn's model of scientific revolutions and his hypothesis of the ‘mirror effect’ of education apply to the history of the sociology of development, as many analysts of the field argue. Syllabi were examined from 1970 to 1981 for each of the existing graduate programs in sociology of development in Mexican major public and private universities.Results are inconsistent with the claim that the sociology of development has experienced a major scientific revolution, and we found no evidence of the existence of paradigms in the field. The same results are consistent with Kuhn's hypothesis of the ‘mirror effect’ of scientific change on textbooks and scientific training in pre-paradigmatic disciplines.